Page 76 - EDUCON 2022 Book of Abstracts

13. Sindano, A., Ngololo, E. N. & Shapi, M.K., A critical assessment
of the status of Education in Zinze Circuit of Kavango West Region,
Namibia
Background: In her quest to correct the colonial education system,
Namibia introduced education system focusing on four pillars namely
equity, quality, access, and democracy. The above policies and plans
resulted in Namibia introducing Universal Primary and Secondary
Education in 2013 and 2016, respectively. While significant gains
have been achieved, the country continues to face substantial
challenges in the realization of delivering quality teaching and
learning in the schools.
Methodology: The study used interviews, artefacts, secondary data
and document analysis to present the situation of the circuit in terms
of resources provisioning and the effect thereof.
Results: The results show that while access to schooling has
significantly increased, schools in the Zinze circuit lack provision of
quality infrastructure (hostel, classrooms, teachers’ houses,
laboratories, libraries, and administration blocks), qualified teachers
and active community engagement. Further, results show that
constraints related to quality inputs affected learners to perform poorly
academically.
Conclusion: Even after the Universal Basic Education was introduced
in 2013 for primary and 2016 for secondary schools respectively, to
increase access to primary education and eliminate inequalities in
participating by reducing the cost to improve retention rate and thus
increase literacy, the quality inputs, learning processes as well as
learning outcomes remain low.
Keywords: results, teaching, learning, colonial education, universal
basic education

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