How free is free education in Namibia?
JOHN FREDERICKS WRITES:
All Namibians from all walks of life, applauded and commended the Namibian government and in particular the Ministry of Education for taking the bold and courageous step in implementing a policy of Free Education.
However, soon after the hype and praise-singing of free education stopped, the realities and practicalities of free education as within the Namibian context raised its head. The first and most challenging reality faced by most, if not all schools, were how to maintain the quality standard of education at the respective schools, as government subsidies to the schools was a fraction of the fees generated via the school fund.
Other than the fact that subsidies to school was only a fraction, it was also dispensed to schools, when the shoe-string budgets of schools were completely depleted and most schools resorted to begging and been downgraded to junk status.
What is it exactly that comprised free education? The salaries paid to teachers, the one textbook per 3 learners, and the 40+ learners per class, the contribution towards water and electricity payments and in the event of hostels, or of a school feeding program, the provision of food. All the above-mentioned and the not mentioned are indisputably commendable, but all the mentioned is a fraction of teaching and learning.
A child not participating in sports, cultural activities and alternative forms of interaction with his/her peers cannot be deemed a child receiving a holistic form of education. A learner not exposed to alternative teaching methods and teaching aids (other than the textbook) will always be a learner deprived. A learner denied to go on excursions, participating in debates, children movements etc. due to non-availability of funds is a learner deprived.
At one particular school, the operation of credible examinations amounts to thousands of Namibian dollars per semester, which can roughly amounts to 60 thousand per year, money which is not coming from the MoE, but which is a vital and critical activity for each and every school. Teachers wish to take their learners to museums, parliament, and historical sites, sport events (the list is endless) but are unable to do so due to a lack of funds or at most, no funds at all.
The above sketched scenario brings us to the question of who then, must assist the school(s) to deliver on its mandate to provide access to quality holistic education?
All Namibians from all walks of life, applauded and commended the Namibian government and in particular the Ministry of Education for taking the bold and courageous step in implementing a policy of Free Education.
However, soon after the hype and praise-singing of free education stopped, the realities and practicalities of free education as within the Namibian context raised its head. The first and most challenging reality faced by most, if not all schools, were how to maintain the quality standard of education at the respective schools, as government subsidies to the schools was a fraction of the fees generated via the school fund.
Other than the fact that subsidies to school was only a fraction, it was also dispensed to schools, when the shoe-string budgets of schools were completely depleted and most schools resorted to begging and been downgraded to junk status.
What is it exactly that comprised free education? The salaries paid to teachers, the one textbook per 3 learners, and the 40+ learners per class, the contribution towards water and electricity payments and in the event of hostels, or of a school feeding program, the provision of food. All the above-mentioned and the not mentioned are indisputably commendable, but all the mentioned is a fraction of teaching and learning.
A child not participating in sports, cultural activities and alternative forms of interaction with his/her peers cannot be deemed a child receiving a holistic form of education. A learner not exposed to alternative teaching methods and teaching aids (other than the textbook) will always be a learner deprived. A learner denied to go on excursions, participating in debates, children movements etc. due to non-availability of funds is a learner deprived.
At one particular school, the operation of credible examinations amounts to thousands of Namibian dollars per semester, which can roughly amounts to 60 thousand per year, money which is not coming from the MoE, but which is a vital and critical activity for each and every school. Teachers wish to take their learners to museums, parliament, and historical sites, sport events (the list is endless) but are unable to do so due to a lack of funds or at most, no funds at all.
The above sketched scenario brings us to the question of who then, must assist the school(s) to deliver on its mandate to provide access to quality holistic education?
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