J Mwiikeni MJ

MINISTRY OF EDUCATION, ARTS AND CULTURE

Minster: Katrina Hanse - Himarwa

Deputy Minister: Anna Nghipondoka

Permanent Secretary: Sannet Steen Kamp

1. Important abbreviations:

❖ ACRWC: African Charter on the Rights and Welfare of the Child.

❖ HPSI: Health Promoting School Initiative
❖ ISHP: Integrated School Health Programme
❖ SASG: Social Accountability & School Governance
❖ SHTF: School Health Task Force
❖ SRGBV: School Related Gender Based Violence
❖ NCBE: National Curriculum for Basic Education
❖ NSSCO: Namibia Senior Secondary Certificate Ordinary
❖ NNTIP: Namibia Novice Teacher Induction Programme
❖ NCEAB: Namibian Curriculum Examination & Assessment Board
❖ NSSF: Namibian School Safety Framework
❖ SMART: Specific Measurable Attainable Realistic Timely
❖ PESTLE: Political, Economic, Social, Technological, Legal and Environment
❖ SAMEQ: Southern & Eastern African consortium for the Measurement of Education Quality.
❖ PSSR: Public Service Staff Rules
❖ SD: Sustainable Development
❖ DSA: Daily Subsistence Allowances
❖ HRDP: Human Resources Development Plan
❖ CLS: Community Library Service
❖ DAE: Directorate of Adult Education
❖ GS: General Service
❖ FE: Formal Education
❖ IEP: Individual Education Plan
❖ LIS: Library Information Services
❖ NLAS: Namibia Library Archive Service
❖ NAE: National Examination and Assessment
❖ FM: Finance Management
❖ AEC : Annual Education Census
❖ PS: Public Service
❖ ETSIP: Education and Training Sector Improvement Programmes
❖ KPI: Key Performance Indicators
❖ NESE: National External School Evaluation
❖ SSE: School Self Evaluation
❖ TSE: Teacher Self Evaluation
❖ PAAI: Plan of Action for Academic Improvement
❖ ICT: Information Communication Technology
❖ IT: Information Technology
❖ NPDs: National Development Plan(NDP 3 and 4)
❖ NSFAF: Namibia Student Financial Assistance Fund

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❖ SATS: Standardised Achievement Test

❖ O/M/A : Office or Ministry or Agencies
❖ PQA: Programmes & Quality Assurance
❖ SOE’s: State Owned Enterprises
❖ SWOT: Strengths, Weaknesses, Opportunities, Threats
❖ LSP: Learner Support Programme
❖ IE: Inclusive Education
❖ NIED: National Institute for Education Development
❖ DNEA: Directorate of National Examination Assessment
❖ PAD: Planning And Development
❖ HAMU: HIV and AIDS Management Units
❖ SDG: Sustainable Development Goals / ESDG
❖ HPP: Harambee Prosperity Plan
❖ PMS : Performance Management System
❖ FAWENA: Forum for African Woman Educationalist Namibia
❖ PA : Performance Agreement
❖ ECD: Early Childhood Development
❖ PSMAS: Public Service Medical Aid Scheme
❖ EMIS: Education Management Information Services
❖ SDP : School Development Plan
❖ TIPEEG: Targeted Intervention Programme for Employment and Economic Growth
❖ MoEAC: Ministry of Education, Arts and Culture
❖ ESD: Education for Sustainable Development
❖ ESD: Education for Sustainable Development
❖ DESD: Decade Education for Sustainable Development
❖ NEPAD: New Partnership for African Development
❖ NSSF: Namibian School Safety Framework

1. School Principal Core Duties. M O L AP

a) Planning:
• Develop and implement the SDP
• Develop a PAAI
• Set Performance Driven Academic Standards
• Facilitate teachers to set target
• Do timetabling planning
• Make decision and solve problems
b) Organising
• Establish efficient human resources
• Establish an organogram (structure)
• Delegate tasks and assign staff members to take responsibility
• Develop job description
• Implement grievance procedure
c) Monitoring
• Monitor the implementation of national standard for Namibian schools
• Set monitoring standard and tool
• Conduct class visits and monitor subject management and learners written work.
• Establish a disciplined teaching and learning environment

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d) Leading and Guiding

• Build a motivated team
• Establish a Professional School Climate
• Empower staff to handle conflicts
• Induct and guide novice staff members
• Allow open communication

e) Administrate all school affairs.

✓ Ensure the administration of the curriculum and different subjects polices.
✓ Together with the school board they help the HR with advertising post and recruiting
new staff members,
✓ Together with the school board they recommend suspension and expulsion of learners
after a hearing was correctly conducted.
✓ Attendance registers summarisation.
✓ Financial report and release authorisation in conjunction with the school board.
✓ Ensure that educational policies, circulars and directives adhered too.
✓ Monitoring of teachers professional progress, preparation and time on tasks.
✓ Ensure novice teachers are inducted and involved in the Novice Teachers Program.
✓ Is the chairperson for the CPD committee at school
✓ Lead school activities and most of all lead by example.

f) Act as a link between the school, the community, the inspectorate office and the directorate
office by reporting as required.
g) Together with the school board they control the financial aspects of the school and budget
drawing.
h) Creating a harmonious working and learning environment without violating any laws.

2. Being a Principal now the following.

a) Trimester Report components or Sections.
b) Your School ethos: vision, mission and goals.
c) Your school environment and it expectations.

1. Sustainable Development Goals

➢ No Poverty
➢ Zero Hunger
➢ Good Health & Well – Being
➢ Quality Education
Theme: ‘’Ensure inclusive and quality education for all and to promote lifelong
learning’’
➢ Gender Equality
➢ Clean Water & Sanitation
➢ Affordable & Clean Energy
➢ Reduce Inequality
➢ Life on Land
➢ Climate Action
➢ Life Below Water

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Goal 4 targets to be achieved in education.

(i) Ensure that all girls & boys complete free, equitable and quality primary & secondary
education.
(ii) Ensure that all girls & boys have access to quality early childhood development
(iii) Ensure equal access for all women & men to affordable & quality technical, vocational
and tertiary education.
(iv) Substantially increase the supply of qualified teachers
(v) Substantially increase the number of youth & adults who have relevant skills
(vi) Eliminate gender disparities in education and ensure equal access
(vii) Ensure that all learners acquire the knowledge & skills needed to promote sustainable
development
(viii) Build & upgrade education facilities that are child, disability and gender sensitive.

2. PMS = Performance Management System

PMS include all the process interrelated to manage, monitor, assess, recognise and improve
the performance of the Public Service at O/ M/ A unit and individual.

PA = Performance Agreement
PA is a document describing the agreed understanding of the expected level of performance
of an individual staff member by his/her supervisor. The PA links the individual performance
to the organisational objectives and plans.

The Implementation Process:

3. Strategic Plan 2018 – 2022

Strategic Objectives:
The three pillars
(i) Quality
(ii) Equity
(iii) Efficiency & Effectiveness

The 5 Strategic Objectives for the Ministry of Education, Arts & Culture
1. Improve core skills in numeracy & literacy in basic education
2. Promote arts & culture for sustainable development.
3. Ensure inclusive & equitable quality education for all I PEEE
4. Enhance organisational performance
5. Ensure effective regulatory framework and compliances

The aim of the Strategic Plan Matrixes

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To guide the implementation of the plan and provide the procedures how to monitor &
evaluate the implementation of the plan.

4. Strategic Themes, Objective and their Definition

Themes Definition Objectives [I P E E E]
1. Quality Quality refers to the standards that are achieved in Improve core skills in numeracy &
education, arts & culture and the striving for literacy
improvement and excellence in the result that are
produced.
Arts should be an integral part of the school curriculum Promote arts & culture for
and each school should embrace cultural diversity. sustainable development.
2. Equity Equity refers to the quality of fairness and Ensure inclusive & equitable quality
impartiality, particularly in the allocation of education education for all
resources and opportunity.

3. Effectiveness & Efficiency refers to working productively, with Enhance organisational performance
Efficiency minimum wasted effort or expenses.
Ensure effective regulatory
framework and compliances

5. Vision 2030 demands regarding to Basic Education [E C A I T]

❖ Early Childhood Development
▪ the policy, curriculum and standard for Early Childhood Development (ECD)
should be reviewed
▪ Parents should be trained on ECD
▪ 90% of children aged 3 – 6 should all enrolled with ECD
▪ Senior Secondary education qualification should be localised.

❖ Curriculum
▪ All curricula should be reviewed
▪ The teaching of mathematics, Science and Technology should be strengthened
▪ Entrepreneurship should be introduced
▪ HIV / AIDS awareness should be ensured at all levels
❖ Access
▪ ‘’Education for All Objectives’’ should be achieved
▪ Girls should achieve full and equal access to education by 2015.

❖ Infrastructure
▪ All schools should have access to drinking water & electricity by 2006
▪ All schools should have furniture by 2006
▪ 90% should be permanent by 2015

❖ Teacher
▪ There should be no unqualified / under qualified teachers by 2010

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▪ There should be at least 1 teacher for every 35 learners and 30 for very
teacher
▪ Bachelor’s degree should be the minimum requirement

6. Core Values = ICT E REAPT

Core Value Definition
1. Integrity
2. Commitment We shall be committed to the ministry’s objectives of providing accessible,
equitable & quality education for all.
3. Teamwork We shall exercise teamwork as a modus operandi for achieving strategic
objectives. Ensuring team building.
4. Empathy We shall embracing cultural diversity and tolerance
5. Respect We shall treat all stakeholders with dignity and politeness at all times
6. Accountability We shall be accountable be accountable for carrying out responsibilities
efficiently, timely & with integrity.
7. Professionalism We shall exercise high levels of professionalism. Sharing knowledge of best
practices with colleagues at all level & enhancing the quality of service by
being responsive.
8. Transparency We shall carry out our activities in an open and most acceptable manner.

Ministry of Education, Arts & Culture

Customer Service Charter

The High Level Statements for the Ministry of Education, Arts & Culture.

Ministry’s Mandate.
‘’To educate & train for sustainable national development and promote arts & culture’’

Ministry’s Vision.
‘’To be the ministry of excellence in providing quality education and promoting Arts &
Culture for the prosperity of the nation’’
Ministry’s Mission
‘’To provide accessible, equitable and inclusive quality education for a tolerant skilled,
productive and competitive nation, to promote and preserve Arts & culture for a nationhood
& unity in diversity’’
7. Concept definition
(i) Strategic objectives = the results that the Ministry wishes to achieve.
(ii) Desired Outcome = the results that is expected at national level as stated in NDP 5.
(iii) Key Performance Indicator = is a measure of performance

8. ESTIP: Education and Training Sector Improvement Programs

✓ What is ETSIP?

✓ ETSIP Objectives. Qs Ef R r – F ef Dm

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•Quality service assurance

•Equity and fairness in the education sector.
•Relevance and responsiveness: ensure the system offers skill relevant to the
country need and skill responding to the job market.
• Finance and efficiency:
• Delivery and management: deliver quality service but also manage resources and
programs demands’.
✓ ETSIP sub – programs. Ec G – V Al – Ci & T
• Early childhood development and pre – primary education.
• Adult education and lifelong learning.
• General education.
• Vocational education and training.
• Tertiary education and training
• Culture and innovation.

✓ ETSIP policies on general education

• Introduce teachers licencing:
• Policy on the provision of text books.
• Policy on teacher’s salary.
• Policy on the effective implementation of staffing norms.
• Policy on system and learners assessment.
• Introduce performance contracts for managers in education sector

✓ ETSIP Strategic Objectives of General Education as sub – program of ESTIP

• Improve the system quality and effectiveness.
• Ensure quality education delivery and opportunity.
• Expand access to senior secondary education.
• Consolidate access to primary education.
• Strength delivery capacity at all level of the system.
• Improve the efficiency of the general education.
• Improve the responsiveness / relevance of the system to the Namibian economy
and social development.

KEY AREA and their Indicators

9. KEY AREAS and PERFORMANCE INDIACTORS:

PRes- CA – TeLe - SSoc – MaLe – LiPaC – LiScRe

Key Area Possible indicators

1. PROVISION OF RESOURCES ➢ Provision of human resources
➢ Provision of physical resource
[HPFH) ➢ Provision of finances
➢ Provision of hostel resources
2. CURRICULUMA ATTAINMENT ➢ Implementation of the curriculum
➢ Extra-curricular activities
[EIPI] ➢ Intellectual attainment
➢ Personal and social development

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3. TEACHING and ➢
LEARNING Quality of teaching and learning
PROCESS ➢ Suitability to learners’ needs
➢ Quality of learning process
[Q2 S A] ➢ Assessment and evaluation
4. THE SCHOOL AS A SOCIAL UNIT ➢ Value and norms
➢ Morale of the school
[M V E S C] ➢ Effective use of time
➢ Pastoral care and guidance
➢ School discipline
➢ Curricula and vocational guidance
5. MANAGEMENT AND ➢ Management of staff
LEADERSHIP OF THE SCHOOL ➢ Management of physical resources
➢ Management of finance
[M3 Ca A L ppi) ➢ Curriculum and attainment
➢ Administration
➢ Leadership
➢ Policy, planning and implementation
6. LINK WITH PARENTS AND THE ➢ Links with parents
COMMUNITY. ➢ Links with the community
7. LINK WITH OTHER SCHOOLS ➢ Provision of resources for work with the cluster.
AND THE REGION ➢ Effectiveness of cluster activities
➢ Effectiveness of links with the region.

10. The Namibian Public Service Chatter:

a) General Principle for the Public Service Chatter. (HON SAIV)
✓ Helpfulness
✓ Openness
✓ Non – Discrimination
✓ Standard
✓ Accountability
✓ Information
✓ Value for money.

b) Parts of the Public Service Pocket Guide.

✓ Delivering Service:
✓ Government Structure:
✓ Public Service Reform and Development:
✓ Condition of employment:
✓ Service Benefits:
✓ Developing Human Resources:
✓ I C T:
✓ Financial Matters:

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11. From the Public Service pocket guide know these meanings:

▪ Public servant: any person working or operating a duty on behalf of the central
government or anyone serving the public.

▪ Code of conduct: Is an official document with set of rules of behaviour an educator

needs to follow in performing their official duty. In the code of conduct major
responsibilities are also outlined and action of perpetrators.
▪ Confidential: not leaking official information entrusted with pre-maturely.

▪ Transparent: acting in such a way that your customers are satisfied with your work and
relevant information are not hidden from them when the time is right.

▪ Ethics: are set of rules and regulations that are accepted by a certain group of people or
agencies. It is based on these set of standards that you are judged wrong or right.

▪ Misconduct: is a charge given to an official after behaving in an unsuitable manner and

found guilty after the correct misconduct procedures were used.

▪ Delegation: a mechanism of passing on authority from the senior leader to the lower
ranked leader in the channel of communication for a certain ministry or agencies.
▪ Decentralisation: the transfer of political, administration and decision – making power
from the central government to the subnational government.

▪ Conciliator: an independent body or person assigned normally from the office of the
attorney general in Namibia to help two or more bargain agents reach an agreement over
a certain dispute. The conciliator is neutral in this meeting and may advice bargain agent
and the employer on the possibility of an industrial strike or lock – outs if no amicable
solution is found.

▪ Strike / Industrial Action: is a status of worker putting works on hold for a certain
period of time in order to show their grievances toward their employer and let their voice
be heard or show their support of a certain decision.

▪ EFA: is a global commitment to provide quality basic education for all children and
adult. It was launched at the World Conference on EFA in 1990 aimed at expanding basic
education by 2015.

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12. PS Conditions of employments in the public service

✓ Appointment ( appointment in acting capacity)
✓ Probation (12 month calendar. Evaluation done every 3 months if supervisor not
satisfied with your performance than he/she have only two options to extend it for
another 12 months or your service to be terminated )
✓ Termination of service
✓ transfer
✓ Promotion
✓ Daily subsistence allowance ( compensation of travel, accommodation and meals
expenses when on official business)
✓ Official transport
✓ Misconduct = charged by permanent secretary for committing major offence or
receiving final written warning as a result of serious or minor offence. NB service
can be terminated
✓ Grievances = raising your complains
✓ Social security benefits
✓ Union membership ( NANTU/ NAPWU-recognized==basic pay,(benefits-housing,
medical aid ,pension ,leave and retrenchment procedures)
✓ Persons with disabilities
✓ Gender issues

13. Reasons for terminating the public servant service or when the service is terminated
(brought to end).
✓ You resign from work at your own free will
✓ You reach 60 years and you retire or you take early retirement ( 55 yrs and above)
✓ Continued ill health and retire
✓ Your post is no longer needed
✓ Unfit for work or you are inefficient or you are not capable of carrying out your
duties-asked to leave
✓ You are found guilty of misconduct
✓ You are absent continuously from work for more than 30 days without permission or
authorization
✓ You die
14. Examples Reasonable expenses to be covered when a public servant is transferred
✓ Moving of furniture
✓ Connection cost of water and electricity
✓ Re-registration of motor vehicle
✓ Accommodations and meal during transitional period
✓ Buying of new school uniform if you have children’s and they have to move to a new
school.

15. Service benefits of public servants

✓ Remuneration =basic salary, housing & transport allowance, overtime, motor vehicle
allowance
✓ Pension
✓ Retirement ( GIPF-7% deducted from basic salary every month and 16% GRN)
✓ Medical Aid
✓ Housing
✓ Transport allowance
✓ Service bonus

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✓ Leave of absence

16. Types of Classroom Observation Instrument

✓ COI4a – promotional subjects
✓ COI4b – lower primary
✓ COI4c – non promotional subjects

✓ Parts of a Classroom Observation Instrument:

• Planning and preparation of lessons.

• Assessment and evaluation of lesson and learners progress.
• Teaching and Learning Aids

17. Public Service Staff Rule=PSSR abbreviation

✓ PSSR.E.X=code of conduct
✓ PSSR.B.V=probation
✓ PSSR.B.J=appointment

18. Parts of a Continuous Assessment

✓ Topic Tests
✓ Topic tasks
✓ Project or Practical Investigation
✓ End of Term Test

19. Important ARTICLES from the Namibian constitution:

➢ Article 15: CHILDREN’S RIGHT

✓ The right to have a name, nationality and care from parents.
✓ The right to be protected from economic exploitation and labour until over 16 years.

➢ Article 19: CULTURE

Every person shall be entitled to enjoy, practice, profess, maintain and promote any culture,
language, tradition or religion subject to the term of this constitution.

➢ Article 20: EDUCATION

✓ All persons have the right to education.
✓ Primary education shall compulsory and free, the government will be responsible to
ensure this article is addressed.
✓ All persons have the right to establish or attend school at school of their choices and
expenses.

➢ Article 21: FUNDAMENTAL FREEDOMS

✓ All person shall have the right to
• Freedom of speech and expression
• Freedom of thought and beliefs.
• Move freely in Namibia
• Freedom of association such as political affiliation and trade unions.

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➢ Article 22: Protection of Fundamental Rights

➢ Article 3: Languages

20. Types of offences and possible action:

Major offences Examples Actions
➢ Theft (stealing GRN property) ▪ Immediately charged with
➢ Fraud (using your position in office misconduct if found guilty.
to benefit from the GRN or public).
➢ Bribery (persuading some to act ▪ The police and the auditor general
illegally in your benefiting may be called in to investigate.
circumstances).
➢ Falsification of records or
documents.
➢ Being in position of government
property without authorisation.
➢ Assault
➢ Sexual harassment
➢ Racism
➢ Malicious damage to state properties.
➢ Disobeying work related order
Serious offence
➢ Striking illegally ▪ 1st time offender, first written
➢ Sleeping on duty. warning.
➢ Repeated unauthorised absence.
➢ Misusing of GRN properties. ▪ 2nd time offender after 1st warning,
➢ Abuse of sick leave final written warning.
➢ Physical fighting
➢ Using abusive language
➢ Driving state vehicle without ▪ 3rd time offender after 1st & 2nd
authority. warning, charged with misconduct.
➢ Failure to report an accident / damage.
Minor offences
➢ Poor time control. (repeatedly coming ▪ 1st verbal warning
late or late submission of work) ▪ After 1st verbal warning, if you
➢ Improper conduct (using swear repeat the same offence you will
words) receive the 1st written warning.
➢ Poor dressing code ▪ If you repeat the same offence for the
➢ Horseplay 3rd time you will be given a final
➢ Carelessness written warning.
➢ Not reporting for over time without ▪ After the final warning you will be
reasonable excuse. charged with misconduct id the same
offence is repeated.

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Classes of Offences and Penalties

a) Verbal warning (valid for three months)

✓ A verbal warning is initiated by a supervisor if in his / her opinion the staff member
behaviour is unsatisfactory but does not warrant a written warning or more stringent
action.

b) Written warning (valid for 6 months)

✓ Written warning can be given by a supervisor to the staff member when verbal warnings
for minor offences were unsuccessful or for a serious offence.

c) Severe written warning (valid for 9 months)

✓ A severe warning is issued by a supervisor to the staff member if the first written
warning were unsuccessful.

d) Final written warning (valid for 12 months)

✓ A final written warning can be requested by the supervisor and will be issued by the
personnel officer under the signature of the concerned. This must be done after an
investigation by the supervisor.
✓ Final written warning can be given for major offences or for additional offences by staff
members to whom previous written warnings were issued.

e) Formulating a charge of misconduct.

(i) Preliminary investigation by the supervisor.
(ii) Formulating an actual charge.
(iii) Admission of guilty by a staff member or failure to comply with directions
(iv) Denial of guilty by a staff member
(v) Appointment of Disciplinary Committee
• Charged staff member / representative
• Representative of recognised Trade Union
• Investigating Officer
• Interpreter
• Witness (including Supervisor)
• Personnel Officer (secretary)
• Expert of the subject on which the charge is based
• The Chairperson of the management cadre of the OMA in which the staff
member is employed.

(vi) Finding of the DC

f) Two ways of handling grievances

• Informal discussion between the supervisor and his/ her subordinate.
• Submission of the aggrieved person to the supervisor.

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21. LEAVES OF ABSENCES

WHAT IS A LEAVE?
Is condition of service that allows a public servant to be off duty for approved and recognised
reasons or circumstances.

PURPOSE OF TAKING LEAVES:

✓ To give a staff member time off in order to rest, recover in case of sickness or attend to
personal pressing issues such as death cases, study or serious illness to family members.

PROCEDURES: with an exception of emergency cases a leave may only be give after
✓ Application for leave was done.
✓ A discussion between the applicant and the supervisor was carried out.
✓ An approval was granted
✓ The leave can now be taken.

NB: a staff member is not allowed to go on leave unless s/he is informed of his leave
application approval.

22. Types of Leaves:

➢ SICK LEAVE: (87 days)

• Special sick leave: granted in case an injury or sickness was contract during the
performance of a staff members duty.
➢ VACATION LEAVE: (8 days)

➢ MATERNITY LEAVE: (3 moths)

➢ COMPASSIONATE LEAVE: to attend to matters such as death and serious illness in
the family.
➢ SPECIAL LEAVE A: granted in order to attend to major natural disasters, court
appearance, sport participation and trade union representations.

➢ SPECIAL LEAVE B: granted for one take part in an examination being offered by an
education recognised institution.
➢ STUDY LEAVE:
▪ 50/50 STUDY LEAVE:
▪ ACCUMULATIVE STUDY LEAVE:

➢ LEAVE OF GRATUITY: granted at the termination of service.

Abscondment: a state in which a staff member absence himself at his duty station without
an authorised leave of absence for more than 30 days

23. What are the Goals of Education in Namibia?

➢ Accessibility
➢ Fairness / Equity
➢ Quality
➢ Education as a Life Long Learning.

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24. ASSESSMENT: to formally measure someone understand and progress or shortcoming after a
course or lesson taken.

THYPES OF ASSESSMENT
1. Formative assessment:
Is an assessment that is done throughout the year in order to shape or measure and direct
teaching and learning processes.

2. Summative assessment:
Is a once off structured assessment in the form of a test, topic task or end of term test based on
the accumulation of a learner progress, usually done to determine the learners final or year
marks.

NB: the two assessments can either be carried out formally or informally. Where by Informal
Assessment is based on observation and critical analysis of the learner’s progress without
writing. Formal Assessment needs a structured tool to measure the learner progress and
understanding.

25. COMPONENTS OF THE PRINCIPAL TRIMETER RETURN

1. Staffing norms of the school.
2. Absenteeism of staff member’s registry and roll call.
3. Learners enrolment at school
4. Key Area Achievement Reports
5. Documents Available at school registry.
6. HIV /AIDS programme report at school.
7. Feedback on meetings
8. Cluster Activities at school
9. Deviation from the school calendar reports

26. DOCUMENTS THAT A PRINCIPAL MUST HAVE IN THE OFFICE

1. Constitution of the Republic of Namibia.
2. Labour Act 6 of 1992 and the amendment act of the republic of Namibia.
3. Education act 16 of 2001 of the republic of Namibia.
4. Public Service Act 13 of 1995 and Public Service Staff Rules and Regulation act
5. Code of Conduct for Teachers
6. Practical Guidelines for Principals in Namibia
7. National Standard for Education in Namibia
8. Document on Vandalism
9. Extract from the Treasury Instructions in Namibia
10. Education Curriculum of the Republic of Namibia
11. Learner Centred Education in Namibia
12. Maintenance Policy
13. ETSIP document to map out the education sector.
14. Ministry of Education Strategic Plan
15. Vision 2030 and NDPs and Harambee Prosperity Plan manuals
16. Syllabuses for all subjects at school.
17. Continuous Assessment and Promotion Policy Guidelines documents.
18. PAAI, SDP, NESE, SSE and TSE

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27. Education Sector Policy for the Prevention and Management of Learner Pregnancy

Policy Foundation:
• Article 20:’’All person shall have the right to education’’
• Article 15: ‘’Children shall have their right’’
• Education Act 16 of 2001: It is the responsibility of the ministry of education to
establish and maintain every resource that benefits a learner.

Learner Pregnancy Policy Goals

✓ To promote continued education of pregnant learner and expectant farther.

✓ Promote shared responsibility for pregnant learner, expectant farther and family involved.
✓ To increase learners education about sexual responsibility and sexual health to prevent
learners pregnancies.
✓ To create a policy of inclusion and support for leaners who falls victim.

The six Guiding Principle of the policy. [PRRI SRf]

1. Right to education
2. Prevention
3. Information
4. Respect
5. Support
6. Respect for culture and family

Policy Provision

Section 1: Prevention of learner pregnancy

a) Counselling
C L G PS
b) Life skills and supplementary programmes
c) Promote safe leisure activities
d) Safe environment
e) Gender specific support and mentoring for leaners
f) Possible partners
g) Family and community involvement.

Section 2: Management

a) With respect of female learners who become pregnant

(i) Promotion of openness
(ii) Information, counselling and support
(iii) Health
(iv) Breastfeeding and expression of milk
(v) Examination
(vi) Boarders
(vii) Education before giving birth (4 weeks before her expected due date)
(viii) School assignments
(ix) Education after giving birth
(x) Special circumstances

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b) With respect to the male learner who shares responsibility for the pregnancy.
(i) Promotion of openness
(ii) Information, counselling and support

c) Family
(i) Counselling
(ii) Health
(iii) Education

d) School
(i) Psychological support
• Encouragement ; parenting skills ; monitoring and evaluation

(ii) Educational support

• Missed school work; tutoring; attendance; contraception; Extra – curricular
activities & physical training.

(iii) Health and nutritional support

• Nutrition; childcare & feeding of the infant

(iv) Environment
• Non – discrimination; tolerance, counselling and enforcement of an enabling
environment.

(v) Teacher training

• Counselling and support skills

(vi) Networking
• Role of Counselling Support Group and Role of learners.

e) The key line Ministries

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From Ohangwena Region

28.
a) List immediate or enabling objectives of the Namibian School Feeding Programme.
✓ Increase enrolment in schools
✓ Improve regular attendance
✓ Improve retention and progression through grades
✓ Improve general health and concentration level

b) NSFP target population

✓ Target OVC other needy learners in primary schools (Grade 0 – 7)

c) Name five key areas of the National Standard & Performance indicators which forms part of
the School Development Plan and briefly explain how each contribute towards the school
development.

✓ Provision of resources
✓ School as a social unit
✓ Management and leadership (M3 C A L)
✓ Link with parents and the community
✓ Link with other schools and the region.

d) List 6 guiding principles of the Education Sector Policy on the Prevention and Management
of Learner Pregnancy. [PRRI SRf]

✓ Right to education
✓ Prevention
✓ Information
✓ Respect
✓ Support
✓ Respect for culture and family

e) Outline 8 curriculum managements that the new curriculum implementers should take note of
for a smooth implementation and performance?

✓ Management of resources
✓ Management of teachers
Teacher should be well informed about the new curriculum and its implications
✓ Lesson structure
✓ Life Skills
✓ Reading Period
✓ Inclusive Education
✓ Timetabling
✓ Multigrade Teaching
✓ Co – curricula activities

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f) Mention at least 3 performance indicators under key area 2 and 3 and briefly explain each of
them.

Key are 2: Curriculum and attainment [IPIE]

(a) Implementation of the curriculum
(b) Personal and social development
(c) Intellectual attainment
(d) Extra – curricular activities

Key area 3: The Teaching and Learning Processes [Q2SAeva]

(a) Quality of the teaching and learning process
(b) Quality of the learning process
(c) Assessment and evaluation
(d) Suitability to learners’ needs.

29. The National Curriculum for basic Education (Revised)

a) The structure of Basic Education

Basic education is subdivided into four phases: Junior Primary (Gr 0 – 3), Senior Primary (Gr
4 – 7), Junior Secondary (Gr 8 – 9) and Senior Secondary Phase (Gr 10 – 12).
Junior Primary phase lays the foundation for all further learning where else Pre – Primary
aims to develop learners communication, motor and social skills and concept formation to
prepare them for formal education. In grade 1 – 3 learners learn to read and write in two
languages, they learn basic mathematics, they learn about the community and nature around
them and how to look after their health. The further learn how to be creative and expressive in
arts and physical education. They get exposed to computer technology and gain first
appreciation of information.
In the Senior Primary Phase, learners build on the foundation laid in JP and develop
irreversible literacy and numeracy, develop learning skills, gain basic knowledge and skills in
natural sciences, social sciences, technology and the arts, and participate in physical
education. The transition to English as a medium of instruction is in grade 4.

The Junior Secondary phase continues with the same learning areas as SP but on a
consolidating level and extending it to a level where the learners are prepared for young
adulthood and continued formal education. In this phase all learners take English,
Mathematics and another language. They will be exposed to all learning area by taking all
science subjects, together with options of two pre –vocational subjects.
Learners than proceed to the senior secondary (Gr 10 – 11) phase which provides
specialisation and depth in one field of study. Those who do not meet the requirements to
proceed to grade 10 will repeat grade 9 once. Grade 11 is the first exist point in the formal
schooling system. Learners who meet the necessary requirements may continue to grade 12.
Those who do not meet these requirements have the option to continue their education
through distance education.

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b) Aims of Basic Education for the Society of the Future (C H I D – P I E )

(i) A caring society
(ii) A health society
(iii) A democratic society
(iv) A productive society
(v) An environmentally sustainable society
(vi) An information society
(vii) Individual development.

c) Core Skills of the revised curriculum

(i) Personal skills
(ii) Numeracy skills
(iii) Social skills
(iv) Cognitive skills
(v) Communication skills
(vi) Information and communication technology skills
(vii) Learning to learn

d) Key Learning Areas of the New Curriculum

(i) Languages
(ii) Mathematics
(iii) Natural Sciences
(iv) Social Sciences
(v) Technology
(vi) Commerce
(vii) Arts
(viii) Physical Education

e) Cross Curricula Themes of the Revised Curriculum

(i) HIV & AIDS Education
(ii) Health & Wellness Education
(iii) Human Rights & Democracy Education
(iv) Information and Communication Technology Education
(v) Environmental Learning
(vi) Road Safety Education

30. Sector Policy on Inclusive Education 2013.

▪ Definition of Inclusive Education.

Is an education system that addresses and responds to the diversity of needs of all
children, youth and adults through increasing participation and eliminating within and
from the education system based on whatever backgrounds.

▪ Vision of the Policy.

The policy aims to create a supporting learning environment which is accommodating and
learner-centred.

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▪ Mission of the Policy.

Is to create an enabling and supporting environment in every school for all learners and
teachers.

▪ Aims of the Policy.

To ensure that all children are educated in the least – restrictive education setting and in
schools in their neighbourhood to the fullest extent possible.

▪ Objectives of the Policy.

(1) To expand access to and the provision of quality education especially of
educationally marginalised learners.
(2) To support learners with a wide range of individual abilities and needs in
compulsory education at ECD

▪ Guiding Principles
✓ Identification and addressing of challenges in the education system.
✓ Development of capacity at all levels
✓ Creation and development of an Inclusive Education Sector
✓ Offering institutional support.
✓ Expansion of access to education at all levels.
✓ Inclusion as early as the inception of any form of early childhood education
✓ Greater flexibility in assessing and examining
✓ Development and strengthening of a cycle of collaboration and support on
inclusion.

▪ Targeted Population
✓ Street Children
✓ Farmworkers children
✓ Learners with learning difficulties
✓ Children with disabilities and impairments
✓ Child labourers
✓ OVC
✓ Children who are gifted / talented
✓ Girl children
✓ Learner Parent
✓ Children considered over age
✓ Children who head household.

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31. Education Sector Policy for Orphans & Vulnerable Children

a) Objectives / goals
Goal: To ensure that an increased number of OVC are able to access, remain in and
complete general education of good quality.

Objective: To ensure that all OVC of school going age attend school and are not
deterred from full participation through any possible means.

• To promote inclusion and non – discriminatory environment, culture &

practices.
• Promote action on gender disparities
• Bolster family and community participation in the education system.
• Link prevention, treatment and care programmes
• Ensure that OVC have same opportunities as other Namibian child.

b) Guiding principles
•

c) Policy Provisions
• Addressing school related expenses
• Providing health care and nutritional support.
• Ensuring safe and non – discriminatory environment.
• Providing counselling and support
• Ensuring equal opportunities and educational success for all
• Engaging the community and other partners
• Providing training and support to teachers.
• Filing grievances

32. The Language Policy for Schools in Namibia

a) The goals of the policy.

✓ The seven year primary education cycle should enable learners to acquire
competences in English and be prepared for English medium of instruction
throughout the secondary school cycle.
✓ Education should promote the language and cultural identity of learners through
the use of mother tongue as medium of instruction in grade 1 – 3 and the teaching of
mother tongue throughout the formal education.
✓ Grade 4 is a transitional year in which mother tongue plays a supportive role in
teaching. Mother tongue should be taught as a subject.
✓ Schools must offer not less than two languages as subject from grade 1.

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b) The Language Policy.

✓ English is a compulsory subject, starting from grade 1 and continuing throughout the
school system.
✓ All learners must study two languages as subjects from grade 1 onwards of which one
must be English.
✓ Grade 1 – 3 will be taught either in the mother tongue or predominant local language.
✓ Grade 4 will be a transitional year when the change to English as medium of
instruction must take place.
✓ In grade 5 – 7 English is the medium of instruction. In the Junior Secondary phase the
mother tongue may be used in a supportive role and continue to be taught as a
subject.
✓ Examinations from grade 4 – 12 will be taken through the medium of English, except
the mother tongue that is taken as a subject.

33. Mention at least 8 corrupt practices as defined in the amended PSSR?

✓ Bribery
✓ Fraud
✓ Abuse of power
✓ Conflict of interest M E N CAF BF
✓ Favouritism
✓ Nepotism
✓ Embezzlement
✓ Misuse of state property for private purpose

34. Name three Key Department of the Ministry of Education, Arts & Culture?

(1) Formal Education Department (NIED ; DNEA ; NAE & PQA)

o Facilitate the implementation of the Education Act and related policies.
o Improve the quality of education
o Administer and conduct national examinations

(2) Lifelong Learning Department (NLAS & NHCP)

o Provide service pertaining to library and archive services, adult education, arts, heritage &
cultural programmes.

(3) Finance and Administration Department (IT; HR; GS; PD & FM)
o Provide policy guidance
o Plan for the directorate / ministry
o Manage finances
o Human Resources and IT

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35. Name 7 Principles of the Public Service Charter? [SIC ACC NOQV]
o Standard = setting, monitoring and publishing clear standard of service that public
members can expect.
o Information = providing information about public service in a straightforward and open
manner which is understandable.
o Courtesy & Helpfulness = service provided by servant who can be identified readily via
name badges.
o Accountability = providing details of performance against target and identifying who is
responsible.
o Consultation & Choice = ensuring that there is regular consultation with those who use
service.
o Non – discrimination = ensuring that services are available and applied equally to all.
o Openness = disclosing how public service are managed and cost & performance of
specific service
o Quality of service =
o Value for money = providing efficient & economic public service within affordable
resources.

36. Mention any 5 documents or items for schools that receive school grant?
o Cheque book
o Petty cash book
o Receipt book
o File for quotations
o Budget

37. How would you assist a novice teacher at your school?

o Orientate the teacher through a formal induction programme
o Explain all expectation from a professional perspective and files.
o Assign a mentor teacher
o Furnish the teacher with all immediate policies such as job description, Public Service
Act / PSSR / Education Act and all subject related policies.

38. Name at least 5 learning programmes that school may embark on in order to improve performance
of a school?
o Learner Support Programme
o Remedial Teaching
o Compensatory Teaching
o Extra – Classes
o Study Time
o Test Series / Mastery Test
o Award / Appraisal Programme
o Operational Library
o Study Corners
o Educational Tour
o School Twining & Teacher Twining.
o School clubs
o Holiday classes

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39. Name four types of leadership style, with a brief explanation of each?
(1) Autocratic Leadership
o Dictates staff members and take decision with little / no consultation.

(2) Democratic Leadership

o Accept collaborative decision making.
o Accept other stake holder ideas even when he personally differs

(3) Authoritarian Leadership

o Delegate tasks to subordinate more
(4) Laissez –fair Leadership
o Focus more on novice teachers to excel.

NB: A school principal switches from one style to anther depending on the challenge at hand.

40. State three options that grade 11 learners have at the end of grade 11?
o May choose to continue with either vocational education or training.
o May choose to continue distance learning
o May seek employment
o Those who meet requirements may proceed to grade 12 and take their subject on
Advanced Subsidiary Level which is an admission requirement for many universities in
Southern Africa and abroad.

41. List 8 votes of the SEG / PEG?

o Office administration
o Photocopying
o Co – extra curriculum activities
o School related cluster ./ circuit activities
o Transport
o Cleaning materials
o School related CPD
o School feeding related costs
o School board activities
o Minor maintenance
o Hiring of relief teachers (not more than 1 month)

42. Name four strategic issues and concerns for the ministry of education?
o Some children still do not attend primary education
o School structures are not child, gender and disability friendly.
o Not all children currently have access to pre-primary education
o The concept of lifelong learning is not well understood.
o Hungry and malnourished children cannot learn effectively.
o Higher late of school dropouts indicates that few learners are retained and complete basic
education.
o Low grades achieved by learners from national examinations.

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43. Briefly outline the structure of Basic Education in Namibia?

o Basic Education is divided into four phases
• Junior Primary Phase: Grade 0 – 3
• Senior Primary Phase: Grade 4 – 7
• Junior Secondary Phase: Grade 8 – 9
• Senior Secondary Phase: Grade 10 – 12

o Junior Primary phase lays a foundation for all further learning.

• In Pre-Primary learners are prepared for formal education.
• In grade 1 – 3 learners learn to read & write in two languages.
• In grade 1 – 3 Learners learn basic mathematics, develop creativeness and
expressive abilities.
• The medium of instruction at grade 1 – 3 is mother tongue / predominant local
language.
• Learners are exposed to computer technology and appreciation of ICT usage.
o In the SPP
• Learners develop irreversible literacy & numeracy and develop learning skills in
Natural Sciences, Social Science, technology and arts & physical education.
• English becomes a medium of instruction while mother / predominant local
language becomes a supportive subject.

o The JSP continues with the same learning areas as SPP but on a consolidation level.
• All leaners take mathematics, English and another language.
• They will be exposed by taking all science subjects with an option of any two pre-
vocational subjects.
• In Grade 9 learners take on a semi External Examination which qualifies them to
grade 10.
• Learners who proceed to grade 10 will choose field of studies with at least 6
subjects.
• Mathematics is a compulsory subject at SSP.
• Learner who failed to proceed to grade 10 will repeat grade 9 once.

o The Senior Secondary Phase

• Grade 11 is the first exist point in the formal schooling system.
• Learners who meet the requirement will proceed to grade 12
• Learners who do not meet requirements to proceed to grade 12 may opt to seek for
employment or distance learning.
• In grade 10 – 11 all learners will continue to take English, mathematics & another
language.

o Throughout the basic education Life skill, reading and IC are compulsory lessons.
o The grade starts at A being the best performance and E being the lowest performance for
grade 0 – 9 and A – U for grade 10 – 12.

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44. Mention at least 7 policies that must be administrated in the ministry of education?
(1) Promotional policy
(2) HIV / AIDS Work place police
(3) Language policy
(4) OVC policy
(5) Learner Centred policy
(6) Learner Pregnancy policy
(7) Inclusive education policy
(8) National Policy Guide for JP subjects (Gr 1 – 3)
(9) Vocational Education and Training Policy
(10) Namibian National Textbook Policy
(11) Learning Support Material Policy

45. Procedures to develop / formulate SDP & PAAI

o Come up with higher level statements of the school in order to have a clear direction of
you aim to go.
• Vision and Mission statements
o Set yourself clear and achievable targets
o Do an honest SSE and TSE
o Study the outcome of SSE & PAAI and tackle aspect with low ranking.
o Discuss the summary obtained from SSE & TSE
o Come up with clear intervention strategies to improve all low ranked aspects.
o Group all low ranked aspect as immediate priorities or long term target.
o The management finalizes the SDP & PAAI and give every individual teacher a copy.
o Ask each individual teacher to come up with a PDP on how they plan to solve their
weakness and realise the school target.
o As a manager monitor the implementation and progress made on the two plans.
o Conduct a final evaluation of the SPD & PAAI at the end of October each year.

46. Give four features of the National Promotional Policy Guide.

a) Early identification
b) Provision of high-quality learning support.
c) Restrictions to the number of times a given learner can be held back.
d) Building capacity of schools and teachers.
e) Building and sustaining stakeholder support
f) On-going monitoring

47. Name at least 4 PRINCIPLES of the promotional policy guide.

a) Gifted learner will receive enrichment programmes.
b) All repeating and struggling learners will receive learning support.
c) Parents / guardian will be fully informed of why it is necessary for their child to repeat.
d) Learner will be assessed using both formative and summative methods.
e) An individual learner action plan should be designed to help learners with difficulties.
f) A promotional committee after studying each learner case decide on who to repeat a grade.
g) It is expected that learners remain as far as possible with their age group or peer mate.

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48. State the Promotional requirement for each school phase under the new curriculum?
a) Grade 1 – 3
(i) E-grade or better in 6 out of 7 subjects.
(ii) E-grade or better in the language used as medium of learning.
(iii) E-grade or better in the reading component.
(iv) E-grade or better mathematics and the other language.
(v) An overall average of an E or better

b) Grade 4
(i) E-grade or better in 4 out of 5 subjects
(ii) E-grade or better in the language used as a medium of learning.
(iii) E-grade or better in mathematics and the other language.
(iv) An overall average of an E or better.

c) Grade 5 – 7
(i) E-grade or better in 5 out of 6 subjects
(ii) E-grade or better in English, the other language and Mathematics
(iii) An overall average of an E or better.

d) Border line cases for grade 1 – 7

These are learners on the edge of one category and verging on another according to the
minimum promotion requirements (border).
(i) Learner who failed only one subject with less than 5% of the 40% threshold.
(ii) Learner who failed a grade with less than 5% of the actual required percentage of
40%
(iii) Special conditions or extenuating circumstances experienced by the learner
throughout the year or examination.

e) Grade 8 – 9
(i) E-grade of better in the language used as a medium of learning.
(ii) E-grade or better in 7 out of 9 subjects
(iii) An overall average of an E or better

f) Grade 10 – 11
(i) E-grade or better in 5 out of 6 subjects.
(ii) E-grade or better in English.
(iii) An overall average of an E or better.

g) Border line cases for grade 8 – 11

These are learners close to the passing requirement although they failed.

(i) Learner who failed only one subject with less than 2% of the actual passing threshold.
(ii) Learner who failed a grade with less than 2% of the actual promotional requirement.

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49. Explain who are at risk learners as per the promotional policy guide?

These are the learners who are most likely to be educationally marginalised.

50. Name 8 of the learner referred to as Learners at Risk according to the promotional policy guide?
➢ Street children
➢ Child labourer
➢ Girl children
➢ Learner parent
➢ Orphan
➢ Farmworkers children.
➢ Learner from squatter camps
➢ Children in remote areas
➢ Children with learning difficulties
➢ Children heading household.
➢ Children from child headed house
➢ Children with extreme health conditions.

51. Outline 6 benefit of a novice teacher as stated in the Namibian Novice Teachers Induction
Programme?
➢ Being prepared for unforeseen circumstances.
➢ Ability to adapt to changes.
➢ Promote improved behavioural patterns in a school setting.
➢ Bringing about improved learner performance.
➢ Raises one’s self-esteem / confidence.
➢ Enhance of one’s teaching and learning skills.
➢ Improve decision making and communication process.

52. How long should a novice teacher be on the mentoring programme?

➢ 2 years

53. Who have the power to cancel the suspension of a learner?

➢ The permanent secretary
➢ The head of the organisation (principal)

54. As indicated in the Public Service act, (a) state the act (b) and the section which deals with
misconduct of staff members?
(a) Act 13 of 1995
(b) Section

55. Who are the members of the Multi-disciplinary and Learner Support Committee, that is
responsible for referral and learning support recommendations?
➢ Parents to authorise their child to repeat or be transferred
➢ Promotion committee members
➢ Learning support group members
➢ Subject teachers to offer Learning Support (IEP)

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56. Mention at least 6 competencies for Teachers in Namibia?

➢
57. State the exact time in which AEC & SSE are conducted?
➢ AED = September
➢ SSE = October

58. Give thoroughly detail of condition needed for foreign child to be admitted in a Namibian school.
➢ Study permits
➢

59. Explain what Learning Support is and outline who qualifies for the learning support.
a) Learning Support involves planned methods and materials that enable learners with learning
difficulties and other special needs to reach essential basic competencies in different subject
and skills.
Learning support is a way to ensure that all learners are able to make progress and achieve
according to their potential.

b) Learners repeating a grade; Transferred Learners; Learners not achieving the required basic
competencies of a subject and intellectual gifted learners.

60. Learners enrolment vs Number of school board

Number of Learners Number of school board
Less than 100 5
100 – 199 7
200 – 399 9
400 – 599 11
600 and more 13

61. Namibia’s School Safety Framework

a) Sections that makes up the NSSF
Part A: Introduction & Overview
Part B: Practical Guide for Building Safe Schools
Part C: Resource Kit for NSSF Implementation

b) The purpose of NSSF

(i) To provide a common national approach that ensures conditions in which Namibian
leaners study are safe, healthy and conducive to learning.
(ii) To consolidate existing laws, policies and good practice, providing school
communities with a practical guide.
(iii) To reduce, minimise or remove obstacles to school safety.

c) The key objective of NSSF

DISMF
(i) Determine: determine the baseline in each school by measuring key indicators.
(ii) Institute: institute a reporting scheme to document safety related issues.
(iii) Support: support effort by all school to device context-specific school safety.

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(iv) Monitor: monitor school safety interventions undertaken at different level.

(v) Foster: foster school linkages with communities and improve communication &
coordination.

d) Guiding principles
➢ Protection and promotion of child right
➢ A whole school evidence – based approach to school safety adoption
➢ School safety promotion through partnership
➢ Learners play an active and major role in developing safe and supportive schools.
➢ A child-centred approach is used focused on meeting children’s needs and not
punishment.

e) Why a need for NSSF

➢ To understand violence in Namibian schools
➢ To understand violence in schools.
➢ To know types of violence in Namibian schools.
➢ To understand the impact of violence on leaners
➢ To understand the impact of violence on educators
➢ To understand barriers to identifying and reporting on violence in schools.

f) Seven minimum standards for creating & maintaining safe schools in Namibia.
(1) Establishing the foundation: Questionnaire
(2) Child friendly infrastructure
(3) Well-defined policies, reporting & referral procedures
(4) Positive and collaborative practice
(5) Effective school leadership
(6) Effective prevention and response to violence
(7) Effective prevention and response to substance abuse

62.

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