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Namibia. MINISTRY OF EDUCATION. Managing Change Namibian Approach. INTRODUCTION. Historical legacy Education based on segregation and racism Undemocratic Unrepresentative Inaccessible to majority. Transformation (Change Became inevitable). Four Major Goals =Access =Equity

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Namibia

Namibia


Namibia

MINISTRY OF EDUCATION


Managing change namibian approach

Managing ChangeNamibian Approach


Introduction

INTRODUCTION

Historical legacy

Education based on segregation and racism

Undemocratic

Unrepresentative

Inaccessible to majority


Transformation change became inevitable

Transformation(Change Became inevitable)

Four Major Goals

=Access

=Equity

=Quality

=Democracy


Why goals

Why? Goals

To address apartheid legacy

-To transform education system

To open up schools -access

Equitable distribution of educational resources

Quality education for all

Stakeholder participation -Democracy


Initiatives for change

Initiatives for change

1. Namibia Vision 2030

2. Education Training Sector Improvement Program(ETSIP)

3. National Standards and performance Indicators for Schools in Namibia(NSPI)

3. Clustering System

4. The National Curriculum for Basic Education


Namibia vision 2030

Namibia Vision 2030

Prosperity,Harmony, Peace & Political Stability


Namibia vision 20301

Namibia Vision 2030

-Namibia’s most significant statement on National Development

Long term development framework for the country to be prosperous and industrialized nation, develop by her human resources, enjoying peace, harmony and political stability.


The goal of namibia vision 2030

The Goal of NamibiaVision 2030

  • To improve the quality of life of the citizens to the level of their counterparts in the developed world.


Objectives

Objectives

1.Namibia to be fair gender responsive , caring and committed nation.

2.Create effective and democratic political system

3.-Transform Namibia into an industrialized country

4.Ensure development of ‘natural capital” and sustainable utilization.

5. Transformation of Namibia into a knowledge-based society.


Etsip

ETSIP


Etsip1

ETSIP

Is a fifteen year strategic plan(2006-2020) developed in response to demands of Vision 2030.


Etsip main aim

ETSIP- Main aim

  • To improve quality of education and for it to be effective,relevant,responsive in addition to creating equality in educational opportunity.


Etsip 9 sub programs

ETSIP 9 Sub-Programs

  • 1. Early Childhood Development and Pre-Primary Education

  • 2. General Education

  • 3. Vocational Education and Training

  • 4. Tertiary Education and Training

  • 5. Adult Education and Lifelong Learning


Etsip 9 sub programs continues

ETSIP 9 Sub-programs (Continues)

  • 6. HIV/AIDS

  • 7. ICTs in Education

  • 8. Knowledge creation and innovation

  • 9. -Capacity development


Namibia

NSPI

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


Nspi seven key areas

NSPI: Seven key areas

1. Provision of resources

2. Curriculum and attainment

3. The teaching and learning process

4. The school as a social unit

5. -Management and leadership of school

6. Links with parents and community

7. Links with other schools and region.


Clustering system in namibia

Clustering system in Namibia

Grouping of schools that are geographically close and accessible to each other.

Headed by a cluster-centre principal.


Role of clustering

Role of clustering

  • Improving the quality of teaching and learning

  • Management applications –assistance

  • Empowerment

  • Improved efficiency

  • Staff allocation to address norms

  • Training

  • Community involvement

  • Planning & access to schooling


The national curriculum for basic education

The National Curriculum for Basic Education

  • Introduced in 2010-to be inline with ETSIP

    Purpose of revision was an effort to make it more relevant to the needs of Namibia & to improve the quality of education.

  • National Curriculum: Aims:

  • Serves as official policy for teaching,learning and assessment.

  • Giving direction to planning, organizing & implementing teaching and learning.

  • Teaching & learning directed at developing high order thinking skills.


How is change being managed

How is change being managed?

  • 1. Training and support

  • 2. Monitoring and evaluation

  • 3. Decentralization


Training support

Training & Support

  • National Institute for Educational Development (NIED)

  • Advisory Services

  • Regional Training Committees

  • International Partners (Volunteers)


Monitoring evaluation

Monitoring & Evaluation

  • Through National External School Evaluation Program

  • School Self Evaluation (SSE)

  • Teacher Self Evaluation (TSE)


Decentralization

Decentralization

  • Extension of regions (From 7 to 13).

    Each headed by Regional Directors.

    New structures in Regions

    Clustering

    School boards (Governance)


Map of 13 regions

Map of 13 Regions


Recent research on managing change

Recent research on managing change

Aipinge

-Clustering

Mungunda-Participative Management

Johannes

- NSPI

Shekupakela-Nelulu Learners involvement in School Governance

Niitembu

-School Governance


Participative management findings

Participative Management:Findings.

  • Stakeholders involvement in decision making.

  • Participative leadership not to be confine to decision-making only.

  • Added advantage of enabling the establishment of common goal,vision & mission.


Mungunda recommendations

Mungunda: recommendations

  • Collegial process and strategies to be sustain and effectively manage by way of ongoing transformational leadership.

  • Leadership and Management programs direly needed in Namibia.


Clustering aipinge

Clustering: Aipinge

Findings

  • Leadership & Management approaches employed have a significant effect on the cluster’s functioning.

  • CCPs provided professional and academic support to teachers and principals.

  • CCP coordinate and organize cluster activities effectively.

  • Leadership is distributed among cluster members through sub-committees.


Aipinge recommendations

Aipinge Recommendations

  • Formalize school cluster system(SCS)-national policy.

  • Provision of resources,infrastructure and other technical support

  • Develop a tailor-made program for cluster leadership and management in the curriculum.


Shekupakela nelulu school governance findings

Shekupakela-Nelulu:School Governance: Findings

  • A notion of school governance widely accepted.

  • Challenges with regard to practice.

  • Absence of national documents that outlines the roles and functions of Learners Representative Council(LRS)

  • Schools have little direction about the role of LRCs-given little attention.

  • LRCs not regarded as true role players.


Governance recommendations

Governance: Recommendations

  • National policy be drafted that legitimates the role of students in school governance.

  • Policy to provide direction.

  • Training programs for LRCs

  • Further research


Niitembu governance findings

Niitembu:Governance- Findings

  • Lack of understanding of policy and responsibility.

  • Low level of basic qualification.

  • Positive involvement.

  • Teamwork.


Niitembu recommendations

Niitembu: Recommendations

  • More Training of SB – preferably in local languages.

  • Improvement in literacy level of parental representation on SB.


Johannes nspi findings

Johannes: NSPI=Findings

  • Good progress in the implementation of NSPIs in few schools.

  • SSEs,TSEs,SDPs & target settings conducted almost always supply unreliable information.

  • Need for continues training of principals ,teachers and parents with regard to implementation of NSPI.

  • Lack of monitoring.


Nspi recommendations

NSPI (recommendations)

  • Principals to be provided with support to equip them with necessary skills to effectively implement change.

  • Intensive training for all principals,HODs,teachers & school Board members.

  • Embarking on vigorous awareness campaign directed to school leaders to explain the benefits of an honest School Self Evaluation.

  • Lack of leadership and management skills on part of school leaders to be addressed for provision of quality education.


Conclusion

Conclusion

  • Namibia has embarked on number of initiatives.

  • There is a general level of acceptance for those initiatives that were introduced which is visible through stakeholders cooperation.

  • But in the same, there are challenges in terms of policy implementation and budgetary allocation.

  • Yes, we are quite positive and please with the way that change has been managed.


Namibia

Thank You


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