AS level rollout stumbles due to lack of resources
In 2015, Namibia overhauled its education system, introducing a new curriculum to enhance educational standards to align with global benchmarks. This comprehensive reform reached full implementation by 2021, with the introduction of the Advanced Subsidiary (AS) Level as a pivotal component.
However, the rollout of the AS Level has been met with considerable challenges, primarily due to a shortage of resources and adequately trained educators.
In a recent interview with The Zone, Executive Director of the Ministry of Education, Arts and Culture, Sanet Steenkamp, called for a modernised approach to education.
She stated that the country needed to integrate educational technologies and teaching methods that focused on critical thinking and problem-solving skills from early education stages. "Investing in early childhood education sets the foundation for lifelong learning and success," Steenkamp said.
Budget
The financial constraints exacerbating the issue are evident in the national budget allocations. For the 2024/25 financial year, the education ministry received N$18.4 billion, with an additional N$56.1 million earmarked for development projects.
According to a 2021 article published by New Era, regional disparities further complicate the implementation of the AS Level curriculum. For instance, the Oshikoto region has 12 schools and 138 teachers offering AS Level courses, ranking fourth nationally in terms of learners qualifying for this advanced curriculum - trailing behind Khomas, Erongo and Otjozondjupa regions.
Student body
The Namibia National Students Organisation (NANSO) also voiced concerns regarding the curriculum's implementation. Spokesperson Jessy Abraham pointed out that while the curriculum itself is not inherently flawed, the challenges lie in its execution.
She stressed the importance of practical education and hands-on skills that are directly applicable in the workforce, noting that more resources are needed to bridge the gap between academic knowledge and real-world application.
Abraham suggested that addressing these issues could improve the current pass rate of 29.5%.
Teacher’s response
In a telephone interview this week, Oshakati Secondary School teacher Hendrik Kandyendye expressed concern over the lack of adequate training for teachers since the introduction of the new curriculum.
"From the start, we were not properly trained to adapt to the syllabus changes," he said.
He noted that some aspects of the old curriculum were omitted, affecting the efficiency of the new system.
Kandyendye acknowledged that the ministry has hosted training workshops in recent years, leading to slight improvements. However, he noted that challenges persist, particularly at the AS Level, where many teachers still lack the necessary training to deliver the curriculum effectively.
"There is still a long way to go in ensuring that all teachers are fully equipped to teach at this level," he concluded.
However, the rollout of the AS Level has been met with considerable challenges, primarily due to a shortage of resources and adequately trained educators.
In a recent interview with The Zone, Executive Director of the Ministry of Education, Arts and Culture, Sanet Steenkamp, called for a modernised approach to education.
She stated that the country needed to integrate educational technologies and teaching methods that focused on critical thinking and problem-solving skills from early education stages. "Investing in early childhood education sets the foundation for lifelong learning and success," Steenkamp said.
Budget
The financial constraints exacerbating the issue are evident in the national budget allocations. For the 2024/25 financial year, the education ministry received N$18.4 billion, with an additional N$56.1 million earmarked for development projects.
According to a 2021 article published by New Era, regional disparities further complicate the implementation of the AS Level curriculum. For instance, the Oshikoto region has 12 schools and 138 teachers offering AS Level courses, ranking fourth nationally in terms of learners qualifying for this advanced curriculum - trailing behind Khomas, Erongo and Otjozondjupa regions.
Student body
The Namibia National Students Organisation (NANSO) also voiced concerns regarding the curriculum's implementation. Spokesperson Jessy Abraham pointed out that while the curriculum itself is not inherently flawed, the challenges lie in its execution.
She stressed the importance of practical education and hands-on skills that are directly applicable in the workforce, noting that more resources are needed to bridge the gap between academic knowledge and real-world application.
Abraham suggested that addressing these issues could improve the current pass rate of 29.5%.
Teacher’s response
In a telephone interview this week, Oshakati Secondary School teacher Hendrik Kandyendye expressed concern over the lack of adequate training for teachers since the introduction of the new curriculum.
"From the start, we were not properly trained to adapt to the syllabus changes," he said.
He noted that some aspects of the old curriculum were omitted, affecting the efficiency of the new system.
Kandyendye acknowledged that the ministry has hosted training workshops in recent years, leading to slight improvements. However, he noted that challenges persist, particularly at the AS Level, where many teachers still lack the necessary training to deliver the curriculum effectively.
"There is still a long way to go in ensuring that all teachers are fully equipped to teach at this level," he concluded.
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