1. education

NEEDS
OF SERVING
Report
the
of a Survey
Assisrznce
c
EDlOPS
and UNESCO/Wiwdhoek
TEACHERS
Conducted
of UNESCO
wjri?
TABLE OF CONTENTS
INTRODUCTION
1
CHAPTER ONE: IN-SERVICE TEACHER TRAINING IN NAMIBIA
3
A brief
historical
in Namibia
In-service
training
Present in-service
I.
II.
III.
background
prior
training
to
of education
3
5
6
independence
CHAPTER TWO: BACKGROUNDAND OBJECTIVES OF THE SURVEY
I.
II.
III.
Planning
for the future
The survey of in-service
teacher
The objectives
of the survey
training
needs
CHAPTER THREE: THE RESEARCH METHOD
13
13
14
18
19
19
22
27
CHAPTER FOUR: ANALYSIS OF SURVEY RESULTS
I.
II.
III.
IV.
V.
Comparisons with census
Distribution
of schools
Personal
characteristics
Conditions
of service
The need for in-service
CHAPTER FIVE:
education
27
29
30
33
36
_
43
data
and teachers
of teachers
teacher
CONCLUSIONS AND RECOMMENDATIONS
Training
Priorities
Improving
the professionalism
of teachers
The types of in-service
training
to be provided
How, when and where in-service
training
should be provided
Institutionalization
of curriculum
development
and training
Statistics
I.
II.
III.
IV.
V.
VI.
Bibliography
Statistical
8
10
11
13
Choosing an approach
Sampling techniques
The size of the sample
Selection
of the schools
Selection
of the teachers
The survey instrument
The field
work
I.
II.
III.
IV.
V.
VI.
VII.
8
Annex
Appendix
I
- Questionnaire
- Coding instructions
- List of codes
Appendix
II
- Project
programme
- Survey team members
- Persons visited
43
43
44
46
48
ACKNOWLEDGEMENTS
The authors of this report wish to thank the Minister of Education and
Culture, the Hon. Nahas Angula, for making the resources of his Ministry
available for the completion of this survey. The survey team also wishes to
thank the Permanent Secretary, Mr. Vitalis Ankama, for his encouragement
and timely assistance.
In operational terms, the survey would not have been possible without the
organizational ability, interest and participation in the work of Dr. Robert
C. West, Chief: Education (Secondary Division), MEC. Special mention
should be made of the help the team received from the Planning Section of
the MEC. This section facilitated the data entry on computer and its
subsequent analysis, often working late at night and on weekends to
complete the tasks.
Special mention should also be made of the administrative assistance
provided by the UNDP and Unesco Offices in Namibia. In particular,
thanks should be extended to Dr. Mam Biram Joof, Unesco Education
Adviser, for his direct participation in the work of the survey and to his
secretary, Mrs. Leonia Nkuruh, who typed and corrected the many drafts of
this report.
ABBREVIATIONS USED IN THE REPORT
CCN
COST
Council of Churches in Namibia
Collegefor Out of School
Training (of the Academy)
DNE
Depament of National Education
EEC
European Economic Community
IIEP
International Institute
for Educational Planning
INSET
INSTANT
Ill?
NANTU
NGO
Non-Governmental Organization
NIED
National Institute
of Educational Development
NPTP
Namibian Primary
Teachers‘Programme
NR
No Response
ON
Ondangwa Region
RU
Rundu Region
In-Service Teacher Education
In-Service Training Assistance
for Namibian Teachers
Integrated Teacher
Training Project
IL4
Katima Mulilo Region
KE
Keetmanshoop Region
SADCC
SIDA
Sli!l
UN
KH
Ministry of Education & Culture
UNESCO
NA
Southern African Development
Co-ordination Conference
Swedish International
Development Agency
Standard
United Nations
Khorixas Region
UNDP
MEC
Namibian Teachers Union
Not Applicable
WI
United Nations
Development Programme
United Nations Educational,
Scientific and Cultural
Organization.
Windhoek Region
INTRODUCTION
The Ministry
of Education
and Culture
(MEC) in Namibia is placing
considerable
emphasis on equipping
its teaching
corps to perform
Attention
has been
their
task with confidence
and competence.
focused on pre-service
and in-service
teacher
education,
on the
qualifications
necessary
for teaching
at the various
levels,
and
Even prior
to Independence,
on equivalence
of qualifications.
in 1989, the present
ruling
party held an education
conference
in Lusaka with teacher
education
as its theme.
of Education
and Culture
created
On 8 March, 1991 the Minister
This group set
a Working Group on Teacher In-Service
TrainingI.
about developing
a model for in-service
training
which would be
appropriate
for a country with the majority
of its teaching
corps
An early draft
of the model
characterized
as under-qualified.
was presented
in May to a seminar on pre-service
and in-service
training
attended
by representatives
of the various
departments
of the six educational
Regions
and of NGOs
of the Ministry,
active
in the field
of education.
During the above seminar a firm request was made for the Working
Group to collect
information
on and from the teachers
which would
make possible
a better
match between the needs which teachers
themselves
perceived
and the content
and timing
of the courses
and workshops
which would constitute
three
components
of an
overall
in-service
training
programme.
At the time of the seminar
it was thought
that much of this
information
could be derived from the Ministry's
annual education
census, but that the more subjective
information
would have to
training
the
component
of
the
first
during
be gathered
as no alternative
way of collecting
and processing
programmes,
afterwards,
shortly
Very
the
information
seemed feasible.
Unesco and UNDP jointly
responded
to this
request
by
however,
undertaking
to provide
international
experts
and funding
to make
a sample survey possible.
The international
consultants
arrived
on 14 September,
1991.
They were joined
at the beginning
of their
mission
by a National
staff
member from the Ministry
of
Consultant
and a senior
The mission completed its work during the
Education
and Culture.
The research
team comprised
the
first
week in December.
following
individuals:
1.
Education
(Secondary
C. WEST, Chief:
Dr. Robert
and
Education
& Culture,
Ministry
of
Division),
research
programme co-ordinator;
2.
Leader and Specialist
in
Dr. Peter L. HIGGS, Mission
Teacher Education
and Curriculum
Development,
Unesco
Consultant;
1
Later
Service
to be known as the Working
Training,
or, informally,
Group on Teacher Inas the Think Tank.
2
in
Statistics
3.
Specialist
cocco,
Mr.
Ignazio
Education,
Unesco Consultant;
4.
Rehabeam K. AUALA, Head, Dept.
of Education
Prof.
University
of Namibia,
Unesco National
Foundations,
Consultant.
of
its
work with
visits
to key education
The mission
began
institutions
and consultations
with professionals
involved
in the
round
of
this
first
training.
After
field
of
teacher
several
meetings
were
consultations
of an informative
nature,
held with members of the Working Group on Teacher
In-service
Training
of the MEC to work out the approach to the research,
define the timetable
of activities
and refine
the data-gathering
From mid-October
to the
instrument
which had been prepared.
beginning
of November the field
work took place,
which consisted
418 teachers
in 124 schools
throughout
the
of interviewing
country.
Data capture
and analysis
and report
writing
took up
the rest of the mission's
time.
in-service
teacher
The report
itself
comprises
five chapters:
of the survey, the
training
in Namibia, background and objectives
research
method, analysis
of the survey results,
conclusions
and
There are a bibliography,
a statistical
annex
recommendations.
and two appendices.
While such a survey will
not enable course planners
to take into
account the precise
wishes of each of the participants,
because
assumptions
will
still
have to be made, it is hoped that the
generalizations
from the data collected
will
nonetheless
enable
to move closer
to the wishes
expressed
by
course
planners
In this
sense the survey is a systema.tic
attempt
to
teachers.
and closer
to the objective
of
move away from assumptions
ascertaining
the in-service
training
needs of teachers.
3
IN-SERVICE
CHAPTER ONE
TEACHER TRAINING IN NAMIBIA
No analysis
of the needs of in-service
training
would be complete
without
a discussion
of the context
in which such training
occurs.
This chapter begins with a brief
historical
background
of education
in Namibia with special
mention of key documents in
this historical
process.
In the next section
reference
is made
to the evidence
for
a mounting
interest
in the in-service
training
method in Namibia
from the period
just
prior
to
Independence
to the present.
I.
A brief
historical
backaround
of education
in
Namibia
The dawn of formal
education
in Namibia,
as in most parts
of
is closely
related
to the introduction
of the written
Africa,
word by missionaries
as a by-product
of their
evangelical
work.
the major objective
of the
According
to Dr. Moses T jitendero2
was to
convert
the
indigenous
population
to
missionaries
Formal education
remained
subordinate
to the
Christianity.
spiritual
work.
The German colonial
administration
(1884-1915),
although
opening
did not try to change the
an educational
service
for Whites,
pattern
of the existing
mission
education
among the African
The German settlement
led to two separate
systems
population.
one for Whites and one for Africans
mainly focused
of education,
on conversion
and then on preparing
Africans
for semi-skilled
employment.
then known as South West Africa,
was placed
In 1915, Namibia,
In 1920, Namibia became a
under South Africa's
military
rule.
League of Nations
Mandate under South Africa's
administration
with the understanding
that South Africa
was to educate,
develop
and care for the mental and physical well-being
of Namibians,
and
According
to Fraenke13,
to prepare
them for
independence.
Article
22 of the covenant of the League of Nations
stated:
11. ..there
shall
be applied
well-being
and development
sacred trust
of civilisation
for the performance
of this
in the covenant".
2
the principle
that
the
of such peoples
form a
and that the securities
trust
should be embodied
M.P. Tjitendero,
Education
Policy
for Indenendent
(UNIN:
Namibia:
Some Fundamental
Considerations,
Zambia, 1984), p. 15.
Lusaka,
The Namibians
P. Fraenkel,
Report No. 19, 1974.
of
South
West
Africa.
4
With the introduction
of the Bantu Education Act, No. 47 of 1953,
each ethnic
group in Namibia was considered
a separate
nation.
The community
schools
under Bantu Education
created
strong
racial,
ethnic
and tribal
identities.
The syllabi
of different
racial
groups differed
considerably;
illiteracy
among the Black
people
remained
high.
The Blacks
were to be trained
for
unskilled
manual labour and the Whites for high managerial
posts.
From the historical
perspective
of education
in Namibia,
it
became clear
that
the education
system was designed
with
a
specific
purpose for the various
ethnic
groups.
Before independence,
educationwas
organized
in Namibia according
to
the
National
Education
Act,
Act
No. 30 of
1980 and
These Acts provided
for the
Proclamation
AG No. 8 of 1980.
a National
creation
of a Department
of National
Education,
Education
Council and an Examination
Board of South West Africa.
Proclamation
AG No. 8 of 1980 dealt
with the distribution
of
government functions
(including
education
functions)
between the
and the ethnic
authorities
of different
central
government
authorities
had
Representative
ethnic
population
groups.
for
Whites,
systems,
(i.e.
education
separate
education
Caprivians,
Coloureds,
Damaras,
Owambos, Kavangos,
Namas,
The Examination
Board prescribed
Hereros,
Tswanas and Basters).
the minimum standards
and requirements
for syllabi
and courses,
Since
the
and the issuing
of certificates.
examinations,
opted not to
administration
for Damaras, Owambos and Hereros
assume responsibility
for schools in the so-called
White areas,
the areas outside
the homelands,
this
function
fell
on the
Department
of National
Education.
For schools
under the control
of the Department
of National
Education
either
the Secretary
of National
Education
or the
Minister
issued
regulations
about the medium of instruction,
religious
education,
school
committees,
courses
and admission
Extensive
regulations
were
requirements
in government
schools.
also issued on the composition
and duties
of school committees,
of service
and expulsion
of
control
of school funds, conditions
teachers.
According
to the Report of the Education
Committee
(1985),4
inequality
prevailed
in education
in Namibia and was
made evident
by the following
problems:
4
a.
lack of adequate
ethnic
authorities;
b.
unequal
C.
lack of school-readiness
existing
programmes;
d.
repeated
primary
available
in-service
training
educational
in
opportunities;
programmes
and inadequacy
failures
and a high percentage
and secondary
schools;
South
West Africa/Namibia,
National
Education
Policv.
(MNE: Windhoek,
1985), p.
various
of failures
Recommendations
for
Obiectives
and Strateaies,
11
of
in
a
5
II.
e.
insufficient
f.
examination-directed
objectives
and the
cl.
shortage
h.
lack
i.
existing
educational
- certain
facilities
certain
groups;
j.
lack
(e.g.
In-service
guidance;
attitude
dominating
task of the teacher;
of qualified
teachers;
of command of the
English
of qualified
mathematics
training
facilities
being
to
language;
not optimally
utilised
available
exclusively
to
teachers
in
and science).
orior
educational
scarce
subjects,
indenendence
Prior to the independence
of the country,
in-service
training
was
offered
by the various
ethnic
education
authorities,
drawing on
their
own resources,
or making use of the personnel
of the
Department of National
Education.
Many of these training
courses
were based on problems observed by advisers
and inspectors
during
their
visits
to schools,
on needs expressed
by teachers
during
informal
discussions,
or on needs identified
by participants
of
an earlier
training
course.
In other instances
it was not known
with any degree of certainty
who would be attending
a particular
training
course
and the instructors
were compelled
to make
assumptions
about the needs of participants,
which frequently
proved
to have little
validity.
Even where the content
of
courses
was based on classroom
observation
or on comments by
teachers,
the participants
in the following
course were not
necessarily
those whose experiences
had helped to establish
the
course content.
This was one of the penalties
to be paid for a
fragmented
education
system.
In addition
to face-to-face
courses
mounted by the ethnic
authorities,
teachers
were also able to improve their
academic
qualifications
by completing
examinations
for various
standards
This was likely
to have been an arduous,
by correspondence5.
teacher
long-term
process,
and, as with most pre-Independence
meant
that
essential
training
for
professional
education,
improvement
was overlooked6.
NGOs also mounted training
for teachers.
Prior
to Independence,
(CCN) and the Rijssing
The Council
of Churches
in Namibia
5
J.D.
Turner,
Consultancv
Administration:
6
Agency for International
United States.
Sector
Basic Education
in Namibia:
Windhoek,
1990, p. 6.6.
USAID;
Report
of a
Education
in Namibia:
Development
(Overseas
for
the
MEC
Windhoek, 1990), p. 110.
Development.
Review Renort.
6
Foundation
performed
a particularly
noteworthy
service
in this
regard.
The Rijssing Foundation
was also engaged in the training
of educational
leaders for a new, democratic
Namibia and raising
the awareness of school principals
as to their
role as agents for
change.
III.
Present
in-service
traininq
The in-service
training
taking
place at the moment is conducted
The
by the MEC and by numerous non-governmental
organizations.
Ministry
of Education
and Culture mounted an in-service
training
programme in 1991 for Grade Eight teachers
to introduce
a new
curriculum.
The MEC has also conducted
in-service
courses
in
English
language proficiency
as well as in other subjects.
The R&sing
Foundation
has recently
organized
a number of
important
workshops that have exposed principals
to new policy
decisions
made within
the Ministry
of Education
and Culture.
The
R&sing
Foundation
also conducts
English
competency courses for
as well as presenting
new methods of
primary
school
teachers
teaching.
Present
education
work of the CCN includes
the provision
of
mainly for adults
and out of
education
through
correspondence,
The CCN also organizes
short courses and seminars
school youths.
study centre
supervisors,
by correspondence
aimed at teachers,
The CCN and the R&sing
Foundation
have a joint
and farmers.
in-service
education
to teachers
in the
programme to provide
fields
of mathematics,
science and English.
The Academy provides
in-service
education
for serving
teachers
The Department of Distance
Teaching
through distance
teaching.
school
for
primary
correspondence
through
offers
courses
teachers.
The teachers
receive their study guides and assignments
are required
to attend courses during
through the mail; teachers
The Windhoek College
of Education
(WCE)
the school holidays.
teaching
for primary school
also offers
courses through distance
teachers.
The Namibian Primary Teachers @ Programme (NPTP) is an in-service
education
project
for primary
school
teachers,
funded by the
gives supportive
European Economic Community (EEC). This project
assistance
to primary
school teachers
in the fields
of science,
mathematics
and library
science.
English,
7
Another important
in-service
programme is the In-Service
Training
This
and Assistance
for Namibian Teachers,
known as INSTANT.
project
is conducted by the Vrije
Universiteit
Amsterdam, in cooperation
with the MEC and it is financially
assisted
by the EEC
and others.
The major
aims of this
project
are to train
mathematics
and science teachers
through school based workshops,
as well as to assist
the MEC in establishing
a structure
for inservice
training
of mathematics
and science teachers
across the
nation.
Other governmental
and non-governmental
organizations
involved
in in-service
education
are:
Bureau of Literacy
and Literature,
Otto Benecke Stiftung,
the British
Council,
UNESCO/UNDP, SIDA,
USAID, etc.
In spite
of the increasing
number of training
activities
being
organized
by the above mentioned bodies,
the current
in-service
programmes
do not seem to meet the needs of all
serving
teachers'.
The pre-Independence
pattern
of training
persists
to
the present
but it is likely
that
the numbers of in-service
As will
be noted later
training
opportunities
have increased.
of teachers
has
in Chapter
Four,
a significant
proportion
However
received
some in-service
training
since Independence.
the unevenness of the training,
its ad hoc nature and the fact
that some organizations
are able to remove teachers
from schools
for training
without
the permission
of the MEC, means that it
remains unto-ordinated
and undirected
in terms of a systematic
statement
of teacher
needs in the country.
7
In-Service
Unesco.
See:
Namibia.
Unesco Mission Report
ED-BO/WS. 32,
1990.
a
CHAPTER TWO
BACKGROUNDAND OBJECTIVES OF THE SURVEY
I.
Plannina
for
the
future
The process
of planning
to improve the current
situation
began
even before Independence
in March, 1990. A watershed
conference
to plan the improvement
of teacher
education
took place
in
Lusaka,
Zambia in 1989.
In 1990 and 1991 alone,
at least
15
reports,
analyses
and policy
statements
were produced which have
a bearing
on teacher
education*.
Early
in 1990, just
after
Independence,
Prof. John Turner from Manchester University
in the
United
Kingdom completed
a report
on education
in Namibia in
general.
This report
made recommendations
covering
the entire
education
sector
including
the supply of teachers,
structure
of
education,
language usage in schools,
on the National
Institute
for Educational
Development,
primary,
secondary
and tertiary
education
as well
as ideas
about
the development
of adult
Turner suggested
that the problem of who was
education.
qualified
to teach
would depend more on the needs of the
profession
rather
than on any absolute
criteria.
In July,
1990 a seven-person
Unesco Mission
completed
its work.
The mission
report
was presented
in two volumes and contained
recommendations
for both the structure
and content
of in-service
training.
The Unesco Mission Report gave several
options
by way
of implementing
its ideas, many of which were later
incorporated
In-Service
into
the Five Year Plan of the Working Group on
In October of the same year, another
Unesco
Teacher Training.
mission came and gave Government further
guidelines
as to how the
plans from the earlier
mission might be implemented
and endorsed
the establishment
of an MEC co-ordinating
group.
Among the several
documents published
towards the end of 1990,
Unicef's
two are particularly
relevant
for teacher
education:
Reoort of an Assessment
of Basic Education
and the Academy's
Memorandum to Cabinetresardinathe
Establishment
of the National
The Unicef report
talks
about the age and
Primarv Certificate.
geographic
as their
teachers
as well
qualifications
of
distribution.
It also mentions
the problem of language usage.
The Academy Memorandum provides
the basis for a course to train
primary
school teachers.
Early in 1991the
MEC began implementing
in earnest,
many of the
For example,
in
plans which had been made in '89 and '90.
Director
of the Unesco
Hallack,
1991, Mr. Jacques
January,
Planning
Educational
Institute
for
International
(IIEP) t
discussed
the parameters
of cooperation
between the Ministry
of
8
See the bibliography
for a complete
list
of these
documents as well as references
to Unesco guides for
the establishment
of in-service
programmes and case
studies
and examples of how such programmes have been
implemented
in other countries.
9
Education
and Culture
and IIEP.
This
visit,
part
of the
continuing
interest
Unesco has shown in the educational
problems
Namibia,
of
introduced
a second
phase
of
the
on-going
relationship,
that of moving from general
discussions
on policy
issues to concrete
programmes;
Namibian professional
educators
should soon be trained
as part of IIEP's
regular
programme for
educational
planners.
At the same time, a Working Group was established
within
the MEC
to co-ordinate
in-service
teacher
training.
This Working Group
was made up of educational
leaders
from different
institutions.
Among the functions
of the Working Group were the following:
to,
analyze
teacher
the various
in-service
synchronize
the
service
training,
studies
training,
various
and proposals
strategies
for
for
teacher
relate
such strategies
to the needs of unqualified
under-qualified
teachers,
define
a cost effective
strategies
for teacher
carried
out.
manner in which sustainable
in-service
training
could
inand
be
The group surveyed the problem by dealing
with the subjects
of
teachers'
resource
centres,
distance
education,
accreditation
of
of courses
and the equivalency
of teacher
different
types
qualifications.
The training
of school principals
was also a
feature
of their
work.
A discussion
paper was prepared for a Seminar on Pre-Service
and
The plan
In-Service
Training
held on Monday, 27 May, 1991.
contained
a number of the features
recommended by the 1990 Unesco
Mission,
most especially
the Mission's
recommendations
for a
it was believed
Nevertheless,
programme with three components.
that more information
was needed about the specific
needs of
teachers.
As suggested
in the report
of a consultancy
mission
Swedish
1990)
sponsored
by the
(November
and
December,
International
Development Agency (SIDA), "an in-service
teacher
education
programme must be based on the actual needs of teachers
and not on general
statements
and broad, common programmes'Vg.
9
and D. Kallos,
Teacher
S.
Andersson,
I. Callewaert
Reoort Submitted
to the
Education
Reform for Namibia:
Ministrv
of
Education,
Culture,
Youth
and Soort
of Copenhagen, 1991),
(Copenhagen, Denmark: University
107.
P*
10
II.
The survev
of
in-service
teacher
trainina
needs
In order to determine
what the needs of serving
teachers
were,
representatives
of the Namibian Government, in consultation
with
Unesco, initiated
the survey of the needs on which this report
is based.
The survey
was conducted
in the context
of a
of an Integrated
UNDP/Unesco project
entitled,
"Preparation
Teachers'
In-Service
Education
Programme (NAM/90/O04)1V.
The
objectives
of the project
were as follows:
to,
a.
ascertain
conditions;
who teaches
where and under
what
b.
collect
background
information
on such teachers,
terms of type and level
of formal education
and
preparation
for teaching;
C.
determine
the demands made on teachers
and the extent
to which they are presently
able to meet such demands;
d.
ascertain
the extent to which practising
teachers
are
different
parts
likely
to be available
for INSET in
of the country;
e.
use the information
provided
by (a) - (d) above to
help
the Think
Tank to develop
its
draft
INSET
proposals
fully,
and in such a way as to meet the real
training
needs of serving
teachers.
in
The project
was agreed to by Government in July,
1991 and three
consultants
recruited,
two from abroad and a national
consultant
The international
consultants
from the University
of Namibia.
At about the same time
arrived
in the country
in mid-September.
that the consultants
arrived,
the Working Group published
a more
refined
and detailed
version
of its plan for in-service
training.
The plan
had been expanded
by means of work conducted
by
committees
assembled to examine the main topics
of the proposal.
the stated
objectives
of the in-service
teacher
In the plan,
training
programme are as follows:
a.
to motivate
and orientate
teachers
to a progressive
philosophy
of education
which values the teaching
of
a
and encourages
and skills
relevant
knowledge
classroom
atmosphere
in which communication
between
teacher
and learners
flourishes
and which is learnercentred;
b.
to assist
academic
objective;
C.
teachers
in acquiring
and professional
skills
the appropriate
to attain
the
above
to assist
teachers
in improving
their
own proficiency
in the English
language
and their
ability
to teach
through
the English medium;
11
III.
d.
to improve general knowledge and subject
teachers
to a point where they are able
confidence;
e.
to inculcate
in principals
and other
managers,
the
attitudes
and managerial
skills
required
to support
objective
community.
In the plan,
the need for this
survey was reiterated
as one of the major activities
of the Think Tank's work'*.
The objectives
of the
competence in
to teach with
survey
On 20 September,
1991, a meeting
of the Working Party on InService Teacher Education
(INSET) was held.
Twenty-f:
-e people
mainly from the Ministry
of Education
& Culture
were pr.msent but
there were also representatives
from the Ministry
of Labour and
from the main teachers'
union,
NANTU.
The purpose
of this
meeting
was to determine
precisely
how best
to serve
the
Ministry's
interest
in collecting
information
about the training
needs of working
teachers
in the system.
The meeting,
chaired
by a senior
representative
of the MEC, was divided
into three
sections.
In the first
section,
it was possible
to further
refine
the overall
objectives
of the survey which were stated as
follows:
a.
to collect
information
teachers
for in-service
b.
to provide
programme;
c.
to focus
training
language,
in
particular
on issues
involving
equal opportunity
regional
differences,
etc.),
of in-service
(e.g.
gender,
d.
to provide
Culture's
a control
for the Ministry
annual education
census",
of
e.
to assist
with the development
service
teacher
training.
information
about the
training;
about
the
needs
proposed
of
serving
in-service
Education
of a programme
for
SI
in-
The second
section
of the Working
Group's
meeting
mainly
concentrated
on identifying
types of information
needed to mount
It was
an effective
in-service
teacher
education
programme.
stressed
several
times that the process of completing
a useful
10
Namibia,
Ministry
of Education
& Culture,
Five Year
In-service
Develooment Plan for Teacher Improvement:
Prosramme
(MEC: Windhoek, Namibia,
1991), p. 4.-
11
1991 school
The data from the August,
too late to enable this
objective
to
the survey team.
census arrived
be achieved
by
12
survey was one of trading
the desire
for collecting
information
for the time available
to conduct the survey.
The information
participants
regarded as relevant
to the survey was divided
into
two main categories:
(1) general
information
about the teacher
and, (2) information
about teachers'
attitudes
to in-service
training,
especially
in relation
to their
conditions
of service.
It was also thought
necessary
to
determine
the views of some principals
regarding
the training
needs of the staff
at their
schools.
The content
a.
b.
of the
survey
General information
type
of school,
teachers)
Personal
can be synthesized
about
number
characteristics
the schools
of pupils
as follows:
visited
enroled,
(location,
number
of teachers12
Vital
statistics
gender,
marital
(age,
dependents)
Teachers'
qualifications
and experience
C.
Teachers'
conditions
Teachers'
status,
of service
Workload
Subjects
being taught and medium of
Availability
of teaching
materials
Language of comunication
Class size
Factors
adversely
affecting
teaching
d.
of
needs and preferences
for
instruction
INSET
Past experience
with INSET
Types of INSET preferred
Teachers'
role in the training
programme
When, how and where INSET should be offered
Perceived
obstacles
to participation
in and benefits
to be gained from INSET
e.
Types of
teachers
in-service
training
principalsI
want
for
their
12
Included
as teachers
are heads of departments,
deputy
principals
and principals
as they also have teaching
assignments.
13
This concerns only those principals
who were selected
among other teachers
to be interviewed.
13
CHAPTER THREE
THE RESEARCH METHOD
I.
Choosina
an annroach
The choice of an overall
method for this research
was implicit
in the formulation
of the project
which supported
it. The first
statements
of the
Working Group on Teacher In-Service
Training
also implied
the method to be used.
Both in the UNDP/Unesco
Project
and in the Five Year Development
Plan for
Teacher
Improvement
the term 19surveytt was used.
Nevertheless,
other approaches could have been considered
as ways
to provide
useful
information
about the professional
needs of
serving
teachers.
In-depth
case studies
of one or more primary
and secondary schools no doubt would have yielded
clues based on
interviews
and on observations
of teacher behaviour,
as to what
these needs were. Other naturalistic
or ethnographic
methods
might also have been employed.
In fact,
case studies
and action
research
were ruled
out for
this
study
since
the problems
teachers
were facing
in the classroom
were already
fairly
well
known in general
terms.
The precise
configuration
of these
views as to how they wished
problems was not; nor were teachers'
to solve the problems known.
There were two essential
choices remaining:
either
a specialized
census of the entire
population
of teachers
or a sample survey.
A census would not have been possible
given the constraints
on
time and technical
and material
resources
available.
A survey of
a sample of serving
teachers
was the only practical
alternative.
II.
Samolins
techniques
Sampling involves
the selection
of a portion
of a population
as
To help ensure that the
representative
of the entire
population.
sample is representative,
the ideal solution,
seldom achieved,
is to select
a random sample from the "target"
population.
A
random sample is one in which each individual
in the defined
population
has an equal chance of being included.
the use of random sampling
soon
In the case of this
survey,
of all
members of the target
appeared
impossible
as a list
was not easily
available
or accessible
the teachers,
population,
were
However, even if such list
at the Ministry
of Education.
list
and
obtained,
selecting
individual
teachers
from that
administering
a survey instrument
to each of them throughout
the
country,
would have required
a period of time and a quantity
of
resources
far beyond the limits
of the present
project.
It was found to be more feasible
and convenient
to select schools
and administer
the questionnaire
to teachers
in these schools
rather
than to select teachers
from a list
of all members of the
This sampling technique,
usually
known as
teaching
population.
is statistically
less accurate
and less
"cluster
sampling",
sensitive
to population
differences
than simple random sampling.
14
Nevertheless,
these
disadvantages
compared to the considerable
savings
result
from using cluster
sampling.
have
little
weight
when
in time and money that can
The sample was selected
in such a way as to make certain
that
certain
subgroups in the teaching
population
would be represented
in the sample in proportion
to their
numbers in the population
itself.
This procedure,
usually
referred
to as stratified
sampling,
was applied to select sub-samples
of teachers
according
to the following
criteria:
the types
of schools
(primary,
combined14,
or
secondary)
where
they
are
teaching;
the
geographical
location
of these schools according
to the present
administrative
subdivisions
(regions);
the gender of the teacher.
Other important
factors,
such as teachers'
qualifications
could
have been considered
in designing
the sample; however, the lack
of sufficiently
detailed
and up-to-date
information
relating
to
these factors
as well as the limited
time available
necessitated
limiting
the stratification
to the above mentioned sub-samples.
III.
The size
of the
sample
Comparisons
between various
subgroups
in a stratified
sample
require
that
a minimum number of cases be included
in the
smallest
subgroup.
The total
sample has to be large enough so
that a meaningful
number of cases in the smallest
subgroup may
be obtained".
In designing
the sample and determining
its
these
requirements
size,
as well
as the already
mentioned
limitations
of data availability
and time constraints
had to ke
taken into account.
The following
tables show the latest
available
data on the number
of schools
by region
and type of school
(Table I) and on the
number of teachers
by region,
type of school and sex (Tables II
and III).
These data were collected
in January,
1991, only ten
days from the beginning
of the academic year, in order to provide
preliminary
summary statistics
to the various
departments
in the
Ministry
of Education
& Culture.
In particular,
these statistics
are used by the Personnel
Division
in the Ministry
to assess the
needs for appointing
additional
teachers
at the beginning
of the
school year. They tend to underestimate,
therefore,
the number
of teachers
actually
teaching
at the various
schools later
in the
year.
14
A combined
school
is a school
which
primary
and secondary
school grades.
15
This minimum number depends on the type of analysis,
see: W. R. Borg, M.D. Gall,
Educational
Research,
4th
Ed. (Longman, New York & London, 1983), pp. 258-259.
offers
both
-
15
Table
I.
Number of schools bv reaion
of school,
1991
and tvne
Type of School
Region
Primary
Combined
Total
Secondary
KA
KE
KH
35
50
51
a
15
ON
416
230
127
2
103
19
23
8
36
240
885
206
105
1196
RU
WI
Total
see Table
Source:
Table
II.
Region
Source:
Note:
I
35
15
13
10
158
1
3.
Teachers
bv reoion
and tvoe
of school,
1391
';I
Primary
Total
No.
%
48.6
27.2
14.4
36.5
1.6
ii.8
161
131
270
639
167
1071
17.8
14.3
24.7
12.0
12.5
30.4
24.6
2439
18.6
No.
%
No.
%
305
537
666
2748
1142
2038
33.6
58.5
60.9
51.5
85.8
57.8
441
250
157
1948
22
414
7436
56.8
3232
see Table
a3
75
74
566
I
I
:I0 .
907
100
918
1093
:oo
100
5335
1331
100
3523
100
LOO
113107
LOO/
3.
Roman numerals are used to identify
statistical
tables
in
Arabic numerals to identify
those
the text of the Report.
in the Statistical
Annex.
Table
III.
Teachers by region,
and sex, 1991
tvoe
of school
Type of School
T
Combined
Primary
T
Region
MF
MF
F
F
% of
MF
161
6.6
39
24.2
907
6.9
302 33.3
55.3
131
5.4
57
43.5
918
7.0
523 57.0
95
60.5
270 11.1
106
39.3
1093
8.3
576 52.7
1295
66.5
639 26.2
326
51.0
5335 40.7
3549 66.5
0.7
15
68.2
167
6.8
48
28.7
1331 10.2
408 30.7
414 12.8
241
58.2
1071 43.9
563
52.6
3523 26.9
2207 62.6
100 1910
59.1
2439 100
1139
46.7
13107 100
7565 57.7
45.2
441 13.6
125
28.3
327
60.9
250
7.7
139
9.0
375
56.3
157
4.9
2748
36.9
1928
70.2
1948 60.3
RU
1142
15.4
345
30.2
WI
2038
27.4
1403
68.8
4516
60.7
% of
MF
KA
305
4.1
138
KE
537
7.2
KH
666
ON
TOTAL 7436
100
Source:
1
F
No.
% of
MF
No.
T
MF
% of
Tot.
No.
% of
Tot.
Total
T_-.
MF
% of
Tot.
No.
Secondary
No.
22
3232
MEC, **lOth day** Statistics,
No.
1991
No.
% of
Tot.
No.
% of
MF
17
A more comprehensive
1991 but the results
survey was undertaken.
school census was carried
out in August,
were not yet available
at the time the
On the basis of the total
number of teachers
(13,107)
the sample
for a population
between 10,000
size is given in Table IV below;
and 15,000 the sample should be between 370 and 375.
Table
N
S
10
100
200
500
600
700
800
900
1000
10
80
132
217
234
248
260
269
278
Note:
Source:
Determinina
IV:
N
N is
sample size from
a aiven nonulation
2000
3000
4000
5000
6000
7000
8000
9000
10000
322
341
351
357
361
364
367
368
370
population
size.
S
N
S
15000
20000
30000
40000
50000
75000
1000000
S is
sample
375
377
379
380
381
382
384
size.
"Educational
and Psychological
Measurement**,
Krejcie
and Morgan, in Journal of the American
Psvcholoaical
Association,
N.D., p. 608.
The above table
is used to determine
sample size from a given
In our case,
population
when obtaining
a simple random sample.
it was important
to verify
that the
the sample being stratified,
sample would be large enough so as to obtain a minimum number of
Although
this
requirement
was not
cases in each subgroup.
the number of 372
satisfactorily
met for
a few subgroups,
teachers
(2.8% of total
teacher
population)
was retained
as a
minimum sample size on the basis of which our sampling procedure
could be developed.
Table V shows how the sample of teachers
was stratified
type of school and sex according
to the proportion
region,
these subgroups represent
of the total
teachers
population
Table III).
by
that
(see
ia
Table
V.
Minimum no.
bv reaion,
of teachers
in the samnle
tvne of school and sex.
Type of School
Region
Primary
Secondary
MF
F
MF
F
MF
KA
KE
KH
9
15
19
4
9
11
ON
78
30
58
55
9
40
12
7
4
55
3
12
3
4
2
36
2
7
5
4
a
18
5
30
209
128
93
54
70
of the
schools
RU
WI
TOTAL
IV.
Combined
Selection
Total
F
MF
1
2
3
26
26
31
8
15
16
11
151
102
2
16
38
100
13
63
35
372
217
F
After the sample size and number ofteachersto
be included
in each
stratumofthe
samplehad beendetermined,
the number of schools to
be visited
in order to survey the teachers
was determined.
This
number was established
on the assumption
that an average of three
teachers
could be surveyed at each school.
This gives a total
of
124 schools
(372 teachers
divided
by three) distributed
by region
and type of school as shown in Table VI below.
Table
VI.
Number of schools to
be visited
reaion
and tvoe of school
bv
Type of School
Region
Primary
KA
KE
KH
ON
RU
WI
TOTAL
3
5
6
26
I
Combined
!secondary
2
2
2
6
2
Total
9
9
10
10
19
4
2
2
18
1
4
10
50
13
33
69
31
24
124
Having established
the number of schools to be visited
by region
the selection
of the individual
schools was
and type of school,
done using the systematic
sampling technique.
First,
a computer printout
was produced,
listing
the schools by
within
each
region,
by
district/or
education
region
and,
type I
inspection
circuit
Then the number of schools in a subgroup (see
table I) was divided
by the number needed for the sample (see Table
19
would give a number rlnrl.
A number smaller
than **ntl was
i this
then selected
at random.
Finally,
starting
with that number, every
nth school was selected
in that given subgroup.
The same procedure
for
each subgroup
was repeated
until
all
the
schools
were
identified.
This technique
was preferred
to random sampling as it
ensured
(having
listed
the schools
in the appropriate
order)
a
better
geographical
distribution
of the selected
schools
within
each region.
In Figure 1. of the Annex the selected
schools are
plotted
in a map of Namibia to illustrate
the geographical
coverage
of the survey.
VI)
V.
Selection
of the
teachers
Once the schools
were selected,
the minimum number of male and
female teachers
to be surveyed in each school was determined
taking
into account available
data on teachers
in that school as well as
the need to conform with subgroup totals
of Table V.
teachers
could be selected
at
According
to these specifications
drawing names from a list
provided
by the
random at the school,
headmaster with the help of a table of random numbers. To be able
to complete the field
work within
the time limits
established
in
a number of officials
from the Ministry
headquarters
the workplan,
as well as from the regional
offices
were asked to participate
in
Four teams were formed, each team visiting
a total
of
the survey.
31 schools in different
regions and administering
the questionnaire
to more than 100 teachers
during the three weeks of the field
work.
The list
of the schools visited
as well as the number of male and
selected
in each school are shown in Table 1. of
female teachers
the Annex.
VI.
The survey
instrument
The design of the survey instrument
involved
a considerable
amount
This included
of work during the first
three weeks of the mission.
and other
officials
with
Ministry's
consultations
extensive
professionals
concerned with the questionnaire
design,
developing
a coding system and related
coding instructions
and pre-testing
the
questionnaire
before final
redrafting
and printing.
20
A brain-storming
session was held with most of the members of the
INSET Working
Group with
the purpose
of better
defining
the
objectives
of the
survey,
stating
specifically
the
type
of
information
needed and deciding
on the instrument
to be used to
collect
this
information.
As a result
of this
meeting,
a first
draft
of the questionnaire
was prepared with the idea that it would
serve as an interview
guide,
although
rather
structured.
At that
meeting,
the overall
approach to the survey and the techniques
and
resources
which might be used were also discussed.
Specifically,
the following
essential
elements were isolated
and refined:
Languages to be used
Personnel
which might be involved
The method to be used to select
the
The survey instrumentation
sample
The last
issue,
the means of collecting
the desired
information,
generated
the most discussion
in subsequent meetings of the survey
team.
Broadly
defined,
**the training
needs of serving
teachers**
could
be interpreted
not only
in terms
of what the teachers
themselves
wanted, but whether or not they were effective
classroom
teachers.
Thus, while everyone agreed on the need to ask teachers
for their
opinions,
it was decided not to undertake
observations
of
actual
lesson presentations,
in consideration
of the very tight
time schedule
planned for the field
work.
Other more technical
meetings,
one on 25 of September,
another on
the 30th, were held to refine
the questionnaire
by rearranging
the
order of some items, rewording
some others,
including
neu questions
and dropping
others
that
appeared
not
necessary
or
were
overlapping.
Finally,
the questionnaire
was pre-tested
in a number of face-toface interviews.
Due to the lack of time and to the fact that
it
was school
vacation,
the number of teachers
involved
In this
and could
exercise
was limited
to those few who could be contacted
be available
in Windhoek.
In spite
of its limitations,
the pretesting
proved to be very useful
in suggesting
further
and final
changes to the questionnaire
aiming mainly at reducing
its size and
improving
clarity.
In addition,
the pre-testing
exercise
showed two main problems
related
to the use of face-to-face
interviews
: the time needed for
administering
the questionnaire
and the language of communication.
The time needed to complete
one interview
was at least
one hour.
Therefore,
interviewing
three or four teachers
in a school would
have taken three to four hours, making it very difficult
to visit
a second school,
often quite distant,
in the same day as planned.
As regards
the language problem it was clear that English
was not
sufficiently
understood
by all
teachers
and that
on-the-spot
translation
would have further
prolonged
the time needed for the
interview.
21
In order to cope with the above problems it was decided to adopt a
different
procedure
to administer
the questionnaire.
Instead
of
interviewing
each teacher
separately,
the selected
sample of
teachers
in each school would be asked to fill
in the questionnaire
simultaneously
under the guidance of a member of the survey team.
As concerned the language problem,
the teacher would be given the
possibility
of using
a language
more familiar
than English
to
understand
the questions
and properly
fill
in the answers.
For
this purpose the questionnaire
was translated
and printed
in two
other languages:
Oshiwambo, used mainly in the Ondangwa region,
and
Afrikaans
which is widely
used in the rest of the country.
This
procedure
proved to be very satisfactory
as it reduced the time for
the interviews
to about two hours for each school while at the same
time allowing
for interviewing
a larger
number of teachers
than
initially
foreseen.
The Questionnaire
as well as the Coding Instructions
and the List
It can be seen that two main
of Codes are presented
in Appendix I.
types of questions
were included
in order to gather different
types
of information
: the first
part of the questionnaire
is concerned
with factual
data about the school (location,type
of school,
etc.)
and the teacher
(gender, age, qualifications,
workload,
etc.);
the
second part relates
mainly
to teaching
conditions
and teacher's
Most of
needs and attitudes
with respect
to in-service
training.
the questions
were asked in such a way that they could be answered
one or more alternatives
from
either
*IYestl or *lN~*l or by selecting
Although
space is provided
for comments or
a list
of choices.
"other"
choices
we can consider
this
questionnaire
as highly
The level of structure
is such that one may argue that
structured.
the data could have been collected
quite
satisfactorily
at much
This of course would
less expense with a mailed questionnaire.
have required
much more time with the risk of obtaining
incomplete
data and a high non-response
rate16.
In fact,
it
understand
required
a
other than
was found that many teachers
interviewed
the meaning of some of the questions
sometimes
fair
amount of clarification,
that of the questionnaire.
did not quite
asked.
This
in a language
The main reason why most of the questions
were designed
in closed
form (such as the multiple
choice format)
is that this allows for
a simultaneous
development
of the coding system to be used for the
This implies
considerable
savings in time
processing
of the data.
as the coding could take place soon after
the interview,
using the
16
research
has shown clear advantages
of
In this respect,
the interview
technique
over the mailed questionnaire,
see for example T. Legacy and F. Bennet, *IA Comparison of
Mailed Questionnaire
and Personal
Interview
Methods of
Journal
of Vocational
Education
Data Collection...'@,
Research 4, No. 3, (1979), pp. 27-39.
22
codes already
established
for each answer.
In addition
to the
questionnaires
survey
teams were provided
with a set of coding
instructions
and a list
of
codesI'
so that
they could do the
coding
themselves
after
visiting
the schools.
Once coded, the
questionnaires
could be dispatched
to the Ministry
for processing
at the end of each week of field
work.
However, this procedure
worked only partly
as foreseen
due to some
lack of organization
in terms of timely provision
of a data typists
and computer equipment as well as lack of time available
for coding
during the field
work, as some teams used much time for travelling
in the more remote areas.
Apart from these delays the three-week
programme of visits
to the schools
was very well
planned
and
efficiently
carried
out with the assistance
of the Regional Offices
and other officers
from the Ministry's
headquarters.
VII.
The field
work
Interviews
with teachers,
the field
work, began in the middle of
October.
Four teams started
the work on different
days depending
on where they were going.
A fifth
team visited
schools
in the
Windhoek Region in the second week of the work.
Tables in Appendix
II
show the composition
of the teams and their
itineraries
configured
on the basis
of the schools
sampled.
The teams
completed
their
work by 2 of November.
The survey teams were allowed a certain
flexibility
on the number
and gender of teachers
to be selected
at each school in order to
cope with possible
discrepancies
between the planned
interviews
(last two columns of Table 1. of the Annex) and the situation
found
at the school.
In a number of schools for example, the male/female
proportion
was quite different
from what the IllOth day" statistics
the absence of some teachers
made the
showed. In other
cases,
This
resulted
in
a larger
selection
procedure
less accurate.
number of interviews
than initially
foreseen
(418 as compared to
372) but also created
some distortions
in the distribution
of
teachers
by gender and type of school with respect
to the original
structure
of the sample.
Table
VII
shows the
number of teachers
which
was actually
type of school and gender.
Comparing these
interviewed
by region,
data with corresponding
data in Tables III
and V we note that,
while for Namibia as a whole differences
are only slight,
this is
not the case for a few Regions,
such as Khorixas
and Rundu in
particular.
In the case of Khorixas
Region these differences
are
mainly due to the fact that two primary
schools were unable to be
17
Most of the codes used had been already
developed by the
Statistics
Division
of the Ministry
in connection
with
the Annual School Census.
23
visited:
one of the two substitute
schools
was not properly
selected,
as it was found to be a secondary
school.
This lowered
the proportion
of primary
school
teachers
interviewed
in this
Region
(15 instead
of 19 as planned)
and affected
the sex
In the case of Rundu Region differences
with
distribution
as well.
the original
sample structure
are observed in the sex distribution
of teachers
in combined and secondary schools.
This is due mainly
to the small
numbers involved:
very small
changes in absolute
numbers are reflected
in large changes in the percentages.
Table
Samale teachers
VII.
by resion,
type
of school
and sex
Type of School
Combined
Primary
Secondary
I
MF
Region
MF
F
F
MF
F
1
No.
% of
Tot.
No.
% of
MF
No.
% of
Tot.
No.
% of
MF
No.
w
9
4.0
4
44.4
13
12.9
4
30.8
6
16.7
KE
16
7.1
10
62.5
8
7.9
4
50.0
8
50.0
w
15
6.6
7
46.7
4
4.0
2
50.0
12
41.7
ON
83
36.7
58
69.9
60
59.4
40
66.7
25
27.5
14
56.0
RU
31
13.7
11
35.5
3
3.0
1
33.3
7
7.7
4
42.9
WI
72
31.9
45
62.5
13
12.8
7
53.8
33
54.5
226
100
135
59.7
101
100
58
57.4
91
49.5
~
I
TOTAL
% of /
MF
25
In Khorixas
and Keetmanshoop Regions,
distances
between schools
were so great that teams had to spend their
nights
in different
investigators
could return to the
In the other regions,
locations.
same hotel or rest camp each night for the most part.
This fact is mentioned because it had implications
for the coding
it was not possible
for
of the questionnaires.
In some cases,
teams to code questionnaires
after
field
work in the evening
because of the need to travel
to a different
venue in readiness
for
work the next day or because the schools visited
during
the day
This delayed
the
were far
from the available
accommodation.
processing
and analysis
of the data as a number of questionnaires
were still
to be coded at the end of the field
work.
In a follow-up
meeting of team members held at the MEC Head Office
on 7 November, the following
observations
were made about the field
work and the administration
of the
questionnaire:
A.
It was apparent
that more training
needed to be done with
questionnaire
and also to
regard
to the administration
of the
That this was so,
ensure reliability
of the coding of responses.
was evident
by the fact that some interviewers
did not properly
follow
the coding instructions
as a guide for recording
teachers'
replies.
As a result
a considerable
amount of time was spent to
revise
and clean the data.
B.
It was also felt
that a number of errors
or biased responses
could have stemmed from the procedures
used in administering
the
: the way questions
were explained
to the respondent,
questionnaire
the time allowed
to answer them (sometimes
the respondent,
if
pressed by time would give any answer just to keep up with the rest
of the group)
and the presence
and intervention
of other people
inspector)
during the interview.
(principal,
Another
source
of errors
relates
to the fact
that
some
C.
teachers
were unclear
as to the meaning of some of the questions
even after
lengthy
explanation
by interviewers.
In terms of items asking for ranked responses,
it
D.
likely
that the first
choice from a number of alternatives
most reliable.
was most
was the
E.
Other
1.
Many schools
were giving
examinations
during
the time the
survey was being completed.
Other qualified
individuals,
such as subject
advisers,
should
have been given the chance to complete the questionnaire.
should
have been included
in the
An additional
question
questionnaire
to determine
for which subjects
besides English
and mathematics,
teachers
would like training.
2.
3.
observations:
26
4.
5.
A summary of the survey findings
should be sent to schools,
the
which
participated
in
especially
to
those
schools
interviews.
The teams were fortunate
in having very good guides to help
them find sample schools and to complete their
work.
27
CHAPTER FOUR
ANALYSIS OF SURVEY RESULTS
In this
chapter
the more significant
statistical
findings
are
discussed.
After
some comparisons
between the survey data and
available
school census data, the research topics
listed
in Chapter
Two are addressed in terms of what can be learnt
from the frequency
tables
and
cross-tabulations
of
the
survey
responses
to
questionnaire.
The statistical
tables
presenting
the results
of
the survey are included
in the Annex.
Reference
to these tables
will
be made in the analysis
by simply recalling
their
numberI'.
I.
Comoarisons
with
census
data
The survey
was processed
using
the Integrated
Micro-computer
Processing
System
(IMPS)l',
a software
package
used by the
Statistics
Division
of the Ministry
of Education
and Culture
(MEC)
to process
the annual school
census which took place
in August
By the time this report
was being prepared some preliminary
1991.
Although
not all the
results
from this census became available.
it is interesting
to compare below some of
schools are included2'
the survey results
with corresponding
census data.
Table
VIII.
Census
Survey
Difference
Percentaae
distribution
of teachers
bv resion
KA
KE
KH
ON
RU
WI
7.3
6.7
0.6
8.4
7.7
0.7
9.0
7.4
1.6
34.9
40.2
-5.3
10.6
9.8
0.8
29.7
28.2
1.5
18
Tables
in the
numeral;
tables
19
by the U.S. Bureau of the
This system was developed
Census and was supplied
to the Ministry
in the framework
of a proejct
financed
by U.S.A.I.D.
20
The available
information
represents
about 93% of the
Schools with the following
distribution
by region:
Katima
lOOO%, Ondangwa
Mulilo
94%, Keetmanshoop 97.6%, Khorixas
86.5%, Rundu 98.8%, Windhoek 100%
text
are identified
by a capital
in the Annex by an Arabic numeral.
Roman
28
Table
IX.
Percentase
TOTAL
Census
Survey
Difference
59.0
56.9
2.1
of female
teachers
bv region
KA
KE
KH
ON
RU
WI
36.2
32.1
4.1
57.8
56.3
1.5
53.5
45.2
8.3
69.4
66.6
2.8
31.8
36.6
-4.8
64.1
59.3
4.8
As regards Table VIII we can note that only for Ondangwa region are
the differences
significant.
This is due mainly to the fact that
the available
census information
for that region
represents
only
86.5% of the schools.
Once the data for Ondangwa becomes more
complete the percentage
of teachers
for that region will
increase
while the same percentage
for the other regions
(whose data are
already
almost complete)
will
necessarily
decrease,
thus levelling
off the present
discrepancies.
As regards Table IX we note that the percentage
of female teachers
is higher
in the census than in the survey for most regions.
We
note however that this percentage
is also systematically
higher in
the census as compared with the 10th day statistics
(see Table III
in Chapter Three).
As the sample was based on the latter
data this
explains
the reason for most of the differences
observed.
Only in
the case of Khorixas
and Rundu can these differences
be attributed
to other reasons as already
explained
in Chapter Three.
Finally
the comparison
between data on academic and professional
shows only very slight
qualifications
(Tables
X and XI below)
differences.
Unfortunately
the census information
available
did
not
allow
comparisons
between
breakdowns
of
more detailed
qualifications.
Table
X.
Percentaae
distribution
bv academic qualification
Lower than
Standard
10
Census
Survey
Difference
48.8
49.0
-0.2
Standard
10
12.5
44.0
-1.5
of teachers
Above
Standard
8.7
7.0
1.7
10
29
Table
XI.
Percentaae
distribution
of teachers
bv orofessional
aualification
Census
Survey
Difference
II.
Distribution
Without
Qualification
With
Qualification
35.9
36.1
-0.2
64.1
63.9
0.2
of schools
and teachers
In Chapter Three it was shown that the sample was selected
in such
a way that it would be representative
of the teaching
population
as
regards distribution
by region,
by gender, and by type of school.
The comparison with census data, above, suggests that this has been
achieved.
Table 1 lists
the schools visited
in each region and indicates
for
each school the typp (primary,
combined or secondary),
its location
as well
as the number of male and female
(urban
or rural)
The geographical
location
of the schools
teachers
interviewed.
visited
is illustrated
in Figure 1, while Table 2 summarizes their
distribution
by region and type of school.
It will
be observed from Table 3 that female teachers
predominate
in three regions
and in the overall
analysis
(57%), with Ondangwa
having the highest
proportion
(67%) and Katima Mulilo
the lowest
The ratio
in primary
and combined schools approximates
to
(32%).
while in secondary schools there is an almost
the overall
picture,
even split
between male and female teachers,
for the country
as a
whole.
From Table 4 it will
be
Fifty
per
rural
schools.
enrolment
between 200 and
and 35% in larger
schools,
an enrolment
in excess of
65% of teachers
serve on
21
seen that 73% of all teachers
teach in
cent of teachers
work in schools with an
(Table 5); 15% work in smaller
599 pupils
with
5% working in schools with
schools,
From Table 6 it will
be seen that
1000.
a staff
numbering less than 20 teachers.
For the urban-rural
definition
used in the
the '*Coding Instructions"
in Appendix I.
survey,
see
30
III.
Personal
A.
Vital
characteristics
of teachers
statistics
The age of teachers
is given in Tables 7 and 8.
It will
be seen
that 78% of the teaching
force is under the age of 40 (81% and 73%
for females and males respectively).
This is the group for whom
in-service
training
during the next five years will give returns
of
improved teaching
competence over a period of ten years or longer.
Information
on the marital
status of teachers
and on the number of
dependents
is given in Tables 9 and 10. Sixty-four
per cent of all
teachers
are married
and 47% of all teachers
have more than three
dependants.
Family commitments are likely
to have an effect
on the
amount of time which a teacher
can spare for in-service
training,
as well as influencing
availability
for residential
courses away
from the home town or village.
The analysis
of the home language of teachers
is given in Tables
11, 12, and 13, from which it will
be seen that 42% of teachers
have Oshiwambo as home language and 20% have Afrikaans.
Only two
teachers
in the sample have English as home language.
However, 175
out of 418 teachers
(42%) claim to have a good command of English,
while 53% claim that their
English
is fair.
Only 5% claim to be
poor in English
or to have no command of the language at all (Table
14).
It must, however, be noted that these statistics
reflect
the
respondents'
own evaluation
of their
language competence.
This
information
should be compared with teachers'
evaluation
of their
need for
further
training
in English,
and with
principals'
evaluation
of the needs of their
staff
for training
in English
(Tables
65, 97); and also with the indication
in Table 41 that
about
50% of all
teaching
takes
place
through
the medium of
English.
Thirty-six
per cent of teachers
claim to be conversant
with more than two languages
besides
their
mother tongue
(Table
15).
B.
Teachers'
aualifications
The qualifications
of respondents
are reflected
in Tables 16 to 25.
It can be seen that 49% of teachers
have an academic qualification
lower than Standard
10 (Table
16) and 36% of teachers
have no
professional
qualification
at all (Table 17)22.
The corresponding
percentages
for
teachers
in primary
schools
are 58% and 38%
22
In the present
system, Standard 10 is the terminal
grade
of secondary
education
corresponding
to 12 years
2f
schooling.
In the new system being implemented,
the term
Ti-.e
"Standard".
llGradel'
will
be used instead
of
equivalence
between the two terms is as follows:
STD(X) = GRADE (X+2); e.g. STD 10 = GRADE 12.
.,
31
respectively
and for teachers
in secondary
schools
12% and 22%
respectively
(Tables 20 and 23).
The same percentages
for combined
schools are 61% and 44% respectively,
indicating
that teachers
are
less qualified
than in primary
schools.
Regional comparisons
show
that
the proportion
of teachers
with
less than standard
10 as
highest
academic qualification
range from 73% for Rundu to 29% for
Windhoek
(Table
19),
while
those
without
a professional
qualification
range from 51% for Rundu to 20% for Windhoek (Table
22).
For females in the sample, those with less than standard
10
a professional
qualification
are 52% (Table 21), and those without
are 36% (Table 24), showing no significant
difference
from male
teachers.
These figures
confirm
earlier
indications
that
serving
teachers
need to be given every opportunity
to improve their
formal
and
While the debate continues
on the
professional
qualifications.
exact level of qualification
necessary
for competent teaching
in
it must be accepted
that
teachers'
the various
school
phases,
confidence
will necessarily
be undermined by frequent
references
to
their
being "unqualified".
C.
Salary
Cateaorv
The classification
of teachers
by category
for salary
purposes is
It was evident
during
interviews
that
shown in Tables 26 and 27.
many teachers
did not know their
category
and that a number of
principals
did not have at their
disposal
this
information
for
their
staff.
For 9% of the teachers
this
factor
was recorded
as
from
the category
was deduced
Vnknown81, while in some instances
by a member of the survey
team.
the teacher's
qualifications
Teachers'
lack of knowledge about their
salary categories
suggests
a lack of understanding
of the structure
of salary
scales,
with
improved
which
impact
the
insight
into
lack
of
consequent
It suggests,
too,
qualifications
might have on their
pay packets.
that many teachers
are not in a position
to determine
whether they
are being paid on the correct
scale.
D.
Teachina
exoerience
Data on teaching
experience
of teachers
by region
and type of
Thirty
per cent of the
school
are shown in Tables
28 to 30.
teaching
years'
five
than
less
have
interviewed
teachers
Rundu
while
57%
have
less
than
ten
years'
experience.
experience,
has a significantly
larger
proportion
of its teachers
(41%) in the
group with
less than five
years'
experience,
while
63% of the
have less
than
ten years'
in the
Ondangwa region
teachers
experience.
Keetmanshoop is the region with the lowest proportion
experience.
of the teaching
corps having
less than ten years'
only 21% of teachers
have been in the profession
for
Countrywide,
The
comparative
youthfulness
of
the
fifteen
years or longer.
majority
of teachers
stresses
the benefits
to be gained over a
32
considerable
competence
E.
number of years
as soon as possible.
Present
Dart-time
by
upgrading
their
professional
studies
Tables
31 and 32 reflect
the part-time
study towards
a formal
qualification
in which teachers
are presently
engaged.
Forty-eight
per cent of teachers
are currently
engaged in such study,
and of
these 62% are studying
towards a standard
10 certificate.
Gaining
this qualification
brings about an immediate improvement in salary,
as well as access to other academic and professional
courses
of
study. Teachers were not questioned
about their
perceptions
of the
direct
relevance
of this qualification
to their
teaching,
but it is
known from other sources
that the subject
combinations
taken by
most teachers
include
subjects
which will have little
relevance
to
their
performance
as teachers.
Mathematics
and physical
science,
in particular,
while
both these
subjects
have
are neglected,
relevance
to all
primary
teachers
and there
is a shortage
of
teachers
of these subjects
in the secondary school.
Forty-five
per
cent of those studying
do not expect to have completed
the course
for the amount of time
by the end of 1992, which has implications
such teachers
are likely
to have available
for other forms of inservice
training.
Of the teachers
registered
with the Ministry's
Distance
Teaching
Division
within
the Department of Non-Formal Education
in 1990, 240
For biology
offered
Afrikaans
with 78% passing
the examination.
there were 172 entries
with only 8% passing,
while for mathematics
Physical
science was
not one of the six candidates
was successful.
not offered
as a subject.
If the 33% of teachers
currently
studying
for a standard
10 or
lower qualification
is compared with the 49% who hold a lower
the
urgency
of
16),
than
standard
10 (Table
qualification
determining
necessary
levels
of qualification
and of revising
the
salary structure
accordingly
becomes apparent.
The value presently
attached
to the standard
10 certificate
is drawing
energy and
commitment
away from other
studies
which may possibly
be more
beneficial
to the teaching
profession
in the long run.
F.
Teachincf
Dosts
Tables 33 to 36 indicate
which of the teachers
interviewed
fill
select
a
effort
was made to
No special
promotion
posts.
representative
number of teaching
personnel
in promotion
posts,
as
the aim of the survey was to determine
the in-service
training
deputy principals
and heads of
Principals,
needs of teachers.
if drawn in the random sampling
of teachers,
were
department,
regarded as teachers
(although
principals
were asked to answer one
Only two
additional
question,
question
36 of the Questionnaire).
of the 38 principals
drawn indicated
that they have no teaching
33
load.
Thirty-eight
principals,
five deputy principals
and 20 heads
of department
were drawn in the random sampling
at schools.
A
higher ratio
of heads of department
to principals
would have been
expected,
indicating
perhaps that there are many head of department
posts unfilled.
Eighteen
of the 63 teachers
in promotion
posts
were female.
IV.
Conditions
A.
Workload
of service
of teachers
The
The workload
of teachers
is presented
in Tables 37 to 39.
actual
teaching
time is expressed
as a percentage
of available
With the regular
references
to overteaching
time at the school.
it was surprising
to learn
large classes and shortages
of teachers,
that 34% of teachers
spend less than 76% of teaching
time in front
for
to a circular
"Teaching
periods
According
of a class.
headmasters
and teaching
staff"
dated 24 April
1991, heads of
department
are to spend between 69% and 82% of their
time teaching,
deputy principals
between 55% and 64% of their
time, and principals
proportion
depending
between 7% and 84% of their
time, the actual
is that
all
other
The assumption
on the size of the school.
teachers
will
spend almost all
of their
time.in
the classroom.
Since only 15% of the respondents
hold promotion
posts
(and of
these,
36% indicated
that they spend at least 76% of their
time in
one would have expected the percentage
of teachers
the classroom),
The four
teaching
for less than 76% of the time to be lower.
teachers
teaching
in excess of 100% of the time are junior
primary
class teachers
who have an additional
teaching
responsibility
(for
a subject
like needlework)
in a senior
primary
class after
their
junior
primary
class has gone home.
that
Also surprising
was the fact
teachers
were extremely
uncertain
suggesting
that
personal
timetables,
deviated
from than adhered to.
Thirty-five
duties
at
(Table
39),
curricular
learners.
the
duties,
at many of the schools
the
about the details
of their
the timetable
was more
indicated
that they have no
per cent of respondents
the school
outside
their
classroom
responsibilities
that
at many schools
a full
cowhich
suggests
for
the benefit
of the
programme
is not offered
Of the 65% who indicated
that
they have additional
breakdown is given in Table XII.
34
Table
Extra-curricular
XII.
reSDOnSibilities
Sport
Cultural
activities
Supervising
study or remedial
Hostel duties
Administrative
duties
Other
Not indicated
111
15
14
16
75
22
20
26.6%
3.6%
3.6%
3.8%
17.8%
5.3%
4.8%
involved
273
65.3%
No involvement
145
34.7%
Total
418
100.0%
Total
B.
of teachers
Main subiects
tauaht
work
and medium of
instruction
Table 40 provides
details
of the subject
to which teachers
devote
Twenty-nine
per cent of the teachers
teach all
most of their
time.
subjects
to a particular
class group.
The other teachers
teach one
In Table 41 the various
or more subjects
to several
class groups.
subject
groupings
are analyzed
according
to the language used as
medium of instruction,
from which it will
be seen that mathematics
business
and economics,
and
and science,
history
and geography,
agriculture
are taught through the medium of English
by more than
whereas
for 80% of the teachers
doing
class
60% of teachers,
the medium of instruction
is a language
other
than
teaching,
English.
Of the 294 teachers
who indicated
that they do subject
teaching,
it
will
be seen from Table 42 that 14% teach only one subject,
25%
24% teach three subjects,
and 21% teach four
teach two subjects,
The
subjects.
The remaining
teachers
teach five or more subjects.
larger
the number of subjects
which a teacher
teaches,
the more
in-service
training
frequently
he or she will
have to attend
courses if they are subject
specific.
C.
Subiect
Dreferences
Table 43 shows the subjects
teaching
heads
the
list
Mathematics
is indicated
suprising
considering
that
a standard
10 qualification
and aualification
in the
teachers
would prefer
followed
by
(22%) I
as third
preference
half of these respondents
in the subject
(Table
subject
Class
to teach.
(16%).
English
which
is
(14%),
have less than
44).
Forty-nine
per cent of the teachers
who indicated
which subject
they would prefer
to teach have a qualification
lower than standard
10 in that subject.
35
D.
Availability
of teachina
materials
Teachers were asked to indicate
which of a list
of 14 teaching
aids
in their
classrooms
for
them to use.
were available
Their
responses are shown in Table 47. Textbooks and the blackboard
were
available
for 96% of the respondents.
maps and charts,
Stationery,
and paints
and crayons were reported
as available
by more than 50%
of teachers.
The other
items
(reference
books and libraries,
pictures,
overhead
projectors,
tape recorders,
film
and video,
globes,
flash-cards)
were less frequently
available.
E.
Home 1anCYuace of DuDils
and teachers
In Table 48 teachers
indicate
the home languages
of most of the
pupils
in their
classrooms.
The most frequent
language reported
is
Oshiwambo (42%).
The next language
most often
given
as being
spoken
by most pupils
is Afrikaans
Altogether
nine
(16%).
languages
were given by teachers
in response
to this
question.
Table 49 gives the same information
by region.
With the exception
of Windhoek
Region,
and to a lesser
extent
Keetmanshoop
and
Khorixas
where pupils
home languages
vary,
in the other regions
almost all pupils
pupils
speak the same local language.
In Table 50
we see that the home language of teachers
generally
coincides
with
the home language of most of their
pupils.
F.
Class
For the
reported
children,
size
country
as a whole, the largest
group of teachers
(31%)
that
their
largest
classes
were between
30 and 39
the average being 41 (Table 51).
Table 52 reveals
that the largest
classes are found in the Ondangwa
Eighty-five
per cent of the teachers
in Ondangwa have
Region.
It is also the only region which has
classes of at least 40 pupils.
In a few cases in this Region
class size of more than 70 pupils.
the largest
classes were over 100 although
this was coded as 99.
Table 53 shows that the largest
classes
are
combined schools
while
in 8 cases secondary
more than 50 pupils
are reported
G.
Factors
adversely
affectina
found in primary
and
school classes
with
teachinq
When teachers
were asked which factors
affected
their
teaching
adversely,
the majority
of them stated
that large class size was
Difficulty
in communicating
with
the most critical
factor
(23%).
problems
was given
by 22% of
their
pupils
owing to language
teachers,
while lack of basic teaching
equipment was indicated
by
16% of teachers
(Table 54).
36
When these
factors
are analyzed
by region
correlate
well with what teachers
have reported
their
largest
classes.
In Ondangwa Region, where
the largest
classes,
class
size was chosen as
factor
affecting
their
teaching
(32% of teachers).
V. The need
for
in-service
teacher
(Table
55),
they
about the size of
teachers
reported
the most serious
education
Broadly
defined,
in-service
teacher
education
could refer
to any
training
teachers
received
while
they
are
still
working.
Considered
in this
manner,
there
could be said to be two major
categories
of in-service
training,
defined
by the approach
the
courses
use:
courses
teachers
take with
an instructor
present
(face-to-face),
and courses taken using distance
teaching
methods.
Of the former,
there are long-term
courses of a more formal nature
usually
taken at a college
or university
as well
as programmes
mounted at schools
or in colleges
which are short-term,
offered
after
school,
during
holidays
or weekends.
Of the latter
type
there are up-grading
or informational
programmes offered
by radio.
There are also academic and professional
courses given by various
Since the Five Year
colleges
and institutions
by correspondence.
Plan for teacher
improvement
proposes
making use of all
these
methods to improve the quality
of teaching
in Namibia,
some mention
For the
will
be made of each mode in this
section
of the paper.
in-service
teacher
training
will
be discussed
in
most part though,
terms of short-term
courses
offered
to teachers
after
school
or
during
holidays.
A.
Teachers'
exoerience
with
in-service
traininq
Table 57 shows that 64% of all teachers
surveyed recall
having had
Of all the teachers
who said they
some form of in-service
training.
95% said it was worthwhile
for
had training
on-the-job,
64% said that
attendance
was compulsory.
them to have attended;
These figures
indicate
a high level of appreciation
for in-service
Table 58 reveals
that the Ondangwa
courses
received
in the past.
received
in
the
country,
with
40% of
the
teachers
Region
training
than the other
regions:
proportionally
less in-service
only 33% of the teachers
who had INSET are in this region.
The same
percentage
applies
to Windhoek but this
region
represents
28% of
In Katima Mulilo
71% of the respondents
had
the teaching
corps.
some INSET while in Khorixas
the corresponding
percentage
was 74%.
the highest
percentage
of teachers
In terms of the type of school,
with some in-service
training
are found in combined
teachers
in primary
schools
and secondary
schools
(72%), while
schools reported
having received
training
in a lower proportion
60%
and 68% respectively
(Table 59).
Table XIII below shows all the subjects
teachers
reported
as either
teaching
at present
or having taught
in the past. It also.shows
the
years in which they report
having had their
most recent
in-service
37
training
in
who report
most recent
their
most
(43%) said
Table
XIII.
that subject.
Thirty-seven
per cent of all teachers
having had in-service
training,
indicated
that their
training
took place in 1991.
A further
21% have said
recent
training
was in 1990 or 1989.
The remainder
their
most recent training
was earlier
than 1989.
Teachers bv subiect
(previouslv
tauaht)
and Year of most recent
received
Total
Class Teaching
Agriculture
Art & Music
Biology
Business & Economics
English
Other languages
General Science
Geography & History
Life Science
Life skills
& Home EC.
Mathematics
Needlework
Physical
Education
Physical
Science
Religion
Other subjects
Total
Before
1989
or nresentlv
INSET traininq
1989
1990
57
5
6
8
11
71
51
25
25
2
5
6
1
36
29
11
4
50
23
9
1
1
1991
1
13
1
-
1
8
7
5
1
6
3
2
5
5
1
-
3
5
15
2
2
8
21
12
7
2
1
1
1
1
20
24
3
2
4
5
8
17
8
5
23
7
8
7
7
3
3
6
424
186
40
43
155
7
55
11
13
12
13
Table 45 indicates
that most teachers
prefer
primary
school class
teaching
as their
first
choice of subjects.
However, 40% of them
have never had any in-service
training
as class teachers;
of those
who have, 50% report
that their most recent in-service
training
was
before 1990. English
is the second most popular subject;
more than
Of those that did,
half
(58%) have had training
in this subject.
In the field
of
28% had their
most recent
training
before 1990.
the
mathematics,
a subject
preferred
by 14% of the teachers,
training
and
situation
is almost the same; 50% have had in-service
of these,
15% reported
their
most recent
training
before
1990;
about a third
have been trained
this year.
Table 46 shows the subjects
teachers
prefer
to teach together
with
their
qualifications
and eventual
in-service
training
in those
subjects.
Most teachers
who prefer
class teaching
have less than
a Std. 10 qualification
(78%) and have had some in-service
training
(60%).
38
cTeat
B.
ers'
Question
19 in the questionnaire
asked teachers
who had received
in-service
training,
in which ways the training
was worthwhile
or
not.
Not all teachers
gave comments (193 out of 269 who received
INSET responded).
The replies
most frequently - given
are shown in
Table XIV below.
Table
XIV.
Benefits
of orevious
in-service
Type of Benefit
traininq
Number of
replies
New and different
teaching
Valid experience
obtained
Improved English
usage
Up-graded qualifications
Improved teaching
skills
Improved subject
knowledge
Other answers
methods
Total
%
40
20
18
16
13
23
63
21
10
9
8
7
12
33
193
100
Teachers were also asked to choose between a list
of benefits
they
thought in-service
training
would provide.
They were asked to rank
their
choices
in terms of their
importance,
first,
second and
third.
Most teachers
(60%) indicated
that they believed
training
should first
of all
improve their
professional
skills.
Twentyfour per cent believed
in-service
should help them obtain a higher
qualification,
while
for others
(9.3%) improving
career prospect
was the most important
benefit
(Table 60).
Out of the 101 teachers
who believe that in-service
training
should
help them improve their
qualification,
33% hold a Standard
10 or
When the responses
are analyzed
higher qualification
(Table 64).
While 55% of those who
finding
emerges.
by gender, an interesting
a figure
selected
llImproving
professional
skillsl'
are females,
74% of
numbers in the sample,
roughly
proportionate
to their
teachers
who would
like
training
in order
to "Improve
career
prospects II are women (Table 63).
c.
Areas
of
in-service
trqinins
teachers
want
By far the largest
percentage
(29%) of teachers
chose llTeaching
Methodsll as the area in which they most wished to receive
training
Communication
skills
in English,
child psychology
and
(Table 65).
When
subject
knowledge also ranked high on the list
of choices.
analyzed
by region
(Table 66), it is found that of the teachers
.___
--
39
wanting training
in English
for communication,
those from Ondangwa
and Windhoek regions together
represent
83% of the total.
Teachers
in Windhoek give the strongest
indication
of wanting
training
in
subject
knowledge
(38%), while
in Ondangwa those who selected
training
in child psychology
as their
first
choice ranked second in
regions
the largest
the region
(20% or 34 out of 168). In all
In terms
number of responses were for teaching
methods training.
of training
needs in different
types of schools,
primary
school
teachers
consider
their
training
needs in child
psychology
and
study skills
to be relatively
more important
than their
colleagues
Of the teachers
who
in combined or secondary schools
(Table 67).
selected
English
language training
and psychology
as their
most
were in the large
needed area of training
(Table 68), females
majority
(69% and 61% respectively).
About 90% of the respondents
wanted to be retrained
in English
79% were willing
to become mathematics
a subject
as well;
science teachers
if training
was provided
(Table 69).
D.
Teachers'
attitude
to modern teachina
chance in the classroom.
methods
as
and
and to
Teachers
were asked to respond to two questions
the purpose of
which was to determine
the extent to which they might be considered
conservative
(teacher-centred)
or progressive
(child-centred)
in
An attitude
scale
was
their
approach
to classroom
teaching.
the
(See
Question
23
in
purpose
for
this
constructed
Nine statements
about teaching
were given
to
questionnaire).
They were asked to indicate
whether they strongly
respondents.
agreed or strongly
disagreed
about the statements
or had an opinion
Their responses were given a score
in between these two extremes.
The scores obtained
in each question
on a scale from one to four.
were added up to give a global
indication
of attitude.
The range of
The range of
on this
item was from 9 to 36.
possible
scores
The mean score
obtained
scores varied
from 18 to 34 (Table 70).
that most teachers
tend in the direction
of
was 26.7, indicating
being child-centred
but may not fully
understand
the concept as a
complete philosophy
of teaching.
For example, a number of teachers
believed
that children
should be helped to reach their
potential,
but also believed
that some will
always fail.
those with the lowest academic qualifications
tended to
In general,
be more teacher-centred
than those with more education
(Table 73).
It is also true that higher scores (pupil-centred
attitudes)
were
obtained
from the Windhoek Region than from other regions
(Table
72).
In order to analyze the degree to which teachers
might be receptive
They
a second attitude
question
was asked of them.
to new ideas,
were required
to indicate
whether they agreed or disagreed
with two
which
reflected
attitudes
to different
classroom
statements
There were three
situations
(Question
24 in the questionnaire).
which
enabled
their
choices
to be
two, three
or four,
values,
Vwol@ reflecting
a preference
for no change and "four"
quantified,
40
The mean value obtained
from this item was
the choice for change.
3.7, once again indicating
a tendency
in favour
of changing
the
traditional
pattern
of classroom
performance
(Table 71).
Higher
scores once again were found in the Windhoek Region (Table 74).
E.
The teacher's
role
in the
x
INSET nrocramme
Nearly every teacher
(94%) surveyed said they would be willing
to
participate
in future
in-service
programmes, mainly just to attend
courses
(Table 76).
In addition,
some said they would be willing
to teach their
colleagues
in such programmes,
to organize
courses
or help manage a centre.
It should be noted however that 42% of
those who would like to teach in an in-service
programme have less
Tt I situation
is similar
for
than a Standard
10 qualification.
those who are willing
to organize
tour -3s as shown in Table XV.
Table XV. Academic
oraanize
INSET.
Academic
qualifications
Qualification
of thzse
Teach
%
Other teachers
Lower than Standard 8
Standard 8 or 9
Standard
10
Standard
10 + 3 years
BA and above
I Total
F.
When, how and where
willins
17
42
71
1
10
I
trainina
141
should
to teach
Organize
Courses
12
30
50
1
7
100 1
17
41
64
1
14
137
and/or
%
12
30
47
1
10
100 1
be offered
By far the largest
number of teachers
would prefer
to have extra
Other teachers
prefer
the
training
during school holidays
(61%).
training
to take place in the evenings
(20%) or during
week-ends
(10%).
Only 9% of teachers
would prefer
to receive
training
during
are males (Tables 78 - 81).
school time, and of these the majority
The fact that teachers
prefer
INSET to be offered
outside
school
contrary
to what is commonly believed,
they are
time shows that,
committed
to their
jobs and are concerned
that
their
training
should not disrupt
the normal school life.
(63%) to have courses
of teachers
also
prefer
The majority
concentrated
in a short period of time (Table 82).
This choice is
evenly distributed
between males and females in proportion
to their
When responses
are
in the sample
(Table
85).
representation
nearly
80% of teachers
in
analyzed
by region
it is found that
Ratima Mulilo
prefer
concentrated,
short
courses
while
those in
favour
of short
courses
in Ondangwa and Windhoek are about 60%
Secondary teachers
are most in favour
of in-service
(Table 83).
training
taking
place in short periods
of time (74%) (Tables 84).
41
On a nation-wide
basis
teachers
also prefer
(50%) to have the
courses held in local centres
away from their
schools
(Table 86).
There are some regional
variations
to the latter
finding:
most
teachers
in Keetmanshoop,
Khorixas
and Rundu have opted to stay in
their
schools
for training,
perhaps owing to the long distances
from other suitable
venues (Table 87).
While teachers
who would
choose to use local training
centres
or the school are in majority
females,
among teachers
who indicated
they would like to travel
to
distant
centres
males outnumbered
females by nearly
three to one
(Table
89).
A good proportion
(43%) of teachers
from primary
schools would like to have training
at their
school even though the
majority
(46%) of them would rather
attend
training
at a nearby
centre
(Table 88).
Most teachers
(42%) would prefer
to have someone from a teacher
training
college
or indeed anyone qualified
(35%) to be their
trainer,
(Table 90).
G.
Perceived
obstacles
of trainino.
to narticination
in trainina
and benefits
Sixty-six
percent
of the respondents
said there were obstacles
in
The largest
the way of their
participation
in INSET (Table 91).
to the training
site
proportion
(47%), said lack of transportation
Others (35%) gave financial
problems
was the most serious problem.
Family commitments and
connected
with training
as an obstacle.
workload were considered
obstacles
to their
participation
in INSET
by respectively
18% and 16% of the teachers
interviewed.
34) to select
the three
most
Respondents
were asked (Question
important
incentives
which might encourage
their
involvement
in
The incentive
chosen as first
choice
by the
further
training.
majority
of teachers
(35%) was the provision
of transportation
This finding
corroborates
the
to training
sites
(Table
92).
information
provided
regarding
obstacles
to attendance
shown
was seen as an inhibiting
factor.
above: lack of transportation
In Windhoek and Khorixas
Regions the desire
for transportation
than
in other
regions
to training
was proportionately
higher
(Table 93).
indicated
as their
first
choice
a
30% of
teachers
Almost
while
another
21% preferred
to be
certificate
of completion,
Only 9% of
given
study
leave for participation
in courses.
teachers
selected
~~allowancel~ as their
first
choice,
and of these
there were more males (23) than females
(16) (Table 94).
It is interesting
to note that
fees
willing
to pay course
qualification
(Table 95).
the majority
for
INSET
of teachers
leading
to
(65%) are
a higher
42
H.
Tvoes of
teachers
in-service
trainina
Princinals
want
for
their
Question 26 asked teachers
whether they believe
their
principals
supported
the idea of in-service
training.
Most (87%) said they
thought
their
principals
supported
training
on the job (Table
77).
Of those (16) who said principals
do not support in-service
training,
one said she/he was not informed of the time and place,
one said the principal
had bad relations
with staff
in general,
another
that
there
are not enough teachers
in the school
to
permit participation.
some principals
were also
When selecting
the sample of teachers,
Question
36 on the instrument
sought to
chosen in the process.
determine
what principals
believed
their
teachers'
needs were.
Ten of the 38 principals
interviewed
indicated
that
teaching
Knowledge of
methods was the area were INSET was most needed.
considered
a priority
area
of training,
English
was also
especially
by primary
school principals
(Tables 97 - 99).
43
CHAPTER FIVE
CONCLUSIONS AND RECOMMENDATIONS
I.
Trainins
Priorities
It is apparent
that teachers
would welcome an intensified
inservice
training
programme based on their
estimates
of past
training
which were mostly favourable.
Moreover,
given that 64%
of all
serving
teachers
in Namibia
have received
on-the-job
training
it is only reasonable
to suggest
that an in-service
training
programme begin with those with no training,
since it
is apparent
that priorities
will
have to be set.
To be perceived
to be of some use to teachers,
in-service
training
must continue
to provide the benefits
teacher considered
important
in past programmes.
Most want their
professional
skills
to
be improved;
for
obtaining
a higher
others,
qualification
is likely
to be important.
Future
in-service
programmes should consider
linking
mastery of selected
teaching
skills
with up-grading
of formal qualifications.
Care would have to be taken to ensure that the non-formal
nature
of in-service
training
does not dilute
the high standard
of
performance
Namibians
have come to expect
of their
teachers.
Professional
training
of the traditional,
short-term
in-service
type should provide
another
option
to teachers
who may also be
studying
to improve their
academic standing
or who may not be
able to attend
more formal,
long-term
professional
courses
at
teachers'
colleges.
survey
and from
From the
analysis
of
results
considerations
the following
recommendations
suggest
the
above
themselves:
1.
The INSET programme should begin with those who have had no
in-service training.
However, all teachers
should eventually
be included
in the programme.
2.
In-service
training
should
begin
teachers
have received
proportionally
those in other regions.
3.
The MEC should consider
linking
mastery
and the up-grading
of formal qualifications.
II.
Imorovina
the
orofessionalism
in
the
less
of
regions
training
teaching
where
than
skills
of teachers
services
are recognized
by
There is no doubt that if teachers'
means of improvements
to pay and conditions
of service
their
Nevertheless,
sustained
sense of worth
will
be increased.
dedication
to profession
of teaching
expressed in terms of high
quality
classroom
performance
can only be achieved
in two ways.
First,
teachers
must adopt a commitment to excellence
as part of
Second, they must be trained
their
personal
system of values.
44
to perform
be evident
in such a way that
from their
work.
their
commitment
to excellence
will
High-grade
performance
in the classroom has now come to mean that
teachers must bring about changes in pupil behaviour
as specified
by the objectives
of the school curriculum
which may have been
derived
in part from the essential
structures
of the traditional
subject
disciplines.
It also means providing
children
with
learning
experiences
they cannot receive
at home.
By focusing
teaching
on changing pupil behaviour,
learning
at school becomes
child-centred
and the teacher,
only one of several media by which
this learning
can take place.
Thus it becomes apparent that the
more children
learn as expressed
in terms of their
mastery of
selected
skills,
knowledge
and attitudes,
the
higher
the
professional
credibility
of the teacher
becomes.
The survey has shown that most teachers
are ready to adapt their
teaching
to the demands of higher
pupil
achievement.
They are
ready to change the way they practise
their
profession
in the
classroom.
However, they may not yet have become conscious
of
all the elements of a child-centred
philosophy
of learning,
nor
of how to put such a philosophy
into practice.
Thus an important
part of any in-service
training
programme will
be to demonstrate
how this can be done.
From the above discussion,
the following
recommendations
follow:
4.
Teachers
to adapt
5.
Teachers
must be trained
to perform
in such a way in the
classroom that their
commitment to excellence
will be evident
from their
work.
6.
Teachers
must be trained
to bring
about
behaviour
as specified
by the objectives
curriculum.
7.
The elements
of a child-centred
heart
of any in-service
teacher
approach to teachers
and provide
practise
the philosophy.
III.
must learn
a standard
The Woes
of
how to recognize
excellent
teaching
of excellence
to their
work.
in-service
trainina
and
change in pupil
of the school
philosophy
must be at the
The
training
programme.
opportunities
for them to
to be nrovided.
Earlier,
two major categories
of in-serviceteachertraining
were
referred
to, having been grouped by the media of instruction,
Teachers should
distance
methods and face-to-face
approaches.
still
be encouraged to improve their
academic qualifications
by
distance
other
and
radio
correspondence,
subscribing
to
However, the MEC may wish
techniques
as they have in the past.
to direct
such study more towards the needs of the classroom
by
if it meets a pre-determined
need of the
means of subsidies,
the Ministry
may wish to pay for
school system.
For example,
teachers
academic
study
if
it
needs English
teachers,
and
teachers
are willing
to take English
language courses by mail or
by radio.
45
A system of eligibility
for study leave should be worked out for
teachers
who want to complete a qualification
at university
or
at a teachers'
college
in an area of the Ministry's
need.
In due
it may be possible
to work out a means of teacher
upcourse,
grading
consisting
of a combination
of distance
methods and
training
in residence
at colleges,
the university
or at resource
centres
during
school holidays.
Such a programme would differ
from traditional
correspondence
education
in that it could be
developed
and certified
by the MEC.
Responses from several of the questions
in the survey instrument
have given clear
guidance
as to the content
of an in-service
programme, no matter which form it takes.
A curriculum
for inservice
teacher training
should consist
of the following
topics.
The theory,
demonstration
and practice
of modern teachinq
methods which have been shown by virtue
of classroom research
to be effective
ways of improving
pupil
achievement.
Child nsvcholocv
make use of the
- how children
learn and how teachers
knowledge in the classroom.
Backcround
in education
curriculum
development,
teaching
aids, etc.
- contemporary
study skills,
may
issues in education,
use of audio-visual
Skills
for teachinq
strategically
in selected
subiect
areas.
Instead
of providing
teachers
solely
with information
about
the subjects
they teach,
it
is recommended that
subject
Experience
has
knowledge be combined with teaching
skills.
shown that there are three types of practising
teachers
: (1)
those
with
no professional
training
for
whom scripted,
lVteacher-proof'
lesson
plans must be provided,
(2) those
trained
to a level where they are able to choose a teaching
method from among a number of different
approaches to a given
lesson
and, (3) teachers
who are able to construct
their
lessons on the basis of an expert knowledge of their
subject
Given the
and the skills
inherent
in the subject
itself.
wide range of training
and experience
among professionals
in
it is likely
that in-service
training
will
have to
Namibia,
prepare teachers
at all three levels.
However, the ultimate
classroom
create
self-sufficient
should
be
to
goal
operatives,
level three.
It was shown that primary class teaching,
English and mathematics
were the subjects
to which teachers
devote most teaching
time.
These are also the areas in which most of the in-service
training
since there are many who have
Nevertheless,
has taken place.
never had training
in any of these subjects,
they might form the
basis for thinking
about training
in subject
teaching
method.
Of course,
the precise
configuration
of the training
for the
above subjects
will depend on the level,
primary,
junior
econdary
of the teachers
involved.
or senior
secondary,
46
The recommendations
follows:
made in
this
section
may be summarized
as
8.
The MEC should consider
working out a system of study leave
for teachers
to permit
them to complete
academic and/or
professional
qualifications
for the purpose of up-grading
their
teaching
abilities.
9.
In-service
teaching
education
should utilize
all
of the
available
media for training
teachers
on the job including
short
courses
during
and radio
courses,
correspondence
the cumulative
effect
of which is to equip
school holidays,
teachers
with usable teaching
skills.
10.
MEC may wish to consider
working out a system of subsidies
for teachers
to encourage them to take courses which will
be of some use to them as professionals
in the classroom.
11.
A curriculum
for in-service
teacher
education,
no matter
which of the media are used, should comprise the following
child
(1) modern teaching
methods,
areas of study:
(2)
(3) education
foundations
and, (4) skills
for
psychology,
teaching
in subject
area.
IV.
How, when and where
It :is recommended
follows:
that
Phase One - training
inspectors
advisers,
of training
modules
in-service
trainina
INSET be mounted
of trainers
and Chiefs:
(1992-1993),
should
in
three
(regional
Education)
be offered
phases
as
staff,
subject
and preparation
of school
principals
and remaining
Phase Two - training
and modules developed
in the
inspectors
using
personnel
first
phase (1993-1994),
Phase Three - training
courses using principals
above (1994-1996).
of teachers
in local
assisted
by trainers
centres
with
as specified
An orientation
seminar should be held for top and senior Ministry
The purpose of such a
of Education
officials
in March, 1992.
seminar would be to identify
specific
objectives
for the inservice
programme to be used to guide the training
as well as
Beside
direction
for the development
of training
materials.
all individuals
involved
with teacher education,
Ministry
staff,
such as the appropriate
NGOs, SIDA and
both pre- and in-service,
should be invited
to ensure that
Florida
State University
staff,
at least in general
the various
aspects of teacher
training
are
co-ordinated.
47
Teachers have suggested that when a large-scale
teacher training
programme reaches
them, it be mounted at centres
near their
schools.
It should also be provided
during school holidays.
The MEC should make certain
that either
in-service
courses are
offered
within
walking distance
of teachers'
homes and/or schools
or that transportation
to courses either
be provided
or paid for.
Some teachers
could be used to train
their
colleagues.
However,
to do this it would be necessary to use only the better
qualified
teachers
of those who indicate
a willingness
to teach their
colleagues.
If
possible
these teachers
should be included
in
the planning
and development
of the entire
programme from the
beginning.
The following
discussion:
recommendations
suggest
themselves
from the above
12.
Principals
and inspectors
of
schools
should
receive
training
in new teaching
methods before
their
teachers.
This training
will
enable
them to become instructional
leaders
in the schools
for which they are responsible.
13.
When school
principals
are
management
given
school
training,
it should be done in such a way that an emphasis
on improving
the school's
instructional
programme is given
first
priority.
14.
An orientation
workshop
be held
for
education
key
professionals
at
the
beginning
of
1992 to
develop
objectives
for
in-service
training
and to guide
the
development
of instructional
materials.
15.
Training
for teachers
should take place at local
centres
near the schools where they work.
If these local
centres
are nearby schools,
provision
should be made for adequate
instructional
aids
to be available
to facilitate
the
training.
16.
Transportation
should
be
facilitate
their
attendance
could either
be in the form
or a cash payment to allow
transportation.
17.
In-service
training,
short-term
face-to-face
courses,
teachers
should take place during
school
holidays.
calendar
be rearranged
school
should
eventually
accommodate the possibility
of such courses.
18.
those with at least Standard 10
Better
qualified
teachers,
of professional
training
and
and two to three
years
teaching
experience,
could
be used to train
their
own
colleagues
if they were introduced
to the new methods from
the beginning
of the in-service
programme.
provided
for
teachers
to
at training
sessions.
This
of the provision
of a vehicle
them to use other
available
for
The
to
48
V.
Institutionalization
traininq.
of
curriculum
development
and
This recommendation
is only peripherally
related
to in-service
teacher
education
but is made here with the idea of suggesting
an ideal
context
in which in-service
training
can take place.
Much of the burden of effected
reform of basic education
and even
of
secondary
education
in
Namibia,
with
the
concomitant
curriculum
development
and teacher
training
it involves,
could
be lifted
from the MEC Head Office
by the establishment
of a
curriculum
development
and training
unit.
The recently
establishedNational
Institute
for Educational
Development (NIED)
should
serve
this
purpose.
Such an institution
should
be
governed by a board of directors,
the Chairman of which should
be the Permanent Secretary
for Education
& Culture and Vice-Chair
the Vice-chancellor
of the University
of Namibia.
The main
functions
of NIED should
Assist with the preparation
for education
at all levels
Help instructors
demands of the
Print
part
trial
of the
Recommendation
of specific
learning
objectives
of the school system;
and teachers
prepare curricula
objectives
drawn system;
copies
of instructional
new curricula
and try
Mount in-service
curricula
were
Supervise
with the
be as follows:
courses
for
implemented;
to meet the
materials
which are
them in sample schools;
teachers
to
ensure
and evaluate
the use of the curricula
help of the Ministry
Inspectorate.
from
this
item
may be summarized
that
new
in schools
as follows:
19.
The entire
in-service
teacher
training
endeavour
can be
constitution
of
a curriculum
best
supported
by the
development
and teacher
training
unit,
such as NIED, in
which the specific
needs of curricula
are established,
the
developed,
programme
instructional
objectives
of
an
teaching
materials
prepared and tried,
and teachers
trained
to use the materials.
20.
A curriculum
development
and teacher
education
unit should
own board
of
governors
its
be semi-autonomous
with
consisting
of members from both the University
of Namibia
and the MEC.
VI.
Statistics
especially
in the Ondangwa region,
the
In a number of schools,
survey teams had the opportunity
to verify
if the annual school
census questionnaire
had been properly
filled.
While in most of
these schools
the form had been completed,
it appeared evident
information
provided
was
more detailed
that
some of the
Discussing
the matter
not accurate
or unreliable.
incomplete,
.
49
with teachers,
principals
and school
inspectors
revealed
that
filling
the census form was a difficult
and time consuming
exercise:
the information
required
was quite
complex and some
of the terms and definitions
used were not easy to interpret
partly
because of language comprehension
problems.
In addition,
the lack of properly
kept school records
in some cases and poor
assistance
from school
inspectors
in other
cases
did
not
facilitate
the task.
It should be noted that in,the
Ondangwa
region the number of schools per inspector
does not allow regular
visits
to the schools.
As a consequence of the above mentioned problems the information
collected
could
not be processed
completely
and a number of
questionnaires
had to be returned
to the schools
to improve
accuracy
and completeness.
This
will
further
delay
the
processing
of the data adding up to the chronic
shortage
of staff
and other
organizational
problems
facing
the
Planning
and
Statistic
Division
of the MEC. It is doubtful
that some of the
information
collected
will
ever be processed
due to its
unreliability.
From the above considerations
be derived:
the
following
recommendations
can
21.
It is essential
that the school census form currently
used
be revised
in order to make it simpler,
easy to understand
and better
adapted to the real situation
in most schools.
It is also recommended that only the information
that can
be processed
and published
in a reasonable
period
of time
be collected.
22.
School inspectors
and other officials
at the regional
and
central
level
involved
in the collection,
processing
and
analysis
of educational
statistics
should
receive
proper
training.
School
inspectors
in
particular
play
an
essential
role
in ensuring
that the data provided
by the
and timely.
school
are
complete,
reliable
accurate,
Improving
their
competence
and motivation
will
have a
significant
impact
on the quality
of the
statistical
information
collected
as this
will
reflect
on principals
the
filling
and
teachers
who
are
in
charge
of
This of course requires
that the number of
questionnaire.
inspectors,
especially
in the Ondangwa region be increased
in order to allow them to keep regular
contacts
with the
schools.
Short-term
training
seminars and workshops could
be organized
in various
regions covering
various
aspects of
educational
statistics
as well
as including
practical
census
the
complete
experience
on how to
properly
questionnaire.
In this field
the Division
of Statistics
of
Unesco could
make its
expertise
available
and provide
technical
assistance
in the form of trainers
and materials
for the training
activities.
23.
Training
practical
of school
the future
statistical
techniques
in basic
exposure to school record keeping
census questionnaire
should also
INSET programme for teachers.
as well
as
and completion
be included
in
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for "the improvement
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competence by the provision
of facilities
for up-grading
teachers
qualifications."
.
Part
University
5:
Yearbook,
Regulations
Education.
of Namibia.
Faculty
of Education.
1991.
Academy: Windhoek,
1991.
and course
descriptions
for
the
Faculty
of
South
West Africa/Namibia.
Komitee insake riglyne
vir
'nstelsel
van onderwysvoorsiening.
Ondersoek
Na Die
Onderwvs
in SWA/Namibie,
5 Vols. Advieskomitee
vir
Geesteswetenskaplike
Navorsing
in SWA/Namibie:
Windhoek,
1982.
. Ministry
of National
Committee.
Recommendations
Obiectives
policy,
1985.
and
Education.
Education
for a National
Education
Strateqies.
MNE: Windhoek:
August,
Report of a committee
convened to recommend objectives
and a configuration
for a national
system of education
in
South West Africa/Namibia.
Discusses
the current
situation
(1985) in terms of the educational
environment,
the problem
of equity
in the provision
of education
in the country
and
solutions
to some of the difficulties.
.
Service
Office
Act,
of the Administrator
General.
1980 (Act 2 of 1980).
Government
An act to provide
for the organization
of the government
service,
the regulation
of conditions
of employment,
tenure
to office,
discipline,
retirement
discharge
and dismissal
members of the government
service
and other incidental
matters.
. Office
Gazette
for
of the
(Extraordinary),
Administrator
1 April,
Government notice
which
civil
servants
including
General.
1981,
specifies
teachers.
statistics
compiled
for
the
4429.
conditions
. Department
of Economic Affairs.
Schools,
1986 to 1989, Report 02-05,
School
Official
no.
Statistics
Windhoek,
four
years
of
service
of
1989.
prior
to
4
Independence.
Concerned with enrollment,
numbers
pupils
by standards
or grades,
numbers of pupils
by region and teachers
by salary
category.
of schools,
per teacher
II. Documents originating
from co-operation
between the
Namibian Government and organizations
and agencies
external
to Namibia.
Andersson,
I., Callewaert,
S. and Kallos,
D. Teacher
Education
Reform for Namibia:
Report Submitted
to the
Ministry
of Education,
Culture
Youth and Sport.
Copenhagen, Denmark: University
of Copenhagen.
[1991]
A report
of the problems of pre-service
teacher
training
in Namibia which has also made recommendations
for in-service
teacher
training.
Discusses
supply and demand issues
and the nature of formal teacher
education
certification
programmes.
Curry,
N. et al
Participatory
19891.
Education
Towards the Future:
A Report on a
Conference.
Windhoek, Namibia,
[July,
A report
of a conference
at which the present
state of
Namibian education
was discussed,
goals and visions
for the
future
muted and some strategies
to achieve the goals
developed.
Finland.
International
Development
Education
Report of the Finnida
Identification
Bryan
Bennett
Mission
et al,
to
Association
Sector
(FINNIDA).
Proiect
By Toumas Takala,
Windhoek, March,
1991.
Namibia.
Finnida:
Report of a Finnish
Government project
identification
mission.
Proposals
for aid to education
include
provision
primary
school learning
materials,
pre-vocation
skills
development
in primary
and secondary
schools,
assistance
special
education
and aid to non-formal
education.
of
to
Hultin-Croelius,
M. Vocational
Education
in Namibia:
A
Swedish National
Development
development
proposal.
Authority
(SIDA): Stockholm,
1990.
International
Bank for Reconstruction
and Development
(World
Bank) Teacher
Traininq:
A Review of World Bank
and Training
Experience.
By Wadi D. Haddad, Education
World Bank: Washington,
D. C., 1985.
Series,
A paper which addresses
the issues of what should be the
structure
of a teacher
training
system,
(b) what should be
the content
and mode of teacher
training
programmes and (c)
how can they best apply their
once teachers
are trained,
training?
Evidence
for recommendations
is drawn from many
5
different
worlds.
countries
in both
Speaks to the issue
the developed
of in-service
and developing
training.
. Teacher
Traininq
and Student Achievement
in Less
Developed Countries.
By T. Husen, L. Saha, and R.
Noonan, World Bank Staff
Working Paper No. 310, World
Bank: Washington,
D.C., 1978.
A paper which reviews major research
findings
pertaining
to
the relationship
of teacher
characteristics,
including
the
level
of educational
attainment
and pedagogical
training,
to
student
performance
in developing
countries.
Loomis-Price,
L. Education
for Namibians:
New York:
Institute
for International
1989.
A Workshop
Education,
Report.
A report
of a one-day workshop held on January 27, 1989
aimed at an audience which may have influenced
the type and
nature of U.S. resources
brought
to bear in an independent
Namibia.
There were 75 participants
representing
foundations,
nongovernmental
organizations,
universities.
U.N. Agencies and institutes,
U.S. Government agencies
and
Namibian organizations.
The purpose of the event was to
provide
participants
with a clear picture
of the educational
terrain
in Namibia,
and with knowledge of existing
resources
which they may use to build
their
understanding
of the
country.
The workshop dealt with the pre-Independence
political
context
of education,
with problems affecting
students
overseas,
with the transition
to education
in
independent
Namibia and with ways to build
an effective
education
system in which everyone.including
churches,
unions
and students
groups would participate.
Mullaney,
D. Final Report on a Needs Assessment for the InService
Traininq
of Primary School Principals,
Unicef
Programme in Basic Education.
Namibia,
October,
1991.
Results
of a two-week survey of Namibian principals
of
schools.
Five major needs identified:
ELT, improved sense of
responsibility
to professional
duties,
improved
administrative
skills,
instructional
leadership
and
Proposals
with model and
understanding
and managing change.
timetable
for training.
Obanya, P. "Major Consideration
in Developing
an In-Service
Teacher Education
Programme for Namibia"
(Mimeographed
on Teacher
paper presented
to a workshop on 'Perspectives
Education:
Pre-Service
and In-Service',
May, 1991).
A paper which specifies
the needs of teacher
training
based on expectations
as to what a teacher's
roles are.
Discusses
three categories
of teacher
in the system needing
training.
Stresses
the need for co-ordinated,
long-term
6
planning
in-service
for
teacher
training.
education
Turner,
J. D. Education
in
for the MOEC. Overseas
Windhoek,
April,
1990.
which
includes
both
pre-
and
Namibia:
Report
of a Consultancy
Development
Administration,
An independent
survey
of the needs of education
in
Namibia.
Covers
teacher
supply,
structures
of education,
language,
NIED, yrimary,
secondary,
vocational
& techniLa1,
teacher
education,
higher
education,
education
for adults.
Suggests
the matter
of qualifications
may depend on needs
rather
than absolute
standards.
Has a history
as Chapter
One.
. Hiqher
Education
in Namibia:
Presidential
Commission
on Hiqher
Namibia,
[September,
19911.
A Report
Education.
of
a
Windhoek,
A document
which urges
close
co-operation
between
the
Faculty
of Education
of the National
University
of Namibia
and the National
Institute
for Educational
Development
(NIED)
Both should
co-operate
in the provision
of short
in-service
courses
for serving
teachers.
The report
recommends
that
all
teachers
should
be expected
to attend
one or more courses
of
professional
renewal
every
year.
A staff
development
unit
should
provide
training
for both new and serving
members of
the university
faculty.
Unicef
. Children's
Emergency
Fund (Unicef)
and the Ministry
of Education
and Culture.
Basic
Education
in Namibia:
Report
of an Assessment
of Basic
Education,
Unicef,
Windhoek,
Nov.,
1990.
A survey
of basic
education
in Namibia.
Divided
according
to the method of the study,
findings
and
recommendations.
Little
said about
teacher
training
needs.
Unesco
Scientific
and Cultural
Organization.
. Educational,
Guide for the analysis
of systems
and nroqrammes
of inservice
traininq
of educational
personnel,
Paris:
Unesco,
1981.
Scientific
and Cultural
. Educational,
Case study
on the systems
and proqrammes
traininq
of educational
personnel
in Sri
Ekanayake,
Sri Lanka,
1982.
Scientific
and Cultural
. Educational
In-Service
Teacher
Education
for Namibia,
Unesco Mission
Report
ED-90/WS-32,
1990.
Organization.
of in-service
Lanka,
by S.
Organization,
B.
7
The report
of a seven-man Unesco Mission
which reviews
all levels
of formal teacher
education
with a views to
designing
an integrated,
comprehensive
in-service
teacher
training
programme to up-grade
teachers'
skills.
The Mission
reviewed
the entire
teacher
education
structure
and
curriculum
in Namibia and recommended that all teachers
be
trained
by means of a programme consisting
of three
components:
trainers,
certified
teachers
and non-qualified
teachers.
. Educational,
Scientific
In-Service
Teacher Education
Guidelines
for Implementation,
Senegal,
October,
1990.
and Cultural
Organization.
for Namibia:
Practical
Unesco: BREDA, Dakar,
A follow-up
to the mission
described
in the previous
citation
Suggests ways to launch teacher
education
by means
of a series
of timetables
for each of the three components.
Recommends a national
co-ordinating
centre be set up and
lists
criteria
for the selection
of cohorts.
Suggests
proceeding
on the basis of a census of teachers
and a
modification
of the school calendar
to give more time for inservice
training.
Endorses the establishment
of the Think
Tank.
. Educational,
Scientific
and Cultural
Organization.
In-service
education
of educational
personnel
in a
comparative
perspective:
Report of a Unesco ioint
study
in the field
of education,
Wynand Hoeben (ed.) SVO/Unesco
Netherlands
National
Commission:
Gravenhage,
Netherlands,
1986.
. Educational,
Scientific
and Cultural
Organization.
National
Lanquaqes and teacher
traininq
in Africa.
By
Joseph Poth, Educational
Studies
and Documents No. 47,
Unesco: Paris,
1988.
-
A methodological
institutes.
guide
for
the
Scientific
. Educational,
Practical
Guide to in-service
Unesco: Paris,
1970.
Establishment,
programmes.
execution
use of
teacher
training
and Cultural
Organization.
teacher
traininq
in Africa.
and control
of
training
Scientific
and Cultural
Organization.
. Educational,
The Traininq
of Teacher Educators.
Educational
Studies
1983.
and Documents No. 43, Unesco: Paris,
8
. Educational,
Scientific
and Cultural
Organization,
International
Institute
for Educational
Planning
(IIEP).
A Diaqnostic
analysis
of the education
system
in Namibia,
by A. Mauono Mbamba, IIEP Occasional
Paper No. 58, 1981.
. Educational,
Scientific
and Cultural
Organization.
IIEP. Distance
versus
colleqe
trained
primary
school
teachers:
a case study
from Tanzania,
by L. Mahlck
and E.
B.
Temu,
.
IIEP
Research
Educational,
Repor-
No.
Scientific
75,
1989.
and Cultural
Organization.
IIEP.
Locally
based education
research
and curriculum
development
in developinq
countries:
the teacher's
role,
by H. R. Hawes, IIEP Occasional
Paper No. 40, 1976.
.
IIEP.
Educational,
Reduction
Scientific
of
reqional
educational
planninq,
Paris:
IIEP, 1981.
.
IIEP,
Educational,
Report
Paris,
of
February,
and Cultural
disparities:
by G. Carron
Scientific
an IIEP
to
role
of
and Ta Ngoc Chau,
and Cultural
Mission
Organization.
the
Namibia,
Organization.
Unesco:
1991.
A report
of a mission
to prepare a programme of cooperation
between the IIEP and the Namibian Ministry
of
Education
and Culture.
Talks about a programme for 1991,
1992 and 1993 to include
information
dissemination,
training,
research,
the introduction
of school mapping and the
initiation
of an MIS for education.
UNDP
.
Development
Programme
and UNESCO. In-Service
Teacher
Education
Proqramme
(Financial
Analysis):
of a Consultant
Mission,
November,
1990.
Report
A summary of the previous
Unesco missions
dealing
with
Focussed on the costs and
in-service
teacher
education.
benefits
of training.
Recommends training
all teachers
within
a five-year
period with a well co-ordinated
programme.
UNIN
.
Institute
Conference
Summary of
Lusaka,
for
on Teacher
Proceedinqs
Zambia,
Namibia.
Report
of the International
Education
for Namibia
Vol.
2and Conference
Recommendations,
September,
1989,
based on a survey of the
The Conference
results
education
system in Namibia before
Independence
as a
precursor
to planning
for education
restructuring
after
Independence.
Concentrates
on teacher
education
in general,
curriculum,
English
and local
languages,
science
and maths
9
and vocational
& technical
education.
United States.
Agency for International
Basic Education
in Namibia:
Draft
USAID: Washington,
D. C., 1990.
Development
Sector
(USAID).
Review
ReDort,
A sector
review of basic education
which discusses
the
history,
structure
and essential
data concerning
education
in
Namibia.
A large section
is devoted to the management
capacity
within
the sector,
another
section
to questions
of
equity
and efficiency,
curriculum
and instruction.
Recommendations
for improvement
are made.
III.
References
regarding
the
Babbie,
Earl.
Survey
Research
co., Belmont,
California:
survey
Methods,
1990.
methods.
Wadsworth
Publishing
A recent work which discusses
the scientific
context
survey research,
survey research
design including
types
designs with samples and index and scale construction.
explains
data collection
procedures
and data analysis.
Borg,
W. R. and Gall,
New York: 1983.
M. D. Educational
A comprehensive
guide to research
analysis
for the field
of education.
Guilford,
psvcholoqv
1973.
J.
Research,
methods
of
of
Also,
Longman,
and data
B. Fundamental
statistics
in
P. and Fruchter,
McGraw-Hill
Book Co., New York:
education,
and
A tried
analysis
in
descriptive
examples.
and true standard
textbook
about statistical
the behavioural
sciences.
Explains
basic
and inferential
statistics
with cookbook
Has a good section
on non-parametric
tests.
Oppenheim,
A. N. Questionnaire
Basic Books,
Measurement,
Desicrn and Attitude
Inc.,
New York: 1966.
One of the best books on questionnaire
design.
the problems of wording
in questions
and explains
develop and code various
types of attitude
scales.
Explains
how to
Figure 1.
Geographical
distribution
of the schools
.*.
y.fJ
.q. ..‘..
El
;
El
0
*
I
visited in Namibia
Regions
1 Katima Mulilo
5
Rundu
6 Windhoet-
--
2
Table
1. List
teachers
of schools
interviewed
visited
and number of male
in each school.
and female
SAMPLE TEACHERS
School
code
NAMIBIA
KATIMA
7180
7139
7150
7110
7122
7132
7149
7114
7172
Name of school
Type
Location
(124 schools)
MULILO REGION (9 schools)
Rabbe
PS
Mulumba PS
Sangwali PS
Iseke SSS
Linyati
SS
Masida PS
Sachona SS
Kabbe SS
Nsundano HS
P
P
Number
interviewed
M
F
180
238
19
2
1
2
2
2
3
2
3
2
1
14
2
1
1
1
1
18
2
2
2
2
2
z
2
2
2'
2
2
Minimum
number
planned
M
18
2
1
2
2
2
3
2
2
2
S
S
KEETMANSHWP REGION (9 schools)
7862
Geduld PS
7023
Bethanien
PS
7373
Jacob Soul PS
7851
Amper Bo PS
7879
Kriess
PS
7393
De Sales PS
7310
Cambridge JSS
7874
J A Nel SSS
7873
Empelheim HS
P
P
P
P
P
C
C
S
S
R
U
R
R
R
R
U
U
U
KHORIXAS REGION
(10 schools)
7201
Arandis
PS
Katora PS
7209
Warmguelle PS
7429
7328
Goas PS
7214
Elias Amxab PS*
Elifas
Goseb JSS
7321
7890
J P Brand PS
7212
Petrus Ganeb HS
7824
Tamariskia
SS
Okombahe (Dibasen)
JSS*
7221
U
R
R
R
R
R
R
R
U
R
17
1
3
1
1
2
1
1
3
2
2
14
2
1
2
1
1
1
1
1
2
2
15
P
P
P
P
P
C
C
S
S
S
P
P
R
R
..
..
..
..
2
2
*Substituted
for:
ombombo PS
Noodweide PS
C
C
C
C
F
155 217
R
U
R
R
R
R
R
R
U
P
.
8
2'
1
1
1
1
1
11 15
2
1
12
12
12
12
12
2
2
11
11
16
3
12
12
2
1
.. ..
11
11
3
1
2
2
.. ..
1
2
3
Table
l./continued
SAMPLE TEACHERS
Number
interviewed
school
code
Name of
school
ONDANGWAREGION 150 schoolsl
7960
Nakayale
'Combined
'
7982
Onankolo Combined
8016
Okalale
Combined
Akayupa Combined
8397
Oshakati
JPS
8658
Olutsiidhi
Combined
8100
Ekundu Combined
8123
Onembaba Combined
8141
Epundi JPS
8158
Oshawapala Combined
8176
Hamutenya SPS
8197
Oluwaya Combined
8219
Onghala Combined
8247
Akuniihole
JPS
8498
8286
Olukonda JPS
Oniipa Combined
8304
Amakali Combined
8379
Etanga Combined
8334
Omuntele JPS
8349
Onayena JPS
8360
Uukelo Combined
8378
Omindamba Combined
8459
Elondo-Oos JPS
8471
Oshitundha
Combined
8487
Kornelius
JPS
8199
Ondungulu Combined
8241
Okavu SPS
7964
Amwaanda Combined
7998
Onandjo Combined
8025
Iipandayamiti
Combin
8052
Cmusimboti Combined
8065
Oshuungo Combined
8077
Kampelo Combined
8092
Type
Location
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
C
C
C
C
C
C
C
R
R
R
R
U
R
R
R
R
R
R
R
R
R
R
U
R
R
R
R
R
R
R
R
R
R
R
R
R
R
R
R
R
Minimum
number
planned
M
F
M
F
56
1
1
1
2
1
112
3
3
2
2
4
3
2
2
1
1
3
2
2
2
3
3
2
1
2
2
2
2
3
2
2
2
2
3
2
2
2
3
2
49
102
2
2
2
2
3
2
2
2
2
2
3
2
2
1
2
3
2
1
2
2
2
2
3
2
3
2
2
2
2
2
2
2
2
1
1
1
2
1
1
1
2
2
1
1
2
1
1
1
1
1
1
2
1
1
1
1
1
2
1
1
1
1
1
1
2
1
2
2
.l
1
2
1
1
1
1
1
2
1
:
4
Table
l./continued
SAMPLE TEACHERS
M inimum
number
planned
Number
School
code
interviewed
Name of
school
W?e
Location
M
F
M
F
ONDANGWAREGION/continued
8106
Onaanda Combined
8124
Enoleu Combined
8149
Oshatotwa Combined
8170
Onumutai Combined
8256
Oshikango Combined
8441
Nengushe SPS
8301
Ondiamande Combined
8329
Elombe Combined
8384
Omuthiya Iipundi
Comb.
8369
Oshaango Combined
Onesi Combined
8461
8038
Etalaleko
SS
8491
Nuuyoma SS
8084
Ashipala
SSS
8421
Mweshipandeka SSS
8282
Nangolo SSS
8341
Nehale SSS
C
C
C
C
C
C
C
C
C
C
C
S
S
S
S
S
S
R
R
R
R
R
R
R
R
R
R
R
R
R
R
U
U
R
1
1
1
1
1
1
1
2
1
1
1
2
2
4
1
1
1
3
2
2
2
3
2
2
1
2
3
2
3
3
1
2
3
2
1
1
1
1
1
1
1
1
1
1
1
1
1
2
1
1
1
2
2
2
2
2
2
2
2
2
2
2
2
2
1
2
2
2
RUNDU REGION (13 schools)
7564
Diyana PS
7673
Kahenge PS
7468
Kasote
PS
7591
Mashare PS
7698
Mpungu JPS
7482
Nakazaza JPS
7616
Neyuva JPS
729
Nzinze PS
7626
Shamangorwa PS
7505
Sivara JPS
7376
Tsumkwe JSS
7451
Leevi Hakusembe SS
7453
Rundu SS
25
3
3
2
1
1
2
3
2
2
2
1
1
2
13
R
R
R
R
R
R
R
R
R
R
R
R
U
26
3
3
2
1
1
2
3
2
1
2
2
2
2
15
P
P
P
P
P
P
P
P
P
P
C
S
S
i
1
1
1
1
3
1
1
2'
1
2
1
1
1
1
1
2
1
*,
5
Table
I./continued
SAMPLE TEACHERS
School
code
Name of school
WINDHOEK REGION (33 schools)
7329
Gobabis PS
7814
Nossobville
PS
7345
Mariabronn
PS
7406
Dr Fisher PS
7423
Otjinene
SPS
7431
Waterberg
SPS
7349
Midgard PS
7365
Otjiwarongo
(Herero)
8502
Bloukrans
PS
8509
Kanobib (Toko Koopman)
8534
Origo PS
8522
St Joseph's
(Rehoboth)
8531
Witkrans
PS
7359
Ondundu PS
7303
Aris Grundschule
7309
Bethold Himumuine JPS
7803
Gammams PS
7899
Moses van der By1 PS
7064
Pionierspark
PS
7401
C Heuva JSS
7413
Okondjatu
SPS
8504
Anna Maasdorp PS
8521
Rietoog PS
8880
Drimiopsis
SSS
7327
Friedrich
Awaseb JSS
7428
Rietquelle
JSS
7005
Otjiwarongo
SS
8538
Pionier
SS (Kalkrand)
8539
Rehoboth JSS
7382
A Shipena SS
7012
Centaurus
HS
David Bezuidenhout
HS
7835
7339
Immanuel Shifidi
SS
Type
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
C
C
C
C
S
S
S
S
S
S
S
S
S
S
Location
U
U
R
R
R
R
R
U
R
R
R
U
R
U
R
U
U
U
U
R
R
R
R
R
U
R
U
R
R
R
R
R
R
SYMBOLS: P=Primary,
C=Combined,
U=Urban, R=Rural;
M=Male, F=Female;
. . = Not applicable
Number
interviewed
Minimum
number
planned
M
F
M
F
48
2
70
3
2
2
1
2
2
1
3
1
1
3
5
1
2
2
4
3
4
3
2
2
2
1
1
1
2
2
1
2
2
2
3
2
37
1
0
2
1
2
2
1
1
1
1
1
1
1
1
63
2
2
2
2
2
3
1
1
1
1
1
1
1
2
2'
1
2
1
2
2
1
1
3
2
1
2
1
2
1
1
1
1
S=Secondary;
1
1
1
1
2
1
1
2
1
2
1
2
2
1
1
1
1
2'
1
1
1
3
1
1
3
3
1
2
2
3
3
3
3
2
2
2
1
1
2
1
2
1
1
2
2
2
2
6
Table
2.
Number of schools visited
region and type of school.
Type of
Region
Primary
by
T
School
Combined
secondary
rota1
KA
3
4
2
9
KE
5
2
2
9
KH
5
2
3
10
ON
26
18
6
50
RU
10
1
2
13
WI
19
4
10
33
TOTAL
68
31
25
124
r(
9
4
2
-
E
2
-
Erc
f4
E
c
3
.
.
“%
ii
w
*f+
ii
l
7
l
w .
OU
dPr2
.
B
zn
w
.
O::
iz
w
d@H
.
iii
WFrr
OC
dP
.
B
WC
00
H
de
.
B
=J’ d’ N
;
s
VI
c-
a3
u-i
a
Table
4.
Teachers
Primary
Combined
Secondary
226
101
91
Total
418
Table
of
school
54.1
24.1
21.8
58
4
50
13.8
1.0
12.0
168
97
41
40.2
23.2
9.8
112
26.8
306
73.2
by number of pupils
per
Frequency
Total
l- 199...........
200- 399...........
400- 599...........
600- 799...........
aoo- 999...........
lOOO-1500...........
Table
and location
100
5. Teachers
No. of pupils
Min
75
by type
62
114
95
al
46
20
Cumulative
% Valid
14.8
27.3
22.7
19.4
11.0
4.8
Total
14.8
27.3
22.7
19.4
11.0
4.8
by number of teachers
Percent
62
176
271
352
398
418
N
418
Max
1500
6. Teachers
Percent
school
14.8
42.1
64.8
84.2
95.2
100.0
Mean
504.0
per
school
Cumulative
No. of teachers
Total
11
108
273
350
400
418
Min
4
Max
44
N
418
Mean
17.8
Percent
25.8
65.3
83.7
95.7
100.0
9
Table
7. Teachers
by age-group
Frequency
Age-group
Total
19-24...............
25-29...............
30-34...............
35-39...............
40-49...............
50-59...............
60-65...............
Percent
45
131
a7
62
64
27
2
Table
% Valid
10.8
31.3
20.8
14.8
15.3
6.5
.5
Max
65
Min
19
Cumulative
10.8
31.3
20.8
14.8
15.3
6.5
.5
by age-group
Age-group
Total
Total ...........
19-24 ...............
25-29 ...............
30-34 ...............
35-39 ...............
40-49 ...............
50-59 ...............
60-65 ...............
Mean
33.5
FEMALE
MALE
238
22
80
57
34
32
11
2
la0
23
51
30
28
32
16
by marital
status
Cumulative
Frequency
Marital
status
Total
NOT-MARRIED.........
MARRIED.............
Table
152
266
10. Teachers
Percent
% Valid
36.4
63.6
by no.
36.4
63.6
Total
0. . . . . . . . . . . . . . . . . . .
l-3.................
4-6.................
7-g.................
Min
0
1::
111
a4
Max
9
Percent
Total
Percent
152
418
36.4
100.0
of dependants
Cumulative
Frequency
No. of dependants
10.8
42.1
62.9
77.8
93.1
99.5
100.0
and gender
418
45
131
a7
62
64
27
2
9. Teachers
Percent
45
176
263
325
389
416
418
N
418
8. Teachers
Table
Total
% Valid
16.3
37.1
26.6
20.1
16.3
37.1
26.6
20.1
N
418
Total
68
223
334
418
Mean
3.7
Percent
16.3
53.3
79.9
100.0
10
Table
Language
11. Teachers
Frequency
group
Total
CAPRIVI .............
HERERO..............
KAVANGO.............
NAMA-DAMARA.........
WAMBO...............
TSWANA..............
AFRIKAANS ...........
GERMAN..............
ENGLISH .............
Table
Language
group
Percent
28
38
36
50
175
3
a5
1
2
12. Teachers
Total
Total ...........
CAPRIVI .............
HERERO..............
KAVANGO.............
NAMA-DAMARA.........
WAMBO...............
TSWANA..............
AFRIKAANS ...........
GERMAN..............
ENGLISH .............
by home language
6.7
9.1
8.6
12.0
41.9
.7
20.3
.2
.5
Cumulative
% Valid
Total
6.7
9.1
8.6
12.0
41.9
28
66
102
152
327
330
415
416
418
20::
.2
.5
by home language
Percent
and region
KATIMA-M KEETMANS KHORIKAS ONDANGWA
418
28
38
36
50
175
3
a5
1
2
28
27
32
1
31
168
4
1
la
1
12
1
19
6.7
15.8
24.4
36.4
78.2
78.9
99.3
99.5
100.0
RUNDU WINDHOEK
41
1
35
2
3
167
7
1
Language
13. Teachers
group
Total ...........
CAPRIVI .............
HERERO..............
KAVANGO.............
NAMA-DAMARA.........
WAMBO................
TSWANA..............
AFRIKAANS ...........
GERMAN..............
ENGLISH .............
by home language
Total
418
28
38
36
50
175
3
a5
1
2
and type
of school
I PRIMARY I COMBINEDI SECONDAR
226
9
26
31
36
a4
2
38
33
la
4
2
59
2
L
Table
118
101
13
a
2
7
61
10
91
6
4
3
7
30
1
37
1
2
11
Table
14. Teachers
Language
by .anguages known and level
(excluding
mother tongue)
group
Caprivi
Herero
Kavango
Nama-Damara
wambo
Tswana
Other African
Lang.
Afrikaans
German
English
Other European Lang.
Table
39
31
33
15
79
9
6
297
33
410
a
/
Poor
Krledge
4
14
i
a
3
1
17
12
14
1
Fair
Good
9
12
7
7
la
3
4
107
17
221
2
26
15. Teachers by number of languages
(excluding
mother tongue)
No. of languages
1
2
3
4
Total
of knowledge
language
languages
languages
languages
Total
2;
4
53
3
1
173
4
175
5
known
Teachers
No.
%
69
198
109
42
16.5
47.4
26.1
10.0
418
100
12
Table
16. Teachers
by academic
Frequency
Qualifications
Total
LOWER THAN SDT a....
STD 8 OR STD 9......
STD lo..............
STD 10 PLUS 3 YEARS.
BA AND ABOVE........
Table
Percent
49
156
la4
2
27
17. Teachers
11.7
37.3
44.0
.5
6.5
by professional
Cumulative
% Valid
Total
DIPLOMA POST STD 6/7
DIPLOMA POST STD 8..
l/2 YEARS POST STD10
3 YEARS POST STD 10.
4 YEARS POST STD 10.
4 YEARS UNIVERSITY..
POST GRADUATE STUDY.
NO QUALIFICATION....
36
130
41
25
22
10
3
151
18. Teachers
Percent
8.6
31.1
9.8
6.0
5.3
2.4
.7
36.1
by technical
STD 8 or STD 9......
STD lo..............
l-3 YEARS POST STD10
NATIONAL DIPLOMA....
OTHER NON SPECIFIED.
NO QUALIFICATION....
Total
2
2
4
1
2
407
Percent
.5
.5
1.0
.2
.5
97.4
Percent
49
205
389
391
418
11.7
49.0
93.1
93.5
100.0
qualifications
Cumulative
% Valid
8.6
31.1
9.8
6.0
5.3
2.4
.7
36.1
Total
Percent
36
166
207
232
254
264
267
418
8.6
39.7
49.5
55.5
60.8
63.2
63.9
100.0
qualifications
Cumulative
Frequency
Qualifications
Total
11.7
37.3
44.0
.5
6.5
Frequency
Qualifications
Table
qualifications
% Valid
.5
.5
1.0
.2
.5
97.4
Total
2
4
a
9
11
418
Percent
.5
1.0
1.9
2.2
2.6
100.0
13
Table
19. Teachers
Qualifications
Total
20.
and region
28
2
a
la
32
3
9
15
31
3
10
14
5
4
RUNDU WINDHOEK
41
16
14
11
168
la
88
56
2
4
Total
Total...........
LOWER THAN SDT a....
STD 8 OR STD 9......
STD lo..............
STD 10 PLUS 3 YEARS.
BA AND ABOVE........
21. Teachers
Qualifications
PRIMARY COMBINED SECONDAR
418
49
156
la4
2
27
226
38
94
86
a
91
1
10
61
101
10
52
37
2
19
by academic qualifications
and gender
Total
FEMALE
MALE
118
7
27
70
14
Teachers by academic qualifications
and type of school
Qualifications
Table
qualifications
KATIMA-M KEETMANS KHORIKAS ONDANGWA
418
49
156
la4
2
27
Total...........
LOWER THAN SDT a....
STD 8 OR STD 9......
STD lo..............
STD 10 PLUS 3 YEARS.
BA AND ABOVE........
Table
by academic
14
Table
22.
Teachers
Qualifications
Total
23.
Teachers
28
1
la
1
a
and region
Total...........
DIPLOMA POST STD 617
DIPLOMA POST STD 8..
l/2 YEARS POST STD10
3 YEARS POST STD 10.
4 YEARS POST STD lo.
4 YEARS UNIVERSITY..
POST GRADUATE STUDY
NO QUALIFICATION....
24. Teachers
32
4
2
2
a
3
2
31
2
7
5
11
13
2
2
RUNDU WINDHOEK
168
12
55
22
3
2
41
9
6
2
2'
74
21
by professional
qualifications
and type of school
Total
Qualifications
Table
qualifications
KATIMA-M KEETMANS KHORIXAS ONDANGWA
418
36
130
41
25
22
10
3
151
Total...........
DIPLOMA POST STD 6/7
DIPLOMA POST STD a..
l/2 YEARS POST STD10
3 YEARS POST STD 10.
4 YEARS POST STD 10.
4 YEARS UNIVERSITY..
POST GRADUATE STUDY
NO QUALIFICATION....
Table
by professional
PRIMARY COMBINED SECONDAR
418
36
130
41
25
22
10
3
151
226
30
74
17
9
5
3
1
a7
by professional
and gender
Qualifications
Total...........
DIPLOMA POST STD6/7.
DIPLOMA POST STD a..
l/2 YEARS POST STD10
3 YEARS POST STD 10.
4 YEARS POST STD lo.
4 YEARS UNIVERSITY..
POST GRADUATE STUDY
NO QUALIFICATION....
Total
418
36
130
41
25
22
10
3
151
101
5
38
a
3
3
91
1
la
16
13
14
44
2'
20
qualifications
FEMALE
MALE
238
21
73
24
16
14
4
1
a5
la0
15
57
17
9
a
6
2
66
118
a
42
9
13
13
6
3
24
15
Table
25.
Teachers
by professional
and academic
Academic
Professional
qualifications
Total
Total...........
DIPLOMA POST STD 6/7
DIPLOMA POST STD 8..
1/2 YEARS POST STD10
3 YEARS POST STD 10.
4 YEARS POST STD 10.
4 YEARS UNIVERSITY..
POST GRADUATE STUDY.
NO QUALIFICATION....
49
28
3
STD lO)STDlO+JY/
la4
4
:'6
156
4
72
80
la
26. Teachers
by salary
47
Total
Table
27.
Teachers
Category
Total ...........
ZA ..................
ZB ..................
zc ..................
ZD ..................
A-B .................
C ...................
D-E-F-G .............
UNKNOWN
.............
2
27
1
1
5
2
1
10
3
5
23
109
104
12
69
29
36
36
Percent
by salary
Cumulative
Total
% Valid
5.5
26.1
24.9
2.9
16.5
6.9
8.6
8.6
2:::
418
1::
104
12
69
29
36
36
23
132
236
248
317
346
382
418
24.9
2.9
16.5
6.9
8.6
8.6
category
Total
1
category
Frequency
Category
ZA..................
ZB..................
zc..................
ZD..................
A-B.................
C. . . . . . . . . . . . . . . . . . .
D-E-F-G.............
UNKNOWN.............
= > BA
23
21
L
Table
qualifications
< STD 81 STD B/9)
418
36
130
41
25
22
10
3
151
qualification
and gender
FEMALE
BALE
238
13
67
62
la0
10
42
42
12
31
11
19
13
38
la
17
23
Percent
5.5
31.6
56.5
59.3
75.8
82.8
91.4
100.0
16
Table
Years
28.
Teachers
by teaching
Total
l- 4 ...............
5- 9 ...............
10-14 ...............
15-19 ...............
20-39 ...............
Table
Teachers
Total ...........
KATIMA-MULILO .......
........
KEETMANSHOOP
KHORIKAS ............
ONDANGWA
............
RUNDU...............
WINDHOEK............
30. Teachers
Years
of experience
Total ...........
l- 4 ...............
5- 9 ...............
10-14 ...............
15-19 ...............
20-39 ...............
418
28
32
31
168
41
118
29.7
27.5
22.0
29.7
27.5
22.0
12.7
12.7
a.1
and years
418
5- 9
years
124
a
6
a
52
17
33
115
a
7
9
5s
6
27
by teaching
experience
Total
418
124
115
92
34
53
29.7
57.2
79.2
87.3
100.0
Mean
9.8
of teaching
l- 4
years
Percent
124
239
331
365
N
418
by region
Total
Total
% Valid
a.1
Max
36
Region
Table
Percent
124
115
92
34
53
1
29.
Cumulative
Frequency
of experience
Min
experience
10-14
years
92
a
12
3
32
14
23
and type
experience
15-19
years
34
1
2
5
10
3
13
of school
PRIMARY COMBINED SECONDAR
226
60
63
54
21
28
101
33
29
17
4
la
91
31
23
21
9
7
20-39
years
53
3
ii
16
1
22
17
Table
31. Teachers
by qualification
Total
LOWER THAN STD lo...
STANDARD lo.........
HIGHER THAN STD 10..
1ST UNIV. DEGREE....
TECHNICAL POST STD10
PROFESSIONAL < STD10
PROFESSIONAL > STD10
PROF. POST GRADUATE.
NOT STUDYING........
type
of
which
they
are presently
Frequency
Type of
qualification
Table
for
32. Teachers
studies
Total...........
LOWER THAN STD lo...
STANDARD lo.........
HIGHER THAN STD lo..
1ST UNIV. DEGREE....
TECHNICAL POST STD10
PROFESSIONAL < STD10
PROFESSIONAL > STD10
PROF. POST GRADUATE.
NOT STUDYING........
Percent
13
125
3
7
2
16
31
4
217
Cumulative
Total
% Valid
3.1
29.9
.7
1.7
.5
3.8
7.4
1.0
51.9
presently
of completion
studying
Percent
13
138
141
148
150
166
197
201
418
3.1
29.9
.7
1.7
3::
7.4
1.0
51.9
studying
by probable
of their
studies
3.1
33.0
33.7
35.4
35.9
39.7
47.1
48.1
100.0
year
NA
1991
1992
1993
1994-96
58
2
36
1
1
1
9
6
2
53
5
34
1
2
1
1
a
1
58
3
37
1
2
32
3
la
4
10
1
2
7
217
2
217
ia
Table
33. Teachers
by teaching
post
Frequency
Post
Total
TEACHER.............
HEAD OF DEPARTMENT..
DEPUTY PRINCIPAL....
PRINCIPAL...........
Table
355
20
34. Teachers
Region
Total ...........
KATIMA-MULILO .......
KEETMANSHOOP
........
KHORIKAS ............
ONDANGWA
............
RUNDU...............
WINDHOEK............
35.
Teachers
by teaching
Total
Total...........
TEACHER.............
HEAD OF DEPARTMENT..
DEPUTY PRINCIPAL....
PRINCIPAL...........
Table
36. Teachers
Total
84.9
4.8
1.2
9.1
Percent
355
375
380
418
and teaching
84.9
89.7
90.9
100.0
post
TEACHER DEP.HEAD DEPUTY PR
418
28
32
31
168
41
118 .
Post
% Valid
84.9
4.8
1.2
9.1
by region
Total
Table
Percent
Cumulative
355
22
28
1::
20
3
1
2
36
97
2
10
post
226
192
7
3
24
by teaching
Total...........
TEACHER.............
HEAD OF DEPARTMENT..
DEPUTY PRINCIPAL....
PRINCIPAL...........
5
1
38
3
2
la5
4
3
7
of school
PRIMARY COMBINED SECONDAR
418
355
20
Post
and type
PR
Total
418
355
20
5
38
post
101
91
3
91
72
10
2
7
7
and gender
FEMALE
MALE
238
220
7
1
10
180
135
13
4
28
19
Table
37. Teachers by teaching
load
school teaching
time).
% teaching
Frequency
load
Total
Min
0
% teaching
Percent
2
56
86
268
4
2
0. . . . . . . . . . . . . . . . .
l- 50.............
51- 75.............
76-loo.............
lOl-115.............
Invalid.............
load
Total ...........
0 .................
l- 50 .............
51- 75 .............
76-100 .............
101-115 .............
Other
by teaching
Total
Total
.5
13.5
20.7
64.4
1.0
2
58
144
412
416
418
load
and post
353
20
5
29
68
252
4
a
7
5
3
2
activities
11
Total
teachers
.5
13.9
34.4
98.6
99.5
100.0
Mean
77.9
39. Teachers by other activities
beside teaching
At the school.......
Outside the school..
Percent
TEACHER DEP.HEAD DEPUTY PR
416
2
56
86
268
4
Table
% Valid
416N
38. Teachers
of total
Cumulative
.5
13.4
20.6
64.1
1.0
.5
Max
112
Table
(as a percentage
273
47
65.3
11.2
65.3
11.2
418
100.0
100.0
PR
38
2
19
a
9
20
Table
40. Teachers
by main subject
Frequency
Subject
Total
CLASS TEACHING ......
ACCOUNTING..........
AFRIKAANS ...........
AGRICULTURE.........
BASIC TECHNIQUES....
BIBLE EDUCATION.....
BIOLOGY .............
BOOK EDUCATION......
BUSINESS ............
ECONOMICS...........
ENGLISH .............
ENVIROMENTAL STUDIES
GEN. SCIENCE ........
GEOGRAPHY
...........
GUIDANCE............
HEALTH ..............
HERERO..............
HISTORY .............
HOME ECONOMICS......
KWANYAMA............
LIFE SCIENCE ........
LOZI ................
MATHEMATICS.........
MBUKUSHU............
NAMA-DAMARA.........
NDONGA..............
NEEDLEWORK
..........
PHYSICAL EDUCATION. .
PHYSICAL SCIENCE ....
RELIGIOUS/MORAL EDUC
SCHOOL ART/MUSIC ....
TYPING ..............
WOODWORK
............
NOT TEACHING ........
Invalid .............
taught
Percent
119
2
16
12
1
10
4
1
6
2
63
2
11
10
5
1
2
17
1
10
2
6
57
2
3
24
5
5
5
2
f
5
2
2
28.5
.5
3.8
2.9
.2
2.4
1.0
.2
1.4
5
15:1
5
2:6
2.4
1.2
.2
5
4:1
.2
2.4
5
1:4
13.6
-5
.7
5.7
1.2
1.2
1.2
.5
.2
.5
1.2
.5
.5
Cumulative
% Valid
28.6
3::
2.9
.2
2.4
1.0
.2
1.4
15::
.5
2.6
2.4
1.2
.2
.5
4.1
.2
2.4
.5
1.4
13.7
17
5.8
1.2
1.2
1.2
:;
.5
1.2
.5
TotallPercent
119
121
137
149
150
160
164
165
171
173
236
238
249
259
264
265
267
284
285
295
297
303
360
362
365
389
394
399
404
406
407
409
414
416
418
28.5
28.9
32.8
35.6
35.9
38.3
39.2
39.5
40.9
41.4
56.5
56.9
59.6
62.0
63.2
63.4
63.9
67.9
68.2
70.6
71.1
72.5
86.1
86.6
87.3
93.1
94.3
95.5
96.7
97.1
97.4
97.8
99.0
99.5
100.0
21
Table
41. Teachers
by subject
groups taught
medium of instruction
Medium of
Subject
group
( :lass
teaching
Plaths
t Science
Eiistory
& Geography
1English
CIther
languages
EIeligion
I ?hysical
ed. & health
E3usiness 61 Economics
I 4rt & Music
Eieedlework/home
econ.
?4griculture
CIther subjects
Table
Total
English
(100%)
No.
122
165
124
93
103
100
79
45
36
34
34
76
42. Teachers
la
114
aa
92
6
35
41
29
14
14
27
29
instruction
Other
lang.
%
No.
%
14.8
69.1
71.0
98.9
5.8
35.0
51.9
64.5
38.9
41.2
79.4
38.1
97
47
34
1
97
65
37
14
20
19
7
43
79.5
28.5
27.4
1.1
94.2
65.0
46.8
31.1
55.5
55.9
20.6
56.6
by number of subjects
No.
Combination
taught
Teachers
No. of subjects
and
%
Not teaching
1 subject
2 subjects
3 subjects
4 subjects
5 subjects
Class teaching
2
39
al
64
62
48
122
1;::
15.4
14.9
11.5
28.6
Total
418
100
0.5
No.
1
2
1
2
2
1
4
%
2:
1.6
1.3
4.4
5.6
2.9
5.3
22
Table
43. Teachers
by subject
prefer
to teach
Frequency
Subject
TotallPercent)%
CLASS TEACHING ......
ACCOUNTING..........
AFRIKAANS ...........
AGRICULTURE.........
BASIC TECHNIQUES....
BIBLE EDUCATION.....
BIOLOGY .............
BOOK EDUCATION......
BUSINESS ............
ECONOMICS...........
ENGLISH .............
ENVIROMENTAL STUDIES
GEN. SCIENCE ........
GEOGRAPHY
...........
GUIDANCE............
HANDWRITING.........
HEALTH..............
HERERO..............
HISTORY .............
HOME ECONOMICS......
KWANYAMA
............
LIFE SCIENCE ........
LIFE SKILLS .........
LOZI ................
MATHEMATICS.........
MBUKUSHU............
NDONGA..............
NEEDLEWORK
..........
PHYSICAL EDUCATION. .
PHYSICAL SCIENCE ....
RELIGIOUS/MORAL EDUC
SCHOOL ART/MUSIC ....
TYPING ..............
WOODWORK
............
Invalid .............
they
90
1
21
13
1
9
10
2
6
2
65
2
15
14
;
2
1
41
1
4
4
1
4
60
1
13
5
4
4
3
4
3
5
2
21.5
.2
5.0
3.1
.2
2.2
2.4
5
1:4
.5
15.6
5
3:6
3.3
.7
.5
.5
.2
9.8
.2
1.0
1.0
.2
1.0
14.4
.2
3.1
1.2
1.0
1.0
.7
1.0
.7
1.2
.5
Cumulative
Valid1
% Rep.
21.6
.2
21.6
.2
5::
.2
2.2
2.4
.5
1.4
.5
15.6
5
3:6
3.4
.7
.5
.5
.2
9.9
.2
1.0
1.0
.2
1.0
14.4
.2
3.1
1.2
1.0
1.0
l7
1.0
.7
1.2
3::
.2
2.2
2.4
5
1:4
.5
15.6
.5
3.6
3.4
.7
.5
.5
.2
9.9
.2
1.0
1.0
.2
1.0
14.4
.2
3.1
1.2
1.0
1.0
1::
1:;
Total
90
91
112
125
126
135
145
147
153
155
220
222
237
251
254
256
258
259
300
301
305
309
310
314
374
375
388
393
397
401
404
408
411
416
418
Percent
21.5
21.8
26.8
29.9
30.1
32.3
34.7
35.2
36.6
37.1
52.6
53.1
56.7
60.0
60.8
61.2
61.7
62.0
71.8
72.0
73.0
73.9
74.2
75.1
89.5
89.7
92.8
94.0
95.0
95.9
96.7
97.6
98.3
99.5
100.0
23
Table
44.
Teachers
by subject
they
prefer
to teach
and qualifications
Type of qualification
Subject
Total .........
CLASS TEACHING ...
ACCOUNTING.......
AFRIKAANS ........
AGRICULTURE......
BASIC TECHNIQUES.
BIBLE EDUCATION. .
BIOLOGY ..........
BOOK EDUCATION...
BUSINESS .........
ECONOMICS........
ENGLISH ..........
ENVIROMENT STUDY
GEN. SCIENCE .....
........
GEOGRAPHY
GUIDANCE.........
HANDWRITING......
HEALTH ...........
HERERO...........
HISTORY ..........
HOME ECONOMICS...
.........
KWANYAMA
LIFE SCIENCE .....
LIFE SKILLS ......
LOZI .............
MATHEMATICS......
MBUKUSHU.........
NDONGA...........
.......
NEEDLEWORK
PHYSICAL EDUC....
PHYSICAL SCIENCE.
RELIG./MORAL EDUC
SCHOOL ART/MUSIC.
TYPING ...........
.........
WOODWORK
Total
416
90
1
21
13
1
9
10
2
6
2
65
2
15
14
3
2
2
1
41
1
4
4
1
4
60
1
13
5
4
4
3
4
3
5
NONE < STD 10
3
60
6
28
1
3
1
4
1
4
4
124
14
1
10
6
3
1
4
6
1
3
1
25
1
3
1
1
1
1
1
2
1
1
1
20
2
1
28
1
3
4
1
2
2
1
subject
TECHN.
193
69
22
1
9
11
in the
subject
STD 10
8
1
1
in that
COLLEGE UNIVERS.
2
1
1
12
3
1
1
13
4
1
2
1
1
3
16
1
14
7
1
3
1
1
2
1
1
1
2
1
1
1
6
1
2
4
2
1
1
2
1
1
3
24
Table
45. Teachers
Subject
Total ...........
CLASS TEACHING ......
ACCOUNTING..........
AFRIKAANS ...........
AGRICULTURE.........
BASIC TECHNIQUES....
BIBLE EDUCATION.....
BIOLOGY .............
BOOK EDUCATION......
BUSINESS ............
ECONOMICS...........
ENGLISH .............
ENVIROMENTAL STUDIES
GEN. SCIENCE ........
GEOGRAPHY
...........
GUIDANCE............
HANDWRITING.........
HEALTH..............
HERERO..............
HISTORY .............
HOME ECONOMICS......
KWANYAMA
............
LIFE SCIENCE ........
LIFE SKILLS .........
LOZI ................
MATHEMATICS.........
MBUKUSHU............
NDONGA..............
NEEDLEWORK
..........
PHYSICAL EDUCATION. .
PHYSICAL SCIENCE ....
RELIGIOUS/MORAL EDUC
SCHOOL ART/MUSIC ....
TYPING ..............
WOODWORK
............
by subject
in service
Total
416
90
1
21
13
1
9
10
2
6
2
65
2
15
14
i
2
1
41
1
4
4
I
4
6C
1
1:
E
4
4
they prefer
to teach and year of most recent
training
received
in that subject
< 1985
1986-88
1989
1990
1991 NO INSET
24
6
52
17
21
4
22
12
2
2
1
4
1
1
2
1
2
1
3
11
1
4
4
1
3
1
1
4
4
4
1
1
5
1
1
2
1
1
3
1
1
3
1
1
1
1
1
13
2
1
1
1
5
83
15
1
5
1
1
1
1
20
3
3
2
1
1
1
214
36
7
11
9
7
5
1
30
1
6
11
1
2
2
27
3
2
2
30
1
8
2
1
2
1
2
1
3
25
Table
46.
Teachers by subject
group they
qualifications
and in-service
T
Subject
Class teaching
Maths & Science
History
& Geography
English
Other languages
Religion
Phys. ed. & health
Business & Economics
Art & Music
Needlework/home
ecor
Agriculture
Other subjects
TOTAL
Table
Teaching
47. Teachers
aids
Total teachers . .
TEXTBOOKS...........
STATIONERY ..........
REFERENCE BOOKS.....
LIBRARY .............
MAPS, CHARTS........
PICTURES ............
BLACKBOARD..........
OVERHEAD PROJECTOR. .
TAPE RECORDER.......
FILM, VIDEO .........
TOYS................
PAINTS, CRAYONS.....
GLOBE...............
FLASH CARDS.........
OTHER...............
Total
418
399
332
126
97
212
173
403
120
106
61
40
214
199
171
30
to teach,
received.
Qualifications
Iota1
Less than
sts. 10
(100%)
No.
%
No.
90
89
55
65
44
12
6
10
4
7
13
21
70
42
31
22
11
3
3
1
2
5
5
6
77.8
47.2
56.4
33.8
25.0
25.0
50.0
10.0
50.0
71.4
38.5
28.6
14
26
14
25
22
5
416
201
48.3
group
prefer
training
by teaching
aids
std.
10 College
Univer.
Training
% No.
%
6.7
23.6
18.2
27.7
25.0
33.3
50.0
40.0
50.0
14.3
15.4
42.8
54
44
17
35
23
2
3
3
2
5
2
11
21.9
190 45.7)
5
50.0
1
6
6
14.3
46.1
28.6
6
21
10
18
11
4
3
4
2
1
2
9
124 29.8
91
15.5
29.2
25.4
38.5
50.0
41.7
available
and region
CATIMA-M KEETMANS KHORIXAS ONDANGWA
28
28
10
15
1
20
15
27
11
7
9
32
32
32
18
19
26
18
32
16
17
6
4
22
23
19
3
31
28
29
10
7
14
12
30
12
10
6
3
14
18
10
2
60.0
49.4
30.9
53.8
52.3
16.7
50.0
30.0
50.0
71.4
15.4
52.4
168
160
122
23
10
76
46
161
4
6
6
6
74
71
72
12
RUNDU WINDHOEK
41
39
35
8
8
11
14
40
6
4
3
5
21
12
11
118
112
104
52
52
65
68
11
82
69
40
22
72
68
50
13
26
Table
Pupils
48. Teachers
by home language
of most pupils
Frequency
home language
Total
BUSHMAN.............
CAPRIVI .............
HERERO..............
KAVANGO.............
NAMA-DAMARA.........
WAMBO...............
AFRIKAANS ...........
ENGLISH .............
COMBINATION .........
Percent
3
25
48
41
51
174
66
3
7
taught
Cumulative
% Valid
Total
7
6:0
11.5
9.8
12.2
41.6
15.8
.7
1.7
6::
11.5
9.8
12.2
41.6
15.8
.7
1.7
Percent
3
28
76
117
168
342
408
411
418
7
6:7
18.2
28.0
40.2
81.8
97.6
98.3
100.0
L
Table
Pupils
49.
Teachers
home language/
Total
Total ...........
BUSHMAN.............
CAPRIVI .............
HERERO..............
KAVANGO.............
NAMA-DAMARA.........
WAMBO...............
AFRIKAANS ...........
ENGLISH .............
COMBINATION.........
Table
50. Teachers
by home language
Total
418
3
25
48
41
51
174
66
3
7
28
25
Caprivi
Herero
Kavango
Nama/Damara
wambo
Afrikaans
English
Combination
3
25
48
41
51
171
66
3
7
1
24
TOTAL
418
28
Bushmen
and region
RUNDU WINDHOEK
32
31
3
7
168
41
3
118
38
3
38
18
21
4
46
3
6
12
168
;
11
1
by home language
Caprivi
taught
KATIMA-M KEETMANS KHORIXAS ONDANGWA
of most pupils
Teachers'
Pupils'
home language
of most pupils
Herero
32
3
2
3
1
38
taught
and their
home language
Kavango Nam/Dam. Wambo Tswana
1
1
32
-
34
own home language
Afr.
Germ. Engl
1
5
1
'33
1
6
2'
3
168
;
2
-
3
2
50
175
7
-
14
2
57
3
2
1
-
3
85
1
2
27
Table
51. Teachers
by class
(no.
Total
...............
...............
...............
...............
...............
...............
Percent
14
81
128
111
Min
12
Table
53. Teachers
No. of pupils
Total ...........
10-19 ...............
20-29 ...............
30-39 ...............
40-49 ...............
50-69 ...............
70-99 ...............
largest
14
95
223
334
391
418
3.3
19.4
30.6
26.6
13.6
6.5
2
12
12
2
by class
Total
418
14
81
128
111
57
27
3.3
22.7
53.3
79.9
93.5
100.0
Mean
40.9
by class
28
class)
-YzzpZ
size
and region
KATIMA-M KEETMANS KHORIXAS ONDANGWA
418
14
81
128
111
57
27
Total ...........
10-19 ...............
20-29 ...............
30-39 ...............
40-49 ...............
50-69 ...............
70-99 ...............
% Valid
N
418
52. Teachers
Total
Table
in the
Cumulative
3.3
19.4
30.6
26.6
13.6
6.5
Max
99
No. of pupils
of pupils
Frequency
No. of pupils
10-19
20-29
30-39
40-49
50-69
70-99
size
32
4
16
8
4
31
2
14
11
4
size
and type
RUNDU WINDHOEK
41
2
14
11
12
2
168
1
4
20
64
of school
PRIMARY COMBINED SECONDAR
226
12
53
67
45
28
21
101
2
19
18
35
21
6
91
9
43
31
8
118
351
66
15
1
28
Table
54.
Most
important
factors
adversely
Total
LANGUAGE............
TEXTBOOKS...........
OTHER BASIC EQUIP ...
CLASS SIZE ..........
BUILDING ............
FURNITURE ...........
HOUSING FOR TEACH...
TRANSPORTATION......
SUBSTANCE ABUSE.....
ABSENTEEISM .........
OTHER...............
NONE................
54a.
teaching
Frequency
Factor
Table
affecting
Most
important
factors
Percent
93
38
68
97
35
22.2
1:::
35
16
4
15
7
7
(teachers'
% Valid
-7izqGz
23.2
8.4
22.2
9.1
16.3
23.2
8.4
93
131
199
296
331
22.2
31.3
47.6
70.8
79.2
7.9
1.2
3.8
1.0
3.6
1.7
1.7
7.9
1.2
3.8
1.0
3.6
1.7
1.7
336
369
385
389
404
411
418
80.4
88.3
92.1
93.1
96.7
98.3
100.0
adversely
affecting
teaching
LANGUAGE............
TEXTBOOKS...........
OTHER BASIC EQUIP...
CLASS SIZE..........
BUILDING............
FURNITURE...........
HOUSING FOR TEACH...
TRANSPORTATION......
ABSENTEEISM.........
OTHER...............
NR..................
Table
54b.
Most
important
36
32
93
83
43
7
37
27
41
5
14
factors
% Valid
8.6
adversely
8.9
7.9
23.0
20.5
10.6
1.7
9.2
6.6
10.1
1.2
affecting
LANGUAGE............
TEXTBOOKS...........
OTHER BASIC EQUIP ...
CLASS SIZE ..........
BUILDING ............
FURNITURE ...........
HOUSING FOR TEACH...
TRANSPORTATION......
SUBSTANCE ABUSE.....
ABSENTEEISM .........
OTHER...............
NR ..................
37
24
68
53
34
15
43
39
9
65
5
26
8.9
5.7
16.3
12.7
8.1
3.6
10.3
9.3
2.2
15.6
1.2
6.2
(3rd
8.6
16.3
38.5
58.4
68.7
70.3
79.2
85.6
95.5
96.7
100.0
choice)
Cumulative
Frequency
Percent
Percent
36
68
161
244
287
294
331
358
399
404
418
teaching
Factor
Total
Total
% Rep.
8.6
7.7
22.2
19.9
10.3
1.7
8.9
6.4
9.8
1.2
3.3
2;:;
19.9
10.3
1.7
8.9
6.4
9.8
1.2
3.3
(2nd choice)
Cumulative
Frequency
Percent
choice)
Cumulative
Factor
Total
1st
% Valid
8.9
5.7
16.3
12.7
8.1
3.6
10.3
9.3
2.2
15.6
1.2
6.2
% Rep.
9.4
6.1
17.3
13.5
8.7
3.8
11.0
10.0
2.3
16.6
1.3
7iiqizz
37
61
129
182
216
231
274
313
322
387
392
418
8.9
14.6
30.9
43.5
51.7
55.3
65.6
74.9
77.0
92.6
93.8
100.0
29
Table
55. Teachers
Factor
Total
Total...........
LANGUAGE............
TEXTBOOKS...........
OTHER BASIC EQUIP...
CLASS SIZE..........
BUILDING............
FURNITURE...........
HOUSING FOR TEACH...
TRANSPORT FOR TEACH.
TRANSPORT FOR PUPILS
SUBSTANCE ABUSE.....
ABSENTEEISM.........
OTHER...............
NONE................
Table
by adverse
1KATIMA-M
418
93
38
68
97
35
5
33
14
2
4
15
7
7
56. Teachers
Factor
Total...........
LANGUAGE............
TEXTBOOKS...........
OTHER BASIC EQUIP...
CLASS SIZE..........
BUILDING............
FURNITURE...........
HOUSING FOR TEACH...
TRANSPORT FOR TEACH.
TRANSPORT FOR PUPILS
SUBSTANCE ABUSE.....
ABSENTEEISM.........
OTHER...............
NONE................
factors
(1st
choice)
and region
KEETMANS KHORIXAS ONDANGWA
28
6
3
z
32
4
2
85
31
9
2
61
168
36
12
35
53
2
4
1
1
2
3
15
5
1
4
6
1
3
3
4
1
1
2
1
1
2
3
by adverse
and type
Total
418
93
38
68
97
35
5
33
14
2
4
15
7
7
factors
(1st
of school
RUNDU WINDHOEK
41
10
11
51
i
3
1
3
choice)
PRIMARY COMBINED SECONDAR
226
54
22
32
50
25
3
16
9
1
1
6
2
5
101
18
7
26
23
7
1
10
3
1
2
2
1
z:
9
10
24
3
1
7
2
1
9
3
1
118
28
8
10
30
6
2
16
4
1
4
6
3
30
Table
57. Teachers
Was it
impressions
worthwile?
58. Teachers
Region
Table
59. Teachers
Type of
418
256
13
149
YES
NO
NA
172
167
5
92
84
8
154
5
by INSET experience
418
28
32
31
168
41
118
Total ...........
PRIMARY .............
COMBINED............
SECONDARY...........
Total
418
226
101
91
and region
-7iiq-G
by INSET experience
school
INSET experience
149
Total
Total ...........
KATIMA-MULILO .......
KEETMANSHOOP
........
KHORIKAS ............
ONDANGWA
............
RUNDU...............
WINDHOEK............
past
Was the attendance
compulsory?
Total
Total...........
YES.................
NO. . . . . . . . . . . . . . . . . .
NA..................
Table
about
269
20
21
23
89
27
89
and type
149
8
11
8
79
14
29
of school
INSET
NA
269
135
72
62
149
91
29
29
31
Table
60. Most important
benefits
of
Frequency
Benefits
Total
MEETING TEACHERS....
HIGHER SALARY.......
VISIT NEW PLACES....
HIGHER QUALIFICATION
IMPROVE SKILLS......
IMPROVE CAREER......
OTHER...............
Table
60a.
INSET (Teachers'
Most
Percent
19
2
1
101
251
39
5
important
of
% Valid
Total
4.5
:Z
24.2
60.0
9.3
1.2
INSET (Teachers'
MEETING TEACHERS....
HIGHER SALARY.......
VISIT NEW PLACES....
HIGHER QUALIFICATION
IMPROVE SKILLS......
IMPROVE CAREER......
OTHER...............
NR..................
Table
60b.
Most
15
10
9
110
112
152
6
4
important
% Valid
3.6
2.4
2.2
26.3
26.8
36.4
1.4
1.0
benefits
3.6
2.4
2.2
26.3
26.8
36.4
1.4
1.0
of
% Rep.
MEETING TEACHERS....
HIGHER SALARY.......
VISIT NEW PLACES....
HIGHER QUALIFICATION
IMPROVE SKILLS......
IMPROVE CAREER......
OTHER...............
NR..................
Total
62
23
12
117
37
148
13
6
Percent
14.8
5.5
2.9
28.0
8.9
35.4
3.1
1.4
2nd choice)
Total
3.6
2.4
2.2
26.6
27.1
36.7
1.4
INSET (Teachers'
Percent
15
25
34
144
256
408
414
418
3rd
3.6
6.0
8.1
34.4
61.2
97.6
99.0
100.0
choice)
Cumulative
Frequency
Benefits
4.5
5.0
5.3
29.4
89.5
98.8
100.0
Cumulative
Frequency
Percent
Percent
19
21
22
123
374
413
418
Benefits
Total
choice)
Cumulative
4.5
.5
.2
24.2
60.0
9.3
1.2
benefits
1st
% Valid
14.8
5.5
2.9
28.0
8.9
35.4
3.1
1.4
% Rep.
15.0
5.6
2.9
28.4
9.0
35.9
3.2
Total
62
85
97
214
251
399
412
418
Percent
14.8
20.3
23.2
51.2
60.0
95.5
98.6
100.0
32
Table
61. Teachers
Benefits
by INSET benefits
Total
Total...........
MEETING TEACHERS....
HIGHER SALARY.......
VISIT NEW PLACES....
HIGHER QUALIFICATION
IMPROVE SKILLS......
IMPROVE CAREER......
OTHER...............
Table
62. Teachers
28
1
32
1
31
2
168
5
2
10:
251
39
5
4
21
2
5
23
3
8
14
6
1
40
104
15
2
by INSET benefits
(1st
418
19
2
1
101
251
39
5
Total...........
MEETING TEACHERS....
HIGHER SALARY.......
VISIT NEW PLACES....
HIGHER QUALIFICATION
IMPROVE SKILLS......
IMPROVE CAREER......
OTHER...............
Benefits
Total...........
MEETING TEACHERS....
HIGHER SALARY.......
VISIT NEW PLACES....
HIGHER QUALIFICATION
IMPROVE SKILLS......
IMPROVE CAREER......
OTHER...............
(1st
Total
by INSET benefits
Total
418
19
2
1
101
251
39
5
and type
226
11
1
1
69
116
25
3
by INSET benefits
Benefits
choice)
-RUNDU WINDHOEK
118
3
41
7
1
15
15
3
29
74
10
2
of school
PRIMARY COMBINED SECONDAR
Total
63. Teachers
64. Teachers
and region
418
19
2
Total...........
MEETING TEACHERS....
HIGHER SALARY.......
VISIT NEW PLACES....
HIGHER QUALIFICATION
IMPROVE SKILLS......
IMPROVE CAREER......
OTHER...............
Table
choice)
KATIMA-M KEETMANS KHORIXAS ONDANGWA
Benefits
Table
(1st
91
3
20
65
10
12
70
4
2
choice)
MALE
238
6
2
1
60
138
29
2
180
13
choice)
41
113
10
3
and academic
qualifications
STD 10 STD10+3Y
< STD 8
STD 819
49
7
156
8
1
184
3
1
51
75
19
2
31
133
13
3
1
17
17
7
and gender
FEMALE
418
19
2
1
101
251
39
5
(1st
101
5
1
= > BA
2
27
1
2
2
24
_
33
Table
65. Most
important
areas
of INSET needed
(teachers'
Frequency
1st
choice)
Cumulative
Areas
Total
11.5
16.5
11.5
16.5
123
29.4
29.4
15.6
5.3
3.1
1.0
15.6
5.3
3.1
1.0
.7
16.0
1.0
65
22
13
4
3
67
4
EDUCATION STUDIES...
SCHOOL MANAGEMENT...
CLASSROOMMMANAGMT..
TEACHER SUPERVISION.
ENGLISH COMMUNIC....
A-V EQUIPMENT.......
Table
65a.
Most important
Total
% Valid
48
69
STUDY SKILLS........
PSYCHOLOGY..........
TEACHING METHODS....
SUBJECT KNOWLEDGE...
Percent
areas
16::
1.0
of INSET needed
48
117
240
305
327
340
344
347
414
418
(teachers'
Frequency
Areas
Total
STUDY SKILLS........
PSYCHOLOGY..........
TEACHING
METHODS....
SUBJECT KNOWLEDGE...
EDUC STUDIES........
SCHOOL MANAGEMENT...
CLASSRM MANAGMT.....
TEACHER SUPERVISION.
ENGLISH COMMUNIC....
A-V EQUIPMENT.......
OTHER...............
Table
65b.
Most
important
areas
Percent
% Valid
7.9
15.3
26.1
19.1
7.9
15.3
26.1
19.1
z2
9
4
54
16
1
5.7
2.2
1.0
12.9
3.8
.2
5.7
2.2
1.0
12.9
3.8
.2
of INSET needed
33
97
206
286
310
334
343
347
401
417
418
(teachers'
SUBJECT KNOWLEDGE...
EDUC STUDIES........
SCHOOL MANAGEMENT...
CLASSRM MANAGMT.....
TEACHER SUPERVISION.
ENGLISH COMMUNIC....
A-V EQUIPMENT.......
OTHER...............
NR..................
32
57
63
51
41
19
20
11
94
25
3
2
7.7
13.6
15.1
12.2
9.8
4.5
4.8
2.6
22.5
6.0
.7
.5
21:;
49.3
68.4
74.2
79.9
82.1
83.0
95.9
99.8
100.0
3rd choice)
Cumulative
Frequency
STUDY SKILLS........
PSYCHOLOGY..........
TEACHING METHODS....
2nd choice)
Total
33
64
109
80
Percent
11.5
28.0
57.4
73.0
78.2
81.3
82.3
83.0
99.0
100.0
Cumulative
Areas
Total
Percent
% Valid
7.7
13.6
15.1
12.2
9.8
4.5
4.8
2.6
22.5
6.0
.7
.5
% Rep.
7.7
13.7
15.1
12.3
9.9
4.6
4.8
2.6
22.6
6.0
.7
-7iz+zz
32
89
152
203
244
263
283
294
388
413
416
418
7.7
21.3
36.4
48.6
58.4
62.9
67.7
70.3
92.8
98.8
99.5
100.0
34
Table
66. Teachers
Total
Areas
Total...........
STUDY SKILLS........
PSYCHOLOGY..........
TEACHING METHODS....
SUBJECT KNOWLEDGE...
EDUC STUDIES........
SCHOOL MANAGEMENT...
CLASSRM MANAGMT.....
TEACHER SUPERVISION.
ENGLISH COMMUNIC....
A-V EQUIPMENT.......
Table
by INSET areas
MTIMA-M
418
48
69
123
65
22
13
4
3
67
4
67. Teachers
28
3
4
11
8
1
1
68. Teachers
and region
32
2
31
2
7
12
7
1:
4
1
1
2
1
by INSET areas (1st
and type of school
1
31
2
choice)
Total
418
48
69
123
65
22
13
4
3
67
4
91
6
5
30
22
4
4
1
101
9
19
30
13
5
2
1
2
19
1
226
33
45
63
30
13
7
2
1
32
by INSET areas
and gender
Total...........
STUDY SKILLS........
PSYCHOLOGY..........
TEACHING METHODS....
SUBJECT KNOWLEDGE...
EDUC STUDIES........
SCHOOL MANAGEMENT...
CLASSRM MANAGMT.....
TEACHER SUPERVISION.
ENGLISH COMMUNIC....
A-V EQUIPMENT.......
41
8
5
10
4
6
2
1
1
4
PRIMARY COMBINED SECONDAR
418
48
69
123
65
22
13
4
3
67
4
Area8
RUNDU WINDHOEK
168
24
34
50
17
6
3
7
Total...........
STUDY SKILLS........
PSYCHOLOGY..........
TEACHING METHODS....
SUBJECT KNOWLEDGE...
EDUC STUDIES........
SCHOOL MANAGEMENT...
CLASSRM MANAGMT.....
TEACHER SUPERVISION.
ENGLISH COMMUNIC....
A-V EQUIPMENT.......
Table
choice)
KEETMANS KHORIXAS ONDANGWA
Total
Areas
(1st
(1st
FEMALE
238
26
42
71
32
9
3
3
2
46
4
16
3
choice)
MALE
180
22
27
52
33
13
10
1
1
21
118
9
14
28
25
8
4
2
1
25
2
35
Table
69. Teachers'
willingness
to receive
retrained
in English
(as a subject)
training
in Maths
Total
YES . . . . . . . . . . . . . . . . .
378
38
2
NO..................
NR..................
and science
Percent
332
78
8
90.4
9.1
.5
% Valid
79.4
18.7
1.9
score
70. Teachers'
% Valid
90.4
9.1
.5
Total
YES.................
NO..................
NR..................
Table
Percent
79.4
18.7
1.9
on item
% Rep.
Total
18-23...............
24-26...............
27-29...............
30-34...............
NR..................
Table
Percent
43
159
153
62
1
% Rep.
score
71. Teachers'
2. . . . . . . . . . . . . . . . . . .
3. . . . . . . . . . . . . . . . . . .
4. . . . . . . . . . . . . . . . . . .
NR..................
Total
11
100
306
1
Percent
2.6
23.9
73.2
.2
Total
81.0
19.0
% Rep.
90.4
99.5
100.0
Percent
332
410
418
Total
10.3
38.1
36.7
14.9
79.4
98.1
100.0
Percent
43
202
355
417
418
10.3
48.3
84.9
99.8
100.0
24 of Questionnaire
Cumulative
Frequency
Value0
378
416
418
Cumulative
10.3
38.0
36.6
14.8
.2
on item
Percent
23 of Questionnaire
% Valid
10.3
38.0
36.6
14.8
.2
Total
90.9
9.1
Frequency
Value8
or to be
and Science
Cumulative
Frequency
English
Maths
further
and/or
% Valid
2.6
23.9
73.2
.2
% Rep.
2.6
24.0
73.4
Total
11
111
417
418
Percent
2.6
26.6
99.8
100.0
36
Table
72. Teachers
Region
by region
Total
Total ...........
KATIMA-MULILO .......
KEETMANSHOOP
........
KHORIXAS ............
ONDANGWA
............
RUNDU...............
WINDHOEK............
Table
and score
73. Teachers
18-23
418
28
32
31
168
41
118
by score
Value8
Table
< STD 8
418
43
159
153
62
1
74. Teachers
by region
Total ...........
KATIMA-MULILO .......
KEETMANSHOOP
........
KHORIKAS ............
ONDANGWA
............
RUNDU...............
WINDHOEK............
Score
75. Teachers
on item
23
Total ...........
18-23 ...............
24-26 ...............
27-29 ...............
30-34 ...............
NR ..................
by scores
of Quest.
NR
1
62
4
6
6
21
1
and academic
qualifications
STD 10 STD10+3Y
= > BA
2
27
2
6
10
11
156
25
71
46
13
1
and score
30-34
153
11
11
6
65
9
51
STD 8/9
49
7
29
12
1
184
11
53
83
37
on item
24 of Questionnaire
2
3
4
NR
418
28
32
11
1
7
3
306
21
26
20
113
20
106
1
1::
41
118
100
6
6
11
47
18
12
Total
Region
Table
23
27-29
159
10
11
16
61
19
42
:
21
9
3
on item
23 of Questionnaire
24-26
43
3
Total
Total ...........
18-23 ...............
24-26 ...............
27-29 ...............
30-34 ...............
NR..................
on item
on item
Total
418
43
159
153
62
1
23 and item
1
24 of Questionnaire
2
3
4
NR
11
2
9
100
16
52
26
6
306
25
97
127
56
1
1
1
37
Table
76. How teachers
in
would like to participate
future
INSET
Frequency
How to participate
Total
No participation....
Attend courses......
Teach other teachers
Organize
courses....
Manage a centre.....
Other...............
Total teachers..
Table
77. Teachers'
opinion
Percent
5
392
141
137
58
7
418
% Valid
1.2
93.8
33.7
32.8
13.9
1.7
100.0
on the attitude
towards INSET
1.2
93.8
33.7
32.8
13.9
1.7
100.0
of their
Cumulative
Frequency
Does your principal
support
INSET?
YES.................
NO..................
NA..................
Total
364
16
38
Percent
87.1
3.8
9.1
Principal
% Valid
87.1
3.8
9.1
% Appl.
95.8
4.2
Total
364
380
418
Percent
87.1
90.9
100.0
38
Table
78. Teachers'
preference
Frequency
Time
Total
78a.
Teachers'
Percent
254
SCHOOL HOLIDAYS.....
EVENINGS............
WEEK-ENDS...........
SCHOOL TIRE.........
Table
on when INSET should
(1st choice)
preference
Cumulative
% Valid
Total
60.8
20.1
9.8
9.3
60.8
20.1
9.8
9.3
2
39
on when INSET should
(2nd choice)
Frequency
67
101
211
19
20
SCHOOL HOLIDAYS .....
EVENINGS ............
WEEK-ENDS...........
SCHOOL TIME .........
NR..................
Table
78b.
Teachers'
16.0
24.2
50.5
4.5
4.8
Time
Total
1256
114
48
35
% Valid
% Rep.
16.0
24.2
50.5
4.5
4.8
be provided
13.2
39.7
27.3
11.5
8.4
Total
Percent
16.0
40.2
90.7
95.2
100.0
67
168
379
398
418
on when INSET should
(3rd choice)
I
Frequency
I
Percent % Valid
% Rep.
13.2
39.7
27.3
11.5
8.4
60.8
80.9
90.7
100.0
Cumulative
preference
I
SCHOOL HOLIDAYS .....
EVENINGS ............
WEEK-ENDS...........
SCHOOL TIME .........
NR ..................
Percent
Percent
254
338
379
418
Time
Total
be provided
14.4
43.3
29.8
12.5
be provided
Cumulative
Total
55
221
335
383
418
Percent
13.2
52.9
80.1
91.6
100.0
39
Table
79.
Teachers
Region
by region
Total
Total ...........
KATIMA-MULILO .......
KEETMANSHOOP
........
KHORIXAS ............
ONDANGWA
............
RUNDU...............
WINDHOEK............
Table
80.
and INSET time
254
22
14
84
1::
41
118
109
18
32
59
226
4
42
Teachers
Time
81. Teachers
10
by INSET time (1st
type of school
Total
Total...........
SCHOOL HOLIDAYS.....
EVENINGS............
WEEK-ENDS...........
SCHOOL TIME.........
choice)
HOLYDAYS EVENINGS WEEK-END SCH.TIME
418
28
32
Time
Table
(1st
choice)
41
1
39
5
8
236
2
9
1:
3
8
and
PRIMARY COMBINED SECONDAR
418
254
84
41
39
226
140
48
22
16
101
66
12
10
13
by INSET time
and gender
(1st
Total
FEMALE
91
48
24
choice)
MALE
40
Table
82. Teachers'
preference
on how INSET programme
offered
in terms of time distribution
Frequency
Time distribution
of INSET
Total
OVER A LONG PERIOD..
IN SHORT PERIODS....
Table
83. Teachers
Percent
154
264
by region
Region
Total ...........
KATIMA MULILO .......
KEETMANSHOOP
........
KHORIXAS ............
ONDANGWA
............
RUNDU...............
WINDHOEK............
Table
Type of
418
28
32
31
168
41
118
84. Teachers
36.8
63.2
154
418
LONG PER SHORT PE
85. Teachers
by INSET programme
Time distribution
of INSET
Total...........
OVER A LONG PERIOD..
IN SHORT PERIODS....
Total
418
154
264
and
LONG PER SHORT PE
154
87
44
23
Table
264
22
23
21
101
29
68
154
6
9
10
67
12
50
by type of school
INSET programme
Total
school
Total
and INSET programme
Total
be
Cumulative
% Valid
36.8
63.2
should
264
139
57
68
and gender
FEMALE
KALE
238
84
154
180
70
110
Percent
36.8
100.0
41
Table
86. Teachers'
preference
on INSET venue
Frequency
Venue
Total
SCHOOL..............
LOCAL CENTRE........
DISTANT CENTRE......
Table
157
210
51
87. Teacher
Region
88. Teachers
by region
Total ...........
SCHOOL..............
LOCAL CENTRE........
DISTANT CENTRE......
Table
89. Teachers
418
157
210
51
37.6
50.2
12.2
SCHOOL
157
367
418
Percent
37.6
87.8
100.0
LOCAL
DISTANT
210
16
13
10
100
11
60
51
7
2
2
17
17
6
157
5
17
19
51
13
52
by INSET venue
Total
Total
and INSET venue
418
28
32
31
168
41
118
Venue
% Valid
37.6
50.2
12.2
Total
Total ...........
KATIMA-MULILO .......
KEETMANSHOOP
........
KHORIKAS ............
ONDANGWA
............
RUNDU...............
WINDHOEK............
Table
Percent
Cumulative
and type
of school
PRIMARY COMBINED SECONDAR
226
97
103
26
by INSET venue
101
33
56
12
and gender
91
27
51
13
42
.
Table
90. Teachers'
preference
on INSET facilitator
Frequency
Facilitator
Total
PRINCIPAL...........
SENIOR TEACHER......
MEC OFFICER.........
LECTURER FROM TTC...
ANYONE QUALIFIED....
OTHER...............
Table
Percent
10
12
64
177
147
8
Cumulative
% Valid
2.4
2.9
15.3
42.3
35.2
1.9
Total
2.4
2.9
15.3
42.3
35.2
1.9
10
22
86
263
410
418
91. Obstacles
preventing
teacher6
from
participating
in future
INSET
Frequency
Obstacle
Total teachers ......
No obstacle .............
Transportation
..........
Financial
constraints
...
Family commitments ......
Work load ...............
Other ...................
Total
Percent
418
139
198
147
75
66
6
100.0
33.3
47.4
35.2
17.9
15.8
1.4
Percent
2.4
5.3
20.6
62.9
98.1
100.0
43
Table
92.
Incentives
facilitating
(teachers'
Total
TRANSPORTATION......
STUDY LEAVE.........
ALLOWANCE...........
CERTIFICATE.........
REDUCTION IN DUTIES.
OTHER...............
92a.
Percent
146
88
39
124
19
2
Incentives
% Valid
34.9
21.1
9.3
29.7
4.5
.5
facilitating
(teachers'
in
Total
34.9
21.1
9.3
29.7
4.5
.5
Total
81
109
101
95
27
1
4
TRANSPORTATION......
STUDY LEAVE.........
ALLOWANCE...........
CERTIFICATE.........
REDUCTION IN DUTIES.
OTHER...............
NR..................
Table
92b.
Percent
participation
2nd choice)
in
Incentives
facilitating
(teachers'
TRANSPORTATION......
STUDY LEAVE.........
ALLOWANCE...........
CERTIFICATE.........
REDUCTION IN DUTIES.
OTHER...............
NR..................
Total
53
80
121
99
49
4
12
Percent
12.7
19.1
28.9
23.7
11.7
1.0
2.9
INSET
19.4
26.1
24.2
22.7
6.5
.2
1.0
Total
% Rep.
19.6
26.3
24.4
22.9
6.5
.2
participation
3rd choice)
Percent
81
190
291
386
413
414
418
in
19.4
45.5
69.6
92.3
98.8
99.0
100.0
INSET
Cumulative
Frequency
Incentive
34.9
56.0
65.3
95.0
99.5
100.0
Cumulative
% Valid
19.4
26.1
24.2
22.7
6.5
.2
1.0
Percent
146
234
273
397
416
418
Frequency
Incentive
INSET
Cumulative
Frequency
Incentive
Table
participation
1st choice)
% Valid
12.7
19.1
28.9
23.7
11.7
1.0
2.9
% Rep.
13.1
19.7
29.8
24.4
12.1
1.0
Total
53
133
254
353
402
406
418
Percent
12.7
31.8
60.8
84.4
96.2
97.1
100.0
44
Table
93. Teachers
Incentive
by INSET incentives
Total
Total...........
TRANSPORTATION......
STUDY LEAVE.........
ALLOWANCE...........
CERTIFICATE.........
REDUCTION IN DUTIES.
OTHER...............
Table
418
146
88
1394
28
11
1
9
7
19
2
94. Teachers
32
13
7
i
31
16
4
:
7
2'
by INSET incentives
and gender
and region
168
41
30
17
75
5
(1st
Teachers'
418
146
88
39
124
19
2
180
70
37
23
42
7
1
238
76
51
16
82
12
1
willingness
to pay course fees
leading
to a higher qualification
to pay?
Total
Percent
273
144
1
YES.................
NO. . . . . . . . . . . . . . . . . .
NR . . . . . . . . . . . . . . . . . .
Table
41
16
12
3
10
choice)
96.
Region
Total ...........
KATIMA-MULILO .......
KEETMANSHOOP
........
KHORIXAS ............
ONDANGWA
............
RUNDU...............
WINDHOEK............
Teachers
% Valid
65.3
34.4
.2
by region
Total
418
28
32
31
168
41
118
for
INSET
Cumulative
Frequency
Willing
RUNDU WINDHOEK
Total
Total ...........
TRANSPORTATION......
STUDY LEAVE .........
ALLOWANCE...........
CERTIFICATE .........
REDUCTION IN DUTIES.
OTHER...............
95.
choice)
KATIMA-M KEETMANS KHORIXAS ONDANGWA
Incentive
Table
(1st
65.3
34.4
.2
% Rep.
65.5
34.5
Total
Percent
273
417
418
and INSET fees
YES
NO
NR
273
20
30
25
73
28
97
144
8
2
6
95
12
21
1
1
65.3
99.8
100.0
118
49
34
5
24
6
45
Table
97.
Principals'
opinion
on INSET most needed by their
Frequency
Area
Total
STUDY SKILLS........
PSYCHOLOGY..........
TEACHING METHODS....
SUBJECT KNOWLEDGE...
EDUC STUDIES........
SCHOOL MANAGEMENT...
CLASSRM MANAGMT.....
ENGLISH LANGUAGE....
PROF ETHICS.........
NA..................
Table
97a.
Principals'
opinion
3
4
10
4
4
3
1
8
1
380
% Valid
.7
21::
1.0
1.0
.7
1.0
2.4
1.0
1.0
:Z?
1.9
.2
90.9
:2'
1.9
.2
90.9
% Appl.
STUDY SKILLS........
PSYCHOLOGY..........
TEACHING METHODS....
SUBJECT KNOWLEDGE...
EDUC STUDIES........
CLASSRM MANAGMT.....
ENGLISH LANGUAGE....
PROF ETHICS.........
NA..................
Principals'
opinion
3
6
13
4
3
4
4
1
380
Percent
% Valid
.7
1.4
3.1
1.0
.7
1.0
1.0
.2
90.9
.7
1.4
3.1
1.0
1::
1.0
.2
90.9
% Appl.
7.9
15.8
34.2
10.5
7.9
10.5
10.5
2.6
3
1
7
3
5
2
6
7
3
1
380
Percent
teachers
.7
1.7
4.1
5.0
6.0
6.7
6.9
8.9
9.1
100.0
(2nd choice)
Cumulative
Total
Percent
3
9
22
26
29
33
37
38
418
teachers
.7
2.2
5.3
6.2
6.9
7.9
8.9
9.1
100.0
(3rd
choice)
Cumulative
Frequency
Total
choice)
Percent
3
7
17
21
25
28
29
37
38
418
I
on INSET most needed by their
Area
STUDY SKILLS........
PSYCHOLOGY..........
TEACHING METHODS....
SUBJECT KNOWLEDGE...
EDUC STUDIES........
SCHOOL MANAGEMENT...
CLASSRM MANAGMT.....
ENGLISH LANGUAGE....
A-V EQUIPMENT.......
PROF ETHICS.........
NA..................
Total
7.9
10.5
26.3
10.5
10.5
7.9
2.6
21.1
2.6
Frequency
Total
97b.
Percent
(1st
Cumulative
on INSET most needed by their
Area
Table
teachers
% Valid
.7
.2
1.7
.7
.2
1.7
1::
.5
1.4
1.7
.7
.2
90.9
1::
.5
1.4
1.7
.7
.2
90.9
% Appl.
7.9
2.6
18.4
7.9
13.2
5.3
15.8
18.4
7.9
2.6
Total
3
4
11
14
19
21
27
34
37
38
418
Percent
.7
1.0
2.6
3.3
4.5
5.0
6.5
8.1
8.9
9.1
100.0
46
Table
98.
Area
Principals'
Total
Total...........
STUDY SKILLS........
PSYCHOLOGY..........
TEACHING METHODS....
SUBJECT KNOWLEDGE...
EDUC STUDIES........
SCHOOL MANAGEMENT...
CLASSRM MANAGMT.....
ENGLISH LANGUAGE....
PROF ETHICS.........
NA . . . . . . . . . . . . . . . . . .
Table
opinion
on INSET areas
by region
KATIMA-M KEETMANS KHORIXAS ONDANGWA
418
3
4
10
4
4
3
1
8
1
380
Total...........
STUDY SKILLS........
PSYCHOLOGY..........
TEACHING-METHODS....
SUBJECT KNOWLEDGE
EDUC STUDIES........
SCHOOL MANAGEMENT...
CLASSRM MANAGMT.....
ENGLISH LANGUAGE....
PROF ETHICS.........
NA..................
2'
1
1
30
25
41
168
1
2
4
4
2
3
31
2
99. Principals'
Area
32
28
1
RUNDU WINDHOEK
2
2
26
150
1
1
1
4
38
PRIMARY COMBINED SECONDAR
418
3
4
10
4
i
226
3
2
5
1
:
1
8
1
380
7
202
101
91
1
4
1
1
1
1
2
1
1
94
1
1
opinion
on INSET areas
by type of school
Total
118
1
8:
111
A2
B
M INISTRY OF EDUCATION AND CULTURE
SURVEY OF IN-SERVICE TEACHERS NEEDS IN NAMBIA
OCTOBER - NOVEMBER1991
A. General
School
Information
OFFICE
USE ONLY
Al.
Education
A2.
Name of
School:
A3.
Location:
(
A4.
Type of School
(
Region:
Circuit/District:
) Urban
) Primary
(
) Combined
A5. Total
number of pupils:
A6. Total
number of teachers:
.B.
Information
:
Gender
(
B2.
Age:
B3.
Marital
B4.
Number of dependent
:
- How many live
First
(
(
(
) Secondary
)7Married
) Female
(
) Not Marriel d
I
children:.
with
L-J
A3
L-l
A4
LI
A5
A6
No.:
) Male
Status
) Rural
Al
.*
W
on Teacher
Bl.
B5.
(
u
you during
school
term?-
or main home language:
?
-I
I
L-l
W
E2
u
E3
u
E4a
L-l
B4b
W
B5
El
B6. 'Knowledge
of other languages
(apart
from home language)
Indicate
one of the following
not at all/
not applicable,
P poor, F fair,
G good.
Language
understand-
speak
read
: x
write
t-d
1
B6a
t
1
1
B6b
1
B6c
u
B6d
7.
OFFICE
USE ONLY
Quaiifications
ai
Highest tzademic quaiification
(e.g.
Std. 10, B.A. ctcj
bj
Highest professionai
qualification
I I
8.
Category
(za,
9.
Completed
years
10.
Presently
studying
(
1 Yes (
zb,
of
1 I I I bb
zc,
etcj
teaching
for
further
If
1 No
experience:
11.
Post
(For
occupied
12.
7c
1-d
8
W
9
'Yes'
state
course
1' ! 1 1 1 10a
year
of completion
(e.g.,
teacher,
Head of Department
!I
LlJ-LJ
qualifications?
(e g. B.A.)
and probable
J 7a
(teacher-trainingj
Hiqhest technicali
vocational
quaiification
(elg N3) if any
ci
I
principal,
or higher
Has been promoted
to the post
post
lob
LU-J
ila
LJ
1Xb
etc.j
onlyj
Is acting
42
W
Work load:
aj How many periods
every
bj
are taught
at your
schooi
week or each cycie?
How many periods
do you teach
per
week
or cycle?
cj
Other responsibiiities
at school besides
teaching?
j yes
( j no
i
Which responsibilities?
I I
Ll
12b
12c
-3OFFICE
USE ONLY
13.
Other employment
institutions?
or teaching
Yes (
1
activity
No(
in other
1
Ll
13
I
14E
List the subjects
you teach at present,
the
number of periods
per week and the language
you use to teach each subject.
(Grade l/SubA to Grade 3/Std.l
class-teaching
should be indicated
as such under l'Subjecttl)
14.
Subject
Teaching
periods
per week
Medium of
instruction
( language 1
Rank
I
j
A
15.
I
I
Highest
Years of Type.
qualifi-teaching
school
cation
where
expein
rience
most
subject
exper.
15a
I
I
I
I
1
I
I
I
I
I
15c
(
I
,
I
I
1
I
I
I
I 15d
15e
III
I
I
I
I
I
I
I 15f
15b
1
I
I
I
I
I
I
1
I
I
I
I
I
I
I
I
I
I
I
I
I
14c
LJJ-J-J
146
LLLI
I
I
14t
II
dJLl,l
I
!
14c
When was
your most
Rank
recent
in-servi.
training?
I
1
LLLLLLI
List all subjects
you are either
qualified
to teach or
for
which you have had teaching
experience.
Include
subjects
already
listed
under No. 14 above as well as
those you are not presently
teaching.
Rank the three
subjects
you prefer
to teach (write
1, 2, or 3 in the
last column).
Subject
I
i
I
I
-
4
OFFICE
1JSE ONLY
16.
17.
Which language is the first
or home language
of most of the children
you teach?
How many children
are there
in your
19.
20.
16
W
17
largest
class?
18.
LJ
If you have ever participated
in in-service
training
give your impressions
of your experience
by answering
to the questions
below (circle
the correct
answers).
If you
have not participated,
go to question
No. 20.
a.
Did you find
worthwhile?
the
b.
Were you instructed
attend this course?
In what way was the
course
to
course
(yes)
(no)
,
Ll
18a
(yes)
(no)
u
18b
I III
20
worthwhile
or not?
(please
explain)
Which of
training
of them
each of
the following
benefits
of in-service
are most important
to you? Rank three
(write
1, 2, 3 in the spaces next to
the selected
items).
a)
Meeting
other
teachers
b)
Receiving
cl
Visiting
d)
Obtaining
a higher
d
Improving
professional
f)
Improving
career
9)
Other
a higher
other
during
salary
places
qualification
skills
prospects
courses
(
)
(
1
(
1
(
1
(
1
(
1
(
1
-5-
OFFICE
USE ONLY
.
21.
22.
Please rank, the three most important
of the followinq
areas of in-service
training
believe
you-need
(write
1,
2,
or
3 in
YOU
items).
the spaces next to each of the selected
a.
Teacher's
study
skills
b.
Child
C.
Teaching
d.
Subject
e.
General background
education
f.
School
g-
Classroom
h.
Teacher
i.
Communication
English
j.
Using and caring
equipment
k.
Other
development
methods
knowledge
about
management
management
supervision
(please
skills
for
in
audio-visual
state)
Do you need further
training
or would you like
to be retrained
in the following
subjects:.
a)
English
b)
Maths
as a subject
and Science
( 1 yes
( 1 no
( 1 yes
( 1 no
22a
22b
-6-
23.
Do you agree or disaqree
with
statement
about education?
the
following
Somewhat
Disagree
Somewhat
Agree
Strongly
Agree
The teacher's
main
a.
job is to give knowledge
to children.
Children
b.
focus of the
work.
are the
teacher's
Children
should
helped to reach their
potential.
C.
be
Most children
are
d.
naturally
troublesome.
Each child
has talents
e.
that the teacher
should
know and develop.
Since all children
f.
have different
abilities,
none should be considered
hopeless.
Considerable
effort
9.
should be made to select
and educate the brightest
children.
Some children
will
h.
do well in school,
most
will
be average,
but
some will
always fail.
..
Teachers should
ilan their
lessons based
on skills
children
need
to.learn
rather
than on
facts to be memorized.
(
1
(
1
(
1
(
1
(
1
(
1
Strong11
Disagree
-7OFFICE
USE ONLY
24.
25.
you agree
Statements?
or disagree
Do
the
following
Agree
Disaaree
a) If children
are
learning
well in
my class,
there is
no need to try
new methods.
( 1
( 1
b) Whenever I hear
about a new approach
to classroom
teaching,
I like to try it to
see if it works.
( )
( 1
In which of the following
ways would
like to participate
in a future
in-service
programme?
L-l
24
you
a)
no participation
( 1
l-l
25a
b)
attend
( 1
L-l
25b
cl
teach
( )
Ll
25c
d)
organize
( 1
u
25d
e)
manage a centre
( 1
u
25e
f)
Other
( 1
Ll
25f
U
26
courses
other
teachers
courses
If you are a Principal
continue
with no. 27.
26.
with
omit
question
26 and
Some principals
do not favour
in-service
Do you believe
your
others do.
training:
school head supports
in-service
education
or not?
Yes,
support
No, does not
support
Give reasons
for
(
1
(
1
you answer
-8OFFICE
USE ONLY
in-service
27. When would you prefer
be provided?
(Mark 1,2 3r 3 next
a)
During
b)
After
cl
During
d)
During
Comments if
school
training
to
to each choice)
holidays?
(
1
(
1
weekends?
(
1
school
(
)
school
time
(evenings)?
time?
a)
b)
Spread over a long period
(e.g.
1 evening a week for
one year)
(
1
Concentrated
in a short
(e.g.
2 weeks)
(
1
In which of the
prefer
in-service
Tick one.
29.
.
following
training
a)
Your school
b)
Community centres
local
venues
c)
Distant
travel)
Why? (please
----em--
37
l-l
28
Ll
29
any
How do you think the in-service
training
programme should be offered?
Tick one
28.
L-LLI
centre
explain)
-------~---------------------
period
venues would you
to be provided?
(
1
(
)
(
1
or other
(requiring
--------------------
- 9 OFFICE
USE ONLY
30.
Which of the following
teaching
presently
available
for you to
a)
Textbooks
b)
Stationery
cl
Reference
d)
Library
e)
Maps, charts
f)
Pictures
9)
Blackboard
h)
Overhead
i)
Tape recorder
3
Film,
k)
Toys
1)
Paints,
ml
Globe
(of
n)
Flash
cards
0)
Other
Comments:
books
facilities
projector
video
crayons
the
world)
aids
use?
are
!i
l-l
l- I
Ll
L-l
I-!
u
I
Ll
Ll
Ll
Ll
Ll
l-l
LJ
30b
3oc
,
30d
30e
30f
3%
30h
30i
303
30k
301
30m
30n
- 10 OFFICE
USE ONLY
Which of the following
factors
make it
difficult
for you to teach effectively?
Choose up to three and rank them in
order of importance
(write
1, 2, or 3
in the space next to each of the items
selected).
31.
32.
a)
Language
of communication
b)
Textbooks
cl
Other
basic
d)
Class
size
e)
Building
f)
School
9)
Housing
h)
Transport
for
teachers
i)
Transport
for
pupils
j)
Substance abuse
alcohol,
etc.)
k)
Absenteeism
1)
Other
teaching
(no.
equipment
of pupils)
furniture
for
teachers
(e.g.
drugs,
Which of the following
would you prefer
to be a trainer
in the in-service
training
programme?
rick one
a) Principal
of your
school
b) Another
senior
teacher
from the
c) Another
senior
teacher
from
d)
Somebody from
e) Lecturer
f)
Anyone
g) Other
from
qualified
the
regional
a teacher
to offer
same school
a nearby
school
or head office
training
the
institute
course
u
32
- 11 OFFICE
33.
34.
Is there any obstacle
which would prevent
from participating
in in-service
training?
so which?
a)
No obstacle
b)
Transportation
cl
Financial
d)
Family
e)
Work Load
f)
Other
-
conskaititscommitments
Which of the following
would facilitate
your participation
and completion
of
in-service
courses?
Rank three nlease.
a) Transportation
b) Paid
study
to site
d) Certificate
e) Reduction
f)
I
u
Ll
Ll
u
Ll
Ll
33f
II
34
33a
- -.
523
33c
33d
33e
(
food
& accommodation
(
of completion
in teaching
(
duties
(
Other
(
Would you be willing
in-service
training
qualification?
Yes (
Comments:
USE ONLY
(
Leave
c) Allowance
for
during course
35.
you
If
to pay course fees
lea-q
to a hiqhex
1
No(
1
for
u
35
- 12 OFFICE
USE ONLY
C.
36.
Principal's
Opinions About In-Service
Training
(if you are a Principal,
please answer the
following
question).
To what extent do you believe
your teachers
need further
training?
Please rank the
three most important
of the following
areas
of in-service
training
you believe
the
majority
of your teachers
need.
a.
Teacher's
Study
b.
Child
C.
Teaching
d.
Subject
e.
General background
education
f.
School/management
cl-
Classroom
h.
Teacher
i.
Communication
English
5
Using and caring
equipment
k.
Professional
1.
Other
U36
skills
development
methods
>
knowledge
about
management.
supervision
(please
Skills
in
for
audiovisual
conduct
and ethics
state)
SURVEY OF IN-SERVICE TEACHERS NEEDS IN NAMIBIA
OCTOBER - NOVEMBER 1991
CODING INSTRUCTIONS
The coding
of the questionnaire
consists
in inserting
in the
boxes on the right
hand side of the form (column I@ office
use
the codes corresponding
to each question
as explained
in
only")
The coder must also consult
the two
the following
instructions.
"List
of schools"
and "List
of codestt.
documents attached:
Question
Al
Code
No
- Education
Resion
Insert
in the
follows:
first
box the
Regional
code as
Katima Mulilo
Keetmanshoop
Khorixas
Ondangwa
Rundu
Windhoek
- Insnector
circuit
or District
Insert
in the other two boxes the code
corresponding
to the school as shown in the
"List
of SchoolslI .
A2
- Name of
School
Take school Code Number from the "List
of
Schoolsl'
and insert
it in the box on the
top left
hand side of the page.
A3
- Location
Urban
Rural
a locality
with a
We consider
Urban
population
of at least
1,000 and where the
following
facilities
are available:
Police
station,
Post office,
Schools,
Clinic/Hospital,
Piped water,
Electricity,
Trading
(shops etc.).
1
2
-2Question
A4
-
No
Code
Type of
School
Primary
Combined
Secondary
Definitions:
primary
schools are those
offering
primary
school grades (up to
grade 7/std 5); combined schools are those
offering
primary
school grades plus one or
more secondary
school grades;
secondarv
schools
are those offering
only secondary
school
grades (between grades 8 - 12/std.
6 - std. 10).
A5
-
A6
B.
Number of pupils
Number of teachers
-
Interview
number
From 2 to 6 teachers
will
be interviewed
in
each school.
Each teacher
should be given
a number from 1 to 6. Insert
this number in
the box next to the school code.
B.l
-
Gender
Female
Male
B.2
-
Ase of the
B.3
-
Marital
B.4
-
No. of Dependent
If
B.5
-
teacher
-
2
in comnleted
Years
Not married
Married
status
children
9 or more write
9
Home lansuaae
See table
B.6
1
Knowledae
Insert
first
("List
1 in the
of other
"List
of CodesI*
lanauaaes.
the language code in the
See table
1 in the
two boxes.
of Codestt)
1
2
-3Question
6.
Code
No
(cont.)
The third
box indicates
the general
knowledge of the language
(averaging
the ratings
for understand,
speak,
read, write).
1
2
3
poor
fair
good
example:
English
should
7.
good
be coded:
a) Hiahest
academic
See table
b) Hiahest
See table
c) Hiuhest
-
-
"List
of Codestt
aualification
3 in the
"List
of
Codestt
aualification
4 in the
"List
of Codes"
5 in the
"List
of Codeslt
Catesorv
See table
9
oualifications
technical/vocational
See table
8.
mj(fair)
2 in the
nrofessional
poor
fair
fair
Exnerience
Report the completed years of teaching
If less than 10 insert
ttOtt in
experience.
the first
box: ex. 7 years :10 17 1
10.
-
Presently
studvinq
If ttnott leave blank if Ityestl insert
the
code corresponding
to the qualification
in the first
4 boxes and the year of
completion
in the last two boxes.
-4Question
11.
-
Code
No
Post
Occunied
See table
6 in the
ItList
of CodesIt
1
2
Has been promoted
Is Acting
(leave
12.
-
blank
if
not
applicable)
Work load
calculate
the percentage
(rounded to the
next whole number) of the periods
ttbtt
taught by the teacher
as compared to the
total
number of periods
ttaIt. In the case of
a teacher
teaching
in the morning as well
as in the afternoon,
please relate
her/his
total
teaching
periods
to the number of
periods
taught
at school in the morning
shift
only.
In this case the percentage
may exceed 100 %.
a)
other
b)
13.
-
Other
14.
-
Subjects
responsibilities
emnlovment
2
Y’
=S
no
1
2
tauaht
Please code first
first
etc.
In first
as from
four
table
in following
of instruction
Codest@).
the
subject
ranked
boxes insert
subject
codes
7 of "List
of CodesIt.
two boxes the
(table
1 of
language
"List
of
follow
the same procedure
for other
subjects
in the order indicated
up to
a maximum of five.
1
yes
no
-5Question
15.
No
Code
Qualifications
and experience
Please code first
first
etc.
in the first
code (table
the
bv subject:
subject
ranked
four boxes write
the subject
7 of "List
of Codestt).
in the second four boxes write
qualification
code as defined
of "List
of Codes."
the
in table
in the following
two boxes write
of teaching
experience.
in the following
box write
the
the type of school as following:
(see question
A4 for
the
8
years
code for
Primary
Combined
Secondary
definitions)
In the last two boxes insert
the year of most
recent
in-service
training
or leave blank if
not applicable.
Follow the same procedure
for other subjects
in the order indicated
UD to a maximum of six
subjects.
16.
-
Lansuaae
of nunils
See Table
17.
-
Class
-
IIList
of Codes"
size
Insert
pupils.
18.
1 in
Imnressions
in the two boxes the number of
If more than 99 write
99.
on trainina
experience
Leave blank if not applicable
insert
for each of the two
questions
19.
-
No codinq
or
Yes
no
1
2
-6Question
20.
-
No
Code
Value
a)
b)
Cl
d)
e)
f)
9)
of
in-service
Meeting other teachers
during
Receiving
more money
Visiting
other places
Obtaining
a higher qualification
Improving
professional
skills
Improving
career prospects
Other
course
insert
in the first
box the code.
corresponding
to the item which has been
ranked 1st; in the second box, the code
for the second most important
item
selected;
in the third
box, the code
for the item ranked 3rd.
21.
-
Areas
of trainincr
most needed
Use the codes given in Table 9 of
the "List
of Codestt.
Write in the first
two boxes the code
corresponding
to the area of training
which
has been chosen as the most important;
in the second two boxes, the code for the
second most important
area selected;
in the third
two boxes the code for the
third
most important
area indicated
by
the respondent.
22.
-
Trainins
in Enalish
For each of the
23.
-
Statements
about
and Maths
two questions:
Yes
no
education
Insert
under the four possible
answers to
each statement
the following
scores:
for statements
b, c, e, f, i, respectively
4 (strongly
Agree),
3 (somewhat Agree),
2 (Somewhat Disagree),
1 (Strongly
for statements
a, d, g, h
Disagree);
on the contrary
the score will
go from
1 (Strongly
Agree) to 4 (Strongly
Disagree).
Then sum up the scores obtained
by the
respondent
and insert
the total
in the
the coding boxes.
if the respondent
strongly
agreed
For example,
with statements
b, d, f, g, and strongly
disagreed
with the other 5 statements,
his
total
score will
be 21.
-7Question
24.
-
No
Code
Statements
about
new teachina
methods
Insert
under the two columns the scores
corresponding
to the two statements
as follows:
for statement
"a",1
(Agree)
and 2 (Disagree);
for statements
ttbU1,
2 (Agree) and 1 (Disagree).
Then sum up
the scores obtained
by the respondent
and insert
the total
in the coding box.
if the respondent
agreed with
Example:
both statements
you should put 3 in the
coding box; if the respondent
agreed with
statement
ttatt but disagreed
with statement
ItblI you should write
2 in the coding box.
25.
-
Particination
in the
For each option
follows:
in-service
given,
nrooramme
code the
answer
as
yes
no
26.
-
Does Princinal
sunnort
in-service?
support
does not support
27.
-
When in-service
could
be nrovided:
Follow the same procedure
as for question
codesno. 20, using the following
28.
29.
-
-
a)
b)
cl
d)
During school holidays
After
school time (evenings)
During week-ends
During school time
a)
b)
Spread over
Concentrated
How:
a long period
in a short period
Venues:
a)
b)
cl
1
2
School
Community centres/local
Distant
centres
venues
1
2
-8Question
30.
Code
No
Teachins
-
aids:
For each of the
follows:
.
items
listed
code as
not
31.
-
Factors
a)
b)
cl
d)
e)
f)
9)
h)
i)
j)
k)
1)
adversely
affectina
available
available
teaching:
01
02
03
04
05
06
07
08
09
10
11
12
Language of communication
Textbooks
Other teaching
equipment
Class size
Building
School furniture
Housing for Teachers
Transport
for teachers
Transport
for pupils
Substance abuse
Absenteeism
Other
Write in the first
two boxes the code
corresponding
to the factor
which
has been chosen as the most important;
in the second two boxes, the code for the
second most important
factor
selected;
in the third
two boxes the code for the
third
most important
factor
indicated
by
the respondent.
32.
-
Preferred
a)
b)
cl
d)
e)
f)
9)
33.
-
trainer:
Principal
Teacher from same school
Teacher from a nearby school
Somebody from regional/head
off.
Lecturer
from T. T. Institute
Anyone qualified
Other
Obstacles:
For each of the
items
1
2
listed
code as follows:
If
selected:
If
not
selected:
-9Question
34.
-
No
Code
Incentives:
a)
b)
cl
d)
e)
f)
Transportation
Study leave
Allowance
Certificate
of completion
Reduction
in teaching
duties
Other
Write in the first
box the code
corresponding
to the incentive
which has been ranked as first;
in the second box the code for the
incentive
ranked second
in the
third
box the code for the third
ranked incentive.
l
35.
-
Course
fees:
Yes
No
36.
-
Princinal:
Use the codes given in Table 9 of
the mList of CodesI
Write in the first
;wo boxes the code
corresponding
to the area of training
which
has been chosen as the most important;
in the second two boxes, the code for the
second most important
area selected;
in the third
two boxes the code for the
third
most important
area indicated
by
the respondent.
LIST OF CODES
Table
1.
Lanauases
Used on:
Lansuase
Grouns
page
paw
page
1
3
4
items
item
item
B5, B6
14
16
Lanauaae
Code
Bushman Languages
(Saan)
Kung
Heikum
Other Bushman Languages
01
02
03
Caprivi
Lozi (Sikilolo)
Sifwe
Sisubiya
Siyeyi
(Yei)
Totela
04
05
06
07
08
Herero
Mbanderu
Herero n.e.c.
09
10
11
Rukwangali
Rushambyu
Rugeiriku
Thimbukushu
Kavango n.e.c.
12
13
14
15
16
Nama/Damara
Damara/Nama
17
18
Wambo Languages
Kwanyama
Ndonga
Kwambi
Mbalatu
Ngandjera
Kwaluundhi
Kolonkhodi
Wambo n.e.c.
19
20
21
22
23
24
25
26
Tswana Languages
Tswana
27
European
Afrikaans
German
English
French
Italian
Dutch
Portuguese
Other European
Languages n.e.c.
30
31
32
33
34
35
36
Herero
Languages
Languages
Kavango
Languages
Nama/Damara
Languages
Languages
39
2
Continued/
Table
1.
Other
African
Other
Combination
......
Languages
Languages
specified
-
n.e.c.
of Languages
Xhosa
Zulu
Sotho
Swahili
Other African
Languages
40
41
42
43
n.e.c.
49
50
99
3
Table
2.
Highest
academic
Use on page
Note.
2
-
qualifications
Items
7a,
10
Teacher training
qualifications
are reported
under
VVprofessionalll
qualifications
and are thus
not
included
here.
For example, teachers
with a threeyear Diploma in Education
following
Std. 10, are
indicated
as "Grade 12 (std 10)" here, and their
diploma is reported
as professional
qualification.
Professionalqualificationsotherthanteaching
e.g
B. Corn., are reported
under this heading.
For example, an ECP (Education
Certificate
Primary)
with Std 10 passed is reported
as Grade 12 (Std 10)
here and a "Two-year
certificate
following
Grade
10 (Std 8)" under professional
qualifications.
Code
Qualification
1075
Grade
1090
Grade 9 (std
1100
Grade
10 (std
8)
1110
Grade
11 (std
9)
1120
Grade
12 (std
10)
5010
Studies
on a level
Grade 12 (std 10)
of one year
5020
Studies
on a level
Grade 12 (std 20)
of two years
5030
Studies
on a level
of three years after
Grade 12 (std 10).
- Certificate
or Diploma but not a
Degree
5035
3-Year
Bachelorship
5040
4-Year
Bachelorship
5045
Honours
5050
5 or more Year Bachelorship
5055
Master's
5060
Doctorate
8 (std
6) or lower
7)
Degree
Degree
after
after
Table
3.
Hiahest nrofessional
Qualification.
Use on Page
Note:
(teacher
2
Items
trainina)
7b,
10
Teacher training
qualifications
are reported
here and not under llacademicll
and
"technical/vocational*'
qualifications.
Code
only
Qualifications
TEACHER TRAINING CERTIFICATES
THAN GD 12 (STD 10)
(DIPLOMAS) WHICH REQUIRE LESS
6010
Certificate
requirement
6020
2-Year Certificate
Grade 10 (Std 8).
(Diploma)
following
6030
3-Year Certificate
Grade 10 (Std 8).
(Diploma)
following
(Diploma)
with admission
below Grade 10 (Std 8).
TEACHERTRAININGDIPLOMAS (CERTIFICATES) WHICHREQUIRE/FOLLOW
GRADE 12 (STD 10)
6110
l-Year
Diploma (Certificate)
following
Grade 12 (Std 10).
6120
2-Year Diploma (Certificate)
Grade 12 (Std 10).
following
6130
3-Year Diploma (Certificate)
Grade 12 (Std 10).
following
6140
4-Year Diploma (Certificate)
Grade 12 (Std 10).
following
TEACHER TRAINING DEGREES WHICH REQUIRE/FOLLOW
GRADE 12 (STD 10)
6210
4-Year Bachelorship
specializing
in
Education,
e.g. B.Prim.,
B.Sc. Ed.
TEACHER TRAINING DIPLOMAS WHICH REQUIRE/FOLLOW A UNIVERSITY
DEGREE OR TECHNIKON DIPLOMA.
6310
Teacher training
diploma following
a
Technikon
Diploma.
6320
Teacher training
diploma
University
Degree.
following
POST GRADUATE EDUCATIONAL QUALIFICATIONS
6410
Bachelor
of Education
(B.Ed.)
6420
Master of Education
(M.Ed.)
6430
Doctor of Education
(D.Ed.)
a
5
Table
4.
Hicrhest
technical
Use on page
or vocational
2
Items
qualification.
7c,
10
Note :
Teacher training
Wprofessional
included
here.
Code
Qualification
2005
ETC or similar
- Certificate
below Graded 10 (Std 8).
2010
Nl, NTC 1 etc. - Certificate
Grade 10 (Std 8).
equivalent
to
NTC 2 etc. - Certificate
11 (Std 9).
equivalent
to
2030
N3, NTC 3 etc. - Certificate
Grade 12 (Std 10).
equivalent
to
2040
N4, NTC 4 etc.
first
year after
- Certificate
on a level
Grade 12 (Std 10).
of
the
2050
- Certificate
on a level
N5, NTC 5 etc.
second year after
Grade 12 (Std 10).
of
the
2060
N6,
of
the
2020
%de
third
qualifications
qualifications
NTC 6 etc.
year after
-
are reported
under
and are thus
not
equivalent
to a level
Certificate
on a level
Grade 12 (Std 10).
TECHNIKON QUALIFICATIONS
National
Certificate
3010
after
Grade 12 (Std
-
-
- On a level
10).
of the first
3020
National
Hiqher
second year-after
Certificate
- On a level
Grade 12 (Std 10)
3030
3-Year
National
Diploma
3040
4-Year
National
3050
National
Diploma
in Technology.
3060
Laureatus
Diploma
or National
in Technology
or Master's
of
the
Diploma.
Diploma
in Technology.
OTHER TECHNICAL/VOCATIONAL QUALIFICATIONS
Non-National
Certificates/Diplomas
4010
Grade 12 (Std 10) N3 or lower.
4020
Higher
year
Non-National
Cert./Diplomas
Grade 12 (Std 10) or N3.
on a level
on a level
hisher
of
than
6
Table
5.
Catesorv
Use on page
Code
-
Category
Typical
2
Item
8
Qualifications
for
Category
01
za
Grade 9 (Std 7)
teacher
training.
02
zb
Grade 9 (Std 7) or lower with 2 or
years'
teacher
training
or Grade 10
(Std 8) or Grade 11 (Std 9) only.
03
zc
Grade 10 (Std 8) or Grade 11 (Std 9)
with 2 years 1 teacher
training
or
Grade 12 (Std 10) only.
04
zd
Post
(Std
05
A
Grade 12 (Std 10) plus 2 years'
pretertiary
teacher
training
(e.g. ETC) or
Grade 12 (Std 10) plus 1 year's
tertiary
study.
06
B
Grade
12 (Std
10) plus
2 years.
07
C
Grade
12 (Std
10) plus
3 years
08
D
Grade
12 (Std
10) plus
4 years
09
E
Grade
12 (Std
10) plus
5 years
10
F
Grade
12 (Std
10) plus
6 years
11
G
Grade
12 (Std
10) plus
7 or more years.
12
Category
or
levels
2 through
10) or less.
Unknown by the
teacher
lower
without
5 - Grade
any
3
12
7
Table
6.
Post
-
Occunied
Use on page
Item
2
11
Post
Code
Post
342
Pre-primary/Bridging
343
Primary
344
Secondary
345
Special
346
Instructor
322
Head of Department
- Primary
323
Head of Department
- Secondary
143
Deputy
Principal
- Primary
144
Deputy
Principal
- Secondary
151
Principal
- Primary
P4
141
Principal
- Primary
P3
132
Principal
- Primary
P2
122
Principal
- Primary
Pl
131
Principal
- Secondary
S2
121
Principal
- Secondary
Sl
Year
Teacher
Teacher
Teacher
Education
Teacher
8
Table
7.
-
Subiects
Use on page
3
Items
14,
Code
Subject
1000
Pre-primary
1100
Bridging
1123
Grade
2009
Accounting
2114
Afrikaans
First
2120
Afrikaans
Second Language
2133
Agricultural
2132
Agricultural
Practical
6891
Art
(Non-promotion
2409
Art
(Promotion
2410
Arts
2524
Basic
Information
2532
Basic
Techniques
2544
Bible Education
(Non-promotion
/Religious
and Moral Education
2547
Biblical
2567
Biology
2615
Book Education
2639
Bricklaying
2727
Business
Accounting
2729
Business
Economics
2746
Business
Management
class
year
15
teaching
class
teaching
1 to Grade 3 class
teaching
Language/Mother
Production
Science
Agriculture)
Tongue
and Farming
(not
the
Subject)
Techniques
same as
- see School
Art
Subject)
Appreciation
Science
Studies
(Promotion
(Non-promotion
Subject)
Subject)
Subject)
and Plastering
conti/...
9
Table
7.
Subiects
-
/cont...
.
Code
Subject
2749
Business
3032
Commercial
3153
Computer
Practice
3173
Computer
Study
3328
Dance
4438
Domestic
3450
Drama
3503
Economics
3581
Electrician-work
3582
Electricity
3626
Electronics
3743
Engineering
3770
English
First
3776
English
Second Language/English
3806
Environmental
3854
Farm Mechanics
4009
Fitting
4159
French
4180
Functional
4213
Geiriku
4231
General
4234
Geography
4414
Geography
4258
German First
Methods
Mathematics
(Grades
(Grades
Science/Home
8 and 9)
10 and higher)
Science/Home
Economics
Science
Language/Mother
Tongue
Studies
and Turning
Mathematics
Science
and History:
See History
Language/Mother
Tongue
and Geography
10
Table
7.
Subiects
-
cont.../
Code
Subject
4261
German Third
4273
Guidance
4282
Handicraft/Art
4297
Handwriting
4298
Health
4357
Herero
4375
History
4414
History
4513
Hygiene
4792
Kwangali
4795
Kwanyama
4849
Latin
4913
Life
Science
4914
Life
Skills
4960
Lozi
5134
Mathematics
5170
Mbukushu
5345
Metalwork
5449
Motor
Body Repairing
5503
Motor
Mechanics
6892
Music
(non-promotion
5554
Music
(promotion
5575
Nama/Damara
Language
(non-promotion
subject)
(non-promotion
subject)
and Geography
(non-promotion
subject):
subject)
See School
Music
subject)
cant/...
11
Table
7.
Subiects
-
/cont...
Code
Subject
5598
Ndonga
5605
Needlework
and Clothing
5602
Needlework
(Basic
5889
Panelbeating
6094
Physical
Education
6130
Physical
Science/Physics
and Chemistry
6154
Physiology
6253
Plumbing
and Sheet-Metal
Work
6277
Portuguese
6307
Practical
Agriculture
6800
Religious
subject)
and Moral
6891
School
Art
6892
School
Music
6934
Shorthand
7017
Snelskrif
7163
Specialized
7390
Technical
Drawing
7396
Technical
Theory
7426
Television
7609
Tswana
7610
Typing
7832
Welding
7901
Woodwork
7906
Woodworking
Techniques)
and Spraypainting
Education
(non-promotion
subject)
(non-promotion
Education
and Practice
and Radiotricianwork
and Metalworking
(non-promotion
subject)
Table
8.
Highest
qualification
Use on page
3
- 12 -
in a subiect.
Item
15
Code
Qualification
9110
No formal
9120
Grade
9130
Grade 10 (Std 8) or Grade 11 (Std
N 1 (NTC 1) or N Z(NTC 2)
9140
Grade
training
9 (Std
7) or lower
12 (Std
9) or
10) or N3 (NTC 3)
TERTIARY (AFTER GRADE 12 - STD 10) TRAINING IN THE SUBJECT.
9210
1 Year technical
training
(N 4,NTC 4 etc)
9220
2 Years'
technical
training
(N5,NTC 5 etc)
9230
3 Years'
technical
training
(N6,NTC 6 etc)
9240
4 Years'
or more technical
9310
1 Year college
9320
2 Years'
college
training
9330
3 Years'
college
training
9340
4 Years'
or more college
9410
1 Year technikon
9420
2 Years'
technikon
training
9430
3 Years'
technikon
training
9440
4 Years'
technikon
training
9450
5 years'
technikon
training
9460
6 years
9510
1 Year University
9520
2 Years'
University
Training
9530
3 Years'
University
training
9540
4 Years'
University
training
9550
5 Years
University
9560
6 Years
or more University
training
training
training
training
or more technikon
training
training
Training
training
13
Table
9.
Areas
of
Use on:
in-Service
Traininq
page 5
page 12
Item
Item
Code
Area
01
Teachers'
02
Child
03
Teaching
Methods
04
Subject
Knowledge
05
General
background
06
School
07
Classroom
08
Teacher
09
Communication
10
Using
11
Professional
12
Other
Study
-
21
36
Skills
Development
about
education
management
management
supervision
skills
and caring
in English
for
audiovisual
conduct
and ethics
equipment
PROJECT PROGRAMME
16 -22
2’September
22 - 28 September
29 Sept.
6-
- 5 Oct.
12 October
Arrival
of consultants
Briefing
and interviews
Brainstorming
session
(16 Sept.)
(20 Sept.)
Interviews
Meeting of INSET Working
(25 Sept.)
Drafting
of questionnaire
Group
Selection
of schools
Liaison
with Regions
Setting
up survey teams
Revision
and translation
of
questionnaire
Meeting with Minister
of Education
(10 October)
Trialing
of questionnaire
13 - 19 October
Field
work:
Team 1:
Team 2:
Team 3:
Team 4:
Windhoek
Ondangwa
Khorixas
Ondangwa
20 - 26 October
Field
work:
Team 1:
Team 2:
Team 3:
Team 4:
Team 5:
Keetmanshoop Region
Ondangwa Region
Windhoek Region
Katima Mulilo
Region
Windhoek Region
Field
work:
Team 1:
Team 2:
Team 3:
Team 4:
Ondangwa Region
Windhoek Region
Windhoek Region
Rundu Region
27 Oct.
- 2 Nov.
Region
Region
Region
Region
03 - 09 November
Planning
of further
work (4 November)
Review of field
work (7 November)
Capturing
of data
10 - 16 November
Analysis
of data
Preparation
of report
17 - 23 November
Interpretation
Preparation
24 - 30 November
Preparation
of Report
Report to INSET Working Group (27 Nov.)
Meeting with Minister
of Education
(28 November)
01 - 06 December
Finalizing
of data
of report
Report
SURVEY TEAM MEMBERS
Survey
Coordinator
Dr.
Robert
C. WEST (Chief:
Education)
Team Leaders
Dr. Mam Biram JOOF (Unesco Education
Adviser)
Dr. Peter L. HIGGS (Project
Team Leader)
Mr. Ignazio
COCCO (Specialist
in Statistics
for
Education)
Consultant)
Prof. R. Katengela
AUALA (National
Additional
Survey Team Members from
Group on Teacher In-Service
Training
Head Office
Curriculum)
Mr. R. AVENSTRUP (Adviser:
Mr. C. L. de JAGER (Subject
Specialist)
Mr. C. T. ERKANA (Chief:
Education)
Mr. G. FOURIE (Chief:
Education)
Dr. J. M. MENDELSOHN (Education
Planner)
Mr. N. C. OLIVIER (Acting
Rector:
Ongwediva
College)
Mr. S. D. RIEKERT (Education
Planner)
Mr. W. STEENKAMP (Education
Planner)
Mrs. P. SWARTS (Chief:
Education)
Mr. E. I. van STADEN (Education
Adviser)
Dr. P. VERHOEF (Chief Education
Planner)
Mr. J. VILJOEN (Educational
Adviser)
Additional
Mr.
Mr.
Mr.
Ms.
Mrs.
Mr.
Mr.
Mr.
Mr.
Mr.
Mr.
Mr.
Mr.
Mr.
Mr.
Mr.
Mr.
Mr.
Survey
Team Members from
the
Regional
B. S. ALCOCK (Windhoek)
A. AMUSHILA (Ondangwa)
E. ATSHIPARA (Ondangwa)
S. AUSIKA (Rundu)
F. N. CALEY (Rundu)
A. GAOMAB (Khorixas)
M. HAMUTUMWA(Ondangwa)
P. I. Janse van VWREN (Windhoek)
G. KAAPENGELWA (Ondangwa)
R. KANDJIMI (Rundu)
J. KATSHUNA (Ondangwa)
L. S. LUPALEZWI (Katima Mulilo)
J. R. MULLER (Keetmanshoop)
J. NANGOLO (Ondangwa)
T. NDAKUNDA (Ondangwa)
T. NDEVAETELA (Ondangwa)
A. Z. NDOPU (Katima Mulilo)
A. NGHAIKUKWETE (Ondangwa)
and the
Working
Teachers
Offices
Mr.
Mr.
Mr.
Mr.
Mrs.
Mr.
Mr.
Mr.
M. N. NTINDA (Ondangwa)
A. Z. NYAMBE (Katima Mulilo)
M. SHIKUKUMWA (Rundu)
A. SHINGENGE (Ondangwa)
D. SHINYEMBA (Ondangwa)
E. WSHONA (Ondangwa)
J. van LILL (Keetmanshoop)
G. van ZYL (Rundu)
.
I.
M inistry
Persons
.
Visited.
of Education
and Culture
-The Hon. Nahas Angula, M inister.
-Mr. Vitalis
Ankama, Permanent
-Mr.
J.
Lambert,
A. Department
-Dr.
Adviser
of Formal
L. Burger,
Under
to
(Head Office)
Secretary
the
M inistry
Education
Secretary
(Formal
Education)
-Mr. A. Agapitus,
Director
(Education
Programmes)
-Dr. R. West, Chief,
Secondary Education
Division
-Mr. R. Avenstrup,
Technical
Adviser
for
Secondary Education
-Mr. P. Simataa, Chief:
Education
(External
Resources)
-Ms. W . Hoevalmann, Programmer,
External
Resources
-Mr. F. VoigAs,
Chief,
Information,
Statistics
and
data, Directorate
Planning
-Mr. S. Reikert,
Planner
B. Department
-Ms.
C. Culture
-Ms.
D. National
D.
of Non-Formal
Education
van der Ouisthuisen,
Distance
Education
Department
R. Hofmeyer,
Institute
Director
for
(Arts)
Educational
Development
-Mr. I. Van der Merwe, Director,
Research and
Development
-Mr. R. Trewby, Director,
Language Reseach &
Development
-Mr. T. Erkana, Chief,
Education
(Indigenous
Languages)
Education,
Directorate
-Ms. P. Swarts, Chief,
Human Resources
E. Auxilliary
-Mr.
II.
M inistry
Services
J. Shangeta,
of Education
Printer
and Culture
A. Rundu Region
-Mr.
D. Slaverse,
Director
(Regional
Offices)
-Mr.
-Mr.
-Mr.
-Ms.
-Mr.
H.
B.
N.
S.
M.
N. Diaz, Director
N. Sibeya,
Chief (Education
Programmes)
Kandjimi,
Chief (Education
Programmes)
Ausiku,
Shikukumwa, Inspector
of Schools
B. Ondangwa Region
-Mr. J. Kandombo, Director
-Mrs. D. Shinyemba, Chief (Education
Programmes)
-Mr. J. Nangola, Chief:
Education
(Secondary)
-Mr. P. Mvula, Chief:
Education
(Primary)
-Mr. E. Atshipara,
Circuit
Inspector
-Mr. C. Olivier,
Principal,
Ongwadiva Teacher Training
College
C. Khorixas
-Mr.
-Mr.
Region
J. Breytenbach,
Director
A. Gaomeb, Chief:
Education
D. Windhoek
-Mr.
-Mr.
-Mr.
(Advise
& Control)
Region
E. Van Staden, Chief Education
Advisor
B. Alcock,
Chief Circuit
Inspector
N. van Vuuren - Circuit
Inspector
E. Katima
Mulilo
F. Keetmanshoop
Region
Region
Education
(Advise
-Mr. J. van Lill,
Chief:
-Mr. J. Muller,
Chief:
Education
(Education
Programmes)
III.
The University
of Namibia
-Dr. P. Katjavivi,
Vice-Chancellor
-Dr. D. Mkandawire,
Acting Dean, Faculty
Education
(The Academy)
-Dr. I. Steyn, Registrar
-Prof.
K. Auala, Head, Dept. of Teacher
IV.
International
& Control)
Organizations
of
Education
in Namibia
Resident
Representative,
United Nations
-Mr. 0. Essien,
Development
Programme
Assistant
Representative
-Mr. F. Reske-Nielsen,
(Programmes),
UNDP
Deputy Director,
UNDP/Div. of
-Dr. K. Leitner,
Management Information
Services.
and Sub-Regional
-Mr. E. Moyo, Unesco Representative
Adviser
for Communications
Adviser
-Dr. M. Joof, Unesco Education
-Dr. B. McSweeney, Executive
Co-ordinator,
United
Nations Volunteers
(UNV)
-Mr. B. Sanhoudi,
Chief,
Africa
Section,
UNV
-Ms. R.Lovald,
UNV Programme Officer
-Mr. D. Coutts,
Director
of Programmes, World Food
Programme (Namibia)
-Mr. M. Kamau, Unicef External
Relations
Officer
The World Bank
-Mr. A. Dock, Programme Officer,
V.
Embassies
and Bi-Lateral
Aid
Agencies
-Mr. R. Shortlidge,
Director,
United States Agency
for International
Development
-Ms. H. Pikard,
Director,
United States Information
Service
-Mr. J. Utley,
Representative,
The British
Council
-Mr. G. Dreifaldt,
First
Secretary/Programme
Officer,
Embassy of Sweden
-Mr. L. Dahlstrom,
Project
Co-ordinator,
International
Teacher Training
Program (SIDA)
VI.
Non-governmental
Organizations
-Mr. L. le Roux, Assistant
Director:
Education,
The Rossing Foundation,
Windhoek
Centre for Applied
Social
-Ms. H. Patemann, Director,
Sciences
(Pty) Ltd. (Cass),
Windhoek
Institute
for International
Consultant,
-Ms. J. Diers,
Education,
New York.