2. Namibia

3. MINISTRY OF EDUCATION

4. Managing Change Namibian Approach

5. INTRODUCTION Historical legacy
Education based on segregation and racism
Undemocratic
Unrepresentative
Inaccessible to majority

6. Transformation (Change Became inevitable)
Four Major Goals
=Access
=Equity
=Quality
=Democracy

7. Why? Goals To address apartheid legacy -To transform education system
To open up schools -access
Equitable distribution of educational resources
Quality education for all
Stakeholder participation -Democracy

8. Initiatives for change
1. Namibia Vision 2030
2. Education Training Sector Improvement Program(ETSIP)
3. National Standards and performance Indicators for Schools in Namibia(NSPI)
3. Clustering System
4. The National Curriculum for Basic Education

9. Prosperity,Harmony, Peace & Political Stability
Namibia Vision 2030
Prosperity,Harmony, Peace & Political Stability

10. Namibia Vision 2030
-Namibia’s most significant statement on National Development
Long term development framework for the country to be prosperous and industrialized nation, develop by her human resources, enjoying peace, harmony and political stability.

11. The Goal of Namibia Vision 2030
To improve the quality of life of the citizens to the level of their counterparts in the developed world.

12. Objectives
1.Namibia to be fair gender responsive , caring and committed nation.
2.Create effective and democratic political system
3.-Transform Namibia into an industrialized country
4.Ensure development of ‘natural capital” and sustainable utilization.
5. Transformation of Namibia into a knowledge-based society.

13. ETSIP

14. ETSIP
Is a fifteen year strategic plan( ) developed in response to demands of Vision 2030.

15. ETSIP- Main aim
To improve quality of education and for it to be effective,relevant,responsive in addition to creating equality in educational opportunity.

16. ETSIP 9 Sub-Programs
1. Early Childhood Development and Pre-Primary Education
2. General Education
3. Vocational Education and Training
4. Tertiary Education and Training
5. Adult Education and Lifelong Learning

17. ETSIP 9 Sub-programs (Continues)
6. HIV/AIDS
7. ICTs in Education
8. Knowledge creation and innovation
9. -Capacity development

18. NSPI
Tool initiated by Ministry of Education to monitor, evaluate and support by bringing Namibian schools at the same level.

19. NSPI: Seven key areas 1. Provision of resources
2. Curriculum and attainment
3. The teaching and learning process
4. The school as a social unit
5. -Management and leadership of school
6. Links with parents and community
7. Links with other schools and region.

20. Clustering system in Namibia
Grouping of schools that are geographically close and accessible to each other.
Headed by a cluster-centre principal.

21. Role of clustering Improving the quality of teaching and learning
Management applications –assistance
Empowerment
Improved efficiency
Staff allocation to address norms
Training
Community involvement
Planning & access to schooling

22. The National Curriculum for Basic Education
Introduced in 2010-to be inline with ETSIP
Purpose of revision was an effort to make it more relevant to the needs of Namibia & to improve the quality of education.
National Curriculum: Aims:
Serves as official policy for teaching,learning and assessment.
Giving direction to planning, organizing & implementing teaching and learning.
Teaching & learning directed at developing high order thinking skills.

23. How is change being managed?
1. Training and support
2. Monitoring and evaluation
3. Decentralization

24. Training & Support
National Institute for Educational Development (NIED)
Advisory Services
Regional Training Committees
International Partners (Volunteers)

25. Monitoring & Evaluation
Through National External School Evaluation Program
School Self Evaluation (SSE)
Teacher Self Evaluation (TSE)

26. Decentralization Extension of regions (From 7 to 13).
Each headed by Regional Directors.
New structures in Regions
Clustering
School boards (Governance)

27. Map of 13 Regions

28. Recent research on managing change
Aipinge
-Clustering
Mungunda-Participative Management
Johannes
- NSPI
Shekupakela-Nelulu Learners involvement in School Governance
Niitembu
-School Governance

29. Participative Management: Findings.
Stakeholders involvement in decision making.
Participative leadership not to be confine to decision-making only.
Added advantage of enabling the establishment of common goal,vision & mission.

30. Mungunda: recommendations
Collegial process and strategies to be sustain and effectively manage by way of ongoing transformational leadership.
Leadership and Management programs direly needed in Namibia.

31. Clustering: Aipinge Findings
Leadership & Management approaches employed have a significant effect on the cluster’s functioning.
CCPs provided professional and academic support to teachers and principals.
CCP coordinate and organize cluster activities effectively.
Leadership is distributed among cluster members through sub-committees.

32. Aipinge Recommendations
Formalize school cluster system(SCS)-national policy.
Provision of resources,infrastructure and other technical support
Develop a tailor-made program for cluster leadership and management in the curriculum.

33. Shekupakela-Nelulu: School Governance: Findings
A notion of school governance widely accepted.
Challenges with regard to practice.
Absence of national documents that outlines the roles and functions of Learners Representative Council(LRS)
Schools have little direction about the role of LRCs-given little attention.
LRCs not regarded as true role players.

34. Governance: Recommendations
National policy be drafted that legitimates the role of students in school governance.
Policy to provide direction.
Training programs for LRCs
Further research

35. Niitembu:Governance- Findings
Lack of understanding of policy and responsibility.
Low level of basic qualification.
Positive involvement.
Teamwork.

36. Niitembu: Recommendations
More Training of SB – preferably in local languages.
Improvement in literacy level of parental representation on SB.

37. Johannes: NSPI=Findings
Good progress in the implementation of NSPIs in few schools.
SSEs,TSEs,SDPs & target settings conducted almost always supply unreliable information.
Need for continues training of principals ,teachers and parents with regard to implementation of NSPI.
Lack of monitoring.

38. NSPI (recommendations)
Principals to be provided with support to equip them with necessary skills to effectively implement change.
Intensive training for all principals,HODs,teachers & school Board members.
Embarking on vigorous awareness campaign directed to school leaders to explain the benefits of an honest School Self Evaluation.
Lack of leadership and management skills on part of school leaders to be addressed for provision of quality education.

39. Conclusion Namibia has embarked on number of initiatives.
There is a general level of acceptance for those initiatives that were introduced which is visible through stakeholders cooperation.
But in the same, there are challenges in terms of policy implementation and budgetary allocation.
Yes, we are quite positive and please with the way that change has been managed.

40. Thank You