My Interview Booklet

CONTENT
CHAPTER I: NAMIBIAN CONSTITUTUION

CHAPTER II: EUDCATION ACT 16 OF 2001 - SCHOOL BOARDS
CHAPTER III: EUDCATION ACT 16 OF 2001 – LEARNERS
CHAPTER IV: STATE SCHOOL
CHAPTER V: PRIVATE SCHOOL
CHAPTER VI: TEACHING SERVICES
CHAPTER VII: PUBLIC SERVICE ACT 13 OF 1995 - PUBLIC SERVICE STAFF RULES: LEAVES
OF ABSENCE
CHAPTER VIII: PSSR E.X - MISCONDUCT AND DISCIPLINARY ACTION: PART I
CHAPTER IX: PSSR E.X - MISCONDUCT AND DISCIPLINARY ACTION: PART II
CHAPTER XI: PUBLIC SERVICE STAFF RULE: A PERFORMANCE MANAGEME
CHAPTER XII: PUBLIC SERVICE CHARTER
CHAPTER XIII: MINISTRY OF EDUCATION CHARTER
CHAPTER XIV: THE NATIONAL CURRICULUM FOR BASIC EDUCATION: 2016
CHAPTER XVI: ETSIP
CHAPTER XVII: MINISTRY OF EDUCATION, ARTS AND CULTURE REPUBLIC OF NAMIBIA
STRATEGIC PLAN 2017/18 - 2021/22
HAPTER XVIII: VISION
CHAPTER XIX: NDP5
CHPATER XX: HARAMBE PP
CHAPTER XXI: SDGs
CHAPTER XXII: STAFFING NORMS FOR SCHOOL IN NAMIBIA
CHAPTER XXIII: UPE/USE
CHAPTER XXIV: INSTRUCTIONAL LEADERSHIP
CHAPTER XXV: JOB DESCRIPTIONS
CHAPTER XXVI: THE PRINCIPAL AND DIFFERENT LEADERSHIP STYLES
CHAPTER XXVII: NATIONAL PROMOTION POLICY GUIDE FR JUNIOR AND SENIOR
SECONDARY SCHOOL PHASES
CHAPTER XXVIII: OTHER POLICIES, FRAMWORKS AND GUIDELINE IN EDUCATION
 Promotional policy for schools in Namibia
 Language policy
 Assessment policy
 Education sector policy for the prevention and management of learner pregnancy.
 Sector policy on HIV/AIDS
 Sector policy on Inclusive education
 Sector policy for orphans and vulnerable children
 Text book policy
 National school feeding programme
 Learner support programme
 School office
 Cluster system
 Library policy
 NSSF National Safe Schools Framework
CHAPTER XXIX: POSSIBLE WRITTEN TEST QUESTIONS
Interview preparation guide written test Page 1

ACCRONOMIES
 AEC: Annual Education Census
 ACRWC: African Charter on the Rights and Welfare of the Child.
 CLS: Community Library Service
 CBET Competency Based Education and Training
 CIET Centre for Innovation, Entrepreneurship and Technology
 COSDEC Community Skills Development Centre
 CPD Continuous Professional Development
 DAE: Directorate of Adult Education
 DESD: Decade Education for Sustainable Development
 DNEA Directorate of National Examinations and Assessment
 DRFN Desert Research Foundation of Namibia
 DSA: Daily Subsistence Allowances
 ECD: Early Childhood Development
 EMIS: Education Management Information Services
 ESD: Education for Sustainable Development
 ESDG: Educational Sustainable Development Goals
 EPCC ETSIP Programme Coordinating Committee
 ETSIP Education and Training Sector Improvement Programme
 FAWENA: Forum for African Woman Educationalist Namibia
 FE: Formal Education
 FM: Finance Management
 FDIs Foreign Development Investments
 HAMU: HIV and AIDS Management Unit
 HPP: Harambee Prosperity Plan
 HRDP: Human Resources Development Plan
 HPSI: Health Promoting School Initiative
 GRN Government of the Republic of Namibia
 GS: General Service
 IALL Information, Adult and Life Long Learning
 ICT: Information Communication Technology
 IT: Information Technology
 IE: Inclusive Education
 IEP: Individual Education Plan
 ISHP: Integrated School Health Programme
 IMS Information Management System
 KBE Knowledge Based Economy
 KIMS Knowledge and Information Management System
 KPI: Key Performance Indicators
 LIS: Library Information Services
 LSP: Learner Support Programme
 LTR Learner: Teacher Ratio
 MoE Ministry of Education
 MoEAC: Ministry of Education, Arts and Culture
 MGECW Ministry of Gender Equality and Child Welfare

 MWTC Ministry of Works, Transport and Communication
 MIS Management Information System
 MTTT Medium Term Technical Team
 MTP Medium Term Plan
 MTEF Medium Term Expenditure Framework
 NAE: National Examination and Assessments
 NAMCOL Namibian College of Open Learning
 NCHE National Council for Higher Education
 NCRST National Commission on Research, Science and Technology
 NCBE: National Curriculum for Basic Education
 NCEAB: Namibian Curriculum Examination & Assessment Board
 NDP National Development Plan (NDP 2 = 2nd National Development Plan)
 NEPAD: New Partnership for African Development
 NESE: National External School Evaluation
 NIED: National Institute for Education Development
 NKIS National Knowledge and Innovation System
 NLAS: Namibia Library Archive Service
 NNTIP: Namibia Novice Teacher Induction Programme
 NPC National Planning Commission
 NRSTF National Research, Science and Technology Fund
 NQA Namibia Qualifications Authority
 NQF National Qualifications Framework
 NOLNet Namibian Open Learning Network
 NSFAF: Namibia Student Financial Assistance Fund
 NSSF: Namibian School Safety Framework
 NSSCO: Namibia Senior Secondary Certificate Ordinary
 NTA Namibia Training Authority
 ODL Open and Distance Learning
 O/M/A : Office or Ministry or Agencies
 OVCs Orphans and Vulnerable Children
 PA: Performance Agreement
 PAAI: Plan of Action for Academic Improvement
 PAD: Planning And Development
 PESTLE: Political, Economic, Social, Technological, Legal and Environment
 PMS: Performance Management System
 PoN Polytechnic of Namibia
 PQA: Programmes and Quality Assurance
 PS: Public Service
 PSMAS: Public Service Medical Aid Scheme
 PSSR: Public Service Staff Rules
 R&D Research and Development
 RACE Regional AIDS Committees for Education
 SACMEQ: Southern & Eastern African consortium for the Measurement of Education Quality.
 SASG: Social Accountability & School Governance
 SATs: Standardized Achievement Test

 SD: Sustainable Development
 SDG: Sustainable Development Goals
 SDP: School Development Plan
 SHTF: School Health Task Force
 SRGBV: School Related Gender Based Violence
 SMART: Specific Measurable Attainable Realistic Timely
 SOE‘s: State Owned Enterprises
 SSE: School Self Evaluation
 SWOT: Strengths, Weaknesses, Opportunities, Threats
 TIPEEG: Targeted Intervention Programme for Employment and Economic Growth
 TSE: Teacher Self Evaluation
 UNAM University of Namibia
 VET Vocational Education and Training
 VTC Vocational Training Centre
CHAPTER I
NAMIBIAN CONSTITUTUION
Article 3 Language
 The official language of Namibia shall be English.

 Nothing contained in this Constitution shall prohibit the use of any other language as a medium of
instruction in private schools or in schools financed or subsidised by the State, subject to
compliance with such requirements as may be imposed by law, to ensure proficiency in the
official language, or for pedagogic reasons.
 Nothing contained in Sub-Article (1) hereof shall preclude legislation by Parliament which
permits the use of a language other than English for legislative, administrative and judicial
purposes in regions or areas where such other language or languages are spoken by a substantial
component of the population.
Article 5 Protection of Fundamental Rights and Freedoms
 The fundamental rights and freedoms enshrined in this Chapter shall be respected and upheld by
the Executive, Legislature and Judiciary and all organs of the Government and its agencies and,
where applicable to them, by all natural and legal persons in Namibia, and shall be enforceable by
the Courts in the manner hereinafter prescribed.
Article 8 Respect for Human Dignity
(1) The dignity of all persons shall be inviolable.
(2) (a) In any judicial proceedings or in other proceedings before any organ of the State, and during
the enforcement of a penalty, respect for human dignity shall be guaranteed.

(b) No persons shall be subject to torture or to cruel, inhuman or degrading treatment or
punishment.
Article 10 Equality and Freedom from Discrimination
 All persons shall be equal before the law.

 No persons may be discriminated against on the grounds of sex, race, colour, ethnic origin,
religion, creed or social or economic status.
Article 15 Children's Rights
 Children shall have the right from birth to a name, the right to acquire a nationality and, subject to
legislation enacted in the best interests of children, as far as possible the right to know and be
cared for by their parents.
 Children are entitled to be protected from economic exploitation and shall not be employed in or
required to perform work that is likely to be hazardous or to interfere with their education, or to
be harmful to their health or physical, mental, spiritual, moral or social development. For the
purposes of this Sub Article children shall be persons under the age of sixteen (16) years.
 No children under the age of fourteen (14) years shall be employed to work in any factory or
mine, save under conditions and circumstances regulated by Act of Parliament. Nothing in this
Sub-Article shall be construed as derogating in any way from Sub-Article (2) hereof.
 Any arrangement or scheme employed on any farm or other undertaking, the object or effect of
which is to compel the minor children of an employee to work for or in the interest of the
employer of such employee, shall for the purposes of Article 9 hereof be deemed to constitute an
arrangement or scheme to compel the performance of forced labour.
 No law authorising preventive detention shall permit children under the age of sixteen (16) years
to be detained.
Article 19 Culture
Every person shall be entitled to enjoy, practice, profess, maintain and promote any culture, language,
tradition or religion subject to the terms of this Constitution and further subject to the condition that the
rights protected by this Article do not impinge upon the rights of others or the national interest.
Article 20 Education
 All persons shall have the right to education.

 Primary education shall be compulsory and the State shall provide reasonable facilities to render
effective this right for every resident within Namibia, by establishing and maintaining State
schools at which primary education will be provided free of charge.
 Children shall not be allowed to leave school until they have completed their primary education
or have attained the age of sixteen (16) years, whichever is the sooner, save in so far as this may
be authorised by Act of Parliament on grounds of health or other considerations pertaining to the
public interest.
 All persons shall have the right, at their own expense, to establish and to maintain private schools,
or colleges or other institutions of tertiary education: provided that:

 such schools, colleges or institutions of tertiary education are registered with a
Government department in accordance with any law authorising and regulating such
registration;
 the standards maintained by such schools, colleges or institutions of tertiary education are
not inferior to the standards maintained in comparable schools, colleges or institutions of
tertiary education funded by the State;
 no restrictions of whatever nature are imposed with respect to the admission of pupils
based on race, colour or creed;
 no restrictions of whatever nature are imposed with respect to the recruitment of staff
based on race or colour.
Article 21 Fundamental Freedoms
 All persons shall have the right to:

a. freedom of speech and expression, which shall include freedom of the press and other
media;
b. freedom of thought, conscience and belief, which shall include academic freedom in
institutions of higher learning;
c. freedom to practise any religion and to manifest such practice;
d. assemble peaceably and without arms;
e. freedom of association, which shall include freedom to form and join associations or
unions, including trade unions and political parties;
f. withhold their labour without being exposed to criminal penalties;
g. move freely throughout Namibia;
h. reside and settle in any part of Namibia;
i. leave and return to Namibia;
j. practise any profession, or carry on any occupation, trade or business.
 The fundamental freedoms referred to in Sub-Article (1) hereof shall be exercised subject to the
law of Namibia, in so far as such law imposes reasonable restrictions on the exercise of the rights
and freedoms conferred by the said Sub-Article, which are necessary in a democratic society and
are required in the interests of the sovereignty and integrity of Namibia, national security, public
order, decency or morality, or in relation to contempt of court, defamation or incitement to an
offence.
Article 22 Limitation upon Fundamental Rights and Freedoms
 Whenever or wherever in terms of this Constitution the limitation of any fundamental rights or
freedoms contemplated by this Chapter is authorised, any law providing for such limitation shall:
 be of general application, shall not negate the essential content thereof, and shall not be
aimed at a particular individual;
 specify the ascertainable extent of such limitation and identify the Article or Articles
hereof on which authority to enact such limitation is claimed to rest.

CHAPTER II: EUDCATION ACT 16 OF 2001: SCHOOL BOARDS
ESTABLISHMENT OF SCHOOL BOARDS FOR STATE SCHOOLS
Section 16.
(1) There is, for every state school, established a school board to administer the affairs and promote the
development of the school and learners of the school.
(2) The Minister must, out of moneys appropriated for this purpose by Parliament, establish a program
with the aim to promote accountability of, active participation, effective exercise of powers and
performance of functions by, members of school boards.
POWERS AND FUNCTIONS OF SCHOOL BOARD
Section 17. Subject to this Act, the powers and functions of a school board are –
a) to develop the mission, goals and objectives of the school;

b) to advise the school's management on the extra-mural curriculum of the school;
c) to advise the regional director of education on educational needs and the curriculum of the
school;
d) subject to the Public Service Act, to recommend to the Permanent Secretary the appointment of
teachers and other staff members at the school;
e) subject to the restrictions imposed by the Permanent Secretary and upon conditions as the school
board may determine, to allow the reasonable use of the school facilities for community purposes;
f) to consider any case of misconduct by a learner or staff member of the school with the aim to
i) ensure that such misconduct is properly investigated; and
ii) recommend to the Permanent Secretary the appropriate disciplinary measures to be taken
regarding serious misconduct of a learner; and
g) to exercise other powers and perform other duties and functions as may be authorized or imposed
by or under this Act.
SECTION 7: IN ADDITION TO THE POWER AND FUNCTIONS REFERRED TO IN SECTION

17 OF THE EDUCATION ACT, A SCHOOL BOARD (REGULATION of 28/12/2002)
(a) Functions as the body through which the community of the school is able to participate in the
administration of the school and its activities.
(b) Advises and make recommendations to the Permanent secretary regarding matter which
concerns the welfare and interest of the school.
(c) Subject to the public service act, makes recommendations to the Permanent Secretary with
regards to the promotional and transfer of teachers and other staff members.
(d) Investigate any complaint affect the school, and, if necessary, refers such complaint to the
Permanent Secretary.
(e) Considers inspection reports referred to in section 66 of the Act and, where necessary, makes
recommendations to the Permanent Secretary on any matter mentioned in or resulting from
such reports

(f) Is responsible for the supervision of building, sites, fencing and accessories of the school
concerned, and advises the Permanent Secretary on any shortcomings regarding such
buildings, sites, fencing and accessories and
(g) Perform any task which the Permanent Secretary may direct school boards in general or a
school board in particular to perform.
SCHOOL BOARD AS STIPULATED IN A GUIDE FOR ESTABLISHING AND MAINTAINING

EFFECTIVE SCHOOL BOARD BY ROSSING FOUNDATION BOOKLET OF 2015
1. The School Board

The School Board is an advisory and decision making body at the school level. It represents the parents,
learners and the community as well as those employed in the school. Every government school is
mandated through the Education Act, Act 16 of 2001, to establish a School Board to help administer the
school and ensure the school is effective in its teaching and learning programme. The School Board
meets at least once per term.
1.1 Composition of the School Board

Depending on the size of the school, a School Board consists of not less than 5 and not more than 13
voting members. It is composed of:
 Parents with children at the school, but who are not employed there (school parents must be in the
majority).
 School teachers.
 The school principal.
 Two learners from the Learners Representative Council (LRC). This is applicable to secondary
schools only.
2. Rights and Responsibilities of the School Board

School Board members have the right to:
 Express their views freely and without prejudice at School Board meetings.
 Visit the school regularly and at any time.
 Take legal action against any wrongdoing.
 Take decisions based upon their own convictions only.
The main responsibilities of the School Board are to:
 Develop the vision and policies of their school.
 Recommend staff appointment.
 Develop and look after the school infrastructure.
 Promote school welfare.
 Communicate with parents/guardians and the community.
 Establish committees for managing specific issues, such as hostel, finance, security, School
Feeding Programme, HIV and AIDS.
 Administer the School Finance / Hostel Development Fund/ NSFP Development Fund as
approved by the School Board and the cheques co-signed by the School Board Chairperson.
The establishment and management of funds should be aligned with the UPE and the
Secondary School Grant. Circular Form Ed. 07/2015
 Oversee teaching and learning to ensure high quality education.

2.1 Developing the School Development Plan, Vision, Mission and Policies of the school
What is a School Development Plan (SDP)?
A School Development Plan is a school's plan for improvement, the school strategy on how the School
Board and the school think they will maintain good standards and improve the quality of teaching and
learning over a period of 1 to 3 years. It is also known as a school's strategic plan.
A School Development Plan can start with a vision, i.e., where the school wants to be in respect of the
role it plays. It is used to plan ahead. The plan will start with the school self-evaluation. Questions such as
'What is the vision for our school?', 'How well are we doing?' and ‗What should we do to
continuously improve?‘ will have to be thought about thoroughly. The SDP must focus on learners and
their learning and how to improve their knowledge and skills (achievements).
The School Development Plan should be detailed, have realistic actions, outcomes and a budget for
the activities to be carried out.
2.2 Recommending the appointment, transfer and promotion of teachers

It is the responsibility of the School Board to verify that recruitment, transfer and promotion of staff
members are done openly, fairly and procedurally. However, this should be done by adhering to the
recruitment policy as prescribed by the Office of the Prime Minister.
To appoint a teacher or other staff members, the School Board takes the following actions:
 Ensures that all the vacant posts at the school are timely and widely advertised in the appropriate
media (radio, newspapers).
 Finds out about strengths and weaknesses of the applicants.
 Interviews short-listed candidates.
Recommends the appointment of a teacher on the grounds of qualifications and experience
2.3 School Policies

School policies help to guide the principal, teachers, hostel personnel, learners and school labourers to
follow the same comprehensive rules and guidelines governing the school. It is the responsibility of the
School Board to develop policies and to ensure that the implementations of these policies are monitored
and evaluated.
SECTION 18: CONSTITUTION OF SCHOOL BOARD
1) A school board consists of the prescribed number of not less than five and not more than 13
voting members, who must be –
a) school parents who are not employed at the school;
b) teachers at the school;
c) the principal of the school; and
d) in the case of a secondary school, not more than two learners at the school nominated by the
Learners' Representative Council.
2) School parents must constitute the majority of members of a school board.

3) The Minister may approve the constitution of a school board which differs from the constitution
contemplated in subsection ( 1 ), if- ·
(a) the school board has applied in writing to the Minister for a different constitution; and
(b) the Minister is satisfied that such constitution is in the best interests of education at the school.
(4) If a member of a school board has a direct personal interest in any matter under discussion by the
board, that member must not take part in any discussion or decision on the matter, or be present at a
meeting at which the matter is being discussed.
THE ROLE OF PRINCIPAL IN THE SCHOOL BOARD
 Ensure that the school board is properly elected and constituted.

 That it conducts its business correctly in compliance with the act and regulations and work
actively in the best interest of the school and its learners.
 The principal should guide and advises the school board in all matters
SPECIFIC RESPONSIBILITIES OF THE PRINCIPAL REGARDING THE SCHOOL BOARD
 Have a copy of the, EDUCATION ACT, REGULATIONS ON SCHOOL BOARD,

REGULATION ON UPE/USE
 Explain the policy, act and regulation to ensure that the school boards conducts its affairs in line
with legal provision and procedures
 The principal supervise and monitor that all secretarial work of SB is done effectively an in good
time, right at the school
 Facilitate the school board election
 The principal must guide and assist the SB to diligently and correctly execute its function and
powers as refers to in section 17 of the Act.
QUALIFICATIONS FOR SCHOOL PARENT TO SERVE AS MEMBER OF SCHOOL BOARD
(1) A school parent may not be elected as a member of a school board in terms of regulation 3, if
such parent –
a) has been convicted of an offence and sentenced to a period of imprisonment without the
option of a fine, expect that he or she has received a free pardon in respect of such offence, or
such period of imprisonment has expired at least five years prior to the date of his or her
election as a member of the school board; [The word ―expect‖ in the phrase ―expect that he or
she has received a free pardon‖ should be ―except‖.]
b) is employed as a staff member in the management cadre in the Ministry or as an inspector of
education at the national or regional level;
c) is not a Namibian citizen or ordinarily resident in Namibia for at least two years;
d) is the spouse of a teacher who is attached to the state school for which the school board is to
be elected; or
e) despite the fact that he or she has a child at the school for which the school board is to be
elected, is a member of a school board of another state school.

SECTION 19: ELECTION OF MEMBERS OF SCHOOL BOARD
(1) The election of parents and teachers to a school board must be conducted by a staff member
designated by the Permanent Secretary and who is not employed at the school concerned.
(2) Elections conducted in terms of subsection ( 1 ), must be –
(a) by secret ballot; or
(b) where appropriate, with the approval of the Minister, by a show of hands.
(3) A school board must, from amongst its members, elect as office-bearers of the school board-
(a) a chairperson;
(b) a secretary; and
(c) a treasurer.
(4) A principal, teacher or learner of the school must not serve as chairperson of the school board.
(5) A member of a school board holds office for a term of three years and is eligible for re-election at the
expiration of that term.
( 6) A member of a school board must sign the prescribed oath of secrecy on the date of assumption of
his or her duty as such member.
ELECTION OF MEMBERS OF SCHOOL BOARD AS PER REGULATION OF 2002 UNDER

THE EDUCATION ACT OF 16 OF 2001
(1) Subject to section 81 of the Act, the Permanent Secretary, must determine the date for the election
of members of school boards, and subsequent elections must be held 30 days before the expiry of
a three years term of office of a school board.
(2) A staff member designated by the Permanent Secretary in terms of section 19 of the Act must act
as presiding officer at every school board election.
(3) Whenever a subsequent election contemplated in subregulation (1) is due, the chairperson of the
school board concerned must inform the Permanent Secretary in writing of the expiry date of the
term of office of that school board.
(4) The number of members of a school board is determined on the basis of the number of learners
receiving tuition at the school as set out in Annexure A.
(5) For the purpose of holding an election of school parents and teachers for representation on a
school board, the presiding officer, as soon as possible after his or her appointment, must convene
a meeting of the parents and teachers of the state school concerned by means of a 14 days‘ written
notice served on the school, and, if necessary, also broadcasted over the radio and published in
newspapers circulating in the area, indicating the date, time, purpose and venue of the meeting.
(6) (a) The quorum of a meeting referred to in subregulation (5) must be 10 per cent of the school
parents and the majority of the teachers of the school.
(b) If a quorum is not present at such meeting, the presiding officer must convene a second
meeting within 30 days from the date of the meeting referred to in paragraph (a).
(c) If the quorum requirement referred to in paragraph (a) is not met at the second meeting
referred to in paragraph (b), the parents and teachers of the school present at that meeting
constitute a quorum for the parents and teachers, respectively.
(d) If at meeting convened under this regulation the parents and teachers of the school both form
quorums as required under this regulation, the election as members of the school board must be

held simultaneously, and only in cases where either the school parents or the school teachers do
not form a quorum at that meeting.
(7) (a) After a notice of a meeting of school parents and teachers has been given in terms of
subregulation (5), the school parents and teachers, respectively, may submit to the presiding
officer the names of school parents and teachers, respectively, as candidates for the election as
members of the school board.
(b) A nomination of a parent or teacher of a school for election as member of a school board must
be in writing and signed by a nominator and two seconders, who must also provide, on the
nomination form, their names and the names of their children enrolled as learners at the school.
(c) Only a school parent or teacher of the school may nominate a candidate for election as
member of a school board or second a nomination.
(d) A nominee who accepts the nomination as a candidate for election as member of a school
board must put the acceptance of nomination in writing.
(8) (a) If on a date of the election of members of a school board at a meeting properly constituted in
terms of subregulation (6) the presiding officer realized that the nominees for that election do not
meet the required number candidates, the presiding officer must call for further nominations of
school parents or teachers, whatever the case may be, and any nomination so made must comply
with subregulation (7)(b) and (c).
(b) After having satisfied himself or herself that every nominated school parent or teacher is
qualified to be elected as member of the school board and that the nominees meet the required
number of candidates, the presiding officer must declare the nominations closed and announce the
names of the duly nominated candidates.
(9) If, after the closing of nominations, the number of candidates for election as members of the
school board –
(a) is equal the number of members determined in terms of subregulation (4), the presiding officer
must declare the candidates as duly elected members of the school board; and
(b) is more than the number of members determined in terms of subregulation (4) for the school
parents and teachers, the presiding officer must conduct an election for school parents or teachers,
as the case may be, or both such parents and teachers, in accordance with subregulations (10),
(11) and (12).
(10) In the event of an election of school board members, every school parent present at a
meeting properly constituted in terms of subregulation (6) –
(a) is entitled to vote in that election; and
(b) may cast a number of votes equal to the number of members to be elected, but may not cast
more than one vote in respect of any particular candidate.
(11) The presiding officer in the election held in terms of subregulation (9)(b), must –
(a) announce whether the election is to be conducted by secret ballot or whether there is a prior
approval of the Minister for the election to be conducted by a show of hands; and
(b) determine the procedure to be followed in that election and assign a sufficient number of
persons to count the votes.
(12) After ascertaining the results of an election held in terms of this regulation, the presiding officer - (a)
must declare the candidates who received the highest number of votes, but not exceeding the number of
members determined in terms of subregulation (4) for representation of school parents and teachers on the
school board, as duly elected members of the school board; and

(b) in the event of an equality of votes resulting in more members than the number of members
determined in terms of subregulation (4) for representation of school parents and teachers on the school
board, must announce a re-election between the candidates who received equal number of votes, and the
candidate, or where applicable the candidates, who receive the highest number of votes in such reelection
must be declared duly elected member or members of the school board.
(13) Before an election for a school board members starts, in the case of a secondary school, the Head of
the Learners‘ Representative Council must furnish the presiding officer with the names of one or two
learners nominated to represent learners on the school board.
(14) An oath of secrecy referred to in section 19(6) of the Act, and which must be kept on record with
other classified documents, must be in the form of Form 2 set out in Annexure C.
SECTION 4: ELECTION OF SCHOOL BOARD OFFICE-BEARERS AS PER REGULATION

UNDER EDUCATION ACT 16 OF 2001
(1) After having declared the candidates duly elected in terms of subregulation (12), the presiding
officer must then preside over the election of the school board office-bearers, the chairperson,
secretary and treasurer as referred to in section 19(3) of the Act.
(2) The secretary of the school board, within 14 days after the first meeting of a school board, must
submit to the Permanent Secretary the names and addresses of the chairperson, secretary,
treasurer and other school board members.
SECTION 21: COMMITTEES OF SCHOOL BOARD
(1) A school board may establish one or more committees for the purpose of advising the school
board on any matter which the school board may refer to the committee for advice.
(2) A school board may designate any member of a committee to be the chairperson of that
committee.
SECTION 22: MEETINGS AND DECISIONS OF SCHOOL BOARD
( 1) The majority of the voting members of a school board forms a quorum for any meeting of a school
board.
(2) The chairperson of the school board presides at all meetings of the school board.
(3) If the chairperson is absent from any meeting, the members present must elect a member to preside at
that meeting and that member may perform all the functions and all the powers of the chairperson.
(4) The decision of the majority of the members present at any meeting of the school board constitutes a
decision of the school board, and in the event of any equality of votes the member presiding has a casting
vote in addition to a deliberative vote.
( 5) A chairperson of a school board –
(a) must convene any meeting of the school board after consultation with the principal of the school;
(b) may at any time convene a special meeting of the school board.
( 6) Subject to this Act, a school board may make rules of the school board governing meetings and
procedure at meetings.
(7) A member of a school board who, in the performance of his or her functions under this Act, obtains
any confidential information in relation to the affairs of the school board may not disclose such
information to any person, except –

(a) for the purpose of the performance of his or her functions under this Act; or
(b) when he or she is required to do so by a competent court of law or by or under any law.
SECTION 5: MEETINGS OF SCHOOL BOARD AND COMMITTEE OF SCHOOL BOARD AS

PER REGULATIONS UNDER EDUCATION ACT
(1) A school board or committee of school board must hold at least one meeting in each school term.
(2) The chairperson in consultation with the principal must convene the first meeting of the school
board and any subsequent meeting must be held on a date and at a time and place determined by
the school board.
(3) The chairperson of the school board or committee of school board may convene a special meeting
of the school board or committee on his or her own initiative or on written request of at least one
third of the members of the school board or committee, as the case may be.
(4) A secretary must notify the members of a school board or committee of the school board in
writing of the date, time and place of any meeting of the school board at least eight days before
the meeting.
(5) If a school board has not made rules for conducting its meetings as contemplated in section 22(6)
of the Act, the chairperson or any other person who acts as chairperson must determine the
procedure at the meeting over which he or she presides. (6)
(6) (a) If members of a school board or committee of a school board present at a meeting which has
been properly convened do not form a quorum, the school board or committee of the school board
must postpone the meeting to a venue and a date not less than eight days, but not exceeding 14
days.
(b) The secretary must give all members of the school board or committee of the school board
notice in writing of the date and venue of a meeting determined in terms of paragraph (a).
(7) A school board or committee of a school board may allow any person, who in its opinion is able
to furnish it with information on a matter which falls within its powers, to attend a meeting of the
school board or committee of the school board, and while so attending such person may take part
in the deliberations of that matter, but is not entitled to vote.
(8) When requested thereto by a school board or committee of the school board a the staff member of
the state school concerned must attend a meeting of the school board or committee of the school
board, but may not be compelled to furnish information or reply to a charge against him or her.
(9) The Permanent Secretary may attend, or nominate a staff member in the Ministry, to attend any
meeting of a school board or committee of a school board as observer or in an advisory capacity.
(10) (a) A secretary must keep minutes of every meeting of a school board or committee of
a school board in a book kept for this purpose, and, at every meeting of such school board or
committee of such school board, must record in that book the names of the members of the school
board or committee of the school board who are present and absent, as the case may be.
(b) The minutes of each meeting must be laid before the school board or committee of the
school board at its next meeting for adoption.
(c) If requested thereto by the Permanent Secretary, the secretary must forward to him or
her a copy of the minutes of any meeting referred to in paragraph (a).
(d) A member of a school board or committee of a school board or a duly authorized staff
member in the Ministry has access to the minutes of any meeting of the school board or
committee of the school board.

(11) The validity of any act, decision or proceedings of a school board or committee of a school
board may not be invalidated by the reason that there was a vacancy amongst its members or by
any defect in the appointment of any of its members.
(12) A member of a school board or committee of a school board may not receive remuneration
for being such a member, or be entitled to transport or accommodation allowance, but such
member may be compensated for expense s incurred by him or her to which the school
development fund is liable, if the school board or committee has given a prior approval.
SECTION 23: VACATION OF OFFICE AND FILLING OF CASUAL VACANCIES
( 1) A member of the school board vacates office, if such member-

(a) is convicted of an offence and sentenced to imprisonment without the option of a fine; ·
(b) fails to comply with or contravenes this Act;
(c) resigns from the school board after giving the chairperson 30 days written notice of such member's
intention to resign;
(d) has been absent for three meetings of the school board in a year without the permission of the
chairperson of the school board;
(e) being a learner –
(i) is removed as member by the Learners' Representative Council by whom the learner was nominated;
or
(ii) ceases to be a learner at the school.
(f) being a co-opted member, is relieved from office by the school board;
(g) being a teacher, leaves the service of the school; or
(h) is removed from office by the school board under subsection (3).
(2) Despite section 18(1 )(a) and unless the school board otherwise decides, a parent member of a school
board does not vacate office on the reason only that such parent's child has ceased to be a learner at the
school.
(3) A school board may, after consultation with the school parents at a meeting convened by the school
board by at least 30 days' notice to such parents, remove a member of the school board from office, if
such member –
(a) is guilty of misconduct or fails to comply with or contravenes this Act; or
(b) is by reason of physical or mental illness or for any other reason incapable of acting as member.
( 4) If a member of the school board dies or vacates office, the vacancy must be filled for the unexpired
portion of the term of office of that member in the manner contemplated in section 18.
SECTION 24: DISSOLUTION OF SCHOOL BOARD AND APPOINTMENT OF

ADMINISTRATORS
( 1) When in the opinion of the Minister a school board of a state school fails to exercise the school
board's functions properly under this Act, the Minister may-
(a) appoint a staff member to investigate into the affairs of the school board and provide a report with
recommendations to the Minister within a period not exceeding two months from the date of the
appointment; and
(b) dissolve the school board, if on the staff member's report the Minister is satisfied that the school board
cannot function properly.

(2) If a school board is not constituted at a state school or is dissolved under subsection (1 ), the Minister
must –
(a) appoint three persons to administer the affairs of the school for a period not exceeding three months;
(b) cause an election of a school board to be held within the period of three months from the date of the
appointment of the persons referred to in paragraph (a); and
(c) if an election cannot be held within the period of three months, extend the appointment and the
election referred to in paragraphs (a) and (b), respectively, by a further period not exceeding three
months.
SSECTION 25: ESTABLISHMENT OF SCHOOL DEVELOPMENT FUND BY SCHOOL

BOARD
( 1) Subject to section 81 (2), a school board may, with the approval of the majority vote of the school
parents present and voting at a meeting convened by the school board by at least 30 days' notice to such
parents, establish a school development fund with the aim –
(a) to provide, develop and improve reasonable and necessary facilities at school; and
(b) to uplift and improve educational, sport and cultural activities at school.
(2) A school development fund consists of-
(a) moneys received in respect of contributions referred to in subsection (9)(a);
(b) moneys received from donations, bequests or any other source; and (c) interest earned on investments
of money standing to the credit of the fund.
(3) A school development fund must not be used-
(a) for any purpose which does not directly benefit the learners or the school; or –
(b) for providing loans or any kind of borrowing by any person.
( 4) The chairperson of the school board and the principal of the school must, after consultation with the
school board, open a banking or savings account in the name of the school with-
(a) any banking institution or building society registered under the laws governing banking institutions
and building societies in Namibia; or
(b) the Post Office Savings Bank established in terms of the Posts and Telecommunications Act, 1992
(Act No. 19 of 1992).
(5) The treasurer of the school board must-
(a) under the supervision and control of the school board, control and manage the school development
fund and keep all the books of accounts; and
(b) never be authorized to sign cheques or other form of withdrawals from the school development fund.
( 6) Any withdrawal from the school fund account must be made by means of a cheque or other
withdrawal form co-signed by the school principal and the school board chairperson, or by any other two
members of the school board specifically authorized by the school board.
(7) The financial year of a school development fund ends on 31 December in each year.
(8) The Minister must, by notice in the Gazette, ·prescribe guidelines which must be followed by school
boards when determining the school development fund contribution amount, including the procedure for
the full or partial exemption of parents who are unable to pay such contribution.
(9) Subject to subsection (8), a school board must, annually and after consultation with the school parents
at a meeting convened by the school board by at least 30 days' notice to the school parents, determine –
(a) the school development fund contribution amount payable by parents; and

(b) the procedure for the full or partial exemption of parents who are unable to pay the school
development fund contribution. (10) Subject to subsection (9), the school board may, partially or fully
exempt any parent from the payment of school development fund contribution.
(11) If a parent is partially or fully exempted by the school board from the payment of the school
development contribution, the school board may apply to the Fund for aid to pay such contribution.
(12) If a parent refuses or fails to pay the school development fund contribution, a school board may
exclude the learner of such parent from taking part in any activity financed with the school development
fund contributions.
( 13) If a school development fund contribution amount determined in terms of subsection (9)(a) is too
high and not determined in accordance with the prescribed guidelines referred to in subsection (8), the
Minister may set aside such amount, and require the school board concerned to review such amount in
light of any recommendation which the Minister may make.
(14) A school board must-
(a) prepare an annual estimation of income and expenditure and present it to the school parents at a
general meeting convened by the school board by at least 30 days' notice to such parents, for further input
and approval by the majority vote of such parents present and voting at such meeting;
(b) cause proper books of accounts in respect of the school development fund to be kept;
(c) for the purpose of auditing, prepare and submit the financial statements and books of account to –
(i) the auditor appointed by the school board; or
(ii) any other person approved by the Permanent Secretary and appointed by the school board;
(d) within three months after the end of each financial year, present an annual report, including the
audited financial statements, at the school parents annual general meeting convened by the school board
by at least 30 days' notice to such parents for –
(i) queries and comments by such parents; and
(ii) adoption by the majority vote of such parents present and voting at such meeting; and
(e) furnish a copy of the annual report adopted in terms of paragraph (d)(ii), to the Permanent Secretary.
( 15) A school board may not sell, exchange or otherwise encumber any movable or immovable property
of a school acquired with the school development fund money without the Minister's approval.
( 16) Despite anything to the contrary in any law –
(a) no tax or charge on income of a school development fund is payable by the fund; and
(b) no transfer duty, stamp duty or other related moneys is payable by a school development fund.
CHAPTER III: LEARNERS
SECTION 53: COMPULSORY SCHOOL ATTENDANCE

(l) Subject to subsection (2), school attendance is compulsory for every child from the beginning of the
year in which the child attains the age of seven years, until –
(a) the day the child completes primary education before reaching the age of 16 years; or
(b) the last school day of the year in which the child reaches the age of 16 years.
(2) Notwithstanding the provision of subsection (1), the Minister may –
(a) on grounds of health or other considerations pertaining to the public interest, by notice in the Gazette
determine that during a specified period compulsory school attendance does not apply –
i) to children who reside in a geographic area which is specified in the notice; or
(ii) to children of an age group which is specified in the notice; or

(b) exempt a child entirely or partially from compulsory school attendance, if it is in the best interest of
the child or in the public interest.
(3) Subject to subsection (2), the parent of a child for whom regular school attendance is compulsory,
must ensure that such child is registered with a school and regularly attends school.
(4) The Minister may appoint any staff member to investigate the registration and the school attendance
of any child for whom school attendance is compulsory.
(5) If the parent of a child referred to in subsection (3), fails or refuses to comply with subsection (3), the
Minister must issue a notice in writing to the parent requesting the parent to comply with that subsection
within the period specified in the notice.
SECTION 24: SCHOOL ATTENDANCE AS PER REGULATION UNDER EDUCATION ACT 16

OF 2001:
(1) If a learner is absent from a state school, it is the responsibility of the parent or the superintendent
in the case of a boarder to inform the principal of the school of the learner‘s absence.
(2) If the learner is absent for more than two consecutive school days because of illness,
the principal of a state school may require a certificate by a medical practitioner or senior nurse on
the establishment of a medical centre, hospital or clinic, which -
(a) indicates the nature of the learner‘s illness; and
(b) declares that the learner is unable to attend school during a specified period.
(3) If a learner is absent from a state school for five consecutive school days, the principal
must ascertain the cause for the learner‘s absence, if it is not known.
(4) If the cause contemplated in subregulation (3) is that the parent of the learner referred
to in that subregulation has taken that learner out of the state school contrary to the Act or these
regulations or that the learner is absent from a state school without good cause, the principal must
direct the parent of the learner in writing to return such learner to the state school within 3 days
from the date of receipt of the direction.
(5) If a parent fails or refuses to comply with the written direction referred to in
subregulation (4), -
(a) the principal must refer the matter to the Minister to be dealt with in terms of section
53(5) of the Act, if the learner referred to in subregulation (3) is under compulsory
school attendance in terms of that section; and
(b) the learner is deemed to have been dismissed from the state school, if he or she is not
under compulsory school attendance in terms of section 53 of the Act.
SECTION 54: ADMISSION OF LEARNER TO STATE SCHOOL

(l) An application for admission of a learner to a state school must be made by the parent to the principal
of the school in the prescribed form.
(2) The principal must inform the applicant in writing of the outcome of the application, whether
successful or not, and if the application is unsuccessful, the reasons must be provided.

(3) The principal must notify the Minister in writing of any learner refused admission to the school on
ground other than the school being full or the preferred subject choice not being offered at the school, and
state that reason.
(4) The parent of a learner who has been refused admission to a state school may, within 14 days from the
date of receipt by such parent of the letter of refusal, appeal in writing to the Minister against the
principal's decision referred to in subsection (2).
(5) The Minister, within 20 days of receipt of the appeal referred to in subsection (4) and after considering
the reasons and all the circumstances surrounding the matter and the representations made by the parent
on appeal, may take any decision the Minister thinks fit.
SECTION 23: ADMISSION TO STATE SCHOOL AS PER REGULATION UNDER

EDUCATION ACT 16 OF 2001:
(1) An application for admission of a learner to a state school referred to in section 54(1) of the Act
must be in the form of Form 1 set out in Annexure C. ·
(2) A child who is older than 10 years of age may not be admitted to the first grade in a
state school without the approval of the Permanent Secretary.
(3) If the child referred to in subregulation (2) is under 16 years of age and the Permanent
Secretary has not approved such child‘s admission to a state school, the Ministry must admit such
child to an alternative learning programme.
(4) A child may not be admitted to a state school without the approval of the Permanent
Secretary -
(a) unless the child reaches the age of six years before January of the year in which the
child‘s admission is applied for; or
(b) at any other stage than during the course of the first 10 school days of the first school
term of the year concerned, unless such child -
(i) has already been admitted to one school during the course of those days and is
only being transferred to another school;
(ii) for health reason or other reason approved by the Permanent Secretary, was
unable to attend state school or another school during the course of those days;
or
(iii) is subject to compulsory school attendance in terms of section 53 of the Act.
(5) A person who is older than 21 years of age may not be admitted to any grade in a state
school, unless such person had already been enrolled in a state school the previous year and was
promoted to the next grade, but rather be admitted to an adult education referred to in section 67 of
the Act or proceed with his or her education with a private education institution.
SECTION 25 : TRANSFER OF LEARNER AS PER REGULATION OF EDUCATION ACT 16 OF 2001:

(1) The Permanent Secretary, -

(a) after consultation with the parents, may transfer learners from one state school to
another state school as a result of any division, classification or combination of schools
as contemplated in section 33 of the Act; or the closure of a school in terms of section
34 of the Act; or
(b) after consultation with the parent, transfer a child in need of special education from an
ordinary state school to a special state school.
(2) The Permanent Secretary must advise a parent in writing of any learner transferred
from a state school to another state school in terms of this regulation.
SECTION 55: GENERAL RULES OF CONDUCT AND LEARNERS' CODE OF CONDUCT

(1) The Minister must make general rules of conduct which must be incorporated into the learners' code
of conduct of all state schools.
(2) Subject to subsection (1), a school board of a state school must, after consultation with the school
parents, learners and teachers of the school, draft and adopt a learners' code of conduct.
GENERAL RULES OF CONDUCT FOR LEARNERS

A learner at a state school
1. must regularly and punctually attend school, class sessions on the school timetable, study sessions
and other compulsory activities as determined by the school
2. must carry out and obey all lawful instructions of the principal, teachers, staff members and
learners of the school or hostel
3. must dedicate himself or herself to his or her studies and complete all legitimate curriculum tasks
and assignments
4. must respect the dignity, person and property of teachers, learners and members of the public
5. must accept and respect the multi-cultural diversity of learners and teachers of the school
6. must abide by and comply with the rules of the school or hostel as approved by the school board
7. must maintain a high standard of personal hygiene and a clean, decent and neat appearance
8. may not behave himself or herself in a disgraceful, improper or indecent manner
9. may not bring onto the school or hostel premises, or have in his possession any firearm, bow and
arrow, panga, knife or any other dangerous weapon
10. may not, on or off the school premises, use intoxicating liquor or narcotic substances without the
written prescription of a medical practitioner
11. may not have in his possession, or bring onto the school or hostel premises, distribute or sell to
another person in the school or hostel premises, intoxicating liquor or narcotic substances without
the written prescription of a medical practitioner
12. may not have access to the sleeping quarters or hostel dormitories of learners of the opposite sex
without the permission of the hostel superintendent
13. may not willfully damage, destroy or vandalize the property of government, the school or another
person
14. may not act in such a manner that is disruptive to normal school programmes or detrimental to the
good discipline and learning progress of other learners
15. may not practice or participate in any form of initiating ceremonies of new learners that may
cause physical harm or emotional distress to such new learners

16. may not, by his actions or behaviour encourage or influence other learners to disobey the rules of
the school.
SECTION 56: CORPORAL PUNISHMENT UPON LEARNER

(1) A teacher or any other person employed at a state school or hostel or private school or hostel commits
misconduct, if such teacher or person, in the performance of his or her official duties imposes or
administers corporal punishment upon a learner, or causes corporal punishment to be imposed or
administered upon a learner.
(2) For the purposes of the Labour Act, 1992 (Act No.6 of 1992), misconduct contemplated in subsection
(1) constitutes a valid and fair reason for any disciplinary action.
SECTION 57: SUSPENSION OF LEARNER FROM STATE SCHOOL OR HOSTEL
1. If the principal of a state school has reason to believe that a learner at that school or
accommodated in a hostel of that school is guilty of misconduct, the principal may charge thc
learner in writing with misconduct.
2. The principal may suspend a learner from school or hostel or both at any time -
a) before the learner is charged with misconduct under subsection (1); or
b) after the learner is charged with misconduct under subsection (1), pending the conclusion of
the disciplinary hearing in terms of subsection (6).
3. A learner may be suspended only if –
a) the nature of the misconduct dictates that the learner be removed from school or hostel;
a) the possibility exists that the learner may interfere or tamper with witnesses or evidence; or
b) it is in the interest of the school or hostel community or public interest.
4. it is in the interest of the school or hostel community or public interest. The suspension of any
learner may at any time be cancelled –
(a) by the principal who has suspended the learner under subsection (2), if –
(i) in the principal's opinion all the reasons for the suspension have lapsed; or
(ii) the school board has recommended to the principal the cancellation there of; or
(b) by the Permanent Secretary, if in the Permanent Secretary's opinion no valid cause exists for the
suspension.
(5) The cancellation of a suspension of a learner does not affect any proceedings in connection with the
charge of misconduct against the learner.
(6) The disciplinary hearing on a charge of misconduct in terms of subsection (1) must be held before the
school board within 20 days from the date the learner was charged, which may, upon a finding that the
learner is guilty of misconduct –
(a) impose any prescribed penalty; or
(b) make a recommendation to the Permanent Secretary to expel the learner from school or hostel, if the
learner is guilty of serious misconduct.
(7) The chairperson of the school board must –
(a) in writing notify the parent of the decision of the school board made in terms of subsection (6), and if
the learner is found guilty of misconduct, the reasons must be stated;
(b) at the request of the parent, made within seven days of receipt of the notification referred to in
paragraph (a), furnish the parent with a copy of the record of proceedings, documentary evidence and
reasons; or

(c) within seven days of the school board's finding and recommendation under subsection (6)(b), furnish
the Permanent Secretary with the record of proceedings, documentary evidence, reasons and
recommendation.
(8) A parent may, within 14 days from the date of receipt of the copy of the record of proceedings,
documentary evidence and reasons, appeal in writing to the Permanent Secretary against the finding of the
school board, or any penalty imposed under subsection (6)(a) or against both.
(9) The Permanent Secretary, within 20 days from the date of receipt of an appeal by the parent and after
consideration of all the documents referred to in subsection (8) and the representations made by the
parent, may –
(a) allow the appeal in whole or in part and vary or set aside the finding;
(b) dismiss the appeal and confirm the finding; or
(c) send the matter back to the school board to hold a further inquiry and to make a finding in terms of
subsection (6).
(10) A parent may, within 14 days from the date of receipt of the Permanent Secretary's decision under
subsection (9)(b), appeal to the Minister against the decision of the Permanent Secretary, and the Minister
may within 20 days of receipt of an appeal by the parent –
(a) allow the appeal in whole or in part and vary or set aside the decision;
(b) dismiss the appeal and confirm the decision.
SECTION 58: EXPULSION OF LEARNER FROM STATE SCHOOL OR HOSTEL

(1) The Permanent Secretary, within 14 days of receipt of the recommendation of the school board and
all documents submitted to the Permanent Secretary in terms of section 57(7)(c) and after consideration of
such recommendation and documents, may expel a learner from the state school or hostel.
(2) The Permanent Secretary must –
(a) in writing notify the parent of the Permanent Secretary's decision to expel the learner from the state
school or hostel; or
(b) at the request of the parent made within seven days of receipt of the notification referred to in
paragraph (a), furnish the parent with-
(i) a copy of the record of proceedings, documentary evidence, reasons and recommendation
submitted to the Permanent Secretary in terms of section 57(7)( c); and
(ii) the Permanent Secretary's reasons.
(3) A parent may, within 14 days from the date of receipt of the record of proceedings, documentary
evidence, reasons and recommendation referred to in subsection (2)(b), appeal in writing to the Minister
against-
(a) the finding of the school board or the decision of the Permanent Secretary to expel the learner
from the state school or hostel; or
(b) both the finding of the school board and the decision of the Permanent Secretary to expel the
learner from school or hostel.
(4) The Minister, within 20 days from the date of receipt of an appeal referred to in subsection (3) and
after consideration of the documents referred to in that subsection, may-
(a) allow the appeal in whole or in part and vary or set aside the finding of the school board, or
the decision of the Permanent Secretary, or both; or
(b) dismiss the appeal and confirm the finding of the school board, and the decision of the
Permanent Secretary

SECTION 26: MISCONDUCT BY LEARNERS, SUSPENSION AND DISCIPLINARY HEARING
PER AS PER REGULATION UNDER EDUCATION ACT:
(1) A learner commits a misconduct, if such learner -
(a) fails or refuses to comply with the general rules of conduct or learners‘ code of
conduct made in terms of section 55(1) and (2) of the Act, respectively, or these
regulations or the Act; or
(b) is convicted of a criminal offence in a court of law and sentenced to a period of

imprisonment or to a fine exceeding N$100.
(2) When a principal is of the opinion that a learner is guilty of misconduct as contemplated in section
57(1) of the Act, the principal may charge the learner in writing with misconduct, and may suspend
such learner from the school or hostel or both school and hostel in terms of section 57(2) of the Act by
denying the learner further access to the school or hostel.
(3)Suspension of a learner from a school or hostel in terms of subregulation (2) may, in addition to
conditions set out in section 57(3) of the Act, be done in circumstances where the principal is
convinced that the further presence of the learner -
(a) poses a threat to the safety and well-being of other learners or staff, or to the property
of the school or other persons; or
(b) is detrimental or possibly detrimental to the good order and discipline of the school or
hostel and to the progress of other learners.
(4) When a principal charges a learner with misconduct as contemplated in subregulation (2), the
principal must -
(a) within 3 days from the date the learner was charged, notify the parent in writing of the
charge, and of the suspension, if the learner is suspended, and attach a copy of the
charge and inform the parent that a disciplinary hearing in terms of section 57(6) of the
Act must be held within 20 days from the date the learner was charged and that the
school board will advise the parent as to the date, time and place of hearing
accordingly;
(b) advise the chairperson of the school board to convene a meeting of the school board,
not later than 10 days after the charge of a learner, and provide, in writing, to the
school board at that meeting -
(i) the name, age and grade of the learner;
(ii) the nature of the misconduct;
(iii) the circumstances under which the misconduct took place;
(iv) the previous disciplinary record of the learner and any steps taken to correct the
learner‘s previous conduct, if any; and

(v) any additional information and particulars that the school board may require in
connection with the misconduct.
(5)At the meeting referred to in subregulation (4)(a), the school board must decide on the date, time
and place of the hearing, and thereafter notify the parent and the learner accordingly.
(6)At a hearing -
(a) a school board may lead evidence in support of the charge, and also cross-examine the
witnesses which a learner may call in support of his or her defence;
(b) a learner or parent may cross-examine any witness who gave evidence in support of
the charge;
(c) after having closed its case, a school board must grant the learner charged an
opportunity to state his or her case and to present witnesses in support of his or her
defence, and grant the parent an opportunity to make a written or verbal submission to
the school board;
(d) after the learner charged having closed his or her case, the school board must then
consider, in camera, all the evidence presented and any argument and submission made
for and against the charge, and deliberate on the merit of the charge; and
(e) after deliberation, the school board may find the learner guilty or not guilty of
misconduct and must inform the learner and the parent of the finding forthwith.
(f) If a learner is found guilty for a contravention of any of the general rules of conduct or
the Learners‘ code of conduct made in terms of section 55(1) and (2) of the Act,
respectively, a school board, apart from a recommendation it may make to the
Permanent Secretary to expel a learner from school or hostel as referred to in section
57(6)(b) of the Act -
(i) may impose any of the following disciplinary measures -
(aa) a final written warning;
(bb) a deprivation of a privilege to the learner for a specified period; or
(cc) suspension of the learner from school or hostel for a specified period; and
(ii) must inform the parent of the appeal procedure referred to in section 57(8),
(9) and (10) of the Act.
SECTION 60: LEARNERS' REPRESENTATIVE COUNCIL

(1) Every state secondary school must establish a body of learners to be known as the Learners'
Representative Council in accordance with the prescribed guidelines which must determine the
composition and duties and functions of such a council.
(2) The Minister, in the prescribed manner and form, may exempt a special school from complying
with subsection (1), if it is not practically possible for a Learners' Representative Council to be
established at the school.

SECTION 27: LEARNERS’ REPRESENTATIVE COUNCIL AS PER REGULATION UNDER
ACT 16 OF 2001:
(1)A Learners Representative Council established in terms of section 60(1) of the Act; and which may
be referred to as LRC in short, must be constituted annually during the last school term and before the
final examinations start, and must conduct its affairs in terms of its constitution and these regulations.
(2)The LRC must be composed as follows -
(a) an equal number of elected boys and girls, except where a school enrolls only boys or only
girls, and which number is one member for every 40 learners of the school, rounded off to the
nearest even number;
(b) a teacher designate by the principal from amongst the senior staff members of the school to be
the liaison teacher between LRC and the school management, and who may attend any
meeting of the LRC, but has no right to vote.
(3)Annually, within seven days after the election of members of the LRC, the elected members must
meet under the chairmanship of the liaison teacher and, by secret ballot and simple majority vote, elect
LRC office-bearers of whom at least one must be a female -
(a) a chairperson;
(b) treasurer; and
(c) a secretary.
SECTION 28: ELECTION COMMITTEEAS PER REGULATION UNDER EDUCATION

ACT 16 OF 2001
(a) The principal must appoint an election committee consist of four members, a senior
teacher as chairperson and another teacher, both nominated by the teaching staff, and two
learners nominated by the learners.
(b) The election committee must organize and conduct the election referred to in regulation 30, count
the votes and announce the results of the election at a time and place approved by the principal.
SECTION 29: NOMINATION AND ELECTION OF MEMBERS OF THE LRC

AS PER REGULATION UNDER EDUCATION ACT
(1) (a) The election committee referred to in subregulation 28, after consultation with the
teaching staff of the school and the learners, must determine the procedure for the nomination
and election of candidates for the election as members of the LRC.
(b) A learner, who has been charged with misconduct as contemplated in regulation 7 during the
preceding 12 months, may not be nominated.
(c) Only a learner who will be in one of the two highest grades at the school in the following year
may be nominated.

(d) A learner who is a member of the existing LRC may also nominate a candidate, and be
nominated for re-election.
(2)The nomination and election of members of the LRC is an internal matter of the school and no
campaigning, influence or involvement by a person, organization or group from outside the school is
allowed.
SUBSECTION 30: POWERS AND FUNCTIONS OF LRC AS PER REGULATION UNDER

EDUCATION ACT
(1) The LRC, as a highest body of elected leaders of the learners of the school, must
(a) promote the best interest and welfare of the school and its learners;
(b) liaise between learners and the school management;
(c) with approval of the principal, undertake projects and programmes aimed at -
(i) improving and maintaining the school environment and facilities;

(ii) providing cultural, sport and social activities for learners; and
(iii) improving the health and welfare of learners
(d) assist the principal and teachers to ensure adherence to the code of conduct of the school by all
learners so as to create and maintain an orderly and disciplined school environment conducive
to learning; and
(e) perform any other reasonable tasks assigned to the LRC by the principal.
(1)The LRC may establish committees for specific functions or projects of the LRC, which may
include learners who are not members of the LRC as members, and must designate a member of the
LRC as chairperson of such committee.
SECTION 31: VACATION OF LRC OFFICE OF REGULATION OF EDUCATION ACT 16

OF 2001:
1) A member of the LRC vacates office, if such member is found guilty of misconduct under
these regulations, or resigns from office after giving a 30 days‘ notice to the chairperson of the
LRC, or ceases to be a learner of the school.
2) Any vacancy on the LRC that occurs during the term of the elected LRC must be filled by a
learner selected by the principal in consultation with the teaching staff from a list of three
learners nominated by the LRC.
SECTION 32: MEETINGS AND DECISION OF LRC AS PER REGULATION UNDER

EDUCATION ACT 16 OF 2001:
(1) A Learners‘ Representative Council must hold at least two meetings during each
school term.

(2) The secretary of the LRC must keep minutes of the proceedings of all meetings of the LRC
and must present such minutes at the next meeting for adoption.
(3) The chairperson must chair all meetings of the LRC, and in the absence of the chairperson, the
members present may elect any member to chair that meeting.
(4) The majority of all the members of the LRC forms a quorum for any meeting and the majority
vote of members present at any meeting constitute a decision of the LRC.
CHAPTER IV: STATE SCHOOL
SECTION 33: ESTABLISHMENT AND CLASSIFICATION OF STATE SCHOOLS AND

HOSTELS
(1) The Minister, out of moneys appropriated for this purpose by Parliament, must –
(a) establish and maintain state schools and classes for the provision of-
(i) primary education;
(ii) secondary education;
(iii) special education;
(iv) adult education; and
(v) education referred to in section 1(2); and
(b) establish and maintain hostels, teachers' resource centres, school clinics and other facilities
which may be necessary for the benefit of learners and teachers in attendance at state schools and
classes contemplated in paragraph (a).
(2) The Minister may –
(a) classify schools in categories or sections;
(b) divide an established school into sections;
(c) after consultation with the school boards and the Regional Educational Forum concerned,
combine two or more established schools into one school; or
(d) name or rename any state school on the recommendation of the school board concerned.
SECTION 34: CLOSURE OF STATE SCHOOL OR HOSTEL

1. The Minister may, after consultation with the Forum and the school board concerned, closed or
change the site of a state school or hostel
2. The Minister may temporally close any state school, class or hostel on the ground of health or
public interest
3. The temporaly closure of a state school, class or hostel referred to a subsection (2), must
i) Not exceed four months
ii) Not continue after the ground on which it was based has ceased to exist.
SECTION 35: MEDIUM OF INSTRUCTION IN STATE SCHOOL

( 1) Subject to subsections (3) and ( 4), the English language is the medium of instruction in every state
school.

(2) Every state school must teach the English language as a subject from the level of the first grade. (3)
The Minister must determine the grade level for all state schools from which English must be used as
medium of instruction, and may determine different grade levels for different categories of schools.
(4) The Minister, after consultation with the school board concerned and by notice in the Gazette, may
declare a language other than English to be used as medium of instruction in any state school as the
Minister may consider necessary.
CHAPTER VII: PRIVATE SCHOOLS

SECTION 41: ESTABLISHMENT OF PRIVATE SCHOOL
(1) A person has the right to establish and maintain a private school at such person's own expense, but
is required to register such school in terms of section 42 before education is provided to any person at
the school.
(2) The name of the owner of a private school, who may be a natural person, a body corporate, a
trust, a church, or a registered welfare organization, and the name of the school must be clearly
indicated in the register and on the school premises.
SECTION 42: REGISTRATION OF PRIVATE SCHOOL

(1) An application for the registration of a private school must be made to the Minister in the
prescribed form. (Form 4)
The Minister must register a private school within a reasonable period, if-
(a) the Minister is satisfied that the school and any hostel premises or other facilities provided or to be
provided at the school, are suitable and adequate in accordance with the prescribed minimum
requirements applicable to state schools having regard to the total number, ages and gender of the
learners who are to attend the school; and
(b) the owner of the school undertakes, to the satisfaction of the Minister, that-
(i) adequate financial provision has been made or guaranteed for the maintenance of the school for a
reasonable period;
(ii) the teaching staff to be employed at the school arc sufficiently qualified for the purpose of
efficient provision of qualitative basic education;
(iii) the school will provide a standard of education not inferior to the standard maintained in
comparable state schools;
(iv) the school will not impose restrictions of whatever nature with respect to the admission of
learners based on race, ethnic origin, colour or creed; and

(v) the school will not impose restrictions of whatever nature with respect to the recruitment and
appointment of staff based on race, ethnic origin or colour. Register of private schools
The Minister must cause to be kept and maintained a register of private schools in the prescribed
form.
SECTION 56: REGISTRATION AS PER PRIVATE SCHOOL UNDER REGULATION OF

EDUCATION ACT :
(1) An application for registration of a private school referred to in section 42(1) of the Act must - (a)
be in the form of Form 4 set out in Annexure C;
(b) be accompanied by a motivation letter for the establishment of the private school detailing some
of the factors referred to in subsection (2) of that section, and other supporting documentation, if any;
and
(c) be submitted to the regional director concerned who will submit it to the Minister.
(2) Upon receipt of the application referred to in subregulation (1), the Minister must verify every
detail of the application, evaluate the application, motivation letter and other documents, and may ask
for any missing information to be furnished to him or her.
(3) In determining the standard of education referred to in section 42(2)(b)(iii) of the Act, the Minister
must consider –
(a) the experience and competence of the owner or members of the controlling body of the school
with regard to education and the management of a school;
(b) the availability, number and suitability of physical facilities of the school, including classrooms,
laboratories, libraries, workshops, offices, store rooms, toilets and other relevant structures;
(c) the curriculum to be offered by the school, with special consideration of the weekly and daily
hours of tuition, the number and combination of subjects offered in each grade, the syllabus of each
subject offered and the policy, method and frequency of assessment;
(d) the qualifications, teaching experience and competency of teachers of the school; and
(e) the availability and suitability of textbooks and other teaching and learning materials.
(4) Upon registration, the Minister must issue to the owner of the private school so registered a
reference number, and a certificate of registration in the form of Form 5 set out in Annexure C.
(5) The register of private schools referred to in section 43 of the Act must be in the form of Form 6
set out in Annexure C, and the reference number referred to in subregulation (4), the name of the
owner of a private school and the name of the school contemplated in section 41(2) of the Act must
be entered and clearly indicated in that register.
(6) If the Minister declines any application for registration as private school that does not meet the
requirements in terms of the Act and these regulations, the Minister must inform the applicant in

writing of the reasons for his or her decision, and grant the applicant an opportunity to make further
presentations in support of the application.
SECTION 57: FURTHER CONDITIONS FOR REGISTRATION AS PRIVATE SCHOOL AS

PER REGULATIONS UNDER EDUCATION ACT
A private school that applies for registration in terms of section 42 of the Act, apart from the
conditions referred to in that section, must meet the following further conditions before it is registered
(a) the school may not carry out or pursue any objectives or activities other than those which are
purely educational or allowed under the Act;
(b) the school must furnish any applicant with full details concerning school fees and the conditions
of payment, before a learner is enrolled at the school;
(c) the school must furnish the Minister with details of its school fee structure, and a copy of its
prospectus, and thereafter any revised or amended school fee structure or prospectus;
(d) the school may not, without the approval of the Minister –
i) cancel a subject or course that is part of the approved curriculum; and
ii) offer a subject or course which is not part of the approved curriculum;
(e) members of the teaching staff of the school must be in possession of at least a three year teacher‘s
diploma, or such other qualification as the Minister may accept as sufficient qualification
contemplated in section 42(2)(b)(ii) of the Act;
(f) the school must keep and maintain registers for enrolment of learners, learners attendance, pass
records, misconduct records, financial records and other necessary documents for the school, and
must furnish all information and data from these registers, records and documents to the Minister at
such times as the Minister may determine;
(g) the school‘s accommodation and toilet facilities comply with the requirements of the Ministry of
Health and Social Services;
(h) in the event of an unsuccessful application for admission, the school provides the applicant with a
letter stating the reason why the application was unsuccessful, and a copy of the letter is kept on file
at the school;
(i) the school must keep record of all unsuccessful applications for admission to the school in a page
numbered bound book, detailing –
i) the date of application;
ii) the name and date of birth of learner;
iii) the grade applied for;
iv) the name, address and telephone number of parent; and
v) the reason why application was unsuccessful.

(j) where an admission or language test is to be administered, whether in written or oral form –
i) it must be administered to all applicants for a particular grade and not selectively; and
ii) the results of the test, including answer papers and tape recordings of orally administered
tests, must be retained for a period of 12 months, and be available for inspection by
officials of the Ministry.
(k) the school must place a sign in its foyer indicate clearly the following words: ―(The name of
the school) is registered with the Ministry of Basic Education, Sport and Culture of the Republic
of Namibia, registered (number). Admission is open to all learners irrespective of race, colour,
ethnic origin or creed.‖;
(1) the owner or controlling body of a private school may not –
i) make excessive, misleading, or false claims about the effectiveness of its education;
ii) guarantee success in examination to any learner; or
iii) furnish any person with any prospectus or other information material which does not
clearly indicate the words referred to in paragraph (k)
SECTION 44: TRANSFER OF OWNERSHIP OF PRIVATE SCHOOL

( 1) If the ownership of a private school is to be transferred, the new owner's name must be entered in
the register and the previous owner's name deleted.
(h) If the person to whom a private school is to be transferred proposes to deviate from the terms
and conditions under which the school was initially registered, such person must apply a new
for the registration of the school.
SECTION 45: DEREGISTRATION OF PRIVATE SCHOOL

( 1) The Minister may, subject to subsection (2), deregister a private school registered in terms of
section 42, if-
a. any of the circumstances arises on which the Permanent Secretary would have refused such
registration under section 42;
b. subsequent to the registration of the school, the school has contravened any of the terms and
conditions under which the school has been registered;
c. the school has ceased to operate or exist; or
d. the school has been closed under section 47 and remains closed after a period of six months
of such closure.
(2) The Minister must, in writing, notify the owner of the private school of his or her intention to
deregister the school under subsection (1 ), and the owner may, within a period of 30 days from the
date of receipt of the notification, make representations in writing to the Minister.

(3) If, after consideration of the representations made under subsection (2), the Minister decides to
deregister a private school under subsection ( 1 ), he or she must, in writing, notify the owner of the
school of his or her decision to deregister.
SECTION 46: FAILURE TO COMPLY WITH TERMS AND CONDITIONS AND ISSUE OF
NOTICE OF WARNING
If, following an inspection conducted at a private school under section 64, the Minister is satisfied –
a. that the owner of the private school fails to comply with the terms and conditions of
registration of the school or with any provision of this Act ; or
b. that the school is being conducted in a way which is prejudicial to the welfare of the learners
of the school or the peace, good order or good governance of the Republic of Namibia, the
Minister must by notice in writing inform the owner of the private school accordingly and
direct the owner to remedy the defects within such period, not exceeding six months, as may
be specified in the notice.
SECTION 47: FAILURE TO SATISFY NOTICE OF WARNING AND CLOSURE OF

PRIVATE SCHOOL
(1) If the owner of the private school fails to remedy the defects within the period specified in a notice
issued under. section 46, the Minister may order the closure of the school.
(2) If, after the closure of a private school has been ordered under subsection ( 1 ), the owner of the
school complies with the notice, the Minister may grant permission to re-open the school.
(3) A private school which has been closed under subsection (1) and remains closed for a period
exceeding six months may be deregistered under section 45, and the owner of the school is required
to apply for re-registration under section 42 before being allowed to re-open the school.
SECTION 48: TAKEOVER OF MANAGEMENT AND CONTROL OF PRIVATE SCHOOL

The Minister may take over the management and control of a private school, if-
(a) the owner of the school has requested the takeover; or
(b) the school has been deregistered under section 45 or closed under section 47, and the owner of the
school has agreed to the Minister's request for the takeover.
SECTION 49: AID FOR PRIVATE SCHOOLS.

(1) The Minister may, out of money appropriated for this purpose by Parliament, grant aid to private
schools on the prescribed conditions and such other conditions as the Minister may impose, which
may require a private school –

to establish a school board or school development fund in accordance with the provisions of Part V of
education act;
a. to alter the school's power in respect of appointment, transfer or dismissal of teachers referred
to in section 51;
b. to regulate the admission of learners to the school in accordance with section 54;
c. to draft and adopt a learners' code of conduct in accordance with section 55;
d. to establish a body of learners in accordance with section 60;
to offer any course of study instituted under section 61.
(2) The Minister may, by notice in the Gazette, categorize the private schools which receive aid under
subsection (1 ), in accordance with the form of aid a school receives.
(3) If a condition subject to which aid was granted to a private school has not been complied with, the
Minister may, subject to subsection (4), reduce or terminate the aid.
(4) The Minister may not under subsection (3) reduce or terminate any aid granted to a private school,
unless the Minister has given the owner of the private school concerned a reasonable opportunity to
make written representations giving reasons why the aid should not be reduced or terminated.
(5) Aid to a private school or hostel may be granted in the form of-
(a) subsidy;
(b) the provision of materials;
(c) the provision of teachers who are staff members of the Ministry;
(d) the combination of two or more of the forms of aid referred to in paragraphs (a), (b) and (c); or
(e) any other form of aid determined by the Minister.
(6) As soon as practicable after the commencement of this Act, the Minister must review all existing
aid granted to private schools before the commencement of this Act, and may, depending on the terms
and conditions of the aid so reviewed –
(a) extend the aid on improved terms and conditions in accordance with this Act; or
(b) reduce or terminate the aid.
(7) The owner of a private school must be given a reasonable opportunity to make representations to
the Minister before any aid is reduced or terminated under subsection ( 6)(b ).
SECTION 58: AID TO PRIVATE SCHOOL AS PER EDUCATION REGULATION OF

EDUCATION ACT 16 OF 2001
(1) The owner or controlling body of a private school may apply in writing to the Minister to receive
aid in any form contemplated in subsection 49(5) of the Act.

(2) The Minister, subject the form of aid a private school receives, must place a private school in a
category specified in a notice made under section 49(2) of the Act, and inform the owner or
controlling body of the school in writing of the school‘s category.
(3) The Minister provides aid to private schools at times and according to procedures determined by
the Minister from time to time.
SECTION 59 CONDITIONS FOR GRANTING OF AID TO PRIVATE SCHOOL AS PER

REGULATION OF EDUCATION ACT
A private school applies for aid in terms of regulation 58 must satisfy the Minister that –
(a) the school provides an educational service or educational opportunity to learners that the Ministry
cannot adequately provide, or fails to provide;
(b) the school will not use the aid to pay salaries for pre-primary-school teachers, administrative or
cleaning staff; and
(c) the school will not use the aid to pay salary for any additional teacher appointed by the owner or
the controlling body of the school, or in respect of any administrative or supporting staff, in the case
where the salaries of teachers are subsidized by the Minister.
SECTION 50: APPROVAL OF CURRICULUM, MEDIUM OF INSTRUCTION OR

EXAMINING BODY FOR PRIVATE SCHOOL
(1) Subject to section 41, the Minister may upon application approve a curriculum, a language as
medium of instruction, or an examining body for a private school, if such curriculum, medium of
instruction or examining body differs from that applicable to state schools.
(2) The Minister may determine the minimum time to be allocated to the teaching of the English
language, if the medium of instruction at a private school is not English.
SECTION 60: CURRICULUM, MEDIUM OF INSTRUCTION OR EXAMINING BODY FOR

PRIVATE SCHOOL AS PER REGULATION OF EDUCATION ACT.
(1) The application for approval of a curriculum, language as medium of instruction, or examining
body for a private school different from that applicable to state schools as referred to in section 50 of
the Act must be accompanied by –
(a) a full motivation and reasons for the use of a different medium of instruction, curriculum or
examining body;
(b) a full broad curriculum document or documents, examples of subject syllabuses, principles of
assessment and examples of subject textbooks, in the case of different curriculum; and

(c) the credentials of the examining body, proof of regional and international recognition of the
certificates issued by the examining body, in the case of different examining body.
(2) A private school that offer the curriculum applicable to state schools may enroll learners to
examinations applicable to state schools and is subject to all the policies, procedures and prescriptions
of the National Examination, Assessment and Certification Board and the Directorate of National
Examinations and Assessment of the Ministry.
(3) A Learner registered with a private school who enters for external examination other than the
external examination applicable to learners in state schools may not receive a state subsidy for that
external examination entry fees.
SECTION 51: POWERS OF PRIVATE SCHOOL IN RELATION TO STAFF MATTERS

Subject to the Labour Act, 1992 (Act No. 6 of 1992), the power to appoint, transfer or dismiss
teachers to or from posts on the establishment of a private school except teachers referred to in
section 49(5)(c) –
(a) vests in the owner or controlling body of the school; and
(b) is subject to any restrictions determined in the conditions of registration or conditions of aid.
SECTION 61: PARTICIPATION OF PRIVATE SCHOOLS IN NATIONAL AND

REGIONAL TRAINING PROGRAMMES AND COMPETITIONS AS PER REGULATION
UNDER EDUCATION ACT 16 OF 2001.
(1) A teacher who teaches at a private school and who is not a staff member of the Ministry may, at
the written request of the owner or principal of the private school, participate in in-service training
and professional upgrading programmes managed by the Ministry, but the Permanent Secretary may
determine that all costs of such participation may be covered by the private school.
(2) All private schools, their teachers and learners may participate in any national or regional
programme, event or competition organized by or in cooperation with the Ministry, but the Permanent
Secretary may determine that the cost of such participation may be covered by the school, in the case
of a private school that does not receive aid or state-aided private school that receives subsidy for
teachers‘ salaries.
SECTION 62: INSPECTION OF PRIVATE SCHOOL AS PER REGULATION OF

EDUCATION 16 OF 2001.
(1) The owner or the principal of a private school, or state-aided private school that receives subsidy
for teachers‘ salaries may, in writing, request the Minister to conduct an inspection or investigation of
the school in order to monitor the educational standard and quality of teaching and learning at the

school, and the Minister may determine that the cost of such inspection or investigation requested by
the school be paid by the school.
(2) All state-aided private schools, except a state-aided private school that receives only subsidy for
teachers‘ salaries, are subject to inspections, investigation and the provision of advisory services on
the same basis as is applicable to state schools
SECTION 52: REGISTRATION OF LEARNER FOR EDUCATION AT HOME

1. A parent may apply to the Ministry for the registration of a learner to receive education at home
2. The ministry may only register a learner if the Minister is satisfied that -
i. A situation exists that prevent the learner from attending or fully benefiting from the regular
school attendance
ii. The registration is in the best interest of the learner
3. the education to be received by the learner at home-
i) Meets the minimum requirements of the curriculum at the state schools
ii) Is of a standard not inferior to the standard of education provided at the state schools
4. The minister may grant registration under subsection (2) subject to such conditions as the
Minister may impose.
5. The minister may withdraw the registration referred to in subsection(1), if
a) The situation contemplated in subsection (2)(a) cease to exist
b) The best interest of the learner is no longer served; or
c) The parents fail to comply with –
The minimum requirements or standard referred to in subsection (2)(c) or
The condition contemplated in section(3)
6. The minister may not withdraw the registration of a learner under subsection(4) unless the
Minister -
a) Has informed the parent of his or her intention to withdraw the registration and the reasons for
such withdraw; and
b) Has granted to the person a reasonable opportunity to make representations in relation to such
withdrawal
CHAPTER VIII: TEACHING SERVICES

SECTION 70: ESTABLISHMENT OF TEACHING SERVICE
There is established a service to be known as the teaching service.
SECTION 71: CONSTITUTION OF TEACHING SERVICE

The teaching service consists of the persons employed in the public service, suitable and sufficient in
number to provide education , both basic education and higher education, having regards to any
arrangement for the utilization of person who are teacher by qualification but employed otherwise than
teachers.
SECTION 72: OBJECT OF TEACHING SERVICE

The object of the teaching service is –
a) To secure the provision of education appropriate to the ages, abilities, aptitudes and needs of the
person receiving it
b) To serve the education interests and the educational needs of all people of the republic of
Namibia
SECTION 73: CODE OF CONDUCT FOR TEACHING SERVICE

The minister, in consultation with the minister responsible for higher education, must in addition to the
regulation made by the prime minister under section 34(1)(i) of the public service act, prescribed a code
of conduct for the teaching service which determine among others -
a) The professional conduct for teachers; and
b) The procedure to be followed and to be taken in case of contravention of or failure to comply

with any provision of the code.
SECTION 63: PURPOSE OF CODE OF CONDUCT FOR TEACHING SERVICE AS PER

The Code of Conduct for Teaching Service has the following purposes –
(a) to set the basic professional requirements and minimum standards of professional conduct for
teachers;
(b) to guide the teaching profession in its quest to deliver a professional service; and
(c) to promote a sense of professionalism, accountability and responsibility among teachers to improve
effective teaching and learning.
SECTION 64. OBJECTIVES OF CODE OF CONDUCT FOR TEACHING SERVICE AS

(1) The objectives of the Code of Conduct for the Teaching Service are that teachers are generally
expected to –
(a) establish a safe, disciplined and purposeful school environment dedicated to the improvement and
maintenance of the quality of the learning and teaching process;
(b) create a caring and nurturing environment for learners to enable them to develop into caring, honest
and responsible adults;
(c) act responsibly and in a clear and transparent manner, bearing in mind the responsibility they hold in
their communities and in society;
(d) be aware of the imbalances that exist in any teaching situation and vow to not use their position to
override the best interests of their learners;
(e) undertake to avoid using violence as a teaching and disciplinary tool;
(f) execute their duty of care as imposed upon them by any Act, regulation or rule in the best interest of
the learners; and
(g) inform themselves about the diverse cultural backgrounds of the learners under their care, to respect
and accommodate this diversity and to adapt their classroom approaches accordingly.
(2) The Teaching Service is committed to the general principles of public service delivery as contained
in the Public Service Charter,
(3) The Teaching Service commits itself to provide a basic education to all learners in Namibia.
(4) Teachers must maintain and adhere to the following minimum standards of professional conduct:

A. TEACHER AND LEARNER
A teacher, in relation to learners –
(a) must take the place of parents when a learner is officially at school and when he or she participates
in official school programmes and activities in and outside school;
(b) must execute his or her teaching duties and assistance to learners within the framework of the
policies of the Ministry regarding the Teaching Service;
(c) must ensure that effective teaching and learning are developed and maintained to the maximum at
school;
(d) must respect the dignity and constitutional rights of every learner without prejudice, including the
right to education, equality of culture, and the right to privacy;
(e) must promote gender equality and refrain from any form of discrimination including on the basis
of HIV/AIDS status or health reasons;
(f) must promote acceptable moral standards and development among learners;
(g) must promote a sense of responsibility among learners toward themselves, their school, peers and
their community;
(h) may not, in any form, humiliate or abuse a learner (i.e. physically, emotionally or
psychologically);
(i) may not administer corporal or any other degrading punishment upon a learner;
(j) may not divulge information about a learner received in confidence or in the course of professional
duties;
(k) may not accept any form of payment for tutoring of a learner in any school subject without
the necessary permission;
(l) may not withhold a learner‘s progress report as a form of disciplinary measure or for non-
payment of contribution to a school development fund;
(m) may not abuse his or her position for financial, political or personal gain;
(n) may not use language or behaviour that will undermine the confidence and respect of any
learner;
(o) may not become involved in any form of romance or sexual relations with a learner or sexual
harassment or abuse of a learner; and
(p) may not discriminate against any learner on the basis of physical or mental impairment or
disability, but assist every learner to reach his or her full potential.
B. TEACHER AND SCHOOL AUTHORITIES AND MINISTRY
A teacher, in relation to school authorities such as school boards and learners‘ representative
councils and the Ministry as employer, must -
(a) recognise such authorities and the employer as partners;
(b) acknowledge that such authorities and the employer have certain responsibilities and
authority;
(c) assist such authorities and serve the employer to the best of his or her ability;

(d) fulfil his or her contractual obligations to the best of his or her ability to the employer until
released by mutual consent or according to law;
(e) act responsibly in relation to the execution of professional, organizational and administrative
duties; and
(f) refrain from discussing or disclosing confidential information which he or she has obtained
in the course of his or her duties as a teacher.
C. TEACHER AND PARENTS AND COMMUNITY
A teacher, in relation to parents and a community, must -
(a) recognize parents and the community at large as partners in education and promote good
relationship with them;
(b) create effective communication channels between the school, parents and the community;
(c) keep parents adequately and timeously informed about the well being and progress of their
children;
(d) acknowledge and recognize that his or her school serves the community, and accept different
customs, codes and beliefs within the community but simultaneously promote national
reconciliation; and
(e) inform and advise parents and the community on matters relating to HIV/AIDS and
disability, and ministerial policies regarding HIV/AIDS and disability.
(f) under no circumstance attend school activities whether during or after formal classes while
under the influence of alcohol or any other drug;
(g) uphold the professional conduct in order to enhance the image and status of the profession;
and
D. TEACHER AND COLLEAGUES

A teacher, in relation to colleagues -
(a) must acknowledge the fact that his or her duties require cooperation with and the
support of colleagues;
(b) must promote the motto of cooperation, collaboration and consultation among
colleagues on matters related to their teaching tasks;
(c) must, as an administrator, provide opportunities for colleagues to express their
opinion and bring forth suggestions regarding the administration of the school;
(d) must respect the various responsibilities assigned to colleagues and the authority
that arises thereof, to ensure the smooth running of the school;
(e) may not undermine the confidence of parents, the community or learners in any
colleague;

(f) may not undermine the status, authority or confidence of any colleague;
(g) may not criticise the professional competence or professional reputation of a
colleague in public, but use proper procedures to report infringements of the law,
sexual relations with a leaner, any harassment or abuse of a learner, professional
incompetence and misconduct by a colleague;
(h) may not take, because of animosity or for personal advantage, any step to secure the
dismissal of another teacher;
(i) may not discriminate against a colleague on the basis of his or her health, disability
or HIV/AIDS status; and
(j) may not sexually harass, or in any way abuse, a colleague.
E. TEACHER AND PROFESSION

A teacher, in relation to the teaching profession, must -
(a) take his or her task as an educator seriously;
(b) act in a manner which maintains the honour and dignity of the profession inside and
outside of school time;
(c) accept that he or she has a professional obligation towards the continuous
development of teaching as a profession and therefore should keep abreast of
developments in education;
(d) not engage in activities which may adversely affect the quality of the teacher‘s
professional service;
(e) acknowledge that his or her attitude, dedication, self-discipline, integrity, and
training determine the quality of education;
(f) dress in an appropriate manner for specific duties in order to enhance the image of
the profession;take the necessary steps to contribute through the profession to the
eradication of HIV/AIDS in the spirit of the National Policy on HIV/AIDS for the
Education Sector.
F. TEACHER AND LEARNING AND TEACHING ENVIRONMENT
A teacher, in relation to a learning and teaching environment, must -
(a) take reasonable steps to ensure and protect the safety of learners in schools and hostels;
(b) ensure that schools and hostels become institutions that promote the well-being and happiness
of learners;
(c) take pride and ownership in and responsibility for the school and hostel facilities entrusted to
him or her;

(d) foster a sense of pride and ownership in the school and hostel facilities amongst learners,
parents and the community;
(e) inculcate in learners knowledge of and respect for Namibian National Symbols and assets;
(f) instil in learners from an early age the need to protect, preserve and conserve the environment.
(g) A teacher who contravenes or fails to comply with any provision of the Code commits misconduct
and must be dealt with in terms of the Public Service Act.
(h) Subject to subsection (3), a teacher who commits misconduct, depending on the seriousness of the
act or omission that constitutes misconduct, may be given the necessary counseling and advice and
opportunity to correct his or her behaviour.
(i) A teacher charged with a criminal offence in a court of law, whether the matter is still pending,
or he or she is found guilty or not guilty of such offence, may be charged with misconduct, if
the offence constitutes misconduct in terms of or under the Education Act or the Public
Service Act.
(j) A teacher who is aggrieved or dissatisfied with an official action, order or directive may follow the
procedures provided for in Part III of Chapter J.I of the Public Service Staff Code.
(k) ake the necessary steps to contribute through the profession to the eradication of HIV/AIDS in
the spirit of the National Policy on HIV/AIDS for the Education Sector.
G. TEACHER AND LEARNING AND TEACHING ENVIRONMENT
A teacher, in relation to a learning and teaching environment, must -
(a) take reasonable steps to ensure and protect the safety of learners in schools and hostels;
(b) ensure that schools and hostels become institutions that promote the well-being and happiness of
learners;
(c) take pride and ownership in and responsibility for the school and hostel facilities entrusted to him
or her;
(d) foster a sense of pride and ownership in the school and hostel facilities amongst learners, parents
and the community;
(e) inculcate in learners knowledge of and respect for Namibian National Symbols and assets;
(f) instil in learners from an early age the need to protect, preserve and conserve the environment.
(g) A teacher who contravenes or fails to comply with any provision of the Code commits misconduct
and must be dealt with in terms of the Public Service Act.
(h) Subject to subsection (3), a teacher who commits misconduct, depending on the seriousness of the act
or omission that constitutes misconduct, may be given the necessary counseling and advice and
opportunity to correct his or her behaviour.

(i) A teacher charged with a criminal offence in a court of law, whether the matter is still pending,
or he or she is found guilty or not guilty of such offence, may be charged with misconduct, if the
offence constitutes misconduct in terms of or under the Education Act or the Public Service Act.
(j) A teacher who is aggrieved or dissatisfied with an official action, order or directive may follow
the procedures provided for in Part III of Chapter J.I of the Public Service Staff Code.
CHAPTER IX: PUBLIC SERVICE ACT 13 OF 1995: PUBLIC SERVICE

STAFF RULES: LEAVES OF ABSENCE
Legal provisions
 Labour Act, 2007 (Act 11 of 2007)
 Social Security Act, 1994 ( Act 34 of 1994)
 Public service Act, 2001 (Act 13 of 1995)
 Education Act, 2001 ( Act 16 of 2001)
 Staff rules and regulations made under these Acts
Purpose
 The purpose of leave is to give staff members time off on order to get rest
 In case of sick leave, allow recovery
 To attend pressing issues: Martenity, death, studies etc.
 In case of death; on the application leave there is no need to attach death certificate but to
attach the form of compassionate form; and present the death certificate to the supervisory
who will sign under oath as true testimony.
PROCEDURES FOR GRANTING A LEAVE TO A STAFF MEMBER EXEPT IN

EMERGIENCE CASES:
 Application
 Discussion
 Approval granted or denied
 Take leave
NB: STAFF MEMBERS SHOULD NOT GO ON LEAVE, UNLESS THEY ARE INFORMED THAT
THEIR APPLICATION FOR LEAVE ARE APPROVED
TYPES OF LEAVE
1) VACATION LEAVE
 Lecturing teaching staff: 8 days per annum
 Non-teaching staff: 10 days per annum
 All others: 25 days per annum

2) SICK LEAVE
 87 days with full pay per cycle (3 years)
 87 days with half pay per cycle
 SICK LEAVE CYCLE

 SM at teaching institutions is entitled to 87 sick leave with full pay and 87 days with half pay
per cycle of 3 years.
 Un used sick leave for a particular cycle and not to be carried forward to the next cycle
 Whenever the leave days are calculated weekends and public holidays must be excluded
 Staff member has the right to utilize vacation leave day available on his/her credit, in of going
on sick leave with half pay or sick without pay.
 Provide that such application is submitted not later than one month after s/he resumed duty.
 The number of vacation leave days shall not exceed 260 days per cycle
NB: lapse at the end of the leave. (Ends 2015 and starts 2016)
Accumulative
3) SPECIAL SICK LEAVE

Granted to a staff member to an injury sustained in an accident arising out of and in the
course of duties or a disease contracted or result of during duties.
NB: Full remuneration for the period of incapacitated for his or her normal duties, not granted if accident
caused by the third party or by way of negligence
4) SPECIAL LEAVE (A)

 Natural disasters
 Court Appearance as witness
 Sports: 20 days
 Trade Unions: 21 days
5) SPECIAL LEAVE (B)

 Examinations: 2 days equal to the number of days on which s/he must write an examination
at a recognized educational institution.
NB: Excluding re-examination
6) STUDY LEAVE
 Study leave on 50/50 basis
 12 days per annum ( accumulative)
 Special study leave with full remuneration
7) MATERNITY LEAVE
 Without pay: At least 4 weeks before the expected date and 8 weeks after confinement.
 Using vacation credit days ( to a maximum of 132 days)
8) COMPASSIONATE LEAVE

 Granted to attend to matters such as death or serious illness in the family.
 Staff member at educational and training institutions: 5 days per annum
 Other non-teaching staff:10 days per annum
9) Staff members at educational and training institutions: 5 days per annum

 Other non-teaching staff: 10 days per annum
Leave for Local Authority Councilors and representative on other bodies to attend meetings and or
functions
 Use vacation leave days on your credit
LEAVE GRATITUITY AT TERMINATION OF SERVICE

 In term of PSSR D.II on leave of absent, only vacation days at your credit will be paid out to you
up to maximum of 60 days of the last year of service if not used up. Except those who were ib
service at 31 August 1996 and at 31 August 2003.
 But in terms of Labour Act 11 of 2007 states that all vacation days accumulated will be paid out
at the end of last year of service.
UNPAID LEAVE
 When a staff member is given unpaid leave, supervisor should request the staff member in writing
as to why s/he did not report for duty and inform the staff member that s/he is recommending
unpaid leave
 Staff member to sign acknowledgement form as well as a witness
ABSCONDMENT
 Absence without authorization for more than 30 consecutive days requires for automatic
discharge from the public service.
MEDICAL BOARDING
BOARDING OF STAFF MEMBERS
 As staff members is physically examined by medical practitioners to determine health conditions

of the staff member after prolonged absenteeism due to ill-health
 The medical practitioner/doctor will then give their finding to the ministry which determines the
way forward.
PURPOSE
 The purpose of referring as staff member to a medical board is to find out whetehr the staff
member is fit for further services or not.
LEGAL PROVISION
 Public Service Act 1995
 Public Service Staff Rule, D. I and F. I

PROCEDURES TO BE FOLLOWED
 For a staff member to be boarded, it can be initiated by the supervisor after noticing the prolong
absenteeism of a staff member at the school.
 Supervisor should talk to their staff members in such way that they do not offended, intimidated
or frightened then
 Supervisor should try to provide counselling services to their staff in order on how to cope with
the situation.
BENEFTS OF MEDICAL BOARD

Inform the staff member what s/he expects if s/he found medically unfit for further services line.
 SM will continue with his/her medical aid
 SM will receive monthly salary from GIPF
 SM will be paid vacation leave credit days accumulated
 SM will receive lump sum from GIPF depend on the GIPF procedures
ADVANTAGES OF BOARDING STAFF MEMBERS

 Boarding a staff member can prevent him/her from absenteeism and abscondment from work
 It can prevent a staff member to go on half pay sick leave and sick leave without pay.
DISADVANTAGES OF BOARDING STAFF MEMBERS: REDUCE SALARY
 If staff member is on half sick leave and her/his service terminated due ill-health, if she claims
his/her pension benefits base on half pay salary that appear on the latest pay slip.
PROCEDURES TO BE FOLLOWED IF STAFF MEMBER IS TO BE REFERRED TO

MEDICAL BOARD
 Supervisor has to compile a comprehensive report
 Supervisor has to indicate the nature of day the SM absent from duty
 Supervisor has to attach the sick leave applications as well as vacation leaves taken if any
 The report has to be send through the office of inspector of education to the HR office for
scrutiny.
 After HR scrutinized the document and if s/he is in agreement will refer them to HR Officer
 HR will prepare a file to the medical board with the signature of the Director
 HR has to list all sick leave and vacation leave days that have been taken by SM in the medical
board form
 The medical board forms have to be sent to the office of the Senior Superintendent of a state
hospital.
 The office of the Senior Superintendent has to arrange two medical doctors to examine and to
determine the fitness of the staff member
 After doctors examined the staff member, they have to send medical board forms to the MoHSS
in Windhoek
 The PS at the MoHSS has to scrutinized the report and sign the forms by indicating the staff
member is fit or unfit for further service.

 If the PS MoHSS declare that the staff member is unfit, HR has to write a submission to the PS of
MoEAC for the recommendation to the PS for the staff member to be discharge from the public
service due to ill-health.
 After approval by the PS of MoEAC, s/he will inform the staff member about the discharge.
 Staff member has to submit all documents to claim his/her benefits
 Board of trust fees at GIPF will determine the benefits will be paid to the staff member
 Re-appointment of a staff member after discharge fro the public service due to ill-health in term
of the PSSR F part 1, clearly stated that
A person previously dismissed from the public service on the ground of continuously ill-
health, cannot be appointed in permanent capacity.
Such person will only be re-appointed temporarily or on part-time basis
ARRANGEMENT OF THE SCHOOL TO COVER THE ABSENCE OF TEACHERS

 Education of learners must not compromised and must continue in the absence of teacher (for
whatever reason)
WHEN THE PRINCIPAL AND TEACHER KNOW BEFORE THE EVENT THAT THE
TEACHER WILL BE ABSENT FROM THE SCHOOL
 The teachers must submit details of work, assignment or revision for each class to do in his/her
absence
 Teachers with free lesson should supervise or teach in the absence of the teacher
 If absent for 30 days, the principal must request in writing to the inspector of education for‖
 Appointment of relief teacher
 Pay a relieve teacher with UPE/USE fund
 Or temporarily transfer of a teacher from another school
IF THE TEACHER IS ABSENT WITHOUT PRIO-NOTICE:

 The teacher must notify the principal with the message of telephonically.
 The principal will make arrangement for supervision of teacher‘s classes
 If no free lesson the teacher can combine classes to ensure that learners are not without
supervision.
 On the first day of return, the teacher hand in the leave form
When a teacher or any other staff member permanently leaves the school ⦋resigned, retired or
transferred to another school⦌ s/he must hand in all official documents and properties of the school
such as
 Syllabus
 Scheme of work
 Textbook and other learning materials
 Learners‘ CA marks and other assessment marks
 Subject files
 Old examination question papers
 Keys
 Workshop materials
 All registers

CHAPTER X: PSSR E.X - MISCONDUCT AND DISCIPLINARY ACTION: PART I
PURPOSE
 The purpose of charging a staff member with misconduct and the ensuring disciplinary action is
to maintain a good standard of work and conduct required from a staff member as well as to
ensure that the rules and regulations of the Public Service are complied with.
REGULATORY FRAMEWORK
 These rules are issued in terms of Sections 35 of the Public Service Act, 1995 (Act 13 of 1995)
(hereinafter referred to as the Act), read in conjunction with sections 25 to 29 thereof. It was
approved by the Prime Minister, on recommendation of the Public Service Commission, in terms
of Section 5(2)(j) read in conjunction with section 5(3) of the Act.
SCOPE OF APPLICATION This policy applies to a staff member recruited for permanent, temporary
and contract appointment from outside or within the Public Service.
IMPLICATIONS
 Because of the many legal provisions that have to be met, misconduct is a highly formalized
process. The effectiveness of the process is dependent on the efficient manner in which it is
executed and managed.
INTRODUCTION
6.1.1 While the Act defines misconduct and provides the legal framework within which cases of
misconduct must be dealt with, the measures contained in this chapter provides the administrative process
that supports it and must be followed rigorously.
6.1.2 The contents of this chapter must, however, be read in conjunction with sections 25 to 29 of the Act
in order to obtain an overall view on how to deal with charges of misconduct.
6.1.3 In cases where the staff member concerned was appointed on probation, suspension should not be
considered at all as a probationary appointment is a conditional appointment subject to the staff member‘s
display of diligence and satisfactory conduct. Any form of serious misconduct during this period should
thus be conclusive reason to terminate the probationary appointment after the staff member concerned has
been granted the opportunity to be heard (audi alteram partem rule). For example –
(a) During each quarter of the probationary period, there should be a dialogue between the supervisor and
the staff member. This is to discuss performance and propose corrective measures to improve any
shortcomings. These sessions or any interventions should be recorded.
(b) The Act does not make provision for appeals on grounds of termination of appointment on probation.
However, a staff member may appeal to the Public Service Commission as one of the administrative
bodies or any other competent body as he/she may deem fit. The appeal will be submitted via the
Permanent Secretary. In terms of Article 18 of the Namibian Constitution, administrative bodies and
officials shall act fairly and reasonably and comply with the requirements imposed upon such bodies and
officials by common law and any relevant legislation, and persons aggrieved by the exercise of such acts
and decisions shall have the right to seek redress before a competent court or tribunal

6.1.4 In cases of promotion or transfer on probation a staff member cannot be discharged from the
Public Service by merely terminating his/her probation. In such a case the misconduct procedure must be
followed. To demote a staff member, the probation must be terminated, provided the staff member has
been granted the opportunity to be heard. Section 22(5)(b) of the Public Service Act, 1995 (Act 13 of
1995) provides that ―with the approval of the Prime Minister, granted on the recommendation of the
Commission, and notwithstanding anything to the contrary contained in section 14 or 24 or in subsection
(3) or (4) of this section, any person who immediately prior to his or her promotion or transfer on
probation was a staff member, not being on probation, shall, if his or her promotion or transfer on
probation is not confirmed, revert to the post or employment previously held by him or her, or to any
other post or employment of an equivalent grade, and to the salary and scale of salary he or she would
have attained in his or her previous post or employment and the equivalent benefits applicable to such
previous post or employment, or be employed additional to the establishment on a suitable grade with an
appropriate rank, salary and scale of salary. (Also refer to PSSR B.V: Filling of posts: On Probation).
6.1.5 A contract of employment is a contract with reciprocal rights and obligations. Having regard to such
rights and obligations flowing from a contract of employment, both the employee and the employer must
fulfil their obligations in terms of the contract of employment and the provisions of the Labour Act. The
employer must also act fairly when enforcing its rules and regulations.
6.1.6 In terms of Public Service Regulation 23, it is the duty of every supervisor to take appropriate action
in every case of breach of any of the provisions of the Public Service Act, the regulations or staff rules.
Supervisors who fail to comply with this duty shall lay themselves open to a charge in terms of section
25(1)(d) and (q) of the Public Service Act.
6.1.7 This means, amongst other things, that disciplinary action taken must be consistent and the penalty
imposed must be in keeping with the seriousness of the transgression taking into account mitigating
factors.
COUNSELLING
 Employee shortcomings can arise for a number of reasons. Through discussion such reasons may
be put in perspective making decisions easier. This, of course, depends on a whole range of
factors including the nature of the transgression, the extent of the damages caused and whether it
has happened before.
 In order to get to the source of the shortcoming, a joint problem solving approach with the staff
member should be adopted in order to –
 identify the real problem(s) and cause(s);
 work out solutions to the problem(s);
 obtain the staff member‘s commitment to agreed corrective action.
 ensure that the staff member knows what is expected of him or her i.e. is aware of the
standards and requirements of the job;
 ensure that the staff member has the right tools, equipment, support, training etc. to
perform the job to the required standard.
 carefully appraise the staff member‘s work performance and make the staff member
aware of his or her shortcomings;

 warn the staff member of the possibilities in terms of the Act, for example a misconduct
charge, or a discharge due to inefficiency or incapacity, if his or her performance does
not improve;
 grant the staff member a reasonable opportunity (a time period) in which to improve his
or her performance; and
 record the dates and content of discussions as proof of them having taken place and be
signed off by both parties.
 Unless the above measures are adhered to, the Public Service Commission may not be inclined to
support punitive measures instituted against a staff member.
 A witness /workplace union representative may be present during the counselling of a staff
member.
WARNINGS WITH REGARD TO MISCONDUCT

 If the counselling referred to above is not sufficient for dealing with the problem or improving
behaviour or performance, the supervisor may give warnings to emphasize that further
transgressions/deficiencies may lead to formal disciplinary action being taken against the staff
member: Provided the audi alteram partem rule is applied.
 There are two types of warnings – one is given in terms of section 26(12)(a)(i) of the Act, while
the other is issued before the staff member is actually charged with misconduct. The warnings
referred to in this part are not in terms of the Act but are warnings which are given when a staff
member commits an offence and is informed that the OMA is aware of the particular offence and
is warning him/her that further offences of the same nature can lead to a charge of misconduct in
terms of section 26 of the Act. These warnings are not preceded by a Disciplinary Inquiry and in
fact may not even lead to a Disciplinary Inquiry if the staff member does not commit the same or
a similar offence again.
 If a warning is issued before the staff member is actually charged with misconduct, it must not
state that the staff member is guilty of misconduct. Such a statement is only valid if the full
misconduct procedure has been followed and upon conclusion thereof the staff member has been
found guilty.
Verbal Warning
 Verbal warnings may be initiated by a supervisor if he/she is of the opinion that the staff
member‘s behaviour is unsatisfactory, but does not warrant a written warning or more stringent
disciplinary action.
 A verbal warning is normally valid for a period of three months.
First Written Warning
 First written warnings can be given by the supervisor to the staff member when verbal warnings
for minor offences were unsuccessful or for a first serious offence.
 A first written warning is normally valid for a period of six months.
Second Written Warning
 The supervisor can issue a second written warning to the staff member if the first written
warnings were unsuccessful.
 A second written warning is normally valid for a period of nine months.
Final Written Warning

 A final written warning can be requested by the supervisor and will be issued by the Human
Resource Practitioner under the signature of the permanent secretary concerned. This must be
done after an investigation by the supervisor.
 Final written warnings can be given for major offences or for additional offences by staff
members to whom previous written warnings were issued.
 A final written warning is normally valid for a period of twelve months.
NB: A witness/workplace union representative may be present when a verbal or written warning is
given to a staff member.
GUIDELINES IN DEALING WITH ACTIONS THAT CONSTITUTE MISCONDUCT

The following offences can be used as guidelines when dealing with actions that constitute
misconduct:
Major Offences
Examples of Major Offences
a. Theft.
b. Fraud.
c. Embezzlement or Mismanagement.
d. Bribery.
e. Malicious damage to State property.
f. In unauthorised possession of State property.
g. Driving an official vehicle under the influence of stupefying drugs/liquor.
h. Intimidation.
i. Incitement.
j. Perjury.
k. Falsification or forgery of records/documents (This includes medical certificates and educational
qualifications, etc.).
l. Assault.
m. Making false statements when applying for employment or undergoing a medical examination.
n. Disobeying or disregarding work-related orders.
o. Inebriety or drug abuse where the lives or property of others are endangered. (xvi)
p. Sexual harassment.
q. Revealing confidential information to unauthorised persons.
r. Gross discourteousness.
s. Racism.
t. Tribalism.
u. Nepotism.
v. Gross abuse of authority
NB: Corrupt practice, as defined and explained hereunder:
 The general offences of corruption are contained in Chapter 4 of the Anti Corruption Act,
2003 (Act No. 8 of 2003). The Act provides that a person commits an offence who, directly
or indirectly, corruptly solicits/offers or accepts/gives or agrees to accept/give for the
benefit of himself or herself or any other person any gratification as –
i. an inducement to do or to omit doing anything;
ii. a reward for having done or having omitted to do anything.

 The purpose for the conduct or behaviour referred to above is generally to act dishonestly or
illegally. It also includes the misuse of material or information, abuse of a position of
authority or a breach of trust or violation of duty.
 (cc) Corruption takes various forms, both in the Public Service and elsewhere.
THE FOLLOWING ARE EXAMPLES OF DIFFERENT TYPES OF CORRUPT PRACTICES –

 Bribery - Involves the promise, offering or giving of a benefit that improperly affects the actions
or decisions of staff members
 Fraud - Involves destroying, alteration, mutilation or falsifying of information, documents,
valuable security, account, computer system, computer printouts or other electronic devices
which belong to or is in the possession of his or her office/ministry/ agency or received by him or
her on account of his or her employment
 Embezzlement - Involves theft or mismanagement of resources by staff members who control
such resources
 Extortion - Coercion of a person or entity to provide a benefit to a staff member, another person
or an entity, in exchange for acting or failing to act in a particular manner
 Abuse of power - The use by a staff member of his or her vested authority to improperly benefit
another staff member, person or entity or using vested authority or improperly discriminate
against another staff member, person or entity
 Conflict of interest – Failure by a staff member to act or to consciously fail to act on a matter
where the staff member has an interest or another person or entity that has some form of
relationship with the staff member, has an interest OR Refers to a conflict between public duties
and private interests of a staff member, in which the staff member has private interests which
could improperly influence the performance of his/her official duties and responsibilities
 Abuse of privileged information - Involves the use, by a staff member of privileged information
and knowledge that a staff member possesses as a result of his/her office to provide unfair
advantage to another person or entity to obtain a benefit
 Favouritism - The provision of service or resources according to personal affiliation of a staff
member
 Nepotism - The provision of services or resources according to personal affiliation of a staff
member OR Refers to an instance in which a staff member ensures that family members are
appointed to public service positions or that family members receive preference or contracts from
the Government
 Misuse of State property for private purpose - Involves the utilization of any government property
for personal gain or to promote a personal interest as opposed to using such property for the
benefit of the government only.
NB: If a staff member is caught red-handed with stolen goods or is suspected of a criminal offence, the
offence must be reported to the Namibian Police, as well as to the Auditor-General in terms of the
relevant Treasury Instructions. Possible action to be considered First Offence: Charge with misconduct
SERIOUS OFFENCES
Examples of Serious Offences:

a) Illegal striking in terms of the Labour Act.
b) Flagrant disregard of safety standards.
c) Misuse of State property for private purposes.
d) Under the influence of intoxicating liquor or stupefying drugs during official hours of duty.
e) Abusing of sick leave.
f) Sleeping on duty.
g) Repeated absence from the workplace while on duty.
h) Repeated unauthorised and/or non-communicated absenteeism.
i) Physical fighting.
j) Using abusive language.
k) Failure to report an accident or damage.
l) Driving State vehicles without authority.
m) Reckless driving of State vehicles.
n) Insolence.
o) Gross negligence or indolence.
Possible action to be considered:

 First Offence : First written warning
 Second Offence : Final written warning (iv)
 Third Offence : Charge with misconduct
MINOR OFFENCES (a)

Examples of Minor Offences:
 Poor time control.
 Horseplay.
 Improper conduct
 Carelessness.
 Not reporting for overtime without a reasonable excuse, after agreeing in writing to work
overtime.
 Not dressed in a clean, decent and tidy manner.
Possible action to be considered
1. First Offence : Verbal warning
2. Second Offence : First written warning
3. Third Offence : Final written warning
4. Fourth Offence : Charge with misconduct
NB:
 Examples of misconduct and the possible action to be considered merely serve as guidelines.
Depending on the seriousness of the offence and the circumstances, different action can be taken
e.g. immediately charging a staff member with misconduct without a prior final warning.
 In all cases before a staff member is given a warning, be it a verbal or a written warning, the
supervisor must apply the audi alteram partem rule. This means that the supervisor should hold an
informal inquiry into the alleged misconduct where the staff member is given an opportunity to
present his or her case.

 An informal inquiry should be attended by at least three people, namely the supervisor, the
accused staff member and a person who records the proceedings of the inquiry.
 If, on hearing the staff member‘s side of the case, the supervisor is still not satisfied, a warning
shall be given and recorded and shall form part of the staff members records.
 If a staff member is not satisfied with the decision of the supervisor, PSSR J.I/III: Grievance
Procedure must be followed in order to afford the staff member an opportunity to appeal against
the decision of the supervisor.
ADMISSION OF GUILT BY STAFF MEMBER OR FAILURE TO COMPLY WITH

DIRECTIONS
 In terms of section 26(4) of the Act, in the case where a staff member charged admits to the
charge or fails to comply with the direction in the charge, he or she is deemed to have been found
guilty of misconduct as charged.
 If the staff member is deemed to have been found quilt the permanent secretary concerned may
refer the case to a disciplinary committee for a recommendation of punitive measures to be taken
or he or she may take action in terms of section 26(12)(a)(i) or (ii) of the Act or propose more
stringent disciplinary action in terms of section 26(12)(a)(iii), (iv) or (v) of the Act after the staff
member concerned has been given the opportunity to be heard. To ensure fairness, it is
recommended that the disciplinary committee be involved. Such a disciplinary committee does
not have to be appointed in terms of Section 26(5) as it is an additional procedure to the Act.
 Where a staff member admits guilt or fails to comply with the direction in the charge, it is not
necessary to conduct a formal disciplinary hearing but mitigating circumstances must be taken
into account and the charged staff member must be given the opportunity to appeal against the
intended punitive measures.
DENIAL OF GUILT BY A STAFF MEMBER

 If a staff member denies the charge the permanent secretary concerned must establish a
disciplinary committee in terms section 26(5) of the Act.
 In order for a staff member to prepare for the inquiry he or she must be given reasonable notice
in writing.
CONSTITUTION OF THE DISCIPLINARY COMMITTEE

 Chairperson
 Head Of Organisational Component Responsible For Personnel Administration (Head HR)
 Personnel Officer (HR)
 Expert Of The Subject On Which The Charge Is Based
 Representative Of A Recognised Trade Union
 Witnesses (Including Supervisors)
 Investigating Officer (the person who is dealing with the case)
 Staff Member Charged Or His Or Her Representative
 Interpreter

GRIEVANCE PROCEDURES FOR TEACHERS ACCORDING TO PSSR I/III, REFERENCES
PUBLIC SERVICE STAFF RULES POCKED GUIDE PG 113, GUIDLEN FOR SCHOOL
PRINCIPALS IN NAMIBIA
A grievance is an officially presented complain by an employee and relates to the employment

relationship
STEP 1
 The staff raise the dissatisfaction/discontent to the supervisor
STEP 2
 The supervisor determined the cause of the dissatisfaction/discontent
STEP 3
 The supervisor interviews the staff member and if it is within his/her power and competencies,
takes active steps within 5 days to dispose of dissatisfaction
STEP 4
 If the staff member is not satisfied with the action taken by the supervisor, notify the immediate
supervisor
STEP 5
 The supervisor refers the matter to the human resources within working day to receive the
complaints
STEP 6
 If your complaint cannot be addressed adequately at this level, the staff member makes a written
representation to the permanent secretary
STEP 7
 With 10 working days, of the permanent secretary receive your written representation, the PS
submit the matter to the Under Secretary of the public commission for the matter to be
investigated.
STEP 8
 If the matter is not resolved, the matter can now be taken to court for arbitration
GRIEVANCE PROCEDRE FOR THE LEARNERS
The purpose of the grievance procedures
 To provide learners and parents with a formal medium of communication to report complaints
and have procedures in place to resolve complaints in an interactive manner.
Step 1: Verbal report
 Parents /learners report a complaint to LRC, school counsellor/ teacher or the school principal.
 The principal/HOD/ teacher resolve the complaint within 1 or 2 days.
Step 2: Written notice of complaint
 A notice of the compliant to be completed.

 The DC committee resolves the matter with 3 -4 school days.
Step 3: Matter attended to by the principal and the management team

 The principal receives the written notice/ report.
 Investigate the matter by consulting all parties directly involved.
 The management team then deals with and resolves the matter.
 Notify the complaints [parents/learners] in writing.
 If the outcome is accepted, the matter is resolved and the form is filled in the learner‘s files.
Step 4: Attended to by the school board
 The school board receives the complaint form report.

 The chairperson nominates members to investigate the matter.
 The school board deal and settle the matter within 5 school days.
Step 5: Arbitration
 Refer the matter to the director of education.

 If not resolved take legal action.
CHAPTER XI: PSSR E.X: PBLIC SERVICE CODE OF CONDUCT: PART II
INTRODUCTION
1) This Code of Conduct provides guidance to staff members on the behavior expected of them, both
in their individual conduct and in their relationship with others. Compliance with the Code will
help to enhance professionalism and maintain confidence in the Public Service.
2) If the provisions of this Code of Conduct are not met, the question of misconduct may arise and
staff members could be liable to disciplinary action under the Public Service Act. (Section 25 of
Act 13 of 1995)
3) The Code of Conduct is based on three main principles:
 Staff members are to perform their duties with professionalism and integrity and serve the
government of the day efficiently.
 Fairness and equity are to be observed in official dealings with colleagues and members of the
public.
 Real or apparent conflicts of interest are to be avoided - Efficiency
CODE OF CONDUCT
Responsibilities of Staff Members Staff members are required to –
(a) perform official duties with skill, care and diligence, using authority in a fair and unbiased
way;
(b) be familiar with and abide by statutory and other instructions covering their conduct and
duties e.g. Public Service Act, Regulations, Treasury Instructions, Staff Rules and Circulars.
(Regulation 10(a));
(c) provide services and full advice to members of the public in a professional way;
(d) treat their colleagues and members of the public with courtesy and sensitivity (Regulation
10(c));
(e) use the appropriate channels to air their grievances or to direct representation (Regulation 6
and PSSR J.I/III);
(f) be punctual in the execution of their duties (Section 25(1)(d) of Act 13 of 1995);

(g) promote sound, efficient, effective, transparent and accountable administration;
(h) report to the appropriate authorities any incident of fraud, corruption, nepotism,
maladministration or any other act which comes to their notice in the course of their official
duties and which constitutes an offence, or which is prejudicial to the public interest (Regulation
19);
(I) refrain from using or being under the influence of intoxicating liquor or stupefying drugs
during the prescribed hours of attendance without the prescription of a medical practitioner
(Section 25(1)(j) of Act 13 of 1995);
(j) behave at all times in a manner that maintains or enhances the reputation of the Public Service
(Regulation 10(b)).
Political Activities
Subject to the provisions of section 25(l)(f) and section 30(2) of the Public Service Act, 1995
(Act 13 of 1995), a staff member may –
(a) be a member of a political party;
(b) attend, preside at or speak at a public political meeting;
(c) draw up or publish any writing to promote the interests of any political party;
(d) be an office-bearer of whatever designation of a political party: Provided that no staff member
shall, at any time while he or she is required to discharge his or her official duties in the Public
Service, perform any act in the exercise of any political right: Provided further that, to ensure the
impartiality of the Public Service, a staff member who holds any post in the management cadre of
the Public Service may not –
(i) preside at a public political meeting or draw up or publish any writing or deliver a public
speech or make a public statement with the intention to promote or prejudice the interest of any
political party;
(ii) be an office-bearer of whatever designation of a political party.
Conflicts of Interests (Regulation 11)
 If staff members find that they have some personal, financial, or other interest that might
influence the way in which they perform their official duties, they must discuss the matter
with their supervisor, and take whatever action is necessary to avoid a conflict of
interests. They may not engage in any transaction that is in conflict with or infringes upon
the execution of their official duties.
Using Government Money, Property, Goods or Services (Section 25(1)(g) of Act 13 of 1995 and
Regulation 18)
 Staff members must be honest and accountable in dealing with public funds and
resources, use Public Service property and other resources effectively, efficiently,
economically and only for authorised official purposes.
Managing Official Information (Regulation 17)
 Staff members are not permitted to use or disclose information other than for official
purposes without the approval of the permanent secretary.
 Making Statements about Official Matters (Section 25(1)(k) of Act 13 of 1995 and
Regulation 15) Staff members need to have the approval of their permanent
secretary/accounting officer to make official statements, to grant interviews, or to discuss
matters or release information on policy matters relating to the running of the Public

Service. Any direct approach from the media should in the first instance be referred to the
public relations officer or the permanent secretary.
Use of Official Position (Section 25(1)(l) of Act 13 of 1995 and Regulation 11(b)(ii))
 Staff members may not use their official position to seek or obtain a financial or other
advantage for themselves, their families, their friends or any other person or organisation.
Staff members must excuse themselves from any official action or decision-making
process which may result in improper personal gain, and this should be properly declared
by the staff member.
Accepting Gifts or Benefits (Section 25(1)(l) and Regulation 16)
 Staff members may not use their official position to obtain private gifts or benefits for
themselves during the performance of their official duties nor may they accept any gifts
or benefits when offered, except with the approval of the Prime Minister, as these may be
construed as bribes. This does not refer to the exchange of courtesy gifts and trivial gifts
such as diaries, calendars and other inexpensive gifts.
Working Outside the Public Service (Section 25(1)(e) of Act 13 of 1995 and PSSR D.XVIII/I and
III)
 Staff members may not, without the approval of the permanent secretary/accounting
officer on the advice of the Public Service Commission, undertake remunerative or
unpaid work outside their official duties or use office equipment or other resources for
such work.
Dress and Appearance (Regulation 12)

 Dress and appearance need to be appropriate to a staff member‘s official duties and in a
manner to enhance the reputation of the Public Service. Where a uniform is required, this
should be worn in the manner prescribed.
Official Hours of Attendance (Section 25(1)(d) of Act 13 of 1995 and Regulation 20)
a) Staff members shall at all times during their official hours of attendance be present for duty at
their place of work and give their full attention to the duties entrusted to them.
b) Staff members shall not, without the consent of their supervisor or the head of the organisation,
be absent from their place of work during their official hours of attendance.
Discrimination and Harassment (Section 25(1)(h) of Act 13 of 1995)
 In undertaking their official duties staff members should not discriminate against or harass a
colleague or a member of the public, particularly on the basis of:
 political affiliation/opinion
 race/colour/ethnic/social origin
 religion
 gender
 sexual preference
 marital status
 pregnancy
 age
 physical or mental disability or impairment
Duties of Supervisors (Regulation 23)
 It is the duty of supervisors to supervise their staff and to take appropriate action in every case of
breach of any of the provisions of the Act, regulations, staff rules and other directives.

 Supervisors who fail to comply with the duty imposed on them shall be deemed to have been
negligent in the performance of their duties.
PROHIBITION ON VICTIMISATION
 No staff member shall be victimised because they have, or it is suspected that they have, reported
or given information about fraud, corruption, nepotism, maladministration and/or any other act
which constitutes an offence, or which is against the public interest.
CHAPTER XII: PUBLIC SERVICE STAFF RULE: A PERFORMANCE

MANAGEMENT
Performance Management (PM) is a comprehensive tool for the management and assessment of the
effective and efficiency of the delivery of customers-focused services across the Public Service
Through PM individual and organizational performance is improved by setting objective, outputs, key
performance indicators and timelines to achieve results. It measure performance at organization level
which include Office/Ministry/Agency (OMAs) and regional Councils (RCs) and at the operational level
focusing on the staff member.
The purpose of these rules is to set out the planning mechanisms and evaluation processes which guide
the efficient and effective implementation of PM.
REGULATORY FRAMEWORK
 Constitution of the Republic of Namibia;
 the Public Service Act, Act 13 of 1995;
 the Regulations and Public Service Staff Rules promulgated under the Act;
 the Public Service Commission Act, Act 2 of 1990;
 the Affirmative Action Act, Act 29 of 1998;
 the Labour Act, Act 6 of 1992; the State Finance Act, Act 31 of 1991 and Treasury Instructions.
CORE VALUES OF A PERFORMING NAMIBIAN PUBLIC SERVICE

PROFESSIONALISM
 A public servant is professional, a political and ethical in his/her conduct and consistently
displays integrity in all his/her actions.
PEOPLE-FOCUSED
 A staff member conducts the business of the Public Service in an environment that recognises,
upholds, caters for and fosters the right and needs of the diverseness of people treat them in a fair,
non-discriminatory and equitable manner.
RESPONSIVENESS
 to deliver high quality, cost effective services and engages in consultation on, is sensitive to and
actively responds to the needs of his/her service users.

INNOVATION AND VALUE ADDING
 Be creative and pro-active manner and continuously strives to improve services through managed
risk-taking, practicality and learning at all levels, facilitating an environment for and resulting in
added value for the People of Namibia and its service users.
ACCOUNTABILITY
 The business of the Public Service and the actions of a staff member are conducted in a manner
that can be upheld under objective and open scrutiny. A public servant can and is answerable to
his/her service users and the taxpayers of Namibia for all his/her actions.
THE PURPOSE OF THE PERFORMANCE MANAGEMENT SYSTEM

 is to develop an understanding and provide for the fundamental values,
 driving forces and processes that cultivate and
 ensure a performing Namibian Public Service. It outlines and
THE PRINCIPLES THAT GUIDE PERFORMANCE MANAGEMENT

 It provides continuous and consistent assessment of individual and team performance based on
predetermined targets and performance gaps.
 Implement is the responsibility of every staff member at all levels
 Personal information is treated as confidential
 It assist in the development of poor performers
 It may be linked to staff mobility.
OBJECTIVE
 The objectives of PM are to promote a culture of performance across the Public Service and
manage and improve service delivery against agreed objective and targets.
FAILURE TO APPLY THESE RULES

These rules are mandatory and failure to apply them may be considered as a matter of indiscipline to be
reviewed under the code of conduct in PSSR E. X/II
PERFORMANCE MANAGEMEN RECORDS AND CONFIDENTIALITY

 The maintenance of records related to performance is important aspect of the control and access
to information in the public service.
 Strategic, Annual and Sectorial Plans. MTEF documents and reports are the property of the
government and should not be distributed or disclose unless procedurally authorized.
 Performance Agreement and Performance reports of individual staff member form part of their
‗personnel files‘ and must be stored and maintain confidentially in accordance with Human
resources Management instructions.
 The Line Manager and individual staff member must retain a copy of the regional performance
documents during the period of its life i.e the annual performance
WHAT IS PERFORMANCE MANAGEMENT SYSTEM

 A management tools ( getting things done effectively and efficiently through people to gain the
best return on all resources)

 A public service reform Initiative ( To improve service delivery)
 A system of dialogue about performance (a day-to-day team management too)
PERFORMANCE AGRREMENT (PA)

 Record of agreement between individual staff member and supervisor
 Clarify what to be achieved in a stipulated periods
 Set specific targets to be achieved
 Results expected aligned to overall organizational objectives and targets as set out in the Annual
Plan
PERSONAL DEVELOPMENT PLAN (PDP)

 Set out personal objectives (i.e set out targets to improve the skills and abilities of a staff
members)
 Set out Personal Development Plan ( record of action to be taken to achieve those personal
Objectives)
PREFORMANCE REVIEW
 A one on one discussion between a supervisor and a staff member
 Record of progress and performance
 Identify obstacles, decide on best way to rectify them
 Should take place every quarter and the final assessment is made at the end of the year
GIVING FEEDBACK ON PERFORMANCE – STEP

 Identify the action and performance targets in the Performance Agreement
 Be clear of your assessment – find out supporting evidence for good or poor performance
 Identify the reasons for any failures
 Be supportive and find solution together
 Record the next steps to correct performance
 Review and update the Personal Development Plan
 Decide the next year‘s performance targets and complete a new PA
END OF YEAR PAISAL

 Annual Performance appraisal happens at the end of the year when one-on-ones over the year are
summarized. Your performance is then finally rated out of 5
CHAPTER XIII: PUBLIC SERVICE CHARTER

GENEREAL PRINCIPLES OF THE PUBLIC SERVICE CHARTER
The Teaching Service is committed to the general principles of public service delivery as contained in
the Public Service Charter, namely:
 STANDARDS Setting, monitoring and publishing clear standards of service that individual
members of the public can reasonably expect.
INFORMATION

Providing information about public services in a straightforward and open manner which is
readily understandable.
COURTESY AND HELPFULNESS
 Providing a courteous and helpful service which is run to suit the convenience of those entitled to
the service: services being provided by public servants who can be identified readily, through
wearing name badges, by their customers.
CONSULTATION AND PARTICIPATION
 Ensuring that there is regular consultation and communication with those who use the service
and, having taken their views and priorities into account, providing a choice wherever possible.
ACCOUNTABILITY
 Providing details of performance against targets and identifying who is responsible.
OPENNESS
 Disclosing how public services are managed, and the cost and performance of specific services.
NON-DISCRIMINATION
 Ensuring that services are available and applied equally to all.
QUALITY OF SERVICE
 Publicising straightforward complaints procedures with independent reviews where possible.
Providing, where errors have been made, an apology, full explanation and early correction of the
error.
VALUE FOR MONEY
 Providing efficient and economic public services within affordable resources.
TRANSPARENCY
 Providing how public services are managed, and the cost and performance of specific services
ACCESSIBILITY
 Ensure accessibility to public service by accommodating the service needs of our services users.
ESTABLISHMENT WORK ETHICS IN THE SCHOOL
The school board and staff can use the following 10 work ethics traits to determine the work ethics for the
school
ATTENDANCE : Unnecessary absenteeism is detrimental to the moral of the school and have negative
impact in learners performance
PUNCTUALITY: Teachers must be in class before learners. It will important for learners arrive on time
too.
INTEGRITY: Individual teachers should be align individual values to the values of the school
CHARACTER: Management and other staff member will only trust a person by showing values like
loyalty, honest, responsibilities and reliability.
POSITIVE ATTITUDE: The teacher must have positive attitude within the workplace
TEAMWORK: Working with others as a team is vital in the workplace
APPEARANCE: Teachers must adhere to a professional code of conduct in the school in order to earn
respect from teacher, learners as well as parents.
PRODUCTIVITY: Teachers need to work with effectiveness and efficiency in order to achieve goals of
the school as well as the goals of ministry‘s Strategic Plan by providing excellent customer service to
learners, parents and community.

COMMUNICATION
COOPERATION
CHAPTER XIV: MINISTRY OF EDUCATION ARTS AND CULTURE

CUSTOMER SERVICE CHARTER
Our Mandate: ―To educate and train for sustainable national development and promote Arts and
Culture‖
The Ministry was established with the key objective to provide quality inclusive education and training
for national development and derives its mandate from the following high level statements:
• Namibian Constitution, Article 20,
• Vision 2030,
• National Development Plan, NDP4
• Education Act, 2001 (Act No. 16 of 2001)
• Namibia LIS Act, (Act No.4 of 2000)
• Archives Act, 1992 (Act No.12 of 1992)
OUR VISION:
―To be the Ministry of excellence in providing quality education and promoting Arts and Culture for the
prosperity of the Nation‖
OUR MISSION:
―To provide accessible, equitable and inclusive quality education for a tolerant skilled, productive and
competitive nation, to promote and preserve Arts and Culture for nationhood and unity in diversity‖
WHAT WE DO
The business of the ministry is centered on three key departments namely: Formal Education, Lifelong
Learning, Arts and Culture and Finance and Administration.
FORMAL EDUCATION: Facilitate the implementation of the Education Act and related policies.
Improve the quality of education Administer and conduct national examination and assessment
LIFELONG LEARNING: Provide services pertaining to the library and archives services, adult
education, Arts and National Heritage and Culture Programmes.
FINANCE AND ADMINISTRATION: Provide Policy guidance, Planning, Financial Management,

Human Resources Management, Information Technology and all administrative support to the activities
of the Ministry.
OUR CUSTOMERS
• Learners and Communities
Government Offices, Ministries and Agencies
• Regional Councils and Local Authorities
• State Own Enterprises and Private Institutions

• Development Partners and Non-Governmental Organizations
OUR COMMITMENT TO YOU

• We commit to regular communications with you as customers through meetings, correspondence/reports
and information sharing.
• We strive to execute our duties within the following guiding VALUES:
CORE VALUES OF THE MINISTRY OF EDUCATION
INTEGRITY
 We will demonstrate adherence to ethical principles while carrying out professional duties.
Perform duties with integrity. Ensuring systems and procedures and rules are compliant.
ACCOUNTABILITY
 We shall be accountable for carrying out responsibilities efficiently, timely and with integrity.
COMMITMENT
 We shall be committed to the Ministry‘s objectives of providing accessible, equitable and quality
education for all.
RESPECT & EMPATHY
 We shall treat all stakeholders with dignity and politeness at all times. Embracing cultural
diversity and tolerance.
TEAMWORK
 We shall exercise teamwork as the modus operandi for achieving strategic objectives. Ensuring
Team building.
PROFESSIONALISM
 We shall exercise high levels of professionalism. Sharing knowledge of best practices with
colleagues at all levels, and enhancing the quality of service by being responsive.
TRANSPARENCY
 We shall carry out our activities in an open and most acceptable manner that bears scrutiny to the
customer/stakeholders we serve without jeopardizing the MoEAC‘s strategic interest.
OUR SERVICE PROMISE/STANDARDS
DEPARTMENT: FORMAL EDUCATION

 NATIONAL INSTITUTE FOR EDUCATIONAL DEVELOPMENT (NIED)
 NATIONAL EXAMINATIONA AND ASSESSMENTS (NAE)
 PROGRAMMES AND QUALITY ASSUARANCE (PQA)
DEPARTMENT: LIFELONG LERNING, ARTS AND CULTURE

 NAMIBIA LIBRARY AND ARCHIVE SERVICES (NLAS)
 ADULT EDUCATION
 ARTS
 NATIONAL HERITAGE AND CULTURE PROGRAMMES (NHCP)
DEPARTMENT: FINANCE AND ADMINISTRATION

 INFORMATION TECHNOLOGY (ICT)

 INTERNAL AUDIT
 HUMAN RESOURCES (HR)
 GENERAL SERVICES (GS)
DEPARTMENT: FORMAL EDUCATION Our service promise in formal education includes the
following Services:
NATIONAL INSTITUTE FOR EDUCATIONAL DEVELOPMENT (NIED) We will:

 Print, produce, and distribute curriculum documents to regional education directorates within 12
months.
 Avail library services to the public, schools and other educational stakeholders.
 Evaluate learning support materials (including textbooks) from publishers and individuals on
time.
 Conduct in-service teacher training for curriculum implementation and updating teachers‘
skills and competencies three months before implementation day.
 Support the professional development of staff members at Teacher Resource Centre (TRC) at
all times.
 Assist regional education directorates with continuing Professional Development Programmes for
mentor teachers and newly qualified teachers.
NATIONAL EXAMINATIONS AND ASSESSMENT (NAE) We will:
 Ensure the smooth coordination of the administration and conducting of the October/November
national examinations.
 Ensure that the registration process of private tuition and examination centers as well as
government examination centers is completed in three weeks after approval granted by the
National Examination, Assessment and Certification Board.
 Ensure that rules and regulations for the appointment of invigilators, cashiers and head of centers
reach the regions and school by the end of May yearly. ―We pledge to deliver with speed for the
prosperity of all Namibians‖ 9
 Ensure that rules and regulation for the appointment of staff members involves in the marking
and setting of examinations materials reach the schools by end February each year.
 Ensure the training of markers and examiners in the principle of assessment in August of each
year.
 Issue certificates to full-time and part-time candidates in June of each year.
 Evaluate certificates for appointment and other related cases throughout the year.
 Provide statistics and related information to schools, public, etc, after the releasing of the result in
December and January annually or as per request.
 Maintain the security of the examinations and data at all levels.

PROGRAMMES AND QUALITY ASSURANCE (PQA) We will:
 Develop and review policy framework to ensure relevance at all times.
 Conduct regional continuous monitoring and evaluation visits every second year.
 Facilitate eight (8) different training Programmes for professionals in our functional areas
annually.
 Launch awareness events from time to time for major school activities (e.g. application for space
in school, are you ready for examination).
 Cooperate with other stakeholders for the benefit of the Namibian child
CHAPTER XVI: MINISTRY OF EDUCATION, ARTS AND CULTURE THE

NATIONAL CURRICULUM FOR BASIC EDUCATION: 2016
The NCBE is the official policy for teaching, learning and assessment, and gives direction to planning,
organizing and implementing teaching and learning.
THE PURPOSE AND CONTENT OF THE CURRICULUM FRAMEWORK
 The purpose of this curriculum is to provide a coherent and concise framework to ensure
consistency in the delivery of the curriculum in schools and classrooms throughout the country.
 It describes the goal, aims and rationale of the curriculum, the principles of teaching, learning and
assessment, the language policy, and curriculum management at school level.
 It provides key learning areas for all learners, and outlines the end-of-phase competencies which
they should achieve, as well as the attitudes and values to be promoted throughout the curriculum.
It outlines the structure of each phase, what electives and subject combinations are available and
overall time allocation.
 It describes effective assessment procedures, ensuring that assessment is closely integrated in the
teaching-learning process.
 The curriculum also provides a framework for the development of syllabuses, learning material
and textbooks for the various subjects and areas of learning, from which teachers‘ schemes of
work and lesson plans can then be developed, so that the goal and aims of the curriculum will be
put into practice in a consistent manner.
EARLY CHILDHOOD DEVELOPMENT AND PRE-PRIMARY EDUCATION
 In October 2006, the Cabinet decided to transfer the responsibility for pre-primary education from
the Ministry of Gender Equality and Child Welfare to the then Ministry of Education (currently
the Ministry of Education, Arts and Culture). Consequently, a pre-primary school year for 5/6-
year-olds became part of basic education. The responsibility for the early childhood phase of 0-4
year-olds will at some stage in the future also be transferred to the Ministry of Education, Arts
and Culture.
THE STRUCTURE OF BASIC EDUCATION

Basic education is subdivided into four phases:
 Junior Primary (Pre-Primary and Grades 1-3),

 Senior Primary (Grades 4-7),
 Junior Secondary (Grades 8-9), and
 Senior Secondary (Grades 10- 12).
After completing the Namibia Senior Secondary Certificate Ordinary (NSSCO) level at the end of Grade
11, learners have various options: they may choose to continue with either vocational education and
training or with distance learning, or seek employment.
Learners who meet the prescribed requirements may proceed to Grade 12. In Grade 12, learners will take
their subjects on Advanced Subsidiary Level, which is an admission requirement for enrolment at many
universities in Southern Africa and abroad
THE AIMS OF BASIC EDUCATION FOR THE SOCIETY OF THE FUTURE
The Namibian society of the future is envisaged in Namibia Vision 2030, the kind of society that learners
must be empowered to help cultivate, and therefore these characteristics guide the aims of the curriculum.
1. A CARING SOCIETY
 The aims of the curriculum with regard to developing a caring society are to foster moral and
ethical values such as reliability, cooperation, democracy, tolerance, mutual understanding and
service to others; to develop learners‘ social responsibility towards other individuals, their
family, their community and the nation as a whole; to develop and enhance respect for, and
understanding and tolerance of other peoples, religions, beliefs, cultures and ways of life; and to
promote equal opportunities for males and females, enabling both genders to participate equally
and fully in all spheres of society and all fields of employment.
2. A HEALTHY SOCIETY
 The aims of the curriculum with regard to developing a healthy society are to develop attitudes,
practices, knowledge and activities which promote physical and mental health; to support
learners by providing opportunities for them to develop emotionally, physically and mentally
throughout their childhood and youth; to promote the optimal development of each individual
learner's potential, including those with special learning needs; and to foster the highest moral,
ethical and spiritual values, such as integrity, responsibility, impartiality and reverence for life.
3. A PRODUCTIVE SOCIETY
 The aims of the curriculum with regard to developing a productive society are to develop
knowledge, understanding, values, creativity and practical skills as a solid foundation for
academic or vocational training and for a creative, meaningful and productive adult life; to
encourage perseverance, reliability and accountability, and respect for the value and dignity of
work; to enable the learners to think scientifically, solve problems, and reflect on and apply
knowledge, skills, values and attitudes; and to develop self-reliance and entrepreneurship in
preparation for the world of work and self-employment.
4. A DEMOCRATIC SOCIETY
 The aims of the curriculum with regard to developing a democratic society are to promote moral
development, awareness of one‘s own beliefs and opinions, and respect for others; to promote
democratic principles and practices at school level in the educational system; to promote human
rights, unity, liberty, justice and democracy; to extend national unity by promoting regional,

African and international understanding, cooperation and peace; to enable learners to contribute
to the development of culture in Namibia; and to promote wider inter-cultural understanding.
5. AN ENVIRONMENTAL SUSTAINABLE SOCIETY
 The aims of the curriculum regarding the development of an environmentally sustainable society
are to provide the scientific knowledge, skills, attitudes and values needed to ensure that the
environment is respected and sustained, and to develop the individual's ability to make
environmentally wise choices in terms of economic activities and also family planning.
6. AN INFORMATION SOCIETY
 The aim of the curriculum with regard to developing an information society is to develop
information literacy, ie skills in seeking, evaluating, using and producing information and
information sources appropriately. These sources include traditional and local knowledge,
libraries and ICT.
7. INDIVIDUAL DEVELOPMENT
 The purpose of the above-mentioned aims is for the curriculum to bring about the envisioned
society by developing each and every learner. In addition to the above are aims of the curriculum
which focus on aspects of the development of the individual. These include aims that will
provide the foundation of a strong general education in literacy, numeracy, science, technology
and core competencies.
CORE SKILLS, KEY LEARNING AREAS, CROSS-CURRICULAR THEMES

In order to fulfil the implications of Namibia Vision 2030 for basic education, the curriculum identifies
learning in terms of core skills and key learning areas.
CORE SKILLS
A core skill is developed gradually through all learning areas. The core skills are included in the
competencies or specific objectives assessed in all subjects. They are:
LEARNING TO LEARN: Learning to learn is the most fundamental skill of all. It is the ability and
willingness to adapt to new tasks. Learners develop the skill to organise, regulate and evaluate their own
learning in order to acquire and apply new knowledge and skills, or to apply existing knowledge and
skills in new situations or in innovative ways.
PERSONAL SKILLS: Personal skills develop through increased self-awareness and awareness of others,
structured learning experiences, and personal reflection. They include self-discipline; taking responsibility
for one‘s own actions and decisions; using self-appraisal to identify, evaluate and use one‘s personal
resources; formulating, organising and carrying out personal projects; using information and knowledge
to accomplish goals; acting autonomously; being able to adapt to change, new ideas, situations and
technology; making decisions; and showing initiative.
SOCIAL SKILLS: The social or interpersonal skills which are needed to function well in a knowledge-
based society can be summed up as the ability to respect, relate well to and work well with others in
multi-cultural settings and communities. In specific terms, this involves being able to cooperate; to work
in groups; to work effectively in a team-based environment; to manage and resolve conflict; and to
influence others, to negotiate and to reach consensus. It also involves being able to create and use

networks, and to share knowledge. Personal qualities which underlie social skills are tolerance, honesty,
loyalty, trustworthiness, being considerate and taking responsibility for the well-being of others.
COGNITIVE SKILLS: Cognitive skills are based on the ability to inwardly organise and manipulate
experience and learning so that it results in rational understanding and behaviour. This includes the ability
to enquire about, research, explore, generate, try out and develop ideas; to analyse, compare, synchronise
and evaluate information; to think critically; to plan solutions, solve problems and take decisions; to use
the imagination and think innovatively, laterally, flexibly and reflectively; and to understand situations,
inter-relationships and systems.
COMMUNICATION SKILLS: A high level of communication skills, more than just functional literacy,
is essential in a knowledge-based society. Learners must be able to communicate competently and
confidently. They must become good listeners, be eager, competent and critical readers, be able to work
with and write well a wide variety of texts, and have mastery of at least their mother tongue/home
language or the predominant local language, and of English as the official language.
NUMERACY SKILLS: With the increasing emphasis on science, technology and commerce, learners
must be fully numerate and must come to understand and be able to use mathematical language
confidently and effectively. Numeracy skills apply as much to ordinary, everyday situations such as
budgeting and using money wisely as to simulations and high-level calculations.
INFORMATION AND COMMUNICATION TECHNOLOGY SKILLS: The rapid spread and use of
ICT in all areas of life make this skill area part of the core skills needed for a knowledge-based society.
Learners must become competent in using new information and communication technologies.
THE NAMIBIA NATIONAL CURRICULUM GUIDELINES

 recognise that learning involves developing values and attitudes as well as knowledge and skills;
 promote self-awareness and an understanding of the attitudes, values and beliefs of others in a
multilingual and a multicultural society;
 encourage respect for human rights and freedom of speech;
 provide insight in and understanding of crucial issues in a rapidly changing world which affect
quality of life, i.e. the AIDS pandemic, global warming, environmental degradation, unequal
distribution of wealth, expanding and increasing conflicts, the technological explosion, and
increased connectivity;
 recognise that as information in its various forms becomes more accessible, learners need to
develop higher cognitive skills of analysis, interpretation and evaluation to use information
effectively; and
 seek to challenge and motivate learners to reach their full potential and to contribute positively to
the environment, economy and society.
TEACHING, LEARNING AND ASSESSMENT

This section sets out some basic didactic considerations in learner-centred education in the Namibian
context. In a knowledge-based society, existing knowledge and skills are constantly being evaluated, and
new knowledge and skills acquired, with a view to transforming knowledge to bring about innovations
that will improve the quality of life.

TEACHING
The challenge in preparing learners for a knowledge-based society is to provide wellmanaged flexibility
in the approach to teaching and learning, and to provide learning experiences which motivate the learner
to learn more. Some of the implications of this are as follows:
a) A wide repertoire of teaching roles
 Learners learn best when they are actively involved in the learning process through a high
degree of participation, contribution and production. At the same time, each learner is an
individual with his/her own needs, pace of learning, experiences and abilities. The teacher
must be able to identify the needs of the learners, the nature of the learning to be done, and
the means to shape learning experiences accordingly.
b) Variation in working methods
 The teacher‘s roles are complemented by the way work is organised in the classroom. Work
that needs to be done in groups, in pairs, individually or as a whole class must be organised as
appropriate to the task in hand and the needs of the learners. Wherever possible, cooperative
and collaborative learning should be encouraged, and in such cases, tasks must be designed
so that pair or group work is needed to complete it, otherwise the learners will not see any
relevance in carrying out tasks together.
c) Flexible organisation of knowledge and learning
 Although the intended learning for each subject is described in its own syllabus, flexible ways
of organising learning should be adopted. Some topics and activities do not lend themselves
to a pre-set sequence, but may be characterised as incidental and taken up as and when
relevant, for example current affairs. A great deal of the teaching and learning in the junior
primary phase may be organised by thematic webs (integrating different subjects in one
theme).
d) A stimulating learning environment
 The learner-centred classroom is a text-rich and a visually and tactile-rich learning
environment. Textbooks continue to be a main source of knowledge and guidance on how to
work, and learners are taught how to use the textbooks in different ways: to search for
information, to compare different sources, to study a topic in depth, and to critically review
what is presented.
e) English across the curriculum
 English has a special role in Namibia, as it is the official language and also the medium of
instruction from Grade 4 upwards. All teachers have the responsibility to improve the
learners‘ aural/oral skills in discussion, reflection and reporting, their perceptual skills in
using different types of reading techniques and material, and their written skills, especially in
summaries, note taking and writing papers and reports.
f) The gender dimension

 Gender equity must be applied at all levels and in every aspect of the curriculum. All elective
subjects in a school must be available for any learner irrespective of gender. The guiding
criteria for the selection of subjects should be the learner's interest, aptitude and ability, and
teachers must encourage learners to study subjects across the boundaries of conventional
gender roles and stereotypes, and emphasise the advantages of doing so.
g) Inclusive education

 Namibian classes have learners with a wide range of mixed abilities, and learners with special
educational needs are often included in mainstream schools. Every school is required to
organise learning support programmes to meet individual learners‘ needs when these needs
cannot be met through individualised education plan within a subject area and a flexible
timetabling.
h) Positive discipline
 Positive discipline is established in a class when there is a supportive atmosphere, when
learners experience their work as challenging and meaningful, when teaching and learning are
organised efficiently, and when there is punctuality, so that no time is wasted and all learners
are motivated and on task.
THE APPROACH TO TEACHING, LEARNING AND ASSESSMENT

Preparation for a knowledge-based society requires a learner centred approach to teaching and learning.
This means that the point of departure is always what the learners already know and can do. The next step
is for them to acquire new knowledge through ways of working and learning which are relevant and
meaningful for them, and finally they need to learn how to apply their knowledge creatively and
innovatively.
PRECONDITIONS FOR SUCCESSFUL CURRICULUM DELIVERY

There are three sets of preconditions for the successful implementation of the curriculum and the
provision of quality education: first, preconditions for the curriculum itself; secondly, conditions in and
around the school which promote teaching and learning, including the teachers themselves; and
thirdly, conditions in society at large which enable learners to use the knowledge and skills which they
have gained.
The preconditions in and around the school include the following:

 that every learner has attended a pre-primary school year;
 that every learner has all the textbooks and materials appropriate to their ability and needs;
 that learners whose mother tongue/home language is not English learn through the medium of
their mother tongue/home or predominant local language first, before the transition to English as
medium of learning;
 that the school and classroom is conducive to learning by being a well-managed physical, social
and material environment
 that the learner: teacher ratio is at a manageable level
 that every school is an ICT Level 2 school in accordance with the ICT Policy for Education
(2005);
 that teachers are appropriately and fully qualified to teach the phases and subjects which they are
entrusted with, and that they are well-informed, committed and competent;
 that teachers are equipped with all the necessary teaching aids, technology and other relevant
material to support effective learning, and have the skills to develop and adapt material to suit
multi-ability groups of learners;
 that teachers teach effectively so that learners progress evenly through each phase, and so that
only a very few need to repeat and receive learning support to achieve the basic competencies;
 that teachers apply the mechanisms that are in place to ensure early identification of learning
difficulties, so that these may be addressed through the learning support system;

 that teachers adhere to the code of conduct;
 that teachers‘ 40-hour working week is fully utilised and clearly divided between 26 hours
classroom contact time, and 14 hours used for preparation and marking, cocurricular activities,
contact with parents/guardians, administrative work and continuous professional development;
 that systematic assessment gives a clear picture of each learner‘s progress and achievement, and
of areas that need strengthening, and is used to improve teaching and learning strategies;
 that the school principal is an effective, instructional leader;
 that the school board is active and supports the whole curriculum and all co-curricular activities;
 that the home and community actively support the holistic development of the learner
LEARNING: EXPERIENCE, REFLECTION, KNOWLEDGE CREATION

Children are always exploring their social and material environment, and learn through
communication with others when they play, experiment and experience things, and by reflecting on
what they experience. If there is no reflection, there is no human learning; it is merely activity or
instinctive or habitual response. It is by reflecting on what has been experienced that understanding
grows. That understanding will then be added to and modify previous experience and understanding,
and the new understanding will lead to further activities and explorations of reality knowledge
creation.
PROMOTION
Learner-centred education presupposes that all children can learn and develop given the right
circumstances, and recognises that the pace of learning and development will vary from person to
person. Learners will progress through basic education in as near to normal time as possible.
Requirements for promotion

A learner shall not pass a subject if he/she has not mastered the minimum level of competence as
described in the subject syllabus and shall not be promoted to the next grade if he/she does not meet
the minimum requirements for promotion as described in the promotion policy guide.
The promotion subjects and support (non-examinable) subjects must be taught as prescribed.
Assessment grades for both must appear on learners‘ progress reports. All assessment must be done
as prescribed in the national curriculum and the subject syllabuses.
PRE-PRIMARY
Learners will normally be ready to commence with formal teaching and learning in Grade 1, after
completing the school readiness programme. All learners who turn six before or on 31 December of
the pre-primary school year should be admitted to Grade 1 the following year.
GRADES 1- 3
The promotion subjects in Grades 1-3 are the languages used as the medium of learning, an additional
language, Mathematics, Environmental Studies, Arts, Religious and Moral Education, and Physical
Education. Out of 7 subjects, a learner in Grades 1-3 should be promoted to the next grade if he/she
has obtained:
 an E-grade or better in 6 out of 7 subjects;

 an E-grade or better in the language used as the medium of learning, including at least an E in the
reading component;
 an E-grade or better in Mathematics and the additional language; and
 an overall average of an E (40%).
GRADE 4
The promotion subjects for Grade 4 are English, another language, Mathematics, Natural Science and
Health Education, and Social Studies. Out of 5 subjects, a learner in Grade 4 should be promoted to the
next grade if he/she has obtained:
 an E-grade or better in 4 out of 5 promotional subjects,
 an E-grade or better in English,
 an E-grade or better in Mathematics and the additional language, and
GRADES 5-7
The promotion subjects in Grades 5-7 are English, another language, Mathematics, Social Studies,
Natural Science and Health Education, and ONE of the following: Design and Technology, Elementary
Agriculture, Home Ecology. Out of 6 subjects, a learner in Grades 5-7 should be promoted to the next
grade if he/she has obtained:
 an E-grade or better in English,
 an E-grade or better in Mathematics and the additional language,
GRADES 8 AND 9
Out of 9 subjects, a learner in Grades 8-9 should be promoted to the next grade if he/she has obtained:
 an E-grade or better in English, and
In Grade 9, learners will write a semi-external examination. Note that Mathematics is compulsory up
to Grade 11
GRADES 10 AND 11
Grade 10 and 11 A learner in Grade 10 should be promoted to Grade 11 if he/she has obtained:
a) an E-grade or better in 5 out of the 6 subjects;
b) an E grade in English;
c) an overall average of an E (40%).
GRADE 12
Learners will write an external examination at the end of Grade 12 for the Namibian Senior
Secondary Advanced Subsidiary Level Certificate.
CURRICULUM MANAGEMENT
This section highlights particular issues in realising curriculum intentions in the classroom.

MANAGING RESOURCES
Curriculum management comprises the organisation of groups, time, space, knowledge, and material and
human resources. Good management of resources, especially at school level, can support curriculum
intentions and ensure that learners benefit from effective, all-round education.
TEACHERS
The first condition for good curriculum management at school level is that all teachers are fully
conversant with the curriculum and its implications and with the process of knowledge creation, and are
teaching, learning and assessing in a learner-centred way.
LESSON STRUCTURE
The fundamental structure of the learning process at all levels is to use the learner‘s existing knowledge
and ideas, to bring in new knowledge, and to facilitate and direct them in transforming knowledge.
Learning processes must always lead to increased understanding or skill, and increased ability to handle
knowledge - not to knowledge for its own sake.
HUMAN RESOURCE UTILISATION

School management must ensure that the teacher‘s time ia utilized fully and that the right priorities are
chosen for the teachers to spend. Teachers must be appropriately qualified for the phase and subjects
allocated to them. The Junior Primary teacher must at least have an appropriate diploma to teach all
subjects throughout the phase, including a mother tongue offered at the school.
LIFE SKILLS
Every school should have at least one teacher with training in the subject Life Skills or in guidance and
counselling, and/or who has experience in this area in order to help learners in life skills, and get guidance
and counselling when necessary.
READING PERIOD
A reading period for sustained silent reading (SSR) is added to the timetable from Grade 1 to Grade 11.
The purpose is to allow learners to read for enjoyment.
INCLUSIVE EDUCATION
Inclusive education at the school means ensuring that both the physical and social environment are
conducive to all learners and that all the necessary teaching and learning aids are in place.
ORGANISING LANGUAGE TEACHING

Schools that have multi-language classes should make every effort to group learners together according to
their language for mother tongue/home language/predominant local language teaching.
TIMETABLING
Timetabling should be done in such a way as to provide opportunities for longer teaching learning
sessions, cross-curricular teaching, and project work. Double periods for subjects should become much
more the norm than at present.

MULTIGRADE TEACHING
Teachers who are allocated to multigrade classes must be trained in how to organise and conduct
multigrade teaching.
CO-CURRICULAR ACTIVITIES
Co-curricular activities should be organised to support particularly important areas of learning or to
supplement areas of learning with limited time in the timetable. Examples of such activities are HIV and
AIDS clubs, science clubs, environmental groups, debating societies, a school newspaper or website, etc.
COMMUNITY RELATIONS
The community around the school can be an important source of knowledge, support and resources.
Financial support (donations) to the school can come from individuals and businesses in the community,
as well as from parents. In the community there may be persons with expertise in for instance language
and cultural traditions, crafts, sport, health, entrepreneurship or agriculture, who may be approached to
support teaching or co-curricular activities. Volunteers from the community can also assist with the
upkeep of the premises.
CHANGES IN THE NEW/REVISED CURRICULUM
Sample question
The curriculum for basic education phase was recently revised. Briefly highlight the changes in the
curriculum and the role of the principal to ensure proper implementation.
THE REVISED CURRICULUM COMPRISES OF:

 7 years of primary education
 2 years of junior secondary education
 3 years of senior secondary school
 Reading lesson period from grade 1 – 11
 There is a diversified predominant academic stream and predominant pre-vocational and
technical stream
 The provision for a grade 13 for learners who which to take subjects at A level.
 At the end of grade 9, learners will write junior secondary semi-external examinations
 Exam set and moderated centrally but marked in the regions
 Semi external examination will be carried for quality assurance purpose
 Grade 11 is the first exit point in the senior secondary phase (NSSCO) international recognized.
 At the end f grade 11, learners may choose to continue to grade 12, tertiary institutions,
vocational education and training institutions or job market.
 At the end of grade 12, learners will receive (NSSAS) which gives them access into higher
education institution or the job market.
THE ROLE OF THE PRINCIPAL TO ENSURE PROPER IMPLEMENTATION OF THE

CURRICULUM
 Monitor to ensure there are resources (human resource, financial and physical resources)
 Set monitoring standard

 Ensure teachers are trained in critical component of the syllabus
 Ensure teachers are implementing the curriculum
CIRCULAR 3/2018 NSSCO CURRICULUM MANAGEMENT AND IMPLEMENTATION
Effective Curriculum management implementation depends largely on the following key aspects:
 Strong curriculum leadership
 Management and support at nation, circuit and school level
 Strong parent and community and support
SCHOOL PRINCIPALS SHOULD

 Be curriculum manager at a school level example, determine how to best involve all teachers in
curriculum work, gain their commitment and support their needs; the national promotion policy
for the junior and senior secondary phase.
 Ensure curriculum coverage, regular learners assessment; manage textbooks and stationaries and
mediate between the circuit office and the school on curriculum matter.
 Assess training needs of teachers and coordinate their continuous professional development
activities
 Create relationship with staff and other stakeholders which are based upon mutual respect and
responsibilities.
 Create a culture of collaboration and problem solving.
 Manage textbooks and other resources effectively to prolong life spam.
TEACHERS SHOULD
 Be knowledgeable about the revised NSSCO curriculum and assessment practice as well as the
national promotional policy for junior and senior secondary phase
 Set high standard and expectations for the learner success and hold learners accountable for
completion of work with the establishment quality standards and consistent basis
 Plan adequately and engage in quality teaching and assessment
 Vary teaching methods to accommodate diverse learners who have different style and multiple
intelligences.
 Work together to plan high-quality lessons
STRONG PARENT AND COMMUNITY SUPPORT

 The school should engage parents and community in improving learners performance
 Should communicate regularly with parents to improve learners‘ performance through parent
meeting, notices and invitation to extracurricular activities
 Schools should offer parents different parent involvement options such as providing transport for
field trips, helping out in the classroom.
 School should form partnerships with local business, civic groups, churches, NGO and others.
PROPER GUIDANCE OF SUBJECT CHOICES

 All schools offering grade 9 should organize a parent/learners guidance session to guide learners
subject are offered in grade 10 – 12

 Publish subject package ( field of studies) and combinations that will enhance learner career
mobility.
 Life skills teachers should teach career guidance to all learners
 Each school must have career guidance week
 Regional directorates must organize career expo in collaboration with higher education
institutions per circuit.
CHALLENGES THE IMPLEMENTATION OF THE NEW CURRICULUM
MENTION FIVE CHALLENGES PRINCIPAL MIGHT FACE DURING THE IMPLEMENTATION

OF THE REVISED CURRICULUM
 Placement of teachers used to teach grade 4
 Placement of teachers used to teach grade 10
 Implementation of reading period appearing from grade 1 – 11.
 Lack of adequate relevant textbooks
 Lack of physical and human resources
 Transition from one phase to the other
 Lack of workshop and pre-vocational subject teachers
WHAT ARE THE FIVE MAJOR CHALLENGES IN EDUCATION IN RECENT YEARS AND FOR
EACH CHALLENGE DESCRIBE A MINISTERIAL POLICY OR GUIDELINE WHICH IN PLACE
TO COUNTERACT THE CHALLENGE YOU HAVE MENTIONED
 Teenage pregnancy: Prevention and Management of learner pregnancy policy
 Drop out/absenteeism: Feeding program policy/ Free education ( education grant)
 Poor performance: National Standard and Performance Indicators
 Indiscipline: Code of Conduct for teachers and learners/ PSSR
 Lack of qualified teachers: Diploma in Junior Primary Education
 Inclusivity: Education Sector Policy Inclusive Education/ Orphans and Vulnerable Children
10TH CABINET 17 -18/007 MEETING RESOLUTION ON THE IMPLEMENTATION OF THE

BASIC EDUCATION REFORMS:
THE CABINET APPROVES THAT:

 All full time grade10 will not be able to proceed to grade 11 in 2019.
LEARNERS WILL BE ACCORDED THE FOLLOWING OPPORTUNITIES

 Learners who are under the age of 17 will be allowed to study the junior secondary revised
curriculum in grade 9, the last grade of junior secondary phase and sit for the semi-external
examination at the end of grade I in 2019.
 Learners, who pass the semi-external examination at the end of grade 9 in 2019, will proceed to
the junior secondary phase in 2020.
 Learners above the age of 17, who would like to improve their grade 10 symbols, will be offered
opportunities to enroll for tuition through part part-time institutions and write grade 10 national
examination as part-time candidates in October/November 2019.

 Full-time grade 12 learners who will not be successful in 2020 October/November NSSCO/H
national examination when phase out at the end of 2020, should be given an opportunities to re-
write NSSCO/H national examination as part-time candidate at the end of 2021 new curriculum
 New qualification NSSCAS awarded to grade 12 learners as from 2021.
CHAPTER XVII:
ETSIP: EDUCATION AND TRAINING SECTOR IMPROVEMEMT PROGRAME
ITNRODUCTION
 ETSIP is a 15-year strategic plan (2006-2020) developed by the education sector in response to
the demands of Vision 2030, which foresees Namibia achieving higher levels of industrialisation
and earnings, together with greater social equity.
 ETSIP document is detailed, complex and abroad based plan of action for education, each
component in ETSIP has also a detailed program setting out what should be done by whom and
when to achieve it.
RATIONALE FOR ETSIP

 Inspired and guided by our national vision statement—Vision 2030—Namibia is currently
undergoing a dramatic reform of its overall national development strategy. Vision 2030 sets a
very ambitious target that, by 2030, Namibia should join the ranks of high income countries and
afford all its citizens a quality of life that is comparable to that of the developed world
 A critical impediment to the acceleration of growth is the sluggish and sometimes even declining
productivity in some of the sectors. Recent analyses show that total factor productivity (TFP)
declined from 2.5% in 1991-1997 to 0.5% in 1997-2000; yet TFP is known to be the real driver
behind growth.
 Without an acceleration in economic growth, it is difficult for Namibia to create jobs, especially
jobs that signal productivity growth, reduce poverty and attain equitable social development.
Productivity growth is therefore a critical factor for the realization of strategic development goals.
 Several analyses point out that one of the key impediments to productivity growth is the shortage
of skilled workers of various levels and types. Employers note the shortage of qualified artisans
and technicians as a critical constraint on increasing their productivity.
 Namibia receives low international competitiveness ratings because of its inability to meet firms‗
demands for skilled labour, the low absorptive capacity for existing technology at the firm level
and low investment in research and development.
 Shortages of skilled labour persist within a context of unmet labour market demand. For instance,
unemployment levels among secondary school graduates with some level of training stands at
4%. For those with some form of tertiary education, the proportion is 2%.
 Other than economic benefits, an effective education and training system has well- documented
broader benefits that are critical to development. These benefits include: poverty reduction and
social equity; social vaccine for HIV/AIDS; improved absorptive capacity for other social
services, including health and education itself; low fertility rates; higher use of contraceptives;
better social participation and the resultant participatory democracy; and good governance.

 The expected economic and social benefits of education notwithstanding, recent analyses have
characterised Namibia‗s education and training system as a very weak tool for supporting the
realisation of national development goals, especially the intended transition to knowledge-driven
growth and equitable social development.
 Key sector weaknesses pertain to:
a. low quality and effectiveness as evidenced in low student learning outcomes;
b. low efficiency in the use of available resources;
c. persisting inequalities in the distribution of education inputs and outcomes;
d. low capacity for knowledge creation and application; and
e. doubtful development and market relevance. In addition to these weaknesses, studies
identify:
i. inadequate financial resources;
ii. low system delivery capacity, and
iii. the scourge of HIV/AIDS as key constraints to the transformation of the education
and training system into an effective tool for supporting development.
ETSIP Objectives
 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.

 Early childhood development and pre – primary education.
 Adult education and lifelong learning.
 General education.
 Vocational education and training.
 Tertiary education and training
 Knowledge creation and innovation.
 Capacity development
 ICTs on education
 HIV and AIDS
 ETSIP objectives
 Quality and effectiveness
 Equity and access
 Efficiency of resource mobilization and utilization
 Delivery capacity and management
 Development relevance and Responsiveness

✓ 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
 Strategic Objectives on ECD and Pre-Primary Education Education as sub – program

 Improving management of, delivery systems for, quality of and access to, early childhood
development programmes
 Enhancing early childhood education management systems, quality and access
 Improving management of, delivery systems for, quality of and access to, pre-primary
education programmes
 Establishing the management framework for pre-primary education Component
 Developing pre-primary teacher support and materials development
✓ Strategic Objectives on General Education as sub – program of ESTIP

 Improve the system quality and effectiveness.
 Learning standards and curricula development Component
 Teacher development (see tertiary education for pre-service) Component
 Textbooks, books and materials Component
 Learner assessment
 Ensure equality education delivery and opportunity.
 Pro-poor expansion of access to senior secondary education
 Equitable (pro-poor) distribution of resources
 Improve management accountability and system efficiency
 Build management competencies and accountability
 Improve efficiency in use of resources
 HIV and AIDS related mainstream activities
 Consolidate access to primary education.
 Strength delivery capacity at all level of the system.
 Improve the responsiveness / relevance of the system to the Namibian economy and social
development.
 Strategic Objectives on Knowledge Creation and Innovation as sub – program of ESTIP

 Create and sustain a productive national knowledge and innovation system (NKIS)
 Strengthen capacity for the effective coordination of the NKIS
 Establish the policy and legal environment to support knowledge and innovation
 Strengthen effective demand for knowledge and innovation
 Styrategic objectives on Information, Adult and Lifelong Learning Strategic objective A:

 Ensure that (IALL) adult and lifelong learning and information service sector programmes
are relevant and responsive to the needs of a learning society
 Strengthen the policy and legal framework for information and lifelong learning
 Expand equitable access to quality information and lifelong learning programmes
 Improve equity and access to high quality lifelong learning opportunities
 Improve and strengthen equitable access to information and learning resources
 Strengthen all information institutions
 Quality and effectiveness of knowledge management systems
 Strategic objectives on Information Communication Technology (ICT) in Education

 Mainstream ICTs into the education system
 Review and develop curriculum and content
 Review, develop and implement training model
 Develop and deploy ICT services and infrastructure
 Strengthen education management through the use of ICT
 Monitoring and evaluation
 Strategic objectives on HIV and AIDS Strategic Objective:

 Improve system response to the impact of HIV/AIDS
 Awareness raising and empowerment
 Mainstreaming HIV and AIDS
 Strengthening Regulatory Frameworks
 Meeting the needs OVC
 Managing the HIV and AIDS response
 Strategic objectives on Capacity Development Strategic Objective:

 Improve the capacity of MoE to manage service delivery, as well as discrete projects and
programmes (with particular attention to ETSIP)
 Rationalising the division of labour in the sector and restructuring the MoE
 Strengthening leadership in the education sector and the MoE
 Strengthening general management at all levels in the MoE
 Improving the management of human resources
 Improving the management of physical resources
 Improving the management of information and knowledge
 Advocacy
 Funds mobilisation, development of partner coordination and management of assistance
 Capacity Building and procurement
ETSIP GAVE BIRTH TO

1. National Standard for teachers in Namibia
2. National Standards and Performance Indicators for Namibian Schools

Briefly explain the link between NSPI for schools in Namibia and Vision 2030
 Explain what ETSIP is by:
 Explaining an abbreviation
 ETSIP is a 15 years strategic plan aimed at vision 2030
 Aimed at knowledge based economy
 Consist of 9 sub-program, 5 strategic objectives and 50 components
 5 strategic objectives amended to fit in each sub program that give total of 19 strategic
objectives.
 Explain what NSPI is by:
 Explain its abbreviation
 Instrument designed for schools in Namibia to evaluate their own performance and
identify aspects that need improvement.
 It aims to bring about quality assurance in schools across the country.
 Link ETSIP subprogram general education with its 3 strategic objectives and their 9
components) with NSPI (which has 7 key areas 29 performance indicates and 111 aspects)
NATIONAL STANDARDS AND PERFORMANCE INDICATORS FOR SCHOOLS IN

NAMIBIA
 National standard and performance indicator is an instrument designed for schools in Namibia to
evaluate their own performance and identify aspects that need improvement.
 It aims to bring about quality assurance in schools across the country. Therefore, in evaluating the
quality of the work of a school, a wide view of its work is required.
QUALITY ASSURANCE
What does Quality Assurance means to you as aspirant school head?
 Being clear about what needs to be done (school aims and policies)
 Taking steps to ensure that the work is done well (school management)
 Ensuring that set national standard are achieved or the school moves towards level 4
 Staff development (interpretation of policies, syllabuses, assessment activities etc.)
 Taking steps to evaluate whether things are working well as they should (school self-
evaluation).
 Using the evaluation to make the necessary changes (school development planning).
Every school needs to take quality assurance seriously.
The structure of the standards:

The National Standard and Performance Indicators has Seven key areas, 29 performance indicators and
111 aspects/themes. Each PI deals with a group of themes / aspects.
BELOW IS THE TABLE OF 7 KEY AREAS, 29 PERFORMANCE INDICATORS AND 111

THEMES

KEY AREA PERFORMANCE THEMES / ASPECTS
INDICATORS
1. Provision of 1.1 Provision of human  Provision of teaching staff

resources for school resources
 Provision of support staff
and hostel
1.2 Provision of physical  Provision of basic services

resources
 Provision of basic communication facilities
 Provision of a suitable school building
with equipped classrooms etc.
 Provision of learning support materials and

consumables
1.3 Provision of finance  Adequacy of finance from government
 Collection of fees
 Fund-raising by the school
1.4 Provision of  Adequacy of human resources: supervisory staff
resources for hostel  Provision of suitable accommodation
 Condition of hostel buildings
 Adequacy of essential supplies
2. Curriculum and 2.1 Implementation of  Adherence to and sound interpretation of national and
attainment the curriculum regional policies
 Quality of year plans / schemes of work
 Quality of lesson plans
 Quality of assessment plans
 Priority to achievement of functional literacy,
numeracy and life skills
2.2 Extra-curricular  Whole-child development through participation in
activities sporting, environmental and cultural activities
 Uptake by learners
2.3 Intellectual  Attainment of appropriate levels of literacy and
attainment numeracy
 Attainment of planned knowledge and understanding,
skills and competencies, in all subjects but particularly
in English, Mathematics, Science, ICT and Arts
2.4 Personal and social  Development of positive values and attitudes
development  Development of social skills
 Attainment of life skills
3. The teaching and 3.1 Quality of the  Range and appropriateness of teaching approaches
learning process teaching process  Teacher‘s expositions and explanations
 Teacher – learner dialogue
 Learner-centred methods
 Use of available teaching resources
3.2 Suitability to  Pace of learning
learners‘ needs  Relevance to learners‘ interests and experience

 Matching teaching to the learning styles of learners
 Attention to those with special needs
3.3 Quality of the  Motivation of learners
learning process  Progress in learning
 Independent learning
 Co-operative learning
3.4 Assessment and  Methods of assessment and recording
evaluation  Assessment as part of teaching and learning
 Use of assessment information
 Development of self-evaluation skills
4. The school as a 4.1 Morale of the school  Sense of identity and pride in the school
social unit  Sense of security, equality and fairness
 Quality of communication within the school
 Sense of commitment to achieve well
4.2 Effective use of time  Attendance
 Punctuality: School day
 Punctuality: Lessons
 Best use of time
4.3 Values and norms  High ethical standards
 Mutual care, respect and tolerance
 Self-discipline
4.4 Pastoral care and  Knowledge of the background of learners
guidance  Provision for the emotional, physical and social needs
of learners
 Guidance, support and supervision on
personal and moral issues
 Transfer of information about learners who change
schools
4.5 Curricular and  Information and advice in preparation for choice in
vocational guidance education, training or employment
 Accuracy and relevance of information and advice
4.6 School discipline  School rules on discipline
 System for enforcing the rules
 Operation of the disciplinary system
5 Management and 5.1 Policy, planning and  Goals, objectives and policies
Leadership of school implementation  Self-evaluation
and hostel  School development planning
 Implementation of plans
5.2 Curriculum and  Provision of relevant information to teachers
attainment  Effectiveness of time-tabling
 Curricular breadth, choice and equity
 Action to promote attainment
5.3 Administration  Lines of delegation and responsibility
 Storage and retrieval of information
 Compliance with government requirements
 Management of absenteeism
5.4 Leadership  Professional competence, commitment and perceived

quality
 Ability to direct, inspire and motivate
 Inter-personal relationships and teamwork
5.5 Management of staff  Precise definition of the school‘s staffing needs
 Optimum allocation of staff to duties
 Definition of the duties of all staff
 Ensuring compliance
 Monitoring of performance and identification of their
needs
 Staff development
 Grievance procedures
5.6 Management of  Utilisation of resources
physical resources  Maintenance
 Inventory control
 Management of resources for teaching and learning
5.7 Management of  Utilisation of funds received
finance  School Board involvement
 Budgeting and accounting
6. Links with parents 6.1 Links with parents  Procedures for communicating with parents
and the community  Quality of information given
 Co-responsibility of school and parents for learners‘
progress
 Parental involvement in school activities
 Parental contributions to the school
6.2 Links with the  The functioning of the School Board
community  Action to secure community support
 Assistance from the community for the school
 Assistance from the school to the community
7. Links with other 7.1 Provision of  Provision of staff time
schools and the region resources for work with  Finance for travel and joint working
cluster  Support for the cluster
7.2 Effectiveness of  Planning of cluster activities

cluster activities  Co-ordination of programmes
 Contribution of the school to the cluster
 Use made of information from the cluster
 Knowledge of work in other schools
7.3 Effectiveness of  Understanding of the structure and workings of the
links with the region regional office
 Quality of communication in both directions
 Quality of response
SCHOOL SELF-EVALUATION
In line with National Standard and Performance Indicators for schools in Namibia, ALL primary,
combined and secondary schools in Namibia must complete the SCHOOL SELF-EVALUTAION
annually before the 15th October

THE PURPOSE OF SCHOOL SELF-EVALUATION INSTRUMENT
 All schools need to aim to become a level 4 school according National Standard and
Performance Indicators for schools in Namibia.
 The SSE will assist management and the staff in evaluating the school‘s overall performance
IMPROVEMENT over a period of one year.
STEP 1
 ANNUALLY BEFORE THE 15TH October, the principal calls a special staff meeting and
provides each teacher with a copy if the SSE instrument.
STEP 2
 Members of management and the staff complete the instrument individually while at the meeting,
by using four-point scale. Each activity under a performance indicator must be evaluated and be
marked Yes or No. The numbers of years determine the overall rating of the theme on level 1, 2,
3, or 4.
 Management and the staff also write down the visible IMPROVEMENTS reached at the school
under each Key Area, since the previous year‘s SSE. ( if possible the members of the school
board can also complete a form individual)
STEP 3:
 The 4 average ratings of individual members are entered into the SSE Score Recording Chart and
the principal completes the SSE Graph for the school.
 The graph will show in which areas the school seems to be doing well ( rating 3 and 4) and areas
where performance needs to improve ( ratings 1 and 2)
 Management and the staff also agree on the visible IMPROVEMENTS, reached at the school
under each Key Area since previous year‘s SSE evaluation.
STEP4
 If there are noticeable perceptual differences between the evaluation of management and the staff,
it needs to be addressed during the next a follow-up staff meeting.
 Management and the staff need to use evidence now to move closer to each other and create a
common understanding on the evaluation.
STEP 5
 Important: the principal complete the SUMMARY and send it to the circuit inspector BEFORE
THE END OF OCTOBER of every year.
 With this annual broad evaluation exercise the school board, principal and the staff will be able to
determine how much the school has improved since the previous year‘s SSE.
 If there was no noticeable improvement, serious questions should be asked about the leadership
of the principal and the management and quality of teaching by teachers.
STEP 6:
 The principal and the management must use thee SSE findings to upgrade or develop a practical
SDP and PAAI for the following year.
 This is compulsory exercise for all primary, combined and secondary school in Namibia.

SCHOOL DEVELOPMEN PLAN (SDP) AND PLAN OF ACTION FOR ACADEMIC
IMPROVEMENT (PAAI)
In line with National Standard and Performance Indicators for schools in Namibia , ALL primary,
combined and secondary schools in Namibia must develop an own School Development Plan (SDP) and
Plan of Action for Academic Performance (PAAI)annually before the middle of November, using inter
alia the outcome of the School Self-Evaluation (SSE)
IMPROVE PERFORMANCE AND MOVE TOWARDS LEVEL 4
STEP 1: DEVELOP AN OWN MISSION STATEMENT FOR THE SCHOOL

 Once developed, be proud of the mission statement and put it up in the foyer of the school for
everybody to see.
STEP 2: DO HONEST SCHOOL SELF-EVALUATION (SSE) IN OCTOBER

 With the SSE the school will determine: ―WHERE ARE WE AT THIS MOMEMT IN TIME:
STEP 3: USE THE OUTCOME OF THE SSE AND DEVOLP A SDP AND PAAI
 Basic intervention that successful schools are implementing
 Level 1 and 2 schools must consider including these basic interesting in their SDP and PAAI, to
move to level 2 and3
 Level 3 and 4 schools must sustain what they are doing well and create additional opportunities to
improve even more.
STEP 4: DETERMINE PRIORITIES
 Depending on the extent if the interventions in the SDP and PAAI, determine PRIORITIES
within the school‘s own circumstances
STEP 5: FINALISE THE SDP AND PAAI AND OBTAIN APPROVAL

 The principal gets the endorsement and support from the school board , management and teachers
 Approved by the school inspector of education
STEP 6: MONITORING PROGRESS WITH THE SDP AND PAAI

 The principal and management must take full accountability for the successful implementation of
SDP and PAAI
 Management must monitor progress with the implementation of the actions on a weekly, monthly
and trimester basis.
STEP 7: CONDUCT A FINAL EVALUATION OF THE SDP AND PAAI AT THE END OF
OCTOBER
 The successful implementation of the SDP and PAAI depends on the leadership and management
skills of the management
 In October, determine the of IMPROVEMENT for the year, by honestly completing a School
Self-Evaluation (SSE)

 The SDP and PAAI are one year plans and MUST EMPOWER THE SCHOOL TO IMPROVE
PERFORMANCE.
NATIONAL PROFESSIONAL STANDARDS FOR TEACHERS IN NAMIBIA
WHAT IS A STANDARD?
 A standard is the scope and context in which the individual is expected to perform. The
associated standard of performance required as proof that the outcome has been met.
NATIONAL PROFESSIONAL STANDARDS FOR TEACHERS IN NAMIBIA:

Area of competences:
1) Subject expertise
2) Human development
3) Education theory
4) Planning
5) Design and development
6) Facilitation of learning
7) Assessment of learning
8) Administration of learning
9) Guidance , counselling and support
10) Health and safety
11) Networking
12) Professional development
13)Community development
14) Mentoring
FRAMEWORK FOR THE PROFESSIONAL STANDARDS FOR TEACHERS:
SAMPLE QUESTION:
Mention four broad domains that describe the professional competencies or area of skills and skills
required by teachers:
Answer:
PROFESSIONAL KNOWLEDGE
 Refers to the knowledge that teachers require to effectively teach and facilitate student learning
example; content/teaching method or subject area knowledge.
PROFESSIONAL PRACTICE
 Refers to the capacity of teachers to plan and implement innovative, learner centre programs that
incorporate continuous assessment to enhance student learning.
PROFESSIONAL VALUE
 Refers to the ethical and professional values of teacher. Teachers uphold the code of conduct for
teachers and reflect on and improve their professional practice.
PROFESSIONAL RELATIONSHIP
 Refers to the professional relationships that teachers establish with learners, parent, career,
colleagues and the community in order to enhance student learning.

CHAPTER XVII
MINISTRY OF EDUCATION, ARTS AND CULTURE REPUBLIC OF NAMIBIA
STRATEGIC PLAN 2017/18 - 2021/22
The Ministry identified three themes which aligned to strategic objectives with their respective
definitions.
QUALITY
 Improve core skills in numeracy and literacy in basic education
 Promote arts and culture for sustainable development
Quality refers to the standards that are achieved in education, arts and culture, and the striving for
improvement and excellence in the results that are produced. The outcomes for learners are often
measured in national examination results.
IMPROVE CORE SKILLS IN NUMERACY AND LITERACY IN BASIC EDUCATION

There is an expectation that Namibian learners should achieve much higher grades in Standardised
Achievement Tests at primary school level and in National Examinations at secondary school level than
the present situation. For that to happen, the motivation and professional knowledge and skills of teachers
and school managers must be improved, particularly through continuing professional development, the
provision of sufficient textbooks and other learning resources, including ICT, assistive technology for
children with disabilities, and a conducive learning environment.
PROMOTE ARTS AND CULTURE FOR SUSTANABL DEVELOPMENT

Arts and culture should be an integral part of the school curriculum and each school should embrace
cultural diversity. Effectiveness, in the sense of producing a desired or intended result, is included in this
core concept. Arts, culture and heritage programmes should increase the number of Namibians promoting
art and culture and earning a living in emerging culture industries. Currently only a small proportion of
the total workforce is employed in culture industries, despite high householdexpenditure on (mostly
imported) cultural goods and services.
EQUITY
 Ensure inclusive and equitable quality education for all
Equity refers to the quality of fairness and impartiality, particularly in the allocation of educational
resources and opportunities. Education must have a focus in addressing the imbalances of the past and
must be guided by a pro-poor approach. Therefore, the education system must reach out to primary-age
children who are currently out of school.
ENSURE INCLUSIVE AND EQUITABLE QUALITY EDUCATION FOR ALL

Equity refers to the quality of fairness and impartiallity, particularly in the allocation of educational
resources and opportunities. Education must have a focus in addressing the imbalances of the past and
must be guided by a pro-poor approach. Therefore, the education system must reach out to primary-age
children who are currently out of school. Standards of education in remote rural primary schools must be
brought on par with schools in urban areas. The number of learners gaining access to senior secondary
education should be fairly balanced between rich and poor, amongst regions and sexes. The rollout of pre-
primary education must be equitable in the allocation of qualified teachers, teaching and learning support

materials, and infrastructure to regions. Implementation of inclusive education must bring all children into
the education system, considering their particular abilities and needs. Lifelong learning must provide
opportunities for those individuals and marginalised communities with an educational backlog.
EFFICIENCY AND EFFECTIVENESS

 Enhance Organisational Performance
 Ensure effective regulatory framework and compliance
Efficiency refers to working productively, with minimum wasted effort or expense. This is particularly
important in the Namibian education, arts and culture at present due to rising costs and demand, coupled
with competing resource demands, for services.
Effectiveness of administration, governance and management systems to support Institutional

performance in all areas for efficiency requires appropriate regulatory framework and compliance.
Therefore, this Pillar and its objective are meant to ensure the updating and creation of new policies and
laws as deemed necessary.
ENHANCE ORGANIZATION PERFORMANCE

Accountability therefore needs to be entrenched through ensuring that all staff members have
performance agreements in line with the Performance Management System. A coordinated response with
clear accountability structures will drive quality, equity and efficiency. Efficient deployment of teachers
must be prioritised, including the reviewing of post allocations to schools, and a reduction in repetition by
learners.
ENSURE EFFECTIVE REGULATORY FRAMEWORK AND COMPLIANCE

Efficiency requires appropriate regulatory framework and compliance. Therefore, this Pillar and its
objective are meant to Ensure the updating and creation of new policies and laws as deemed necessary.
The achievement of these strategic objectives is measured by the following 19 Key Performance
Indicators:
QUALITY
 Percentage increase of learners qualifying for university admission by 24%.
 Percentage increase in the performance of learners in NSSCO examinations by the following
margins: English by 22%, Mathematics by 20%, and Physical Science by 10%.
 Percentage improvement in the performance of learners in National Standardised Achievement
Tests in English, Mathematics and Science at Grade 7 by 15%.
 Percentage increase in the working population that is employed in culture industries to 2%.
EQUITY
 Percentage increase of children that have equitable access to one year of pre-primary education to
80%.
 Percentage increase in access to primary and secondary education by 0.2% and 4% respectively.
 Percentage increase in permanent classrooms to 95%.
 Percentage increase in adults‘ literacy rate to 95%.
EFFICIENCY AND EFFECTIVENESS

 Percentage reduction in repetition rate (in grades 1, 4 and 8) by 5%.
 Percentage increase of educational institutions with access to ICT to 35%.
 Percentage increase in regional and public libraries offering internet access to 100%.
 Number of Regional Councils ready for devolved essential functions.
 Percentage of overall strategy executed.
 Percentage of customer satisfaction.
 Percentage of key processes streamlined.
 Percentage of key services accessed online.
 Percentage of compliance to the Office of Auditor General Statutory requirements.
 Number of policies reviews or developed.
 Number of laws reviewed.
STRATEGIC PLAN MATRIX

The Ministry‘s Strategic Plan for 2017/18 - 2021/22 is set out in the attached Strategic plan matrix. This
matrix guides the implementation of the Plan, and provides the procedures how to monitor and evaluate
the implementation of the plan.
STRATEGIC ISSUES
Strategic Issues and Concerns for Ministry of Education, Arts and Culture
BASIC EDUCATION
 Not all children currently have access to Pre-primary education.
 Some children still do not attend Primary education.
 High rates of dropout. Meaning that insufficient number of learners are retained through to the
completion of senior secondary education.
 The grades achieved by learners in national examinations are too low for advancement and reflect
inadequate understanding.
 Democratic governance, sustainable development, inclusiveness, cultural diversity and non-
violent conflict resolution are not sufficiently evidenced at schools.
 Teachers are insufficiently valued and respected as professionals.
 Not all school buildings, furniture and grounds are in a good condition, child friendly condition
(Poor /dilapidated education infrastructure).
 Hungry or malnourished children cannot learn effectively
 Very few people outside the inner circles of the Ministry understand the dynamics of managing
basic education.
 The concept of lifelong learning is not well understood.
 The curriculum and its associated syllabuses have undergone many changes since Independence
in 1990. A stable period is needed to implement these changes.
ARTS AND CULTURE

 Policy and legislative development are slow.
 Physical structures for arts and culture are lacking in the regions.
 The capacities are not in place to carry out the envisaged responsibilities of the sub-sector
 More women and men ought to be employed or making a living from the sub-sector, for instance
in tourism, audio-visual production, design, music and fashion.

 Level of trust between ethnic groups, rural and urban dwellers, and other groups in society needs
to be improved for better social cohesion.
 There are not enough arts and culture activities in schools.
 Education and training programmes in the sub-sector may not be fully relevant.
 There is not enough data, monitoring and evaluation, benchmarking and research.
 New financing models are needed to bring investment into the sector.
 New Namibian monuments and heritage sites are in demand.
THE ABOVE ISSUES WERE SUMMARISED INTO 12 STRATEGIC AREAS ENCOMPASSING

BASIC EDUCATION AS WELL AS ARTS AND CULTURE AS FOLLOWS:
 Prudent financial management and administration,

 Enhance access to quality pre-primary education,
 Infrastructure master plan development and rollout,
 Quality education through human capital development,
 Monitoring and evaluation strengthening,
 Legislative development/reforms,
 Acceleration of Decentralization,
 Record management and production of statistical data,
 Learner retention strategy development,
 School-based leadership and accountability mechanism in place,
 ICT roll-out strategy development, and
 Stakeholders‘ relations.
CHAPTER XIV : VISION 2030

Vision 2030, Namibia‘s long-term national development plan, foresees ―[a] prosperous and industrialised
Namibia, developed by her human resources, enjoying peace, harmony and political stability.‖ Full and
appropriate education, art and culture at all levels is instrumental in achieving Vision 2030.
Vision 2030 makes the following demands regarding to Basic Education: -
Early Childhood Development:

The policy, curriculum and standards for Early Childhood Development (ECD) should be reviewed and
an Act of Parliament passed on ECD; parent education and training of ECD workers should be
strengthened; innovative ECD programmes should be developed for rural and marginalised communities;
and 90% of children aged 3–6 should be enrolled in ECD centers by 2030. –
Curriculum:
All curricula should be reviewed; the teaching of Mathematics, Science and Technology should be
strengthened at all levels; entrepreneurship should be introduced; HIV and AIDS awareness should be
ensured at all levels; and Senior Secondary education qualifications should be localised.
Access:

―Education for All‖ objectives should be achieved; access to Secondary education should be expanded;
and girls should achieve full and equal access to education and achievement by 2015.
Infrastructure:
All schools should have access to drinking water and electricity by 2006; all schools should have enough
furniture by 2006; and 90% of structures should be permanent by 2015.
Teachers:
There should be no unqualified or under-qualified teachers by 2010; by 2015, there should be at least one
teacher for every 35 learners in Primary schools and 30 learners at Secondary schools; and a Bachelors‘
degree should be the minimum requirement for teachers in Secondary schools.
VISION 2030 FOCUSES ON EIGHT THEMES TO REALISE THE COUNTRY’S

LONGER TERM VISION, WHICH ARE:
 Inequality and social welfare
 Human resource Development and institutional Capacity Building
 Macro-economic issues
 Population, health and development
 Namibia‘s Natural Resources Sector
 Knowledge, Information and Technology
 Factors of the External Environment
 Peace and political stability
CHAPTER XVI: NDP 5

The fifth National Development Plan (NDP5) is the fifth NDP in the series of a total of 7National
development Plan that are to implement and achieve the objectives and aspirations of Namibia‘s long
term vision (Vision 2030). In sequence NDP5 will be the third five year implementation vehicle towards
VISISON 2030. NDP5 will be implemented from the financial year 2017/2018 – 2021/2022.
NDP 5 Vision, Goals and Objectives
It is the purpose of NDP to set out a road map for achieving this rapid industrialization while adhering to
the four integrated pillars of sustainable development
 Economic Progression
 Social Transformation
 Environmental Sustainability
 Good Governance
Economic Progression:
The goal for this pillar is to achieve inclusive, sustainable and equitable growth for the Namibian society.
The Namibian economy aspires to change from an input-dependent economy into a knowledge based
economy.

This is to be achieved by addressing four mutually supportive initiatives of:
1) structural transformation through value addition;
2) expansion and modernization of physical infrastructure;
3) strengthen export capacity and greater regional integration; and;
4) supportive financial infrastructure for greater inclusion.
NB: The condition for addressing and achieving results in this area is first and foremost to ensure
macroeconomic stability.
Social Transformation:
The Goal for this pillar is to build capable and health human resources. Quality human capital is crucial to
optimizing productivity and associated socioeconomic benefits to citizens.
Environmental Sustainability: The Goal for this pillar is to ensure sustainable environment. Namibia is
endowed with abundant natural resources such as wildlife, fisheries, forestry, minerals as well as a solar
and wind regime that is suitable for renewable energy.
Good Governance: The goal for this pillar is to promote good governance through effective institutions.
Good governance, responsive institutions and an engaged citizenry are the bedrock of democracy and
sustainable development. During NDP5 Namibia wants to continue to be safe, secure, peaceful and
upholding the rule of law; to be the most transparent and accountable nation in Africa; and to improve
service delivery to the satisfaction of its citizen.
Develop and maintain education infrastructure

 Construct hostels for remote schools to address dropout of marginalized and poor learners,
 develop an institutional infrastructure maintenance plan,
 improve infrastructure backlogs, and develop capacity of institutions to plan and manage physical
infrastructure.
 Reform and expand school feeding programme.
 Introduce a comprehensive integrated school health programme for all learners.
Develop a strong framework to enhance core skills of literacy and numeracy

 Reform primary curriculum to focus on building a strong foundation in numeracy and literacy,
while promoting critical thinking and information literacy.
 Introduce standardised assessments for all learners.
 Offer high-quality adult literacy and numeracy programmes in community settings.
 Provide enrichment programs in schools and public libraries.
 Increase the number of qualified teachers and improve skills and competencies of educators.
Develop comprehensive planning and administration systems
 Improve evidence-based planning and monitoring.
 Ensure full implementation of the Performance Management System (PMS).
 Devolve education functions to the 14 Regional Councils.
Improve learners’ transition to higher education
 Improve the quality of teaching to raise learning outcomes; thro
 provision of curriculum compliant teaching and learning materials and facilities;

 placing teachers in subjects that they are appropriately qualified to teach;
 utilising the services of Higher Education Institutions (HEIs), NGOs and industry in the
development and support of competent teachers through in-service training.
Develop a national strategy on education for peace & stability, conflict prevention and resolution
 ensure that Namibians acquire social, civic and intercultural competencies and engage in
dialogue.
 focus on environmental awareness and sustainable development concepts.
Improve education and training of the marginalized
 Empower marginalized communities to fully engage in and pursue social, political and economic
opportunities by removing obstacles to integration.
Finally, the Ministry aligned its strategic initiatives to the Fifth National Development Plan (NDP5) that
requires that:
 By 2022, 80% of children aged 5-8 have access to Early Childhood Development,
 By 2022, 96% of learners‘ complete primary education,
 By 2022, 60% of school leavers qualify for university,
 By 2022, performance of learners in NSSCO English Examinations has improved by 22%,
 By 2022, performance of learners in NSSCO Mathematics Examinations has improved by 20%,
 By 2022, performance of learners in NSSCO Physical Science Examinations has improved by
10%,
 By 2022, the percentage of the working population that is employed in culture industries has
increased to 2%.
CHAPTER XVII: THE HARAMBEE PROSPERITY PLAN (HPP)
The HARAMBEE PROSPERITY PLAN [HPP] is a targeted Action Plan to accelerate

development in clearly defined priority areas, which lay the basis for attaining prosperity in Namibia.
The Plan does not replace, but complements the long-term goal of the National Development Plans
[NDPs] and Vision 2030.
The HARAMBEE PROSPERITY PLAN [HPP] is constructed around the Namibian narrative. It
acknowledges that we are not starting afresh, but that we must continue with the construct of a
inclusive Namibian House, built on a solid foundation of peace and stability. We can unified by our
national identity and stand united in cause, to usher Namibia into the epoch of Prosperity.
HPP introduces an element of flexibility in the Namibian planning system by fast tracking
development in areas where progress is insufficient. It also incorporates new development
opportunities and aims to address challenges that have emerged after the formulation of NDPs.
RATIONALE FOR THE HARAMBEE PLAN

 The HARAMBEE PLAN FOR PROSPERITY [HPP] has been developed to complement the
National Development Plans and Vision 2030.

 The HPP is a focused and targeted approach to achieve high impact in defined priority areas.
One of the agreed upon features of planning is that it must be flexible.
 While our Vision remains unchanged, we remain agile in our approach to achieving those
targets. The surrounding world is dynamic, where externalities outside of our control have the
ability to directly impact and throw us off balance, from time to time.
 This calls for flexibility in our approach to achieving set goals and targets, without losing
sight of the end Vision. The HPP provides for that additional flexibility in planning.
PILLARS OF THE HARAMBEE PROSPERITY PLAN

PILLAR: EFFECTIVE GOVERNANCE
 Accountability & Transparency
 a key intervention will be to restore confidence in public procurement through full
implementation of the Public Procurement Act of 2015. To promote transparency, asset
and income declarations by Public Office Bearers will continue.
 Performance and Service Delivery
 the performance management system will be perfected. Annual Citizen Satisfaction
Surveys [CSS] will be carried out in the public and private sectors, to measure among
others, turnaround times and accessibility.
PILLAR: ECONOMIC ADVANCEMENT

emphasizes the importance of the economy in the fight against poverty and corruption.
To achieve this, the Plan focuses on four critical success factors or sub-pillars namely:
1. Macro-Economic Stability;
 the Plan advocates for fiscal consolidation to safeguard our fiscal sovereignty and to
build up buffers for counter cyclical policies during periods of economic downturns of
global recessions.
2. Economic Transformation;
 focuses on local value addition through the full implementation of the ―Growth at Home‖
strategy by putting in place a broadbased economic empowerment framework, and fast
tracking land reform. T
3. Youth Enterprise Development; and
 stimulates an entrepreneurial spirit among the Namibian youth and entrepreneurs at large
by addressing constraints such as access to finance and information.
5. Economic Competitiveness.
 set the bold target of becoming the most competitive economy in Africa by 2020.
PILLAR: SOCIAL PROGRESSION

Acknowledging that people do not and cannot eat effective governance or economic stability. Our
development should therefore, be people centered and inclusive. In other words, reforms in Effective
Governance and Economic Transformation should result in favorable social improvements.
This chapter is structured around four sub-pillars:
 Hunger Poverty;

 the Plan sets the ambitious target, that no Namibian should die of hunger during and after
the Harambee period; this is simply to say ―one Namibian who dies of hunger, is one
Namibian too many‖.
 Land Servicing, Housing and Sanitation
 The Plan aims to construct 20,000 new houses nationwide; develop 26,000 new
residential plots countrywide; 50,000 rural toilets; and to eliminate the bucket system by
2017. Infant and Maternal Mortality; and
 The plan will be significantly reduced through the provision of essential drugs,
deployment of community health workers and community midwives, introduction of a
dedicated maternal/neonatal ambulance system and increased training in obstetrics and
gynecology
 Vocational Education Training.
 Improving the image of VET countrywide is essential and will be achieved by
significantly expanding VET opportunities and improving on the quality and scope of
VET
PILLAR: INFRASTRUCTURE DEVELOPMENT
Modern and reliable infrastructure is critical for high and sustained economic growth. Without it, almost
everything in the economic value chain tends to be slower, less reliable and more expensive.
 Energy infrastructure
 Water infrastructure
 Transport infrastructure
 ICT infrastructure
PILLAR: INTERNATIONAL RELATIONS AND COOPERATION

 Namibia continues to be a respectable and trusted member of the International Community by
honoring our obligations; and
 For the international community to support Namibia translate her political independence into
economic independence.
CHAPTER XVIII: SUSTANINABLE DEVELOPMENT GOALS (SDGs)
The Sustainable Development Goals, adopted in September 2015 at the United Nations, set out a 15-year
agenda to end poverty, protect the planet, and ensure prosperity for all. The Sustainable Development Goals
are the blueprint to achieve a better and more sustainable future for all. They address the global challenges we
face, including those related to poverty, inequality, climate, environmental degradation, prosperity, and peace
and justice. The Goals interconnect and in order to leave no one behind, it is important that we achieve each
Goal and target by 2030.
SDG 1: No poverty
SDG 2: Zero hunger
SDG 3: Good health and wellbeing
SDG 4: Quality education
SDG 5: Gender equality
SDG 6: Clean water and sanitation
DG 7: Affordable and clean energy
SDG 8: Decent work and economic growth

SDG 9: Industry, innovation, infrastructure
SDG 10: Reduced inequalities
SDG 11: Sustainable cities and communities
SDG 12: Responsible consumption, production
SDG 13: Climate action
SDG 14: Life below water
SDG 15: Life on land
SDG 16: Peace, justice and strong institutions
SDG 17: Partnerships for the goals
Goal 4 deals with quality education under the theme ―Ensure inclusive and quality education for all and
promote lifelong learning‖.The Goal 4 targets to be achieved in education, relevant to the Basic
Education sector, include:
 By 2030, ensure that all girls and boys complete free, equitable and quality primary and
secondary education leading to relevant and Goal-4 effective learning outcomes;
 By 2030, ensure that all girls and boy have access to quality early childhood development, care
and pre-primary education so that they are ready for primary education;
 By 2030, ensure equal access for all women and men to affordable and quality technical,
vocational and tertiary education, including university;
 By 2030, substantially increase the number of youth and adults who have relevant skills,
including technical and vocational skills, for employment, decent jobs and entrepreneurship;
 By 2030, eliminate gender disparities in education and ensure equal access to all levels of
education and vocational training for the vulnerable, including persons with disabilities,
indigenous peoples and children in vulnerable situations;
 By 2030, ensure that all youth and a substantial proportion of adults, both men and women,
achieve literacy and numeracy;
 By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable
development, including, among others, through education for sustainable development and
sustainable lifestyles; human rights; gender equality; promotion of a culture of peace and non-
violence; global citizenship and appreciation of cultural diversity; and of culture‘s contribution to
sustainable development;
 Build and upgrade education facilities that are child, disability and gender sensitive and provide
safe, nonviolent, inclusive and effective learning environments for all;
 By 2020, substantially expand globally the number of scholarships available to developing
countries, in particular least developed countries, small island developing States and African
countries, for enrolment in higher education, including vocational training and information and
communications technology, technical, engineering and scientific programmes, in developed
countries and other developing countries; and
 By 2030, substantially increase the supply of qualified teachers, including through international
cooperation for teacher training in developing countries, especially least developed countries and
small island developing states.
CHAPTER XIX

STAFFING NORMS FOR SCHOOL IN NAMIBIA (CIRCULAR 1/01/2014 & 25 OF 2001)
THE BASIC NORMS IN NAMIBIAN SCHOOLS

 Pre-primary: 1 teacher per 25 learners
 Special class: 1 teacher per 15 primary learners
 Primary Phase – Grade 1 – 7: 1 teacher per 35 learners
 Secondary phase – grade 8 – 12 : 1 teacher per 30 learners
Explain the procedure how will implement the staffing norms policy
 15th day statistics might show that some schools are overstaffed while others will be
understaffed according to the norm.
 The public service Act (act 15 of 1995) and the public service staff rules make a provision for
staff to be transferred when the interest of the public service requires section 23 sees.
 Decision on transfer will be based on the 15th days statistic and on the supplementary
information provided by the school board, in consultation with the union (NANTU)
 The school principal should make an announcement in the staffs meeting about the staffing
statues at school as communicated by the inspector of education to request staffs who voluntarily
would wish to be transferred first.
 Make sure the school has the list of other schools understaffed and subject areas to which transfer
will be sought to choose from.
 Schools that are overstaffed should identify staff that the school can do without for transfer to
other school in the same circuit or region or other regions; this is a confidential and sensitive
exercise.
 Draw up a staff profiling for every teacher stating the qualifications, field of expertise, area of
competencies and experience, ages, type of accommodation, marital status, appointment status
(temporary, permanent) to enable the school management and school board to make an informed
decision.
 Select the staff members that are not most suitable to effectively implement the curriculum
offered by the school to remain and identify those that are least suitable for the school for
possible transfer.
 Present the outcome to the exercise to the school board for their recommendation for propose
transfer of the identified staffs.
 Communicate to the inspector of education on the outcome of the exercise of identification and
overall reaction of the staff should be prepared by the school principal, under the signature of the
school board chairperson.
 Under the guidance of the inspector of education assisted by the regional management team,
especially HR officials would be assigned to negotiate with the identified staff on transfers.

TEACHERS AND OTHER STAFF: MANAGEMENT AND PERSONAL ADMINISTRATION
PAGE 24, GUIDELINES FOR SCHOOL PRINCIPALS
The role of a school principal
 Leading and managing all school staffs members
 Local personnel officer to deal with leaves appointment discipline and the termination of service.
PROFESSIONAL LEADERSHIP OF THE SCHOOL PRINCIPAL AND HOSTEL STAFFS.

 Lead by example in general conduct, professional performance and high ethical standards.
 Inspire and lead all staff members to work as a team.
 Clear line of authority and channel of communication
 Clear job description for staffs to know what is expected of them.
 Must be firm, consistent and fair in dealing with staffs.
 Should be visible at school premises
 Administration tasks should mostly be done after school.
 Do regular class visits to monitor standard of teaching and learning.
 Attend meeting of subject group and extra-mural activity.
 Meeting should be done after school hours.
UTILISATION OF STAFF
 Ensure duties allocation is done fairly and based on qualification, experience, expertise, interest
and in-service training.
 Administrative and extracurricular duties and responsibility should be allocated fairly.
 Fund raising activities requires all staffs to be present.
 The principal make sure the HOD gain experience in various aspects of school management and
administration for their own professional growth.
 Ensure that suitable staff‘s members are recommended as hostel superintendents and supervisors.
 Non-teaching support staff such as school secretaries, general worker must have clear job
descriptions and line of authority and communication.
 Accountable for CPDs PERSONAL FILES OF STAFF MEMBER
 The principal must keep a confidential file on each staff member of the school. each member may
have access to the content of his or her own personal file, in the presence of the principal.
Formal documents such as:

 Letter of appointment
 Leave forms
 Workshops/training attended
 Official accommodation provided
 Qualifications certified copies.
 Personal details. ID copy, passport and drivers licence.
 Reports on class visits and inspections
 Note of exceptional performance or service

 Note of neglect of duties, corrective measure and steps taken by the principal
STUDENT TEACHERS AT SCHOOL

The principal should:
 Determine from the institution of learning what the student should do at school and the assistance
required from school staff.
 Assign a HOD or a senior teacher to be a host teacher to provide leadership, training and support.
 Explain terms of code of conduct for teachers
 Ensure that student teachers are not overburdened will full responsibility of teaching and
managing the classes of permanent teachers.
VOLUNTEER TEACHERS AT THE SCHOOL

If the volunteer teacher is assign to the school, the principal should:
 Take note of the terms of the agreement between the MOEAC and the country, agency or NGO.
 The principal should get a copy of the agreement from the regional office.
 Ensure that both the volunteer and the school abide by the terms of the agreement.
 Explain the code of conduct for teachers to the volunteer teacher.
 Should any serious problem occur regarding the conduct or performance of a volunteer teacher,
the principal must immediately inform the inspector of education and the regional office who will
take up the issue with the appropriate NGO, Agency or country.
PROCEDURES FOR CHANGES TO THE STAFF ESTABLISHMENT OF THE SCHOOL

The creation of new post or additional post is determined by:
 the increase in the number of learners enrolled
 expansion of the curriculum of the school
 15th days statistic If the number is increasing due to the learners enrolment next year due to
known factor such as approval given to add higher grade to the curriculum or the construction of
additional classroom:
 the principal should estimate the enrolment
 Apply early for the additional posts based on the approved staffing norms and estimated
enrolment.
 Application must be done the prescribed form [creation of additional post}
 Must be submitted to the inspector for verification and send it to the director for approval.
CHAPTER XX: GUIDELINES FOR THE ADMINISTRATION OF SCHOOL FINANCE

UPE/USE
HOW IS FREE EDUCATION ACHIEVED THROUGH UPE AND USE?

Circular 07 of 2015 for Formal Education approved the abolishment of examination fees in all public
secondary schools in Namibia as from 2016 academic year, furthermore, approved the abolishment of
compulsory parental contribution to the SDF.
 To achieve the objective of education for all, the ministry joined the international for a to commit
towards education 2030 under the sustainable development goals in particular goal 4 under the

theme ―Ensuring inclusive education and equitable quality education and promote lifelong
learning opportunities for all.
 Implement education, Namibian constitution and education for all goals fully that spoke about
free education. This simple means all learners will attend school
GUIDELINES FOR THE ADMINISTRATION OF SCHOOL FINANCE

 All beneficiaries should open account ( preferably cheque account)at nearest bank institution
 The school board should develop a school finance policy which is in line with national finance
and procurement regulation as per the State Finance Act, Act no 31 of 1991.
 Three SB members should be assigned in writing during a SB meeting to have signatories
powers, any two of three should sign on the cheques/withdrawal forms.
 School should write a letter to the bank to indicate the names and personal details of these SB
members who will give their specimen of their signatures to the banking institution on a
prescribed form. This is for verification purposes and to avoid fraudulent transactions
Copies of the above correspondence to the bank should be properly filed in the finance file for record
purposes.
WHEN THE LEARNERS ENROLMENT DECREASE SIGNIFICANTLY

 One or more post have to be abolished.
 Use the 15th day statistic to determine the abolishment.
 Excess staff may be transferred to another school or hostel
 Go on early retirement in terms of Public service act 13 of 1995
 The principal should apply for conversion of post on the school establishment [restricted to non-
teaching staffs]
UTILIZATION OF EDUCATION GRANT

The EG should be used by the SB in accordance with the budget. It is advisable that the EG is mainly
used for teaching and learning purpose in the following areas:
 Curriculum attainment: All teaching aids, stationeries for learners, textbooks and other Learning
Support Materials (LSMs).
 Teaching and learning related equipment/machinery, such as photocopy machines, papers,
duplicators, computers, printers, scanner, and tape recorders.
 Practical subjects Agriculture& School Gardening/Home Sciences/D&T/Practical Subject related

LSM including garden equipment, manure, seeds, etc.
 Office equipment and machinery (Labour saving devices)photocopy machines& duplicators,

computers, printers,scanners,taperecorders,TV‘s,PAsystems,airconditionersfor ICT centers,
,generator and etc.(with approval from the director).
 Co-and extra-mural/curricular activities: school health or HIV and AIDS related activities,
Sports, Religious Activities, Debate, Science Fair, TADA, School Choir, educational excursions
and Culture (no transport should be included but equipment, attires, refreshments, and
entrance/registration and affiliation fees).

 Office administration e.g. telephone, courier services, internet, fax, cartridges, master roll, office
stationery, photocopy papers, alarms, licenses, DSTV subscription fees.
 School related transport including co-and extra-mural/curricular transport and educational

related transport.
 Cluster activities the staff member attending school/cluster/circuit related activities may receive a
stipend for incidental expenses such as food for lunch provided this is budgeted for and rates pre-
approved by the school board during a meeting and indicated in the Internal Financial Policy.
Proof of attendance/invitation of such activity must be attached to the acknowledgement form that
indicates that the official received the funds.
 Relief teachers Recruitment of relief teachers for a period less than 30 days
 Subsidise on cleaning materials
 School based CPD
 Non-food items for NSFP
 Refreshment and transport of school board related activities
 Minor maintenance Equipment and school vehicles; examples: leaking taps, door locks, window
panes (see maintenance booklets).
NB: Approval from the Director of Education, Arts and Culture should be sought for the construction of
shed, school fences and installation of solar panels.
PRIMARY/SECONDARY EDUCATION GRANT (PEG/SEG) SHALL NOT BE USED FOR THE

FOLLOWING:
 Purchase of vehicles
 Construction of new building or major renovations;
 Provision of loans to any individual;(no start up as cash loans)
 Refreshments for the staff birthdays, farewell and end of year parties
 Remuneration of staff members for carrying out tasks over weekends and afternoons.
 Payment for sitting allowances for meetings including School Board meetings.
BOOKKEEPING AND CONTROL MEASURES

The Principal and the treasurer must maintain effective control measures with regard to the following
Each school should be in possession of the following registers:
 School (Personalised) Receipt books
 Bank Deposit book
 Cashbook
 Petty cash book
 File for Receipts received
 File for Bank statements
 File for keeping invoices and proof of Payment
 Expenditure authorization by School Board(budget)
 File for all Quotations
 File for payment request forms

 Register of Assets/Asset Register
 File with printed EFT trail reports
 Commitment Register
FUNDRAISING ACTIVITIES
School may conduct fundraising activities (bazaars, sales and collection) in order to finance other
activities that cannot be catered by education grant. They must still however:
 Keep records of all income and expenditure
 Compile and submit a detailed financial report on total received and amount spent.
DONATIONS
Declare all donation to the regional Director. In the record of donation, state the following
a) Reason for donation
b) Detailed of donor
c) Nature of donation ( monetary or in kind)
d) Value of donation
e) Conditions attached to donation
Donations in the form of materials and equipment can also accepted. A separate stock register should kept
for donated items for school board control.
AUDITING OF THE ACCOUNTING BOOKS

School Board should appoint an auditor/suitable person with the knowledge of book keeping that will
audit the books annually and submit the report. This person should be acquainted with the Policy issues
regarding school development fund and EG as well as the Education Act, 2001, (Act No.16 of 2001),and
should not have any financial interest in the affairs of the school. The financial books must be audited
during the 3 months after the academic year (Jan-March). All the votes/funds under the school
development fund account (SDF) including education grant must be audited and reports forwarded to the
Regional Education Director through the Inspector of Education.
EDUCATION ACT, 2001, (ACT NO. 16 OF 2001) AND ITS REGULATIONS

Until such time that the Education Act (Act no16 of 2001) is reviewed, any reference made in the
Education Act(Act16 of 2001) to SDF shall apply mutatis mutandis (equally) to the EG unless expressly
stated otherwise herein. All the schools that are beneficiary to the Education Grant should ignore Section
25 from (7)-(13) as it is no longer applicable:
 Establishment of School Development Fund in particular the payment of fees by the parents.
 Full or partial exemption.
 Application to the Education Development Fund to compensate for the exemption.
 Exclusion of the learner from taking part in any activity due to nonpayment of SDF.
 Review of SDF due to high amount charged.
With the introduction of education grant, the ministry of education, arts and culture have
will provide funds to schools. What mechanisms will you put in place as principals to ensure
the proper administration and utilization of the fund?

School finance is critical in enhancing proper operation of any school. Briefly describe the
procedures of managing school finance
 Existence of school finance policy in accordance to UPE/USE guidelines
 Finance committee meetings
 Account management–signatories (School Board)
 Adoption of budget by parent and approved by the school board
 Income (UPE/USE) and donations
 Quotations to be sought
 Purchases payment through cheques
 Invoices kept
 Petty cash
 Register
 Financial auditing (annually)
 Financial reporting ( monthly)
Votes of the UPE/USE

1. Curriculum attainment
2. Teaching and learning
3. Co and extra-mural curricular activities
4. Office administration
5. School related transport
6. School cluster related activities
7. Hiring of relief teachers
8. Minor maintenance
9. School based CPD
10. School bills ( telephone, water and electricity)
SCHOOL BUDGET
What is budget?
 A budget is a Financial Plan that indicates expected income and expenditures.
 It is Framework/Plan indicating how the finances should be managed within a specific period of
time, normally a year.
 It can be described as a plan for allocation of expenditure and income to achieve the set
objectives of the school. The budget should be in line with the vote as prescribed by the national
guidelines.
 Approved by the parents
When it is compiled/ drawing and where it approved?

 The school board is responsible for approving, amending or rejecting the school budget
 The school budget normally compiled in October/ November annually
 The budget is compiled at school level putting in mind all the priorities for the school by the
teachers, management member and LRC.
 Financial committee/school management put together the draft of the school budget as from each
department with some amendment.

 The school board discuss the budget and recommend any amendment to the school management/
financial committee
 Financial committee/school management compile the final budget
 The school board present the budget to the parents for adoption during the parent meeting
 The final budget should be endorsed by the chairperson of the school board.
The signed original document should be filed in the finance file and the copy should forwarded to the
inspector of education.
The existence of an approved budget authorizes expenditure otherwise all the expenditure that is done in
the absence of such document is unauthorized and the principal will be held accountable for the funds.
CHAPTER XXI: INSTRUCTIONAL LEADERSHIP

The core business of the school is quality teaching, resulting in successful learning. The principal‘s
focus should ensure the right balance between, being an Administrator, a Manager, a Leader and an
Instructional Leader
Remember, a frustrated principal is a busy principal heading in the wrong direction.
THE A PRINCIPAL ASA MANAGER, An ADMINISTRATOR, A LEADER,
The Principal as A MANAGER

 GET THINGS DONE, efficiently. Through and with the HoDs, teachers, parents an d learners in
the school.
PRINCIPAL PERFORM FOUR MANAGEMENT FUNCTIONS
PLANNING
 Formulate the Vision, Mission, Core values
 Set objectives and plan strategies to achieve the Vision, Mission and Value.
 To do things effectively and efficiently
ORGANISING
 Determine what tsk are to be done ( action and activities)
 Who is to do them ( allocate staff to take responsibility)
 When the task should be done
 What will it cost
 Where decisions are to be made
 Get targets to ensure quality.
DIRECTING AND SUPERVISING

 direct the implementation of the action plan;
 delegate duties and responsibilities;
 coordinate the supply and use of resources;
 motivate people and resolve conflicts;
 ensure effective communication channels;

 supervise the work of the staff;
 ensure agreed standards are met.
MONITORING:
 establish a monitoring system;
 assess results and compare them with set targets;
 assess performance of staff;
 implement staff development plans.
A MANAGER has the following ATTRIBUTES:

 is a creative PROBLEM SOLVER.
 demonstrates good PEOPLE SKILLS;
 seeks order and DISCIPLINE;
 demonstrates a SOFT HEART and TOUGH MIND;
 FOCUS on achieving RESULTS
A PRINCIPAL AS AN AADMINISTRATOR
 IS A POLICY IMPLEMENTER:
 implements MOE policies;
 develops and implements internal school policies;
 implements MOE procedures, rules and regulations
 develops and implements internal procedures and rules
 ENSURES QUALITY SCHOOL ADMINISTRATION
A PRINCIPAL AS A LEADER
 INFLUENCES the thoughts and actions of HODs, teachers and learners towards the
achievement of a vision and goals.
 Has the natural ability to INSPIRE HODs, teachers and learners to do the right things and
achieve good results.
 Needs to be CREATIVE and
 initiate new and innovative ideas;
 initiate and manage CHANGE in the school and community
 overcome RESISTANCE to change
A LEADER HAS THE FOLLOWING ATTRIBUTES

 makes a DIFFERENCE in the school;
 has a PURPOSE and gives DIRECTION in the school;
 EXCITES HODs, teachers and learners to achieve the impossible;
 makes EFFECTIVE DECISIONS;
 requires RESPECT and an interest in people;
 reveals the attitude of SERVING
THE CONCEPTION OF A PRINCIPAL BEING:
A MANAGER
 to manage staff to get things done

 to solve problems
 to attend to buildings and other resources
An ADMINISTRATOR
 to implement policies /ensure good administration
A LEADER
 to influence and inspire teachers to achieve goals
 to create new ideas and manage change
 to take good decisions
A PRINCIPAL NEED TO SHIFT TO ALSO INCLUDE BEING: AN INSTRUCTIONAL

LEADER
DEFINITION:
Instructional Leadership is a process of guiding and encouraging the teacher along a path towards
greater professional effectiveness and successful learning
IL CAN BE DESCRIBED AS LEADING TEACHERS TO:

• meet on a regular basis to discuss their work,
• collaborate to solve teaching and learning problems,
• reflect on their jobs with the desire to improve,
• set high expectations for academic performance,
• create a culture of learning for themselves, and takes full responsibility for what learners
learn.
THE ROLE OF THE PRINCIPAL AS IL IS TYPIFIED BY THE FOLLOWING SIX

FUNCTIONS:
1. DEFINING AND COMMUNICATING A CLEAR VISION, MISSION, CORE

VALUES, GOALS AND OBJECTIVES
 Set a clear Vision, Mission, Core values
 Plan the SDP and PAAI accordingly
2. MANAGING THE CURRICULUM AND INSTRUCTION

 Implement the curriculum
 Ensure maximum time on task
 Make learner and teacher learning a priority
 Provide the necessary resources to teachers
 Stay involved in the teaching programme
3. SUPERVISING TEACHING
 Ensure teachers receive guidance and support
 Ensure teachers take responsibility for results

 Focus on staff development
 Focus on:
- teamwork
- sharing of best practices
- monitoring of lesson plans and lesson delivery
- evaluating teachers work in class
- influencing and inspiring teachers to improve
4. MONITORING LEARNER PROGRESS

 M&E learner progress in mastering competencies
 Use results to provide support to teachers/learners
5. PROMOTING AN INSTRUCTIONAL CLIMATE
 Create a conducive teaching and learning culture
 Influence, inspire and discipline teachers and
learners to perform
 Build a supportive environment with stakeholders
 Create a shared sense of purpose
6. SELF-AWARENESS OF THE INSTRUCTIONAL LEADER

 Better understanding of yourself
 Empowering yourself to accept change
 Having a positive attitude AND INFLUENCE OTHERS
 Having a clear insight of your personality and purpose
 Knowing your strengths and weaknesses
 Accepting the value of integrity and character
THE IL NEEDS UP-TO-DATE KNOWLEDGE
With regards to, the curriculum:

The Principal needs to know about the changing conceptions of curriculum, educational philosophies and
beliefs, curricular sources, curriculum evaluation and improvement.
With regards to instruction/teaching/learning

The Principal needs to know about different strategies of teaching, the theoretical reasons for adopting a
particular teaching strategy as well as the most effective learning strategies.
With regards to assessment:

The Principal needs to know about the principles of assessment, assessment procedures and assessment
that aim to improve learning
EVERYTHING in the school RISES and FALLS on the LEADERSHIP of the PRINCIPAL
The PRINCIPAL‘s ROLE In the school is a complex one, a role that has many duties and responsibilities
including being an administrator, a manager and a leader. A specialised role is being an
INSTRUCTIONAL LEADER to help the teachers improve their teaching. Improved teaching will result

in higher learner achievement. The principal is key in creating a SCHOOL ENVIRONMENT in which
instructional leadership can thrive.
TYPICAL INSTRUCTIONAL LEARDER INTERVERTION
TRADITIONAL INTERVENTIONS:
* setting clear teaching and learning goals;
* allocating resources to instruction;
* managing the curriculum;
* monitoring schemes of work and lesson plans; and
* evaluating teachers.
A MORE RECENT APPROACH INCLUDES INTERVENTIONS LIKE:

 much deeper involvement in teaching and learning;
 involvement in professional development, including coaching and mentoring;
 attention has shifted from teaching to learning;
 a prominent involvement of the principal in teaching.
 Creating a learning culture in the school;
 Building a school environment where teachers enjoy their job;
 Setting high expectations for academic performance;
 Gearing content and instruction, teaching and learning to standards;
 Creating a culture of continuous learning for teachers;
 Assess learning of teachers and learners continuously;
 Activating the community's support for the school‘s academic success;
 Ensure the school‘s academic program reflect the content of the mission, vision and value
statements of the school.
ESSENTIAL SKILLS FOR BEING INSTRUCTIONAL LEADER

1. Interpersonal or people skills
 These skills maintain trust, spur motivation, give empowerment and enhance collegiality.
Relationships are built on trust and tasks are accomplished through motivation and
empowerment where teachers are involved in planning, designing and evaluating teaching
programmes.
2. Planning
 begins with clear identification of goals to work towards as well as induce commitment and
enthusiasm. Next is to assess what changes need to occur and which may be accomplished by
asking the people involved, reading documents and observing what is going on.
3. Observing/monitoring:
 Observing teaching aims to provide teachers with feedback to consider and reflect upon their
strengths and weaknesses.
4. Supervising/coaching
 teachers to improve their teaching
5. Inspiring
 teachers to continuously perform better in class

6. Research and evaluation skills
 are needed to critically question the success of teaching and learning in the school. It also
includes learning from others who are successful in their teaching and learning programs.
CHAPTER XXII: JOB DESCRIPTIONS

A. JOB DESCRIPTION OF THE PRINCIPAL:
 To ensure that the school is managed satisfactorily and in compliance with applicable legislation,
regulations and personnel administration measures as prescribed.
 To ensure that the education of the learners is promoted in a proper manner and in accordance
with approved policies.
 To be involved at school management level with responsibilities relative to grade
implementation, evaluation of teaching programmes, teaching, supervision, administration and in-
service development, inspection and guidance of teachers at the school.
B. CORE DUTIES OF THE PRINCIPAL:
The duties and responsibilities of the principal are individual and varied, depending on the approaches
and needs of the particular school. The duties and responsibilities include, but are not limited to, the
following. The principal should:
ACCOUNTABILITY
1) Ensure that the school is managed efficiently and professionally.
2) Create and implement a School Development Plan (SDP) and PAAI, which identifies priorities
and academic targets to ensure that learners achieve high standards and that teaching is effective.
3) Create an environment that secures effective learning for all learners and promotes high standards
of achievement, behaviour and discipline.
4) Develop and implement guidelines for learner conduct, and a discipline plan with rules and
consequences for learner behaviour.
5) Ensure that teachers fully comply with the guidelines in the Code of Conduct for teachers.
6) Create an environment that secures effective teaching in each classroom.
7) Ensure that everything required is done to fill vacancies on the staff.
8) Account for the school‘s performance through the continuous analysis of performance data, and
for appropriate planning to sustain or improve performance indicators.
9) Ensure that the school meets all statutory and legal requirements in relation to relevant
legislation, e.g. The Constitution of Namibia, the Education Act, the Labour Act, the Social
Security Act, the Public Service Act, etc.
10) Provide relevant information to parents, the community and other interested parties.
11) Develop a realistic budget that includes the priorities of the Ministry and the school by involving
the staff, the parents and the community. Perform efficient budget control.
12) Provide information and advice to the School Board on educational issues.
13) Ensure that the financial accounts of the school are maintained according to financial regulations.
14) Account for the complete inventory of the school.
15) Account for the hostel and all related activities including the staff and learners, if one is attached
to the school.

16) Sees to it that different extra-mural activities exist to meet the social and physical needs of the
learners.
17) Foster knowledge of and respect for Namibian National Symbols and National Assets
PROMOTING A POSITIVE SCHOOL CLIMATE

18) Promote a safe and caring climate for learning.
19) Lead by example, is committed to high ethical standards of behaviour and discipline, and provide
inspiration and motivation to the school community.
20) In consultation with the School Board and the staff, generate a vision, an ethos and policies for
the school which promote high levels of achievement.
21) Support the management and the staff in achieving the goals, targets and priorities the school sets
for itself.
22) Ensure that the management of the school supports the MoE‘s vision, policies and goals.
23) Monitor and review all aspects of attainment, priorities, targets, goals and policies and takes the
necessary action.
24) Encourage collaborative decision making.
25) Recognise exemplary performance of teachers and learners.
26) Plan internal opportunities for school beautification through landscaping and maintenance.
27) Develop and administer policies that provide a safe school environment and promote learner
health and welfare.
CREATING AN EFFECTIVE LEARNING ENVIRONMENT

28) Create a positive culture that promotes quality teaching and learning.
29) Ensure that teachers set an example of being committed, well prepared, hardworking, consequent
and approachable.
30) Implement and organise the curriculum according to the broad curriculum of the MoE and
monitor and evaluate its effectiveness.
31) Monitor the quality of teaching and learners‘ achievements including the analysis of performance
data.
32) Manage school time to ensure maximum time on task with minimal disruptions.
33) Ensure that the assessment policy of the MBESC is properly implemented and efficiently
organised.
34) Coordinate and provide opportunities for the teachers and learners to improve their oral, reading,
writing, listening and spelling skills in English and other languages.
35) Assess and record the attainment of learners.
36) Monitor teacher and learner attendance.
37) Develop links with parents, other schools, clusters, the wider community, including business and
industry, in order to enhance teaching and learning and learners‘ personal development.
38) Create an effective partnership with parents.
39) Contribute, as appropriate, to the teaching in the school.
LEADING AND MANAGING THE STAFF

40) Develop positive working relationships with, and between, all staff members.
41) Implement and sustain effective strategies for the management of all staff.

42) Advise and guide the professional staff in all educational issues.
43) Plan, evaluate and support the work of subject groups and other groups of staff, delegate
appropriately and clearly and evaluate outcomes to ensure quality education.
44) Ensure that workloads are equitably distributed among the staff.
45) Coordinate and provide staff development activities.
46) Sustain staff motivation.
47) Ensure proper induction of new staff members.
48) Resolve disputes and difficulties speedily and consistently.
EFFECTIVE DEPLOYMENT OF STAFF AND RESOURCES

49) Ensure that all staffs understand their respective roles and responsibilities.
50) Deploy and develop the staff to make most effective use of their skills, expertise and experience.
51) Manage and organise learners to ensure that effective teaching and learning takes place and that
individual learner‘s personal development needs are met.
52) Establish, in collaboration with the School Board, priorities of expenditure from the School
Development Fund and monitor the effectiveness of spending.
53) Monitor the use and maintenance of resources.
INTERACTION WITH STAKEHOLDERS

54) Serve on the School Board and render all necessary assistance to the School Board in the
performance of their functions in terms of the Education Act.
55) Meet parents concerning learners‘ academic progress and conduct.
56) Participate in community activities in connection with educational matters.
57) Ensure that the school fully participates in cluster activities.
58) Liaise with Regional Office concerning policies, administration, staffing, accounting, purchase of
equipment and updating of statistics in respect of teachers, learners and other educational issues.
59) Communicate effectively with Regional Office regarding requests, queries and explanations.
60) Liaise with relevant structures (e.g. NIED) regarding curriculum development.
61) Liaise with other relevant Ministries (e.g. Min. of Works, Min. of Home Affairs, etc) as required.
62) Co-operate with universities, politechnicons and colleges in relation with learners‘ records and
performance.
63) Maintain contact with sports, social, cultural and community organisations.
64) Participate in ministerial and professional committees, seminars and courses.
ADMINISTRATIVE
65) Give proper instructions and guidelines for timetabling, admission and placement of learners.
66) Ensure a School Journal containing a record of all-important events connected with the school is
kept.
67) Make regular inspections of the school to ensure that the school premises and equipment are
being used properly and that good discipline is being maintained.
68) Ensure that ministerial and other circulars received which affect members of the staff are brought
to their notice as soon as possible and are stored in an accessible manner.
69) Handle all correspondence received at the school.
70) Ensure that a complete inventory is kept and a stock-taking is conducted once a year.
71) Co-ordinate and encourage fund raising efforts.

SCHOOL PRINCIPAL CORE DUTIES.
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
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.
 Trimester Report components or Sections.

 Your School ethos: vision, mission and goals.
 Your school environment and it expectations.
JOB DESCRIPTION OF THE HOD:
 To assist the Principal in managing the school and promoting the education of learners in a proper
manner.
 To maintain a total awareness of the administrative procedures across the total range of school
activities and functions.
 To engage in class teaching, be responsible for the effective functioning of the department and to
organise relevant/related extra-curricular activities so as to ensure that the subject, learning area
or phase and the education of the learners is promoted in a proper manner.
 To be involved at school management level with responsibilities relative to grade
implementation, evaluation of teaching programmes, teaching, supervision, administration and in-
service development, inspection and guidance of teachers at the school.
CORE DUTIES OF THE HOD:

The duties and responsibilities of the head of department are individual and varied, depending on the
approaches and needs of the particular school. The duties and responsibilities include, but are not limited
to, the following:
ACCOUNTABILITY
The Head of Department assists the principal in creating an effective learning environment, and if
instructed to, takes joint accountability to:
1. Assist the principal and ensures that the school is managed efficiently and professionally. 2. Account
for the academic performance of the department and the school.
3. Help to create and implement a School Development Plan, which identifies priorities and academic
targets to ensure that learners achieve high standards and that teaching is effective.
4. Create an environment that secures effective learning for all learners and promotes high standards of
achievement, behaviour and discipline.
5. Develop and implement guidelines for learner conduct, and a discipline plan with rules and
consequences for learner behaviour.
6. Ensure that teachers fully comply with the guidelines in the Code of Conduct for teachers.
7. Create an environment that secures effective teaching in each classroom.
PROMOTING A POSITIVE SCHOOL CLIMATE

The Head of Department assists the principal in creating a positive school climate (see duties of principal)
and takes responsibility to:
8. Promote a safe and caring climate for learning.
9. Lead by example, is committed to high ethical standards of behaviour and discipline, and provide
inspiration and motivation to the school community.
10. Support the staff in achieving the goals, targets and priorities the school sets for itself.

11. Monitor and review all aspects of attainment, priorities, targets, goals and policies and takes the
necessary action.
12. Recognise exemplary performance of teachers and learners.
13. Perform any other duty or responsibility that might be reasonably requested by the principal under this
element.
CREATING AN EFFECTIVE LEARNING ENVIRONMENT

The Head of Department assists the principal in creating an effective learning Environment (see duties of
principal), and if instructed to, takes responsibility to:
14. Set an example of being committed, well prepared, hardworking, consequent and aproachable.
15. Develop a classroom environment and teaching practice which secures effective learning and provides
a professional model, clearly demonstrating effective teaching, classroom organisation and high standards
of achieve-ment, behaviour and discipline.
16. Monitor the quality fo teaching and learners‘ achievements.
17. Coordinate and provide opportunities for the teachers and learners to improve their oral, reading,
writing, listening and spelling skills in English and other languages.
18. Assess and record the attainment of learners.
19. Monitor teacher and learner attendance.
20. Ensure that the learners‘ behaviour is in accordance with the aims and code of conduct of the school.
21. Ensure that learners‘ appearance is in accordance with the standards set by the school.
22. Co-ordinate and lead the work done by subject teachers / phase teachers.
23. Support subject teachers / phase teachers in all aspects of their work.
24. Sustain staff motivation.
25. Hold regular meetings with subject teachers / phase teachers where they can share knowledge and
skills in subject content and methodology and develop and maintain suitable teaching materials.
26. Create an effective partnership with parents.
27. Contribute, as appropriate, to the teaching in the school.
element.
LEADING AND MANAGING THE STAFF

The Head of Department assists the principal in leading and managing the staff (see duties of principal),
and if instructed to, takes responsibility to:
29. Do performance apparaisal regularly (class visits) on the basis of the prescribed criteria that leads to
written plans for the professional development of individual teachers. 30. Build trust, good morale and co-
operation within the subject / phase group.
31. Address poor performance.
32. Account for the development of subject teachers, effective subject manage-ment and the academic
achievements in the subjects responsible for.
33. Give recognition for good work.
34. Consult staff members and co-ordinate their efforts to reach academic targets.
35. Deal with staff sensitively and respond to feedback from staff.
36. Develop positive working relationships with, and between, all staff members.
37. Advise and guide the teaching staff in all educational issues.
38. Plan, evaluate and support the work of subject groups and other groups of staff.

39. Resolve disputes and difficulties speedily and consistently. 40. Perform any other duty or
responsibility that might be reasonably requested by the principal under this element.
STAFF DEVELOPMENT
The Head of Department takes full responsibility for professional staff development.
41. Own contribution. The Head of Department should:  Lead by example and be committed to high
ethical standards.
o Manage own time efficiently.
o Be visible, appropriate and earn respect.
o Take a firm stance and make decisions when circumstances warrant it.
o Deliver results on time and to agreed quality standards.
o See to it that the office layout indicates an attractive and active working environment.
o Compile an own annual academic programme that demonstrates close collaboration with the
principal, other HOD‘s and staff membersin own subject group.
o Compile an own annual program me that demonstrates regular participation in meetings,
o courses, cluster activities, workshops and extra-mural programmes with teachers.
o Keep policy documents at hand and see to it that the content of such documents is
o understood, applied and disseminated to teachers.
o See to it that normal school routine of teachers, especially teaching time, is not disrupted by
o unscheduled meetings, telephone calls, unplanned announcements or indiscipline.
o Set the tone for instructional leadership by being present, punctual and performing teaching
o duties as required by the timetable.
o Act as leader in the absence of the principal.
o Work at own professional development by actively participating in performance appraisal and
keeping abreast of development in own subject / phase area.
42. Assist the principal in staff development, and:
o Co-ordinate and lead induction and probation programmes for newly appointed teachers.
o Assist the principal with induction and probation of newly appointed HOD‘s.
o Appraise the performance of teachers in the subject / phase group (class visits) on a regular basis
and such appraisals lead to written plans for the professional development of individual teachers.
o Encourage and motivate teachers to adhere to the guidelines in the Code of Conduct for teachers.
o Give attention to the quality of teaching of subject / phase teachers through in-service training.
EFFECTIVE DEPLOYMENT OF STAFF AND RESOURCES

The Head of Department assists the principal in effective deployment of staff and resources (see duties of
principal), and if instructed to, takes responsibility to:
43. Ensure that all staff understands their respective roles and responsibilities.
44. Deploy and develop the staff to make most effective use of their skills, Expertise and experience.
45. Monitor the use and maintenance of resources.
46. Co-ordinate and lead the extra-mural activities of teachers.
47. Ensure that the extra-mural workload is equitably distributed among the staff.
element.
INTERACTION WITH STAKEHOLDERS

The Head of Department assists the principal in the interaction with stakeholders (see duties of principal),
and if instructed to, takes responsibility to:
49. Build mutually beneficial relationships with teachers, non-teaching staff and parents.
50. Liaise with neighborhoods and feeder schools and other education institutions and establish transfer
arrangements to facilitate movement of learners between these schools and institutions.
51. Promote positively the image of the school and the profession.
52. Participate in community activities in connection with educational matters.
53. Ensure that the school fully participates in cluster activities.
54. Maintain contact with sports, social, cultural and community organisations.
55. Participate in ministerial and professional committees, seminars and courses.
element.
ADMINISTRATIVE
The Head of Department assists the principal in administrative work (see duties of principal), and if
instructed to, takes responsibility to:
57. Make regular inspections of the school to ensure that the school premises and equipment are being
used properly and that good discipline is being maintained.
58. Make special effort to ensure efficiency with regard to stocktaking, inventories, textbooks,
consumables and other resources.
59. Ensure the maintenance of the buildings, supplies and equipment.
60. Establish and maintain a sound financial budgetary control system in the school.
61. Co-ordinate and encourage fund raising efforts.
62. Execute administrative tasks to agreed high standards of quality.
63. Ensure that every staff member in the subject / phase group has a job description in writing which is
based on the performance criteria for the particular job category.
64. Provide relevant information and advice to the principal.
element.
66. Develop subject policies.
67. Control the implementation of the continuous assessment policy of the MoE.
CHAPTER XXIII: THE PRINCIPAL AND DIFFERENT LEADERSHIP STYLES
Leadership is the art of motivating a group of people to act towards achieving common goals.
Leadership is influence. Anyone who influences someone else to do something has led that person. A
leader takes people where they would never go on their own.
DIFFERENT LEADERSHIP STYLES

A leadership style is a manner or approach of providing direction, implementing plans, and motivating
people.
Different types of leadership style exist in any work environment. Advantages and disadvantages exist
with each leadership style. The culture goals, the task to be completed and the department needs of an
organization mostly determine which leadership style fits the situation best.

AUTOCRATIC LEADERSHIP
An autocratic Instructional principals prefers to make decisions by themselves based on their own ideas
or judgement, with little or no input from the rest of the team.
 Such principals control things and push teachers to get job done
 Autocratic leadership involves having total control over the team
 This style may create a work environment where teachers are less motivated and build up a
―wait for boss‘ instruction‖ syndrome
Key attributes of this style of leadership are that:

 There is little or no input from the members of the team
 Leader takes all decisions
 Principal dictates all the work methods and process The members of the team are rarely
trusted with decision or important tasks
 Motivational decreases and increase staff turnover
DEMOCRATIC LEADERSHIP STYLE

 The principal delegates work to his staff
 This style involve teachers getting things done with the guidance from the principals
 Leadership accompanied by the responsibility
 It works more effectively when authority to perform the task is given to teachers
 Democratic leaders encourage creativity and ensure that team members are engaged in the
process, which will make them feel valued.
The key attributes of this style of leadership are the:
 members of the team feel engaged in the decision-making process and feel they gain
experience
 creativity is encouraged and rewarded
PARTICIPATIVE LEADERSHIP STYLE

This style of leadership by getting things done or make decision with the involvement of teachers and by
getting their opinions. It used when a principal wants to make certain policy changes that will affect more
people perhaps the morale of the school. By involve teachers; they tend to accept the decision more
willingly.
 the principal announce the problem, gets the input from the teachers and modified them into
decision.
 It require more time, but since a decision is required which might affect others, getting
feedback from affected parties can reduce possible negative impact during implementation
 It has the element of democracy where the delegation of tasks is the aim, but it involves more
intensive input from teachers
Member of the team are encouraged to share ideas and opinions, even though the leader retains the final
say.

LAISSEZ-FAIRE LEADERSHIP
This is the way where the principal offer little or no guidance and leave decision-making to members of
the team. This style is generally to be avoided, unless the team is highly qualified and /or includes expert
individual who can be left to act ably of their own accord.
 There is little guidance from the leader
 Team members have complete freedom to make decisions
 The leader provides tools and resources needed
 Team members are expected to solve problems on their own
HOW TO DELEGATE TASKS AND RESPONSIBILITIES

Managers get things done through other people.
1. Select a task to delegate from your priorities
 The purpose of delegation is not to dodge work or to unload tedious or difficult tasks; nor
should just keep the job you enjoy. Select the official tasks you consider to delegating.
2. Select the right person for the job
 The person you select must have an ability, knowledge, skills enthusiasm, talent and time
needed to get the job done.
3. Prepare properly before approaching the person
 Create time to think and prepare yourself before you approach the person selected.
4. Clarify your expectation
 Tell the person you are delegating what you need accomplished and why it is important.
 When s/he know the desire results and why the task is important, it is easy to see the big
picture and working accordingly
 Connect the task to school‘s goal if possible.
5. Establish checkpoints
 Discuss the time line and deadlines.
 Plan how you‘re going to ensure the work is being completed according to plan by
establishing check points.
 Schedule regular, short meetings to stay informed.
6. Delegate the task and expected outcomes, not the process
 Focus on task and end results
 If you dictate exactly what to do, when to do and how to do it, you limits a learning
potential and you risk not taking proper advantage of the person‘s experience
7. Define your role as instructional leader
 Explain the support you will render during the process
 Let/Make person aware whether to wait for your instructions or make independent
recommendations and decisions.
In conclusion, to delegate effectively, choose the right task to delegate, identify the right people to
delegate and delegate in the right way.
CHAPTER XXIV: EDUCATIONAL POLICES

NATIONAL PROMOTION POLICY GUIDE FR JUNIOR AND SENIOR SECONDARY
SCHOOL PHASES

FOR IMPLEMENTATION:
Junior Secondary Phase: Grade 8 in 2017 and Grade 9 in 2018
Senior Secondary Phase: Grade 10 in 2019, Grade 11 in 2019 and Grade 12 in 2021
AIMS OF THE POLICY
The policy guide aims to provide a framework for uniform practices in promoting and holding back
learners and reporting learners‘ progress in schools. It aims to minimize inconsistency in the use of grade
ranges, grade descriptors and promotion requirements across school phases.
POLICY PRINCIPLES
 Learner-centered education presupposes that all children can learn and develop given the right
circumstances, and recognize that this ability varies from person to person.
 Learners will progress through the school phases in as to normal time as possible.
 Learners benefit most by remaining with their own age group. Gifted learners in
mainstream/inclusive schools may lack some emotional and social skills to be promoted above
their age group on the basis of academic excellence alone.
 Gifted learners will receive enrichment programmes
 Grade repetition appears to be beneficial to learners for whom exposure to a year of teaching in
their current grade was not enough to enable them to master the minimum level of necessary
competencies and skills to continue to the next grade.
 Learners will be assessed using both formative and summative methods to determine the extent to
which they have mastered subject competencies in terms of knowledge, skills and attitudes.
 Assessment is an on-going component of the curriculum, designed to evaluate the effectiveness of
the instruction and to keep track of continuous progress in the learning process.
 As soon as it is determined that a learner is not capable of achieving certain specified subject
competencies and skills the teacher will clearly identify the learning difficulties and draw up a
plan of action (a support programme) to assist the learner in overcoming his/her learning
difficulties.
 Principals and heads of departments will monitor the work done by teachers and learners in
support programmes and ensure that continual individual feedback is provided to both the
learners and the parents.
 In case where the Promotion Committee is absolutely convinced that a learner would definitely
not benefit from progressing to the next grade, a learner will repeat a grade.
 Parents/guardians will be kept fully informed of why it is necessary for their child to repeat a
grade, what will be done by the school to ensure that learner masters the necessary competencies,
and what support can be provided to the learner at home by the parent/s/guardian/s.
 Learners who do not progress to the next grade will receive counselling to help them understand
their situation and learning support focused on the competencies which they have not yet
mastered.
 Schools will form partnerships with parents/guardians by maintaining close communication with
them to visit the classroom, and providing them with instructional materials to use in tutoring
their children at home.
 All repeating and struggling learners will receive learning support.
 Learning support will be given by class or subject teacher. The teacher will also involve other
resource person to provide support.

 Procedures for special education referral and placement are in place.
 Referral will be done as early as possible in order to develop the learners‘ individual skills,
aptitude and talents.
 Principals and heads of departments and teachers will receive training to enable them to
understand and meet special needs and assessment practices, and will have access to resource
persons with expertise in remedial work and specialized education in an inclusive setting.
 Learners who are hard of hearing will attend regular schools right from the onset of their
education in order to make the most of and encourage residual speech, particularly when the
learner does not need Namibian Sign Language.
FEATHERS OF THE POLICY

 Early identification
 Provision of high-quality learning support
 Restrictions to the number of times a given learner can be held back
 Building capacity of schools and teachers
 Building and sustaining stakeholder support
 On-going monitoring
RULES AND REGULATIONS FOR PROMOTION
 The promotion requirements are applicable to all government and private schools that are
registered with the Ministry of Education, Arts and Culture and offer the Namibian school
curriculum.
 In Grade 8 to 10 the decision to advance or repeat a grade should be made in the best interest of
the learner by the teachers, school principal and inspector of education.
 A promotion committee of the school should discuss borderline cases. The subject teachers
should participate in decisions about repetition or promotion.
 Special conditions or extenuating circumstances the learner experienced during the year or
examination should be considered.
PROMOTION REQUREMENTS
All assessment must be done according to the prescriptions of the National Curriculum and related subject
syllabuses. The standard of recorded continuous assessment tasks should relate to the assessment
requirements specified in subject syllabuses
Grades 8 and 9
Achievement for all learners in Grades 8 and 9 should be shown in letter grades/symbols A – E, where A
is the highest and E is the lowest grade. Learners who fail to obtain the minimum level of competencies of
grade E will be ungraded which will be represented by U grade. Out of 9 subjects, a learner in Grade 8
and 9 should be promoted to the next grade if he/she has obtained:
 An E-grade or better in 7 out of the 9 promotional subjects;
 An E-grade or better in English;
 An overall average of an E (40%).
Note: Mathematics is compulsory in grade 10 and 11.

In Grade 9, learners will write a semi-external examination. The Directorate of National Examination and
Assessment (DNEA) will be responsible for the setting and distribution of question papers to the schools.
The DNEA will also be responsible for the drafting of the examination timetable in consultation with the
Directorates of Education, Arts and Culture before implementation.
Grade 10 and 11
Learners will be graded on a scale of A*-G for NSSCO (Grades 10 and 11). Grade A*, is the highest and
G, the lowest. Learners who fail obtain a minimum level of competencies for Grade G, will be ungraded
which will be represented by a U grade.
A learner in grade 10 should be promoted to grade 11 if he/she has obtained:

 An E-grade or better in 5 out of the 6 subjects;
 An E-grade in English;
 An overall average of an E (40%).
Learners will write an external examination that will lead to the Namibian Senior Secondary Ordinary
Level Certificate at the end of Grade 11. The criteria for entry to Grade 12 will be determined by the
Ministry of Education, Arts and Culture.
Grade 12
On NSSCAS level (Grade), learners will be graded on a scale of a-e. Grade a, is the highest and e, the
lowest. Learners who fail obtain a minimum level of competencies for Grade e, will be ungraded which
will be represented by a ‗u‘ grade. In NSSCAS, learners will be graded using grades and percentage range
below. Learners will write an external examination that will lead to the Namibian Senior Secondary
Certificate Advanced Subsidiary (NSSCAS) at the end of Grade 12.
PROMOTION COMMITTEE
In each school there should be a promotion committee comprising of the principal, heads of departments
and class/subject teachers. The committee has the overall responsibility for promotions, and thus for,
amongst others, ensuring that there is consistency in dealing with borderline cases. All recommendations
by the committee should be considered for endorsement by the Directors of Education, Arts and Culture.
BORDERLINE CASES
There are learners in grade 8 to 10, although they failed, attained a percentage close to the minimum
requirement necessary to pass, i.e. their achievement is close to the promotion percentage. Borderline
cases involve the following:
 Learners who failed only one subject with less than 2% of the actual required promotional
threshold of 40%;
 Learners who failed a grade with less than 2% of the actual required promotional threshold of an
overall average of 40% (provided they failed only one subject).
Although these learners did not meet the prescribed, expected or average standards, they should, after
consultation by the promotion committee, the multi-disciplinary team and the learning support team, be

promoted to the next grade. They must then receive learning support based on an individualized education
plan in the subject/s in which they could not master the required competencies.
CIRCULAR: DNEA - GUIDELINE FOR THE MODERATION OF SAMPLED SCRIPTS FOR

GRADE 9 SEMI-EXAMINATIONS
SUBJECT TO BE WRITTEN:
 English 2nd language

 Mathematics
 Life science
 Physical science
 Geography
 History
AT SCHOOL LEVEL:
 Script are marked by the responsible teacher (using mark scheme from DNEA)
 The HOD/subject head must moderate 20% of the scripts.
 When marking is completed, each school send the final mark sheets and candidates original mark
scripts to the DNEA via the directorate of education (REXO)
 Schools with learners up 50 to must send 6 answer scripts for each component written.
 School with 50 learners and more, must send 10% of the total number of candidate for
each component written.
 The script to be sent for moderation should be collected from all teachers who marked the
subject including the scripts moderated at school level. This should indicate with the
name of the teacher that marked and moderated those scripts.
 The script to be sent should be of various performance examples, above average, average and
below average.
 Schools will be requested to make copies of the scripts they will be sending for moderation and to
forward the original scripts to the DNEA. The copies of the scripts sent to DNEA must remain
with the rest of the scripts at the school.
 The school must send the scripts to their respective regional directorate of education through
REXO, 3 days before the school close on the 5th December 2018.
AT DNEA OFFICES
 The moderation will take place January

 Standardization will take place between the responsible education officer of subject and the
appointed moderator.
 A general report will be written for each subject with reference made for specific issues that
might be extreme standout.
 These examiner reports will be forwarded to schools through the regional education directorate
for interventions.

Circular: DNEA 18/2018
CONDUCTING AND ADMINISTRATION OF GRADE 9 SEMI-EXTERNAL EXAMINATION

FOR NOVEMBER 2018 EXAMINATION
THE SIX COMPULSORY SUBJECTS
 2131 English as a 2nd language

 2220 Life science
 2200 Mathematics
 2301 History
 2210 Physical science
 2300 Geography
SETTING OF QUESTION PAPERS AND MARK SCHEMES
 Compulsory subjects (set and moderated by DNEA)

 Format of question paper [booklet form]
 The remaining subjects [set & moderated at regional level]
 Answer scripts must be kept securely
 Moderated for quality assurance [sample answer scripts]
 School do result analysis
 Region directorate submit analyzed result to DNEA
 PQA to receive report from region
NB: No deviation is allowed
TOWARD IMPROVING CONTINUOS ASSESSMENT POLICY GUIDE: 1999
KEY WORDS
A syllabus is a course description for a subject within the curriculum (purpose content, objectives,
competencies and assessment).
Scheme of work is use by the subject teacher to plan teaching and learning for the year.
Assessment of learners is the process of gathering information about how learners are progressing in their
learning.
Evaluation of learners is the progress of making a judgement about the quality of a learner‘ performance
using the information gathered during an assessment.
Reliability means your assessment results must be consistent.
Validity means that your assessment results can be defended as good to use to evaluate each learner‘s
mastery of objectives and competencies from the syllabus that the learners actually studied.
THE PURPOSE OF ASSESSMENT
 Information to learners
 Information to the parents

 Evaluating the teaching/learning process
TYPES OF ASSESSMENT
 Continuous assessment
 Formative assessment
 Summative assessment
METHODS OF ASSESSMENT
 Informal methods
 Formal methods
 Recording methods
CONTINUOUS ASSESSMENT
Is Assessment (both formal and informal) that is done on a regular and continuous basis. Continuous
assessment is meant to be integrated with teaching in order to improve learning and help and direct the
teaching and learning process.
TYPES OF CONTINUOUS ASSESSMENT
 Project
 Practical investigation
 Topic task
 Topic tests
 End of term examination.
Formative assessment is an assessment made during the school year that is meant to improving learning
and help shape and direct the teaching and learning process. (All continuous assessment are formative).
Summative assessment is an assessment made at the end of the school year based on the accumulation of
the assessment marks of the learners throughout the year in a given subject, together with an end year
examinations. (Single end year promotional grade.)
Formal assessments are procedures for gathering information about the learners that are created with
special thoughtfulness and care and should be closely matched to the basic competencies in the syllabus
example, tests, oral exam, project, and portfolio.
Informal assessments are procedures for gathering information about learning that you frequently use on
activities example questioning learners and observation.
THE LAGUAGE POLICY FOR SCHOOLS IN NAMIBIA: 2003
Rationale
 Education in the mother tongue, especially in the lower primary cycle of basic education, is
crucial for concept formation as well as literacy and numeracy attainment. In order to be literate,

one should not only speak well, but also know the written language, as language is the system of
human expression by means of words.
 In order to cope with its survival in today‘s world, a language should therefore retain the cultural
values embedded in it and the traditional ways of expression. A person‘s identity is contained in
the language and the culture you have inherited from your forefathers.
 Shortly after independence in 1990, Namibia perceived the need to have a new language policy
for schools and colleges of education.
 Proficiency in English does not automatically ensure effective participation in society. One is
rather considered an effective participant in society if you are able to communicate and use all the
functional tools in your mother tongue to your personal advantage and social benefit.
THE GOALS OF THE POLICY
 The seven-year primary education cycle should enable learners to acquire reasonable competence
in English, the official language, and be prepared for English medium instruction throughout the
secondary 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 formal education. Grade 4 is a transitional year in which the mother tongue plays a
supportive role in the teaching. Mother tongue should be taught as a subject.
 Schools must offer not less than two languages as subjects from Grade 1.
CHANGES TO THE EXISTING NATIONAL SCHOOL LANGUAGE POLICY 1996 AND
BEYOND
There are few pertinent changes to the existing policy. These are:
 The strengthening of mother tongue instruction in Grade 1, 2 and 3 through materials

development and teacher pre-and in-service training.
 More emphasis for the mother tongue to be taken as First Language subjects from Grade 1
through to Grade 12.
 Emphasis on the fact that the wish by a school, school board and parent community to offer
English as medium of instruction from Grade 1 must receive ministerial approval.
THE LANGUAGE POLICY

 Grades 1 -3 will be taught either through the mother tongue or a predominant local language.
 Grade 4 will be a transitional year when the change to English as medium of instruction must
take place.
 In Grades 5 -7 English will be the medium of instruction.
 Grades 8 -12 will be taught through the medium of English and the mother tongue will continue
to be taught as a subject.
 Examinations: Grades 7, 10 and 12 national examinations will be taken through the medium of
English,
 English is a compulsory subject, starting from Grade 1, and continuing throughout the school
system.

EDUCATION SECTOR POLICY FOR THE PREVENTION AND MANAGEMENT OF
LEARNER PREGNANCY
Goals
The goal of this policy is to improve the prevention and management of learner pregnancy in Namibia,
with the ultimate aim of decreasing the number of learner pregnancies and increasing the number of
learner-parents who complete their education.
THIS GOAL MAY BE SUBDIVIDED INTO THE FOLLOWING POINTS:

 to increase learner education about sexual responsibility and sexual health to help prevent
learner pregnancies;
 to create a policy of inclusion and support for learners in cases where pregnancy has occurred;
 to promote the continued education of pregnant learners, expectant fathers and learner-
parents;
 to promote shared responsibility for the pregnant learners, expectant fathers and learner-
parents between themselves, the extended family, the school and other line ministries.
 to promote participatory decision-making amongst all stakeholders.
GUIDING PRINCIPELS
 Right to education: All children in Namibia have the right to education, without discrimination
on the basis of sex. This right to education includes the right of a learner not to be discriminated
against or disciplined because of pregnancy or parenthood.
 Prevention: Pregnancy amongst learners should be discouraged. However, this must be
accomplished by appropriate prevention measures and not by punishment of pregnant learners.
 Information: Schools should aim to prevent learner pregnancies by providing an environment in
which learners are fully informed about reproductive health matters and have the information and
guidance they need to make responsible decisions.
 Respect: Education on reproductive issues must emphasise the right to freedom of choice for
both boys and girls and respect for the dignity of the individual.
 Support: Pregnant learners and learners who become parents shall be supported to complete their
education in a manner which takes into account the health and welfare of the newborn child.
 Respect for culture and family: However, the policy allows for different family and cultural
values to determine the timing and manner in which learners take advantage of the opportunities
offered. Furthermore the policy emphasises ongoing communication between the school and the
family.
POLICY PROVISIONS
PREVENTION OF LEARNER PREGNANCY
 Reproductive and sexual health: Schools shall strive to ensure that learners, both boys and girls,
are educated about the benefits of abstinence, the risks of engaging in sexual activity at a young
age, appropriate use of contraception and the right of both male and female learners to free and
informed choice in respect of sexual matters.

 Life Skills and supplementary programmes: Schools shall be encouraged to supplement the
Life Skills subject with additional life skills and sexual health programmes such as ―Windows of
Hope‖, ―My Future My Choice‖ and other programmes.
 Promoting safe leisure activities: Schools and school hostels shall endeavour to arrange after-
school and evening activities which provide safe entertainment options for learners in an alcohol-
free environment.
 Gender-specific support and mentoring for learners: To ensure that female learners are
empowered through the achievement of equal opportunities with male learners, the Principal shall
designate one or more male and female teachers to:
 monitor the progress learners as compared to male learners to identify and address any
problems or concerns in this regard;
 act as support persons for gender issues learners, and facilitate appropriate training for
such teachers from time to time;
 Encourage organisations, churches and other civil society groups to arrange mentors or
appropriate motivational activities for learners.
 Counselling: Counselling and information shall be available for both female and male learners.
The Principal shall designate at least two specific teacher-counsellors to provide counselling
services for children and adolescents on request, including counselling and information on
reproductive health, sexual abuse and relationship issues.
 Possible partners: The Principal, acting in consultation with the Life Skills teacher and/or
teacher-counsellors, shall invite health and social workers to make regular presentations on
reproductive and sexual health issues to learners.
 Family and community involvement: Teachers shall in the course of their duties contribute to
the involvement of the School Board, families, community members and other partners in
prevention programmes.
 Safe environment: Schools shall strive to ensure that the school and the school hostel
environment are safe and that learners are free from sexual harassment or sexual abuse by
learners, teachers or other staff. Schools shall also make referrals to appropriate agencies if they
suspect that a home environment is not safe or that a learner is suffering from sexual harassment
or sexual abuse.
 Exemplary behaviour by education staff: Teachers and all school staff should be positive role
models regarding alcohol consumption and sexuality.
MANAGEMENT OF LEARNER PREGNANCY

In cases where prevention measures fail and learners become pregnant, the school shall endeavour to
manage the situation by supporting pregnant learners, expectant fathers and learner-parents to combine
continuation of their education with the responsibilities of parenthood without compromising the best
interests of the infant or the learner. This process should be collaborative between the school, the pregnant
learner, the expectant father and their families, and should involve participatory decision making.
Promotion of openness: Learners shall be encouraged to inform a trusted adult, teacher, teacher-
counsellor, social worker or healthcare provider of learner pregnancies.
Information, counselling and support: At least one member of staff shall be identified as a support
person in respect of each instance of pregnancy.
Health: The school shall facilitate the referral of the pregnant learner, through the learner‘s parents or
primary caregiver, to a health clinic.

Education before giving birth: The girl may choose to continue with her education at school until 4
weeks before her expected due date, as certified by a health care provider, or take a leave of absence from
an earlier date if this is advised by a health care provider on medical grounds, or if she feels unable or
unwilling to continue attending school during any stage of pregnancy.
School assignments: The girl should take steps to ensure that she receives her class tasks and
assignments during the agreed period of absence from school, and that all completed tasks and
assignments are returned to the school for assessment.
Education after giving birth: The girl may continue with her education after giving birth, provided that
 a social worker (or the Principal if no social worker is readily available) is satisfied that the infant
will be cared for by a responsible adult
 a health care provider provides a statement that the learner-parent is in a suitable state of health
and wellbeing
 a health care provider provides a statement that the infant is in a suitable state of health and
wellbeing;
 the learner-parent and her parents, primary caretaker or guardian provide a signed statement with
an exposition on how the infant will
Breastfeeding and expression of milk: The support person shall inform the learner-mother of the
advantages and disadvantages of breastfeeding an infant and the options regarding breastfeeding and the
expression of breast milk.
Examinations: A girl who has left school because of pregnancy may write her examinations if she has
met the examination requirements and if she feels that she is ready, after consultation with the school,
regardless of whether or not she is attending school at the time of the examinations.
Boarders: If the girl in question is a boarder in a government school hostel, she shall be entitled to
continue in the hostel for the period that she is attending school both before and after giving birth under
the same conditions as would have applied had she not become pregnant, as long as she is in good health.
However she shall not be allowed to have the baby board with her.
IMPLEMENTATION, DISSEMINATION AND AWARENESS
In order to ensure effective implementation of this policy, the Ministry of Education shall ensure that it is
widely disseminated to all relevant stakeholders.
 Dissemination of policy: The Ministry shall publish a summary of the policy in at least two
national newspapers and provide a copy to every school Principal. The Principal shall share the
contents with the staff within three months of receiving it. Newly appointed staff shall acquaint
themselves with the policy within their first month of school.
 Workshops: The Ministry shall convene regional workshops to inform School Boards,
Inspectors of Education and Principals of the policy, and to periodically discuss implementation
issues and exchange information on best practices in terms of practical support to pregnant
learners, expectant fathers and learner-parents.
 Life skills programmes: The new policy shall be incorporated into curricular and extracurricular
life skills programmes, such as ―My Future My Choice‖ materials, to avoid confusion and
unnecessary discouragement of pregnant learners.
 Partnerships: The Ministry shall cooperate with line ministries and nongovernmental groups on
prevention, support and policy implementation.

 Communicating policy: Schools shall make a copy of the policy accessible to all learners and
shall discuss the policy with the school‘s Learner Representative Councils and involve the
Councils in implementing the policy. Schools shall make available copies of the policy to all
School Board members upon their election. Schools shall also ensure that families are adequately
informed about the policy.
 Information packages: The Ministry of Education shall develop information packages to fulfil
the information objectives of this policy, and shall make these packages available to schools for
distribution as required by the policy.
SECTOR POLICY IN INCLUSIVE EDUCATION

Inclusive education can be seen as a process of strengthening the capacity of an education system to
reach out to all learners. It is, therefore, an overall principle that should guide all educational policies and
practices, starting from the belief that education is a fundamental human right and the foundation for a
more just society
―… [a] process of addressing and responding to diversity of needs of all learners through increasing
participation in learning, cultures and communities, and reducing exclusion within and from education. It
involves changes and modifications in content, approaches, structures and strategies, with a common
vision which covers all children of appropriate age range and a conviction that it is the responsibility of
the regular system to educate all children.‖ (UNESCO, 2008)
VISION OF THE POLICY

This policy paves the way for all children in Namibia to learn and participate fully in the education
system, particularly in the schools commonly referred to as ―mainstream schools‖. In addition, this policy
aims to create a supporting learning environment which is accommodating and learner-centred.
AIM OF THE POLICY

The aim of this Sector Policy on Inclusive Education is to ensure that all learners are educated in the
least-restrictive education setting and in schools in their neighbourhood to the fullest extent possible.
OBJECTIVES OF THE POLICY

The main objectives of the Sector Policy on Inclusive Education are:
 to expand access to and provision of quality education, especially for educationally marginalised
learners; and
 to support learners with a wide range of individual abilities and needs in compulsory education at
Early Childhood Development (ECD), pre-primary, primary and secondary levels.
GUIDING PRINCIPLES
The Sector Policy on Inclusive Education will contribute to the achievement of the goal of Education for
All through a holistic framework for learning and participation, with a specific focus on learners who
have been educationally marginalized.
THE GUIDING PRINCIPLES OF THE POLICY ARE:

 identification and addressing of challenges and/or barriers in the education system;
 creation and development of an Inclusive Education sector;

 development of capacity at national, regional, circuit, cluster, school and community levels;
 application of an inclusive cross-directorate approach to education-related programme planning,
development and implementation;
 reorientation of teacher education (i.e. improvement of pre- and in-service teacher training);
 inculcation of flexible and differentiated teaching and learning approaches;
 offering institutional support;
 engagement of schools and communities on the issues of human and educational rights;
 expansion of access to education at all levels;
 inclusion as early as the inception of any form of early childhood education;
 diversification of the curriculum and creation of a positive climate for diversity;
 greater flexibility in assessing and examining, including putting in place regulations for
concessions; and
 development and strengthening of a cycle of collaboration and support on inclusion.
THE EIGHT STRATEGIES AND THEIR OUTCOMES

The following strategies are the vehicle for achieving the objectives of the Sector Policy on Inclusive
Education. The desired outcomes of each strategy are articulated on the following pages. It is envisaged
that the policy will be reviewed and updated every 10 years.
 Integrate the Sector Policy on Inclusive Education into all other legal frameworks and policies of
the education sector.
 Raise awareness of the constitutional right to education and foster attitudinal change.
 Support institutional development by developing human and instructional resources.
 Review the National Curriculum for Basic Education to reflect the diversity of learning needs of
all learners.
 Widen and develop educational support services.
 Develop teacher education and training for paramedical and support staff.
 Strengthen and widen in-service training for stakeholders.
 Develop a mechanism for monitoring and evaluating the implementation of the Sector Policy on
Inclusive Education.
EDUCATION SECTOR POLICY FOR ORPHANS AND VUNERABLE CHILDREN
GOALS AND OBJECTIVES

The goal of this policy is to ensure that an increased number of OVC are able to access, remain in, and
complete general education of good quality.
The objective of this policy is to ensure that all OVC of school-going age attend school and are not
deterred from full participation through lack of financial means, material or psychosocial need, stigma,
discrimination or any other constraints, and to ensure that out-of school OVC are brought back into
school or provided with appropriate alternative educational opportunities.
DEFINITIONS
According to the National Policy on Orphans and Vulnerable Children an orphan is “a child who has lost
one or both parents because of death and is under the age of 18 years‖ and a vulnerable child is “a
child who needs care and protection‖.

GUIDING PRINCIPLES
With this policy the Ministry of Education wishes to promote child-centered education and child-centered
leadership in schools, regional offices and at head office, and underscore the dignity of every learner and
every primary caregiver.
The guiding principles of this policy are to:

1. focus on the best interest of the child,
2. nurture meaningful participation of children,
3. establish collaborative partnerships with parents,
4. promote inclusion and non-discriminatory environments, culture and practices,
5. promote action on gender disparities,
6. bolster family and community participation in the education system,
7. strengthen networks and systems and leverage support wherever possible, recognising that
poverty is a key contributor to vulnerability,
8. link prevention, treatment and care programmes, and
9. aim that OVC have the same opportunities as any other Namibian child.
POLICY PROVISIONS
 Addressing school related expenses Many OVC are unable to continue schooling due to severe
financial constraints:
 Providing health care and nutritional support
 Ensuring a safe and non-discriminatory environment
 Providing counselling and support
 Ensuring equal opportunities and educational success for all
 Integrated early childhood development
 Children with disabilities and learning difficulties
 Learner support
 Engaging the community and other partners
 Providing training and support to teachers
 Filing grievances
IMPLEMENTATION: DUTIES AND RESPONSIBILITIES

Schools: principal and teachers
 Mobilize resources
 Implement policy at school level
 Monitor the implementation of the policy
 Support staff primarily responsible for providing services to OVC in the school
 Assist in the identification of out-of-school OVC learners
 As directed in writing by a parent or guardian or health care worker through the office of the
principal, shall assist a child with taking of medication
 Model and inculcate a culture of care
 Must be responsible for the creation of a conducive learning environment
 Advocate for the rights of the child, liaise with and educate stakeholders
 Keep records of children receiving counselling and/or other kinds of support

 Ensure that children‘s authentic and ethically-obtained opinions and contributions are taken into
account in the planning and implementation of each article in this policy
LEARNERS
 Participate in forums and advocate for the rights of children
 Inform a staff member or the teacher-counsellor of difficulties or problems
 Comply with the Code of Conduct for Learners
 Be familiar with the policy
 Treat each other with respect and care
 Practice responsible enjoyment of rights and services
SCHOOL BOARDS AND LOCAL LINE MINISTRIES, NGOS, CBOS AND FBOS
 Advocate and lobby for the full implementation of this policy
 Draw up a school development plan with a component of care and support for OVC, handle the
exemption and adopt the budget (as per Education Act)
 Develop circles of support with local clinics, community members, NGOs, CBOs, FBOs, the
private sector and other line ministries. Lobby and coordinate support from the private sector, in
cash and in kind, to support the feeding, clothing and other needs of OVC.
 Assist in the identification of out-of-school OVC
 Sensitize and inform community members and other stakeholders on the policy and the
exemption provision and procedures and the rights and responsibilities of OVC, as well as the
rights and responsibilities of those who assume the role of caregivers. Hold meetings to discuss
the policy in detail, organize awareness campaigns to communicate the policy to various
community groups.
 Inform the principal about the difficulties and circumstances of learners-in-need
 Provide information on services provided to OVC to the local school and to the Ministry of
Gender Equality & Child Welfare for their data-base to avoid duplication of services
 Link with regional officials
 Ensure that children‘s authentic and ethically-obtained opinions and contributions are taken into
account in the planning and implementation of each article in this policy
LEARNING SUPPORT IN INCLUSIVE EDUCATION
NATIONAL GOALS OF EDUCATION

 Access
 Equity
 Quality
 Democracy
.What is learning support?

 Learning Support involves planned methods and materials that enable learners with learning
difficulties and other special needs, e.g. counselling, to reach essential basic competencies in
the different subjects and skills.

 Learning support is a way to ensure that all learners are able to make progress and achieve
according to their potential. Learning support also caters for the needs of intellectually gifted
learners. These needs can be met by offering enrichment activities as part of everyday
lessons.
 Every learner is an individual and every teacher faces the challenge of teaching a class with
learners with different needs and abilities.
 In order to improve the education system to better respond to learners‘ needs, Namibia is
committed to the policies of Learner Centred Education and Inclusive Education. (See
The National Curriculum for Basic Education and Learner Centred Education in the
Namibian Context). These policies derive from the national education sector goals of access,
equity, quality and democracy (Development Brief: Towards Education for All).
LEARNER CENTRED EDUCATION

 Is an approach to education that places learners and their needs in the centre of teaching and
learning.
THE APPORACH OF LEARNING SUPPORT IS BASED

 The right of every learner to meaningful education in mainstream schools
 The right of every learner to be educated with friends and family in their own local
INCLUSIVE EDUCATION
 It an education system being responsive to the individual needs of all learners by removing
barriers to learning.
WHAT DOES INCLUSIVE MEANS TO THE TEACHERS?

 It is a very teacher‘s responsibility to cater for all needs and to support the learning of all learners
in the class during every lesson.
In learning support, specific emphasis should be placed on literacy and numeracy. Learning support
should be done as part of everyday lessons and/or in the afternoons. Learning support must also be
included in every lesson preparation. In-class Learning Support takes place immediately when a problem
is identified during the lesson, however the teacher should also include learning support activities in the
lesson plan. Afternoon learning support lessons should be arranged for small groups of learners (not more
than 15) on some weekdays. Teachers should not receive any remuneration for learning support classes as
learning support is part of the school curriculum. Repeating a lesson in the afternoon is not learning
support. During learning support the teacher should go back to the learner‘s understanding of the previous
grade‘s work to determine the backlog and should not repeat the same exercises the learner could not do
in the current grade. Learning support differs from afternoon extra classes.
DIFFERENT BETWEEN REMEDIAL TEACHING AND LEARNING SUPPORT
Remedial teaching Learning support

 Learner ‗fails‘  Learner develops according to his/her
 Change the learner abilities
 Fix the learner to ‗fi t in‘  Change the teaching strategies
 Interventions by specialists  Support the learner to learn
 Special placements e.g. special class,  Collaboration between all role players

special school (learner, teacher, parent, etc.)
 Learner is excluded and labelled  Learner stays in mainstream class
 Learner is included in all teaching
programmes/activities
ORGANISING LEARNING SUPPORT

The organising of learning support should be done according to regulations stipulated in CIRCULAR:
FORM ED. 7/2006 and the guidelines given in the document.
 A learning support programme should be in place in all schools for all grades
 All teachers identify learners in need of Learning Support
 All teachers include Learning Support into his/ her everyday lessons and.
 Learning Support must be administered as part of everyday teaching
 Some learners will be referred to the learning support group for afternoon sessions
LEARNING SUPPORT INVOLES:

 Planned methods that enables learners with learning difficulties and other special needs example:
counselling, to reach essential basic competencies
 Strategies to ensure that all learners are able to make progress and achieve according to the ability
 Strategies to cater for the needs of intellectually gifted learners
 Differentiation in the class
 Learning support program in the afternoon, were the teachers work on the learner‘s backlog and
give activities on his level of understanding
HOW
 The teacher should have a positive attitude and a cultural of care towards every learner
 Lesson plans should include a variety of teaching strategies, learner-centered activities and
learning support materials.
 Lesson presentation should suit learner‘s levels of understanding
 Differentiation should be practiced
 Teachers should support learners with special needs
 A learning support programme should be in place in all schools
WHO NEED LEARNING SUPPORT

 All learners who are repeating a grade,
 learners who are transferred or
 Learners who cannot achieve the required competencies in subject
 Learners who academically gifted
 Deprived and vulnerable learners
WHAT IS COVERED UNDER LEARNING SUPPORT

 reading,
 writing
 spelling skills
 numeracy

 homework
 study skills/examinations skills
 enrichment activities for the academically gifted
Referral Procedures: The Learning Support Group Coordinator should refer more severe learning
problems to the Regional School Counsellor/Inclusive Education Officer.
LEARNING SUPPORT GROUP

 will have a coordinator
 a teacher will focus on a specific skills
 learning support afternoon classes should be limited to 15 learners.
THE COUNSELLING GROUP AND THE LEARNING SUPPORT GROUP MUST COOPERTE
AT ALL TIMES.
LEARNING SUPPORT GROUP
 teacher
 principal
 counselling support group
 learning support coordinator
 learning support teacher
 parent/guardian/caregiver
WHO ARE THE ROLE-PLAYERS IN LEARNING SUPPORT SYSTEM

 Principal
 The phase Head/HoD
 Class teacher/subject teacher
 Life kills teacher
 Regional School Counsellor
 Community Experts ( retired teachers, remedial teachers etc)
 Learners
 Parents
 Inspector of Education
 Advisory Teachers
TEXTBOOK POLICY: MARCH 2008
THE VISION OF THE TEXTBOOK POLICY

 The Textbook Policy aims to pave the way forward for learners in formal education to have
equitable access to learning support materials (LSMs) to develop to their full potential in order to
make a meaningful contribution to economic development.
MISSION OF THE TEXTBOOK POLICY

 To plan and implement an integrated, sustainable and coordinated learning support materials
(LSMs) supply chain that will provide the best value, curriculum relevant textbooks and other

LSMs in an equitable way to all learners and teachers. This will have a direct and measurable
impact on the quality of learning opportunity for all learners.
PROVIDING TEXTBOOKS TO SCHOOLS

 Textbooks are developed by publishing houses in the private sector, following the curriculum and
syllabi developed by the National Institute for Educational Development (NIED).
 The textbooks for teaching in Namibia‘s educationally recognized 13 languages of instruction are
developed by the commercial publishers in collaboration with NIED, GTZ (Africa) and the
curriculum unit of the MoE.
 All textbooks in education require the evaluation and approval of NIED‘s curriculum panels.
 The approved textbook titles are listed in the official catalogue which is sent to schools annually
from which schools select books to order.
 Book capitation allowances are set by the regional education offices (REOs) for the schools in
their region, but vary widely suggesting that REOs use different formula for calculating the per
capita book allowance.
 Book orders are reviewed by school inspectors at the circuit (district) level, consolidated at the 13
regional education offices, and sent to the contracted distributors.
 They raise proforma quotations and return them to REOs who check them against the school
book budget and then submit to the Directorate of General Services of the MoE for procurement.
The textbooks are issued to teachers who use them in the classroom as their principal
instructional tools.
 At schools where there is adequate supply of textbooks, teachers issue the books to their learners
to take books home for study and homework.
TEXTBOOK SUPPLY CHAIN: CURRENT OPERATIONAL STATUS

 The three key stages in the textbook supply chain are evaluation and selection, procurement
and delivery and payment.
 The provision of textbooks is inadequate and seriously constrains the quality of education,
especially at schools in disadvantaged and poor communities, where buying a textbook is not
an option as these are not easily available.
 English, mathematics and the sciences are identified as critical subjects that affect students‘
overall performance.
POLICY FRAMEWORK
POLICY GOAL
The policy goal is to direct the effective and efficient planning and management of the national
selection, provision and distribution of textbooks and other LSMs so as to achieve the highest
standards, best value and equity in the selection, procurement and delivery of all LSMs to assist and
facilitate quality learning across the curriculum for the benefit of all learners and teachers. The overall
objective of the policy is to ultimately achieve a textbook to learner ratio of 1:1 for core subjects in
the first instance.

GUIDING PRINCIPLES
All aspects of LSMs management and the provision of LSMs to schools need to acknowledge the
integrity of an integrated LSMs supply chain cycle. LSMs, their selection, procurement, distribution,
use, coordination and management are central to improving educational standards, equality of access
and improving the efficiency of the system. With the right LSMs, in the right place at the right time,
teachers can be expected to provide a holistic teaching and learning environment which responds to
the needs of the curriculum.
POLICY OBJECTIVES
 To promote the cost effective and timely supply of good quality, relevant curriculum
materials to all learners and teachers as a basis for the teaching and learning of skills vital to
personal, social and national development in a knowledge-based economy.
 To ensure equal access to quality LSMs for all learners in all schools, in all regions.
 To ensure that the textbook supply chain (procurement and distribution) is managed
efficiently and transparently and provides best value for money whilst catalysing the growth
of the indigenous publishing industry so as to contribute to the improvement in the quality of
educational opportunities and learning outcomes.
 To improve the efficiency of educational management and administration at every stage of
the supply chain process.
 To ensure that the best value and educationally relevant LSMs are made available to all
learners.
 To broaden access to LSMs and other reading materials to improve the reading culture in
schools.
 To ensure that those learners with special educational needs are catered for.
 To ensure that LSMs are attractive and durable and reflect current, regional and international
perspectives and approaches.
 To increase the annual per-learner allocation for LSMs.
 To establish an autonomous and independent National Textbook Board whose members will
represent a wide range of stakeholders
PRIORITY POLICY STRATEGIES

The following strategies have been identified to achieve the objectives of the National Textbook Policy: 
 Establishment of a National Textbook Development Board to provide the authority to govern
all aspects of national textbook development.
 Establishment of a supply chain management unit within the Directorate of Programmes and
Quality Assurance to take responsibility for ensuring all operational stages and logistical
processes of the textbook supply chain.
 Provision of mother-tongue literacy materials.
 Teacher training and support especially for Grades 1–3 in order to improve functional literacy
standards and the utilisation of LSMs.
 Reviews by the NIED of the existing policy on the curriculum reform cycle and its articulation.
 Review of the policy on evaluation of textbooks (annual textbook catalogue).
 Changed MoE tendering and contracting of textbook distributors.

 Use of the latest Education Management Information System) (EMIS) 15-day school survey
enrolment data as well as the annual census to calculate the textbooks capitation allowance for
schools based on an agreed transparent standardised formula and ring fenced.
 Modify collection of data for EMIS to monitor availability, utilisation and distribution of
relevant textbooks annually.
 Establishment of performance and service standards
 Engagement at regular intervals of a textbook development expert to review and evaluate the
effectiveness of the field testing and use of textbooks provided to schools.
 Improvements in teacher: learner textbook ratios so as to achieve a 1:1 ratio.
 Standard stock control practices apply to textbooks and LSMs.
CIRCULAR: FORM. ED 6/2018: GUIDELINES ON REGION AND SCHOOLS WITH

REGUARDS TO THE MANAGEMENT AND UTILIZATION OF TEXTBOOKS AND OTHER
LEARNING SUPPORT MATERIALS AT SCHOOLA.
GUIDELINES
TEXTBOOKS AND LEARNING SUPPORT MATERIALS

 Textbooks and learning support materials are property of the government of republic of Namibia,
ministry of education, arts and culture and are on loan to regional directorates, libraries, schools,
teachers and learners and should be taken care of to allow other learners to benefit from these
textbooks and learning support materials.
 Textbooks and learning support materials purchased by either the MoEAC head office or regional
directorates of education, arts and culture remain the property of the ministry.
IF A TEXTBOOK AND OTHER LEARNING SUPPORT MATERIALS ARE DAMAGED OR
LOST DUE TO NEGLIGENCE FROM THE SIDE OF THE LEARNER THE FOLLOWING
STEPS MUST BE FOLLOWED:
 The register teacher shall inform the parents/guardians about the lost or damaged textbook,
indicating the title, ISBN number, inventory number and the cost of the textbook. The learner and
parents/guardian shall be required to replace the item a similar one (according to the approved
textbook catalogue from NIED).
 The textbook must be replaced as soon as possible after loss or damage is evaluated to ensure that
the learner can participate in all activities and do not fall behind with schoolwork due to lack of
textbook (s).
 The register teacher must carefully verify and ensure the returned textbook is not a textbook
issued to another learner (inventory number of the textbook issued to learners must be recorded
on control form 05.2 according to the textbook policy).
 If a textbook and other learning support materials are lost due to natural causes such as floods and
fire the parents/guardians of the learner must write a letter informing his/her register teacher
about the loss and explain the circumstances surrounding the loss within seven days from the
occurrence of the incident. The letter must be signed by the learner and the parent/guardian and
be certified by police officer/commissioner of oath as true and correct. The register teacher
should submit a copy of this letter to the school textbook room officer/teacher immediately to
give the textbook room officer/teacher time to assess the validity of the cause of loss and to

advise the register teacher about any additional requirement to relieve the learner or parent from
accountability and liability.
 If textbooks and other learning support materials are lost due to the transfers or dropping out of
school by learners without returning the textbooks, the register teacher must contact the learner or
parent/guardian to return the textbooks or learning support materials. If the whereabouts of the
learner is unknown, the register teacher must inform the school textbook room officer in writing
about the reasons why the learner cannot be traced. The letter must inform the school principal in
writing.
 If the learner is transferred to another school or region, the textbook room teacher shall submit a
letter to the life skills teacher to forward to the new school or region together with the cumulative
record card of the learner. The new school or region shall not hand out textbooks to such learner
until proof is provided that the textbooks have been returned to the initial school or region.
 Failure to return textbooks or learning support materials shall result in the learner not receiving
textbooks until such time that these textbooks have been replaced. If parents/guardians are unable
to replace lost damaged textbooks the principal of the school shall provide a programme of
voluntary work for such learners.
 No report or certificates may be withheld from learners for lost or damaged textbooks.
 The register teacher must forward a copy of all learners to the school textbook room officer. The
textbook room office must compile a long list of all lost and damaged textbooks in order to keep a
proper inventory according to the control form 03 and 04 from the textbook policy.
MEASURES TO KEEP TEXTOOKS SAFE DURING MID-YEAR SCHOOL HOLIDAY
SENIOR SECONDARY PHASE LEARNERS

Learners in secondary phase should keep their textbooks with them to utilize during the holiday to prepare
for examinations.
JUNIOR SECONDARY AND SENIOR PRIMARY PHASE LEARNERS

Register teachers must instruct learners to bind all their textbooks, with their names attached to the first
book in the bound package and store it in a lockable cupboard in the register class for the duration of the
school holiday. The set of textbooks can be returned to learners at the beginning of the new term.
JUNIOR PRIMARY PHASE

Textbooks are kept at school on a daily basis and locked up in lockable cupboard inside classroom.
END OF THE ACADEMIC YEAR

Learners must hand in the textbooks on the last day of the specific examination. Register teacher must
collect all textbooks from learners prior to the start of the examination session of each subject that is
finally written.
All register teachers must return all textbooks to the textbook room teacher at the end of the academic
year. The textbook teacher must verify the quality of books against control form 02 of the textbook policy
to ensure that all textbooks issued at the beginning of the year are returned and in good order for the next
academic year.
The ministry of education, arts and culture stressed that principals, teachers, learners and
parents/guardians are responsible for the safekeeping of textbooks and other learning support materials
issued to them.

Parents/guardians and learners must be reminded that these textbooks are only on loan to learners for the
academic year and should be cared for, since the lifespan of textbooks is projected be five (5) years.
NAMIBIA SCHOOL FEEDING PROGRAM (NSFP)
SCHOOL FEEDING POLICY GOAL

To enable MoEAC with the support from relevant ministries to promote equitable participation in quality
learning and education for all children in Namibia, during all seasons, by providing nutritious and healthy
food through schools that are part of the social and economic life and development of communities.
THE NSFP POLICY OVERVIEW

THIS POLICY WILL CONTRIBUTE TO NAMIBIA‘S GOAL OF POVERTY REDUCTION BY
ENHANCING:
 Access to Quality Education for all Namibian Children
 Nutrition and Health
 Household Agricultural productivity
LINKAGE OF NSFP TO SDGS
 The NSFP contributes to SGD 2: Zero Hunger and SGD 4; Quality Education.
 Learners receive a nutritious meal at school: School meal contributes to income transfer,
especially for parents from vulnerable households.
 Through initiatives such as the HGSFP – local agricultural production is enhanced thereby
strengthening the local economy.
 Access to Quality Education, SDG 4: Contribute to increased attention span in class.
LEGAL FRAMEWORK
 NDPs
 1993-toward education for all
 The drought policy: 1997
 Education act 16 of 2001
 National policy on HIV/AIDS
 OVC policy
NSFP OBJECTIVES
 Contribute to increase school enrolment, attendance and retention.
 Contribute to learning performance and progression through grades.
 Contribute to improved health and nutrition of children.
TARGETING PRINCIPLES
 Gender-specific rate of enrolment, attendance, drop-out and promotion.
 Household security situation/indicator
 Regional and household socio-economic and nutrition indicator.
 Average walking distance of schools from homes of learners.
OTHER REQUIREMENTS
 Hygiene

 Water
 Sanitation
 Adequate kitchen
 Storage facility
 Community commitment
BENEFICIAL OF NSFP
 All pre-primary and primary learners regardless of their socio-economic status.
 Cooks who volunteer their time to prepare the meal.
WHAT ARE THE ROLES AND RESPONSIBILITIES FOR THE COMMUNITIES WITH THE NSFP
SCHOOL BOARD:
 Nominate school focal person
 Manage the NSFP
 Form a sub-committee
 Maintain finance of the NSFP
 Sensitize and mobilize community participation
FOCAL PERSON
 Managing the NSFP
 Supervision
 Monitoring and reporting
 Community participation
COMMUNITY
 Nominate community members
 Provide assistance if necessary
PARENTS
 Attend meetings
 Provide materials
 Participate in community activities
COOKS
 Manage food preparation
 Prepare and serve meals daily to the learners at school.
 Keep the kitchen clean
 Wash the cooking equipment (pots, measuring devices).
 Ensure enough fuel is available for the next day food preparation.
LEARNERS
 Demonstrate orderly conduct (proper behavior with queuing and during meal time).
 Wash their hands before and after consuming the meal.
 Wash their plates/bowls and spoon after the meal (primary school children).
ROLES OF INSPECTORS OF EDUCATION
 Coordinate and supervise the NSFP implementation in all circuit schools in collaboration with the
SAO (Hostels).

 Ensure that an NSFP participating school has an NSFP committee as a sub-committee of the
School board, an NSFP focal Person, NSFP file.
 Mobilize Community members to construct cooking and storage facilities.
 Review and approve all reports from school level (baseline, term and annual reports, food orders).
 Monitor regional warehouses and school feeding implementation in schools.
 Facilitate timely communication on matters related to the NSFP to all circuit schools.
 Ensure that NSFP is a standing agenda item on routine meetings at circuits.
 Support schools in training community members (cooks, Parents) on proper implementation of
the programme.
WORKPLACE HIV AND AIDS POLICY FOR THE EDUCATION SECTOR 2007
The purpose of this Policy is to create an enabling environment for the implementation of HIV and
AIDS programmes in the workplace within the education sector. The Policy also aims to enhance
commitment amongst educational institutions and education sector employees at all levels to respond
effectively to HIV and AIDS in the education sector.
The goal of the Policy is to provide a supportive policy environment for the implementation of
workplace programmes to address HIV and AIDS programmes that reduce new infections; improve
care, treatment and support; mitigate the impact of HIV and AIDS and reduce stigma and
discrimination.
STRATEGIC OBJECTIVES
WITHIN THE EDUCATION SECTOR WORKPLACE IN NAMIBIA:
 To reduce the transmission of HIV; and

 To mitigate the associated social and economic impact on the education system.
GUIDING PRINCIPLES
The adoption of this policy implies commitment to the following key principles:
 Recognition of HIV and AIDS as a workplace issue affecting the education sector.
 Broad leadership and commitment
 Equitable employment practices
 Unfair discrimination and reduction of stigma
 Confidentiality and disclosure
 Gender equality
 Caring and supportive environment
 Healthy and safe work environment
 Social partnerships and networking
 Research
 Capacity building
 Responsiveness and flexibility
 Rights and responsibilities

POLICY COMPONENTS IN ACCORDANCE WITH ETSIP, THE POLICY COVERS THE
FOLLOWING KEY COMPONENTS:
 Awareness raising and empowerment;

 Mainstreaming HIV and AIDS;
 Strengthening regulatory framework; and
 Managing HIV and AIDS response.
IMPLEMENTING THE POLICY

 Every educational institution will appoint and provide training for a workplace wellness
coordinator and where practicable an HIV and AIDS committee, as appropriate to its size and
resources, in order to apply and monitor this Policy.
 The HIV and AIDS Management Unit (HAMU) at national level and the Regional AIDS
Committees for Education (RACE) at regional level shall guide and support the coordinators,
committees.
 A copy of this Policy is to be kept on display in all educational institutions and made available to
all education sector employees for reading and implementation.
 Provision in this policy shall be discussed at suitable opportunities and translated into time-bound
implementation plans, with clearly defined outputs and responsibilities.
 Education authorities shall monitor and evaluate the implementation of the Policy in all
educational institutions and assist educational institutions with capacity development and training
to implement the Policy.
THE SCHOOL CLUSTER SYSTEM
WHAT IS A CLUSTER?
A cluster is a group of schools that are geographically as close and accessible to each other as possible. It
normally consists of 5 to 7 schools and one school is selected to be the cluster centre.
SCHOOL CLUSTER SYSTEM SERVES TWO MAIN PURPOSES: 

 To improve teaching and learning practices by sharing expertise, experience and resources among
staff from different schools.
 To improve and facilitate general administration of schools and to pool resources from several
schools.
CLUSTER MANAGEMENT COMMITTEE

 Serves as forum where principals share information and learn best practices by the committee
 The principal of all schools in the cluster serve as member of a cluster Management Committee,
with the principal of the cluster centre school as chairperson.
ACTIVITIES OF THE CMC

The CMC should analyse the strengths, weakness and needs of individual schools in the cluster as well as
common needs.
 set common test or examination papers
 schemes of work,

 In-service training needs
EXPENDITURE UNCURED BY CLUSTER ACTIVITIES INCOME FOR THE CLUSTER FUND

MAY CONSIST OF
 Funds raised during special fund-raising activities,
 Contributions from the school Development Funds of the cluster schools,
 Donations
THE BENEFITS OF THE CLUSTER SYSTEM FOR IMPROVING THE QUALITY OF
TEACHING AND LEARNING
 Teachers get together to discuss and interpret syllabuses, and to draw up common schemes of
work.
 Test papers are set, typed, duplicated, assessed and moderated as a group effort. Moderation helps
to improve standards.
 All learners in the cluster are exposed to similar levels of testing. High standards and greater
equity are achieved between schools.
 Sharing of best practices among schools.
 Teacher‘s moral and confidence are.
 Create a culture of sharing and mutual support.
 Good teaching practices and teaching resources at schools shared with other schools in the
cluster.
 Advisory teachers can channel their input more effective through cluster-based subject groups to
reach all teachers within a given cluster.
BENEFITS OF THE CLUSTER FOR SCHOOL MANAGEMENT, GENERAL

ADMINISTRATION AND STAFF DEVELOPMENT
Using a participatory approach, cluster centre principals support, guide and supervise the satellite schools.
 Development of a constructive competitive spirit between schools.
 The administration of schools is improved through training. Schools can jointly ensure that all
teachers have job descriptions so that they clearly understand their responsibilities.
 Principals are encouraged to take more responsibility for staff supervision and accountability.
 Schools are managed as networks rather than as individual ―empires‖
 Information is also shared more effectively.
 The distribution of all materials is improved, and time and transport costs are saved.
 The collection of statistics is coordinated through the cluster centre, again saving time and
transport costs.
 Decisions are often made efficiently because they are made collectively by a group of
participants.
 More efficient use is made of resources, such as classrooms, teachers, and learning materials
when schools share these resources.
 Cluster Management Committee can determine what training programmes are needed to improve
the skills of principals, teachers, secretaries and School Board members.
 The cascade model for training enables inspectors and cluster centre principals to pass on the
training to satellite principals or School Board members, cluster by cluster

 Teachers are encouraged and motivated through their subject group to upgrade their
qualifications.
THE ROLE OF CLUSTER CENTRE PRINCIPALS CLUSTER CENTRE PRINCIPALS CAN

 Provide general leadership and supervision of all activities in the cluster
 Visit schools in the cluster to offer support and solutions
 Promote the formation of subject groups to improve the teaching and examination of all subjects.
 Act as deputies to the Circuit Inspector, filing in during his or her absence
 Organise the functioning of Cluster Management Committee
 Ensure that correct channels of communication are followed by staff throughout the cluster.
 Promote efficient and cost
 saving approaches to the ordering and distribution of supplies, including helping to collate,
submit and follow up on orders.
 Distribute, explain, collect and discuss statistical questionnaires
 Promote the efficient and equitable allocation of teachers
 Advise schools on how class groups should be arranged so that teachers and classrooms are used
efficiently.
 Pass on training that they receive to all principals in the cluster
 Promote community participation.
GUIDELINE FOR ESTABLISHMENT AND MANAGEMENT OF SCHOOL LIBRARIES
THE BENEFIT OF THE SCHOOL LIBRARIES

 Lead to high level of achievement
 More interesting lesson
 Better use of learners centred method
STAFFING AND DUTIES OF THE LIBRARY TEACHER

 Teaching BIS/ICT
 Ensuring accessibility of effective use of resources
 Help teacher/learners search for information
 Arranging effective lending system
 Avail books and other researches available for classroom use
 Determine the need of the user, select, generate and develop information sources.
 Assist other teachers toward resources
 Organise and monitor control over information sources
 Maintain reliable records of information sources and of documents regarding the management of
the library collection.
IDENTIFICATION OF A LIBRARY TEACHER

 Must be willing, has been trained or have experience in school librarianship.
 Not a language teacher with more classes to teach
 Must be a teachers who appreciate the use of resources in their teaching
 Must have time to attend to the management of the school library.
 Able to teach BIS/ICT.

 Library teacher should not be responsible for extra-mural activities.
 Must be a Namibian citizen and not replaced annually.
TASK OF THE LIBRARY TEACHER:

 Managing the school library in such a way that information is available and accessible.
 Receiving and acknowledging new library books
 Stamping and accessing library books and make them available for use
 Process library books
 Cataloguing library books
 Showing the principal and teachers how to use library books.
 Assisting subject teachers to find information for school subjects and general information.
 Training library prefects for lending and returning books.
 Helping to develop a reading and information culture in the school
 Preparing competitions, readathons and other library campaign programmes.
 Keeping the library clean and user-friendly.
 Teach BIS/ICT to help learners develop lifelong learning.
LIBRARY PREFECTS/MONITORS
The following are some ideas that can be assigned to learners:
 Lending and returning books
 Processing
 Supervising and security
 Household chores
STOCK OF THE LIBRARY

 Books: references books, Non-fiction, fiction and teachers‘ books
 Periodicals: principal make sure periodical reach the library and accessible
 Newspapers: subscribe at least one daily newspaper.
 Cuttings and pamphlets: build up cutting collection on topic not found in books.
 Audio-visual software: to be cared by the library teacher
DEVELOPMENT OF STOCK
 Carry a need assessment to propose relevant materials that will satisfy learners‘ needs.
 Booked are purchased and processed and distributed by MOEAC.
 Purchase should be made from school fund.
 Donation from school library
ACCOMMODATION FOR A SCHOOL LIBRARY

 If a space [room] is available to use as a library,
 Remove all irrelevant materials.
 Make a provision for bookshelves, table and chairs.
 The room should not be used for regular teaching except BIS/ICT
 Never leave the library open or without supervision

 No bags shall be taken into the library.
 If no library or a classroom to use as a library, use the store room with a burglar bars or windows
and doors.
 If no above mentioned is available, lock the books in the mobile library cabinets.
MANAGING THE SCHOOL LIBRARY COLLECTION

All books from ESL will be processed before distribution
Measure shall be taken to curb the loss of or damage to library books.
Manage and effectively supervise the library
Keep a manual for managing school library.
DOCUMENT AND RECORD KEEPING OF THE LIBRARY

The following documents have to be kept safe and handed over to the principal when the library teacher is
replaced:
 Accession registers
 The manual for management of school library
 Information bulletins from ESL
 Correspondence about library matters.
 Circulation statistics
 Annual library report questionnaires
 BIS lesson planning
STOCK CONTROL AND ANNUAL STOCK REPORT

 Stock taking of the library books should take place annually.
 Use the guideline for annual stock taking of library books
 The library to be closed in October and relieve librarian of their duties to finish with stock taking.
 The official accession register or computer printout from CDS, ISIS library program in an
approved method of control.
WEEDING
 Irrelevant, unsuitable, outdated and worn out materials have to be removed from the collection.
 Subject teachers to be involved to update their part of information
 The removal of materials to be approved by the regional director
 Other materials to be listed and submitted to MOEAC to obtain approval for discarding.
BINDING AND REBINDING

 Damaged books and complete set of periodicals should be considered for rebinding and binding.
 Discarding, treasury requirement have to be met before any item from the school library can be
discard.
LENDING POLICY AND PROCEDURES FOR SCHOOL LIBRARY

 All materials borrowed from teachers and learners must be recorded and returned within the
reasonable period.

 Borrowing books and other materials from the library can be arranged depending on the
circumstances of the school.
 Periodical may be borrowed overnight and can be recorded in an exercise book with other
exceptional loans.
 Audio visual programmes may be borrowed for special purpose.
 Teachers who need books for classroom can arrange for a block loan and sign for all of them.
 The principal and library committee should decide on the policy for community use of the library
or lending.
 Reference book should never be given on loan.
 Follow up of loan should be done regularly and if no book returned, no new loan for the person.
 Loan of the teachers should be recorded like those of learners and the period must not exceed one
term.
 Books may not be borrowed in the holidays.
 Borrowing books is a privilege.
THE TWO MOST USED LENDING SYSTEM IN NAMIBIA

 A loan register (a school exercise book will do so] can be used when book collections are small
and lending is limited.
 A book card can be used when there is a huge collection of books.
LIBRARY COMMITTER AND IN-HOUSE POLICIES

Library committer
Constitute of the principal, chaired by the principal or deputy.
Library teacher should be the secretary
Other representative should come from all subject group and extra-mural activities.
The committee should meet once a month.
IN-HOUSE POLICIES: The principal, the library and the committee should formulate the in-house
policies for the use and development of the library. Example:
 Opening time
 Lending policies
 Procurement policy
 Library assistant
 Stock taking fundraising Condition of success: for the school library to operate successfully, the
following issues are important:
 Support of the entire staffs
 Library staffs.
 Accommodation
 Stock
 Commitment, funds and planning
Namibia’s National Safe Schools Framework

Introduction
 The National Safe Schools Framework (NSSF) is a comprehensive document that provides a
vision and the guiding principles for building safe and supportive school communities, centred on
the wellbeing of learners and educators. It identifies seven standards to help Namibian schools to
create conducive teaching and learning environments. The Framework relies on an evidence-
based approach to school safety, and provides key stakeholders with detailed guidance on how to
carry out their responsibilities for creating and maintaining safe schools.
 In line with its comprehensive approach to school safety, the NSSF offers insight into:
 The root causes of violence and harmful behaviour in the Namibian context;
 How to recognise the various types of violence and harmful behaviours taking place in
schools; and
 The impact of violence on the educational experience of both learners and teachers.
THE PURPOSE OF NSSF

 To provide a common national approach that helps schools and their communities to ensure that
the conditions in which Namibian learners study are safe, healthy and conducive to learning.
 To consolidate existing laws, policies and good practices, providing school communities with a
practical guide for achieving safety in their specific context by: minimising the risk of harm;
celebrating diversity; and ensuring that all members of the school community feel respected,
valued and included.
 To reduce, minimise or remove obstacles to school safety through a coordinated and monitored
set of targeted programmes and interventions delivered through collaborative engagement by all
key stakeholders.
THE KEY OBJECTIVE OF NSSF

 Determine the baseline situation in each school by measuring key indicators of school
safety: bullying; physical safety; health and holistic wellbeing of learners and staff; and
emergency preparedness.
 Support efforts by all schools to devise context-specific school safety plans in response to
the challenges identified.
 Institute a reporting scheme to document safety related issues and to develop an
integrated referral and case management system, in collaboration with relevant
stakeholders.
 Foster schools‘ linkages with communities, and improve communication and
coordination between education, health and public safety policies and stakeholders at all
levels.
 Monitor school safety interventions undertaken at the national, regional and community
levels.
THE NSSF VISION

 The vision underlying the NSSF is that Namibian schools are safe for learners, teachers
and other members of the school community.
GUIDING PRINCIPLES
 Protection and promotion of child right

 A whole school evidence – based approach to school safety adoption
 School safety promotion through partnership with the broader community
 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.
SEVEN MINIMUM STANDARDS FOR CREATING & MAINTAINING SAFE SCHOOLS IN
NAMIBIA
 Establishing the foundation: Questionnaire
 Child friendly infrastructure
 Well-defined policies, reporting & referral procedures
 Positive and collaborative practice
 Effective school leadership
 Effective prevention and response to violence
Effective prevention and response to substance abuse
WHY DOES NAMIBIA NEED AN NSSF?
In public schools these barriers include: a shortage of well-trained and passionate teachers,
especially in very remote schools; limited teaching and learning materials and playground
apparatus; overcrowded classrooms; and limited access to water, electricity, sanitary facilities and
Internet connectivity.
 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.
THE TYPES AND EXTENT OF THREATS TO LEARNERS’ SAFETY AND WELLBEING IN

NAMIBIAN SCHOOLS: •
Bullying
Violence
Forced sex
Suicide
THE FOLLOWING ARE AMONG THE CHARACTERISTICS OF A SCHOOL AFFECTED BY

A VIOLENT CULTURE:
 Low levels of trust between educators and learners
 High rates of truancy
 Low commitment to school by learners
 Lack of parental and community involvement
 Unclear and inconsistent forms of discipline
TYPES OF VIOLENCE IN NAMIBIAN SCHOOLS

 Bullying (verbal, social, physical, cyber)
 Corporal punishment

 Physical assault
 School-related gender-based violence and abuse
 Violence against the self and suicide
 Gang-related violence
IMPACT OF SCHOOL-BASED VIOLENCE ON LEARNERS

 The negative impact of school-based violence on learners/children is well documented.
 Serious implications for children‘s physical, cognitive, social and emotional development.
 Lead to poor academic result
 Decline in school achievements
 Reluctant to participate in school activities
 Result in dropout from school,
 Detrimental impact on mental health,
 Increase the risk of substance abuse and suicide.
 Retaliation through extremely violent measures.
IMPACT OF SCHOOL-BASED VIOLENCE ON EDUCATORS

 Feelings of frustration,
 Stress,
 Incompetence,
 Anxiety and depression.
 High levels of educator absenteeism
 Alcohol abuse
BARRIERS TO IDENTIFYING AND REPORTING ON VIOLENCE AND ABUSE

 Cultural norms
 Lack of comprehensive teacher training
 Failure to reach out to learners and parents
 Fear of police involvement
 Recrimination and the associated stigma
 Lack of vital services or referral mechanisms
 Lack of Community resources to support victims and families
 Lack of effective school policies and procedures
 Lack of coordination among key agencies
NSSF STRUCTURE
The NSSF consists of three separate but closely related components.
1. Introduction and Overview: This component presents the comprehensive NSSF approach to
building safe schools in Namibia. It explains why and how the NSSF was created, and describes
the vision, guiding principles and minimum standards for safe schools, as well as roles and
responsibilities of the major education stakeholders.
2. Practical Guide: This component offers user-friendly guidelines for meeting the minimum
standards for building and maintaining safe schools, as well as instructions for assessing and
monitoring school safety.

3. Resource Kit: This component includes activities, tools and information designed to support
schools‘ efforts to achieve the NSSF goals and to carry out activities suggested in the Practical
Guide.
COMPREHENSIVE FRAMEWORK FOR SAFE SCHOOLS

One influential approach to school safety is centred on the use of several tiers of intervention related to
both academic and behavioural concerns.
THE THREE-TIER MODEL ADDRESSES PREVENTION, INTERVENTION AND

PROTECTION.
Tier 1 – Prevention: a broad-based approach that targets interventions to all learners
Tier 2 – Intervention: interventions target a more specific group and/or classroom
Tier 3 – Protection: a more intensive intervention for individual learners with more serious concerns.
THE THREE-TIERED APPROACH CAN BE REPRESENTED AS FOLLOWS:

Tier 3: Protection
 Intensive intervention designed for individual cases.
 Intensive individual counselling and rehabilitative measures.
Tier 2: Intervention
 Intervention targeted at group or classroom level.
 Swift intervention with those at risk to prevent progression of behaviours and to minimise their
impact.
 Group counselling.
Tier 1: Prevention
 Intervention directed towards all learners and educators.
 Identify learners at risk.
 Use evidence-informed practices.
 Implement interventions to mitigate risks.
CHILD-FRIENDLY SCHOOL INFRASTRUCTURE

4 FUNDAMENTAL STANDARDS FOR SCHOOL INFRASTRUCTURE
Standard A
School must be built in a location that offers safety during natural disasters, and must have appropriate,
sufficient and secure buildings.
Standard B
School must be a healthy, clean, secure, gender-sensitive and learner-protective environment
Standard C
School must have child-friendly, barrier-free infrastructure that promotes inclusive access and equal
rights for every child.
Standard D
School must have equipment that is adequate and appropriate for the level of education.
WELL-DEFINED POLICIES, REPORTING AND REFERRAL PROCEDURES

A solid foundation for developing a safe school environment requires clearly articulated school-based
policies that are:
 In line with national standards;
 established through collaboration among all stakeholders, including learners and communities;
 Implemented fairly and consistently.
SCHOOLS MUST ESTABLISH POLICIES AND PROCEDURES COVERING TOPICS SUCH

AS:
 preventing, managing and responding to school violence;
 Anti-bullying;
 School building security;
 School health;
 Codes of conduct for educators and learners;
 Record-keeping for effective monitoring and referrals;
 Positive approaches to discipline;
 Quality teaching and learning to promote academic excellence;
 Parental and community involvement in the school;
 Guidance on children who leave school premises;
 Visits to the school;
 Substance abuse and weapons;
 The school hostel (where applicable);
 Extramural activities; and
 Security during children‘s commute to and from school.
THE BASIC COORDINATION MECHANISM FOR REFERRALS

The following is an example. The exact steps to be taken will differ based on the incident and
circumstances.
1. INCIDENT OCCURS
2. LEARNERS, TEACHER(S) OR CONCERNED INDIVIDUAL, NGO, COUNSELLOR ETC.
REPORTS TO SCHOOL MANAGEMENT OR LIFE SKILLS TEACHER, OR DIRECTLY TO
SOCIAL SERVICES OR POLICE.
3. SCHOOL MANAGEMENT OR LIFE SKILLS TEACHER ALERTS PARENT/ GUARDIAN
(IF APPROPRIATE).
4. ENGAGE SOCIAL WORKER (MGECW)
5. EXAMINATION BY NURSE/ DOCTOR (IF APPROPRIATE)
6. REPORT TO POLICE (IF APPROPRIATE)
7. POLICE HAND OVER TO JUDICIAL SYSTEM (IF A CRIMINAL OFFENCE OCCURRED)
OR TO A SOCIAL WORKER, DEPENDING ON THE TYPE OF INCIDENT.
8. SCHOOL FOLLOWS UP TO MAKE SURE THAT THE REFERRAL SYSTEM IS WORKING
AND THE LEARNER RECEIVES SUPPORT.
9. SOCIAL WORKER, REGIONAL SCHOOL COUNSELLOR, LIFE SKILLS TEACHER, NGO
WORKERS AND/OR HEALTH PROFESSIONALS PROVIDE COUNSELLING AND
SUPPORT.

10. INCIDENT SUPPORT FINAL REPORT
THE SCHOOL OFFICE

The office is the centre where the administrative work is done and all documentation is sorted. It is
therefore the operational point from which the school as a whole is managed.
IMPLEMENTATION OF EDUCATION POLICY:

The principal as a manager of the school must ensure various means and can be found in.
 Education Act
 Ministry circulars
 Regulations under the Education Act
 Regional Office Circulars
 Treasure Instructions
 Public Service Act and stuff rules
 Various other instructions
Principal must ensure that teachers and other staff members are familiar with key Policy issues. This can
be achieved:
 Discussing Policy issues of formal stuff meeting.
 Circulation and display of circular etc. requiring each staff member to sign that he/she has taken
note of the content,
 Personal discussion.
EFFECTIVE SCHOOL MANAGEMENT

 Democracy is one of the key concepts in our Education system & should be fundamental to the
way in which schools are managed and administered.
 Principal should involve. Various stakeholders (teachers, Parents& senior learners) in specified
aspects of school management & administration.
 The expertise, talents and interests of Parents, Staff members and learners should be utilised for
the benefits of the school, learners and community.
 A system committees and meetings is an effective management tool to ensure wider input of
Participation in and ownership of school affairs.
TYPES OF CO SYSTEM COMMITTEES AND MEETING COULD BE CONSIDERED:

 School Board
 The hostel committee
 Staff meeting
 Subject group meeting
 Disciplining committee
 Committees on External activities, sports, culture & club. Standing committee
 Sort
 Cultural Activities
 HIV/AIDs
 Ad-hoc-committee

 Recreation
 Academic
NB! By using a system of Committee and meeting, the Principal can delegate work to various groups
while keeping track of everything that happens in the school.
THE FILLING SYSTEM

 Every office must be organised in a way that allows easy identification of access to all
documents.
THE MINISTRY IS FULLY SYSTEM PROVIDES FOR THE FOLLOWING MAIL HEADING:
 Legislation
 Organisation and management
 Finance
 Physical Facilities and Accommodation
 Supplies and services
 Transport& Journey
 Publication and Publicity
 Constitution and meetings of boards, Councils, Commission, committees, Conferences and other
bodies.
 Reports, returns and information
 Curriculum Research & Professional Development
 Educational Programmes Implementations
 Inspection and advisory services
 Teacher training
 Development and Production of education materials
 Special Education
 Library and Archive services
 Adult basic Education
 Planning and Development
 External Resources
 National Examination & Assessment (DNEA)
 Cultural Program
CIRCULARS
The following circulars are usually sent to schools.

 Formal Education (form.Ed)
 National Examinations & Assessment (DNEA)
 General Services
 Public Services staff rules (PSSR)
 National institution for educational development (NIED)

THE FOLLOWING DIRECTIVES ARE ALSO SENT TO SCHOOLS AND FILES SHOULD BE
OPENED ACCORDINGLY.
 Regional directive / Inspectors directives
 Circuit directive / Inspectors directives
 Planners directives
 School councillor directives
 Directives from the teachers, resource centres
VISITOR’S BOOKS
 Every school is encourage to keep a ‗visitor‘s book‖
 In the principal office or the reception area.
 The secretary/ responsible person should see to it that of visitor, reason for visiting date.
END OF TERM REPORT

The end of each term the principal must complete the principal report as requested by the regional office.
OFFICIAL DOCUMENTS TO BE IN THE SCHOOL OFFICE:

1. The Education Act No 16 of 2001
2. Government Gazette No 2841,28 October 2002
 Regulations on school boards at the state schools
 Regulations on SDF
 Regulations on learners in state schools
 Regulations hostels at state schools
 General rules of conduct for learner at state school
3. The board Curriculum for formal Basic education
4. Public services Act, No 13 of 1993 5.
5. Extract from public service staff rules on:
 Leave regulations
 Misconduct of staff members
6. Staffing Norms for schools
7. Extract from Treasuring Instructions regarding
 Procedures for handling state finances
 Procedures for the procurement of equipment, materials and supplies
8. Inventory of equipment & materials
9. Stock control prescriptions
10. DNEA CIRCULAR
11. LATEST SYLLABUS
12. Catalogue approval textbooks
13. Quota list of materials and supplies for specific subject grades
14. Approved catalogue and quota list of stationery
15. School board
 Details members Correspondence
 Minute of meeting
 Vacancies

 Election
16. STATISTICS
 15th day school statistics
 Annual statistics
17. CIRCULAR FROM
 MBEAC
 Regional office
 Other ministries
FORMS AND REGISTERS TO BE IN THE SCHOOL OFFICE: 1.
ON LEARNERS:
 Application for admission
 Admission register
 Attendance register
 Summary register
 Register of injuries and illness
 Scholastic / Academic Progress records
 Cumulative record cards
 Learners conduct / disciplinary record
 Transfer to / from other schools
ON STAFF MEMBERS:
 Personal file of each staff member with:
Personal details
 Letter of appointment
 Assumption of duty
 Leave record
 Training / staff development
 Class visit, performance appraisal
 Disciplinary record
 Job description
FILES TO BE AVAILABLE TO TEACHER

 Preparation file
 Administration resource
 Resources files
 Question paper
JUNIOR PRIMARY
 Preparation file
 CA file
 Observation and support file
 Administration file

 In-service training file.
 Syllabus file
 Junior primary phase

WRITTEN TEST QUESTIONS
1. The Strategic Plan of the Ministry of Education, Art and Culture rests on important Pillars,
briefly explain and elaborate on each of these.
2. The Education Sector Policy on the Prevention and Management of Learner Pregnancy is to
improve the prevention and management of learner pregnancy in Namibia, what are the goals of
this policy?
3. Briefly explain the targets of NDP in relation to the job of a School Principal.
4. A case of sodomy and attempted rape amongst hostel boarders was reported to the Office of the
School Principal by Hostel Superintendent, explain what steps you will take address this case as
the leader in charge.
5. List four (4) immediate or enabling objectives of the Namibia School Feeding Programme
(NSFP).
6. Name 5 key areas of the National Standards and Performance Indicators which forms part of the
School Development Plan and briefly explain how each can contribute toward the school
development.
7. Name six (6) guiding principles of Education Sector Policy on the prevention and Management
of Learner Pregnancy.
8. What is the rationale of the National Standards and Performance Indicators for schools in
Namibia?
9. List five (5) Strategic Objectives of the Ministry of Education, Arts and Culture.
10. Indicate four (4) key documents that you will be using as a Principal and give details on how you
are going to use them to successfully manage your school.
11. Mention the Ministry of Education, Arts and Culture core values and describe how you will
execute them in your daily work to ensure effective relationship with all stakeholders for the
realization of the Ministry‘s Mission and Vision?
12. As a principal of the school what measures will you implement to reduce the number of
pregnancies in school? Mention and explain any six (6) as per Policy.
13. The reformed curriculum is in its implementation stage, briefly highlight its implementation
stages and years according to phases.
14. One of parents from the community complains that your school gives away maize blend meant
for mid-morning snack unnecessary to the learners. Your school Focal Person maintains that it is
procedurally done as per NASIS guidelines.
 What is meant by NASIS?
 NSFP
 Give a brief but yet convincing explanation on how the maize blends should be
administered at schools.
15. One of the school board members (parent) distances him or herself from attending to his / her
responsibilities as a board member including a non-attendance of five (5) consecutive meetings.
Describe what statutory actions, as provided by the Education Act (Act 16 of 2001), the principal
should take?
16. Section (1) sub regulation (2) of the Education Act, Act 16 of 2001, provides that the school board
appoint the auditor to audit the school financial books. Briefly explain what procedures should be
followed by the school boards?

17. Define the following:
 Stakeholders in Education
 School Development Plan (SDP)
 School-based policies
18. Outline the job description of the school principal as per the Personnel Administrative Measures
19. What are three departments of the Ministry of Education, Arts and Culture?
20. The Namibian Society of the future is envisaged in Namibia Vision 2030. List any five (5) aims of
the Basic Education for the society of the future.
21. Mention any four (4) Forms and Registers on staff member to be in the school office.
22. Mention any four (4) Forms and Registers on learners to be in the school office.
23. As a newly appointed School Principal, what role will you play under the following Performance
Indicators from each Key Area of the National Standards and Performance Indicators for schools
in Namibia? Briefly explain to point out your contributions to realize meaningful and quality
teaching and learning.
 Provision of Human Resources
 Adherence to national, regional and internal policies and quality of subject administration
 Quality of the teaching process
 Morale of the school
 Management of Finance
 Links with the community
 Effectiveness of Continuous Professional Development (CPD) work within the
school/other schools/circuit or cluster
24. School Principals have the duty to organize the school library‘s operations in such a way that
library resources are readily available and fully utilized to benefit teaching and learning as
anticipated. What are the guidelines for the establishment and management of school libraries in
regard to?
 Staffing and duties of the library teacher
 Stock control and annual stock control
 Lending policy and procedures
 Library committee and in-house policies
25. List four (4) immediate or enabling objectives of the Namibia School Feeding Programme (NSFP)
26. Name five (5) key areas of the National Standards and Performance Indicators which forms part of
the School Development Plan and briefly explain how each can contribute towards school
development.
27. The reformed curriculum is in its implementation stage; briefly highlight its implementation stages
and years according to phases.
28. As a principal how will you lead and manage your school effectively
29. The national standards and performance Indicators policy is evaluated in 3 ways, namely: national
external school evaluation, regional external stock evaluation and school Self-evaluation. Explain
fully the 2 plans that emanate from the school self-evaluation.
30. Name and briefly explain the themes or pillar of the Ministry of Education, arts and Culture
Strategic plan
31. The registration of learners at school is a challenge. As a principal how would you ensure that
admission process of learners at your school is running smoothly? Make a reference to ministerial
circular for admission of learners.
32. Every school is expected to draw up a budget. What is your understanding of budget?

33. Sustainable Development Goals, Goal number 4 calls for quality education as an umbrella
aspiration in education sector, briefly discuss this goal to show your understanding of this goal as
clearly highlighted in the Sustainable Development Goal, Goal number 4.
34. Discuss the changes made in the revised curriculum with specific references to secondary phase.
35. list any 5 policy documents that school principal must have in an office
36. When is the foreign learner admitted into Namibian schools?
37. What is learning support? Who are the learners entitle to learning support?
38. Give the strategic objectives of infrastructure as a strategic theme?
39. The strategic objectives of the education strategic plan 2017/2022 have three themes that were
identified by the Ministry of Education, Arts and Culture. Mention these themes.
40. State five demands made by the Vision 2030 regarding to Basic Education.
41. Who is responsible to appoint auditor to audit school finance
42. Key area 5 of the National Standard and Performance Indicator deals with the Management and
Leadership of school and hostels. Name 7 Performance Indicator attached to tis key area.
43. What is the supreme law of Namibia?
44. Explain four conditions must be met before a mother-learner can resume classes after giving birth.
45. As per education act 16 of 2001, the suspension of a learner may at any time cancelled. State
people or bodies that have right to do so.
46. State the year the new curriculum will be fully implemented.
47. List steps to follow when disciplining the learner
48. How to ensure quality assurance in a school
49. Key areas 5,6, and 7 are at level 2. How will you bring them at level 4. Give the shortcoming and
solutions.
50. State the rational of the national Standard and performance Indicators
51. What are four documents you can use for effective management of school and how to use them?
52. Name thirteen strategies you can use in order to reduce learners‘ pregnancy
53. Describe the curriculum reform in term of phases and implementation
54. The ministry of education arts and culture identified 3 strategic themes in which the ministry must
excel. List these themes and explain what they meant.
55. How do you think will the National school feeding program help in ii poverty reduction
56. Which step will you recommend to reduce overstaffing at school
57. What in your opinion, are the purpose of the external evaluators in national Standards and
performance indicators
58. List any four principles of good governance and define at least two.
59. Give the strategic objectives of infrastructure as a strategic theme?
60. The strategic objectives of the Education Strategic plan 2017/18-2021/22 have three themes that
were identified by the Ministry. Mention these 3 themes?
61. State the five demands made by Vision 2030 regarding to Basic Education?
62. Who is responsible for appointing an Auditor to audit school finance?
63. Key Area No.5 of the National Standards and Performance indicators deals with Management and
Leadership of school and hostel. Name 7 performance indicators attached to this key area?
64. What is the Supreme Law of Namibia? (1 mark)
65. What are the following articles of our Constitution all about? (3 marks)
 i) Article 3: ………………………………..
 ii) Article 19: ……………………………….
 iii) Article 20: …………………………………

66. Explain 4 conditions which must be met before a mother-learner can resume classes after giving
birth? (4 marks) 9. As per Education Act 16 of 2001, the Suspension of any learner may at any
time cancelled. State 3 people or bodies that have the right to do so? (3 marks)
67. State the year the new curriculum will be fully implemented. (1 mark)
68. Indicate the Performance Management Cycle
69. Explain how, as Deputy Director: PQA, you will use the Performance Management Cycle to run
the affairs of PQA.
70. Identify at least seven Sections that fall under PQA
71. Explain the functions of each section mentioned above.
72. Identify the Three Pillars of the MoEAC Strategic Plan 2017/2022 and indicate at least two Key
Performance Indicators of each pillar.
73. As a school principal, identify two plans/documents that you will draw out of the NSPI and
explain how will you use it each of them to improve the standard of your school.
74. Upon assuming duty as a principal you discover that teaching staff it divided into two groups.
Discuss how you will normalize the situation?
75. You just returned from a compassionate leave and you discovered that one of your learners was
expelled by HoD. Discuss how will you handle this matter with reference to the education act, act
16 of 2001
76. Explain how you will apply the performance management System n achieving the vision of
turning your school into a school of excellent.
77. What measures will you put in place as a school principal in order to create a climate hospitable
conducive to education in your school.
78. Your school is overstaffing with four teachers, which procedures you will apply to address the
staffing norms.

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CONTENT

CHAPTER I: NAMIBIAN CONSTITUTUION

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 The official language of Namibia shall be English.

Article 5 Protection of Fundamental Rights and Freedoms

Article 8 Respect for Human Dignity

(1) The dignity of all persons shall be inviolable.

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Article 10 Equality and Freedom from Discrimination

 All persons shall be equal before the law.

Article 15 Children's Rights

 All persons shall have the right to education.

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Article 21 Fundamental Freedoms

 All persons shall have the right to:

Article 22 Limitation upon Fundamental Rights and Freedoms

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ESTABLISHMENT OF SCHOOL BOARDS FOR STATE SCHOOLS

POWERS AND FUNCTIONS OF SCHOOL BOARD

a) to develop the mission, goals and objectives of the school;

SECTION 7: IN ADDITION TO THE POWER AND FUNCTIONS REFERRED TO IN SECTION

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SCHOOL BOARD AS STIPULATED IN A GUIDE FOR ESTABLISHING AND MAINTAINING

1. The School Board

1.1 Composition of the School Board

2. Rights and Responsibilities of the School Board

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2.2 Recommending the appointment, transfer and promotion of teachers

2.3 School Policies

SECTION 18: CONSTITUTION OF SCHOOL BOARD

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THE ROLE OF PRINCIPAL IN THE SCHOOL BOARD

 Ensure that the school board is properly elected and constituted.

SPECIFIC RESPONSIBILITIES OF THE PRINCIPAL REGARDING THE SCHOOL BOARD

 Have a copy of the, EDUCATION ACT, REGULATIONS ON SCHOOL BOARD,

QUALIFICATIONS FOR SCHOOL PARENT TO SERVE AS MEMBER OF SCHOOL BOARD

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ELECTION OF MEMBERS OF SCHOOL BOARD AS PER REGULATION OF 2002 UNDER

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SECTION 4: ELECTION OF SCHOOL BOARD OFFICE-BEARERS AS PER REGULATION

SECTION 21: COMMITTEES OF SCHOOL BOARD

SECTION 22: MEETINGS AND DECISIONS OF SCHOOL BOARD

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SECTION 5: MEETINGS OF SCHOOL BOARD AND COMMITTEE OF SCHOOL BOARD AS

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SECTION 23: VACATION OF OFFICE AND FILLING OF CASUAL VACANCIES

( 1) A member of the school board vacates office, if such member-

SECTION 24: DISSOLUTION OF SCHOOL BOARD AND APPOINTMENT OF

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SSECTION 25: ESTABLISHMENT OF SCHOOL DEVELOPMENT FUND BY SCHOOL

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CHAPTER III: LEARNERS

SECTION 53: COMPULSORY SCHOOL ATTENDANCE

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SECTION 24: SCHOOL ATTENDANCE AS PER REGULATION UNDER EDUCATION ACT 16

(a) indicates the nature of the learner‘s illness; and

SECTION 54: ADMISSION OF LEARNER TO STATE SCHOOL

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SECTION 23: ADMISSION TO STATE SCHOOL AS PER REGULATION UNDER

(iii) is subject to compulsory school attendance in terms of section 53 of the Act.

SECTION 25 : TRANSFER OF LEARNER AS PER REGULATION OF EDUCATION ACT 16 OF 2001: