Ministry of Education, Arts and Culture REPUBLIC OF NAMIBIA · iv EMIS Education Statistics 2016...

EDUCATION MANAGEMENT INFORMATION SYSTEM

Ministry of Education, Arts and CultureREPUBLIC OF NAMIBIA

© Education Management Information System (2016)

EMIS Education Statistics 2016Ministry of Education, Arts and CultureGovernment of the Republic of Namibia

Date of publication: December 2017ISSN 2026-7533

Education Management Information System (EMIS)Email: [email protected]

Directorate of Planning and DevelopmentMinistry of Education, Arts and CultureGovernment Office Park, Luther Street, WindhoekPrivate Bag 13186, Windhoek, NamibiaTelephone (+264) (061) 293-3111 (main switchboard)Website www.moe.gov.na

AcknowledgementsThousands of teachers in state and private schools, and innumerable staff members of the Ministry of Education, Arts and Culture (MoEAC), contributed enormously to the production of this EMIS 2015 report by providing the data required for the Ministry’s annual 15th School Day Census and Annual Education Census (AEC).

School principals, teachers, support staff, inspectors of education, education planners and staff in the regional offices, the Directorate of Adult Education (DAE) and the Directorate of National Examinations and Assessment (DNEA) assisted in collecting and verifying the data.

The staff of the EMIS Division in the MoEAC Directorate of Planning and Development acknowledge these contributions with gratitude.

We extend sincere gratitude also to the Namibia Statistics Agency (NSA) for providing information on population projections.

FACTS AND FIGURES

Education Statistics in Namibia in 2016

Opuwo

EenhanaKatima Mulilo

Tsumeb

Otjiwarongo

SwakopmundWindhoek Gobabis

Mariental

Keetmanshoop

OshakatiOutapi Nkurenkuru

Rundu

OTJOZONDJUPA

OSHIKOTO KAVANGOWEST

ZAMBEZI

KUNENE

OMAHEKE

OMUSATI OHANGWENA

KAVANGOEAST

KHOMAS

ERONGO

HARDAP

//KHARAS

OSHANA

State PrivateNumber of schools Total 1,826 1,683 143

Primary 1,031 955 76Combined 569 521 48Secondary 209 196 13Other 17 11 6

Number of learners Total 698,453 654,383 44,070Pre-Primary 40,880 35,146 5,734Primary 455,058 427,846 27,212Secondary 200,695 189,695 11,000Other 1,820 1,696 124

Teacher qualifications

Total

Without teacher training

With teacher training

Total 28,922 4,063 24,859Less than Grade 12 520 213 285Grade 12 or 1-2 years’ tertiary 3,365 2,920 1,665More than 2 years’ tertiary 20,571 930 22,909

Learners per teacher Average learner : teacher ratio 25.7Number of classrooms Total 26,768

Permanent 22,946Prefabricated 1,654Traditional 1,925Hired 243

Facts and Figures i

ii EMIS Education Statistics 2016

FINDING YOUR WAY ............................................................................................................................................................................................... vi

INTRODUCTION ....................................................................................................................................................................................................... I

REGIONAL SUMMARIES ........................................................................................................................................................................................ II

Chapter 1: CHARACTERISTICS OF THE SCHOOL SYSTEM ................................................................................................................1Table 1: Numbers of schools, learners, teachers and support staff ...................................................................................................... 2Table 2: Types of schools, and numbers of state and private schools .................................................................................................. 3Table 3: Numbers of schools offering various ranges of grades ........................................................................................................... 4Table 4: Number of schools offering each grade ................................................................................................................................... 5Table 5: Afternoon classes – enrolments and percentages of total enrolment in afternoon classes ..................................................6-7Table 6: Changes in the number of schools from 2010 to 2016 ............................................................................................................ 8

Chapter 2: ENROLMENTS .................................................................................................................................................................................9Table 7: Enrolment by school phases in each region .......................................................................................................................... 10Table 8: Percentage of female learners by school phases in each region .......................................................................................... 11Table 9: Number of class groups by school phases in each region .................................................................................................... 12Table 10: Average class size by school phases in each region .......................................................................................................... 13Table 11: Male and female enrolments in Grades 0 through 12 .....................................................................................................14-15Table 12: Enrolments and class groups in “other” grades ..............................................................................................................16-17Table 13: Enrolments in state and private schools .........................................................................................................................18-19Table 14: Enrolments in primary and junior secondary subjects ...................................................................................................20-21Table 15: Enrolments in senior secondary subjects .......................................................................................................................22-23Table 16: Home languages of learners ............................................................................................................................................... 24Table 17: Medium of instruction in Grades 1-3: schools, numbers of learners and class groups ....................................................... 25Table 18: Home languages and medium of instruction of learners in Grades 1-3 .........................................................................26-27Table 19: Changes in female and male enrolments from 2010 to 2016 .............................................................................................. 28Table 20: Changes in enrolments in different grades from 2010 to 2016 ............................................................................................ 29Table 21: Changes in enrolments in the regions from 2010 to 2016 ................................................................................................... 30

Chapter 3: THE FLOW OF LEARNERS ....................................................................................................................................................... 31Table 22: Pre-primary enrolment by region, age and gender .........................................................................................................32-33Table 23: Apparent intake rates of Grade 1 learners from 2010 to 2016 ............................................................................................ 34Table 24: Changes in the numbers of new Grade 1 entrants from 2010 to 2016 ............................................................................... 34Table 25: Ages of all learners .............................................................................................................................................................. 35Table 26: Distribution of learners by age and gender for each grade in 2016 .................................................................................... 36Table 27: Rates of enrolment of 6-year-olds to 18-year-olds .........................................................................................................37-38Table 28: Net and Gross Enrolment Ratios ......................................................................................................................................... 39Table 29: Numbers of new entrants, repeaters and re-entrants in Grades 1-12 ................................................................................. 40Table 30: Promotion, repetition and school-leaving rates in Grades 1-11 from 2015 to 2016 ............................................................. 41Table 31: Promotion, repetition and school leaving rates from 2009 to 2015 ..................................................................................... 42Table 32: Survival rates to Grades 2-12 from 2009 to 2015................................................................................................................ 43Table 33: Approximate numbers of learners who left school between 2009 and 2015 ....................................................................... 44

Chapter 4: NATIONAL EXAMINATIONS .................................................................................................................................................... 45Table 34: Junior Secondary Certificate (JSC) examination results – full-time..................................................................................... 46Table 35: Junior Secondary Certificate (JSC) examination results – part-time ................................................................................... 47Table 36: Percentages of candidates in point ranges in the Junior Secondary Certificate (JSC) examination ................................... 48Table 37: Namibia Secondary School Certificate Ordinary Level (NSSC-O) results – full-time .......................................................... 49Table 38: Namibia Secondary School Certificate Higher Level (NSSC-H) results .............................................................................. 50

Chapter 5: TEACHERS .................................................................................................................................................................................... 51Table 39: The provision of teachers: numbers of teachers and learner : teacher ratios ...................................................................... 52Table 40: Professional and academic qualifications of female and male teachers ........................................................................53-54Table 41: Professional and academic qualifications of primary teachers ............................................................................................ 55Table 42: Professional and academic qualifications of secondary teachers ....................................................................................... 56Table 43: Qualifications of teachers in the subjects they taught ....................................................................................................57-58Table 44: Ages and professional and academic qualifications of teachers ......................................................................................... 59Table 45: Attrition rates of teachers from 2015 to 2016....................................................................................................................... 60Table 46: Transfer rates of teachers from 2015 to 2016 ..................................................................................................................... 61Table 47: Changes in the numbers of teachers and their professional qualifications from 2010 to 2016 ........................................... 62Table 48: Percentages of primary and secondary teachers qualified to teach from 2010 to 2016 ................................................63-64Table 49: Numbers of teachers from 2010 to 2016 ............................................................................................................................. 65Table 50: Learner : teacher ratios from 2010 to 2016 .......................................................................................................................... 66

Chapter 6: PHYSICAL FACILITIES ............................................................................................................................................................. 67Table 51: Numbers and structural types of teaching facilities ............................................................................................................. 68Table 52: Numbers and structural types of facilities for general use ................................................................................................... 69Table 53: Numbers and structural types of administrative facilities..................................................................................................... 70Table 54: Changes in the numbers of teaching and administrative facilities from 2010 to 2016 ...................................................71-72Table 55: Changes in the numbers and structural types of classrooms from 2010 to 2016 ............................................................... 73Table 56: Provision of sanitary facilities and water supply at schools ................................................................................................. 74Table 57: Provision of teachers’ housing and electricity and telephone supply at schools ................................................................. 75Table 58: Percentages of schools with sanitary facilities, basic services and teachers’ housing from 2010 to 2016 ....................76-77

Chapter 7: ADULT LEARNING ...................................................................................................................................................................... 78Table 59: National Literacy Programme enrolments and pass rates from 2010 to 2016 .................................................................... 79Table 60: Test results of the National Literacy Programme learners in 2016 ...................................................................................... 80

Chapter 8: LEARNING AND SOCIAL CHALLENGES ............................................................................................................................ 81Table 61: Learners with disabilities by region and gender .............................................................................................................82-83Table 62: Learners with disabilities by grade and gender ................................................................................................................... 84Table 63: Enrolment of orphans and vulnerable children by region and gender ............................................................................85-86Table 64: Enrolment of orphans and vulnerable children by age group and gender ........................................................................... 87Table 65: Dropout from school by region, gender and reason .......................................................................................................88-89Table 66: Teacher mortality by age and reason .................................................................................................................................. 90Table 67: Teacher mortality by region and reason .............................................................................................................................. 90Table 68: Learner mortality by grade and reason................................................................................................................................ 91Table 69: Learner mortality by region and reason ............................................................................................................................... 92

Contents iii

iv EMIS Education Statistics 2016

Adult education (Tables 59, 60)Afternoon classes (Table 5)Ages of learners enrolments by age (Tables 25, 26) pre-primary enrolment by region, gender and age (Table 22) rates of enrolment by age (Table 27)Ages of teachers (Table 44)Attrition rates of teachers (Table 45)Buildings – see FacilitiesChanges over years apparent intake rates of Grade 1 learners (Table 23) enrolment (Tables 19, 20, 21) flow rates (Table 31) learner : teacher ratios (Table 50) literacy programme (Table 59) numbers of new Grade 1 entrants (Table 24) numbers of school leavers (Table 33) numbers of schools (Table 6) numbers of teachers (Table 49) percentages of teachers qualified to teach (Table 48) physical facilities (Tables 54, 55) promotion rates (Table 31) repetition rates (Table 31) qualifications of teachers (Table 47) sanitary facilities, housing and basic services (Table 58) school-leaving rates (Table 31) survival rates (Table 32)Class size average class sizes in school phases (Table 10) class sizes in grades other than Grades 1-12 (Table 12)Class groups average class sizes (Tables 10, 12) numbers in grades other than Grades 1-12 (Table 12) numbers in school phases (Table 9)

Classrooms – see FacilitiesDropout rates – see School-leaving ratesElectricity supply (Tables 57, 58)Enrolment by age (Tables 25, 26) changes over years (Tables 19, 20, 21) female and male enrolments (Tables 11, 12) home languages of learners (Table 16) in afternoon classes (Table 5) in Grades 1-12 (Table 11) in grades other than Grades 1-12 (Table 12) in school phases (Table 7) in state and private schools (Table 13) in subjects (Tables 14, 15) medium of instruction in Grades 1-3 (Table 17) percent female (Table 1) percentages of females enrolled in school phases (Table 8) total numbers (Table 1)Enrolment rates Net and gross enrolment ratios (Table 28) rates of enrolment by age (Table 27)Entrants pre-primary enrolment by region, gender and age (Table 22) apparent intake rates of Grade 1 learners (Table 23) changes in the numbers of new Grade 1 entrants (Table 24) numbers of new entrants to different grades (Table 29)Examinations HIGCSE (Table 38) IGCSE (Table 37) Junior Secondary Certificate (Tables 34, 35, 36)Facilities basic services (water, electricity, telephone) (Tables 56, 57, 58) changes over years (Tables 54, 55, 58) numbers of facilities (Tables 51, 52, 53, 56, 57)

This list of topics is intended to assist readers in their searches for specific information. Regional comparisons are not explicitly mentioned in this list because most of the tables provide information for every region.

sanitary facilities (Tables 56, 58)Females – see GenderFlow rates changes in flow rates (Table 31) numbers of promotees, repeaters and re-entrants (Table 29) numbers of school leavers (Table 33) promotion, repetition and school-leaving rates (Table 30) survival rates (Table 32)Gender changes in female and male enrolments (Table 19) female and male enrolments by age (Table 26) female and male enrolments in grades (Table 11) female and male enrolments in ‘other’ grades (Table 12) female and male numbers of teachers (Table 40) percentages of females enrolled in school phases (Table 8) percentages of female teachers and support staff (Table 1) promotion, repetition and school-leaving rates (Table 30) rates of female and male enrolment by age (Table 27)Grades changes in enrolment (Table 20) enrolments in Grades 1-12 (Table 11) enrolments in grades other than Grades 1-12 (Table 12) numbers of schools offering each grade (Table 4) numbers of schools offering ranges of grades (Table 3)Gross enrolment ratio (Table 28)HIGCSE (Table 38)Home languages and medium of instruction in Grades 1-3 (Table 18) of learners (Table 16)Housing (Tables 57, 58)IGCSE (Table 37)Intake ages of pre-primary enrolment by region and sex (Table 22) apparent intake rates of Grade 1 learners (Table 23)

changes in the numbers of new Grade 1 entrants (Table 24)Junior Secondary Certificate – see ExaminationsLanguage – home languages of learners (Table 16)Learner flow – see Flow ratesLearner : teacher ratio changes over years (Table 50) in school phases (Table 39)Learners – see EnrolmentLiteracy programme (Tables 59, 60)Medium of instruction and home languages of learners (Table 18) schools and enrolments in Grades 1-3 (Table 17)Mortality Teacher mortality by age and reason (Table 66) Teacher mortality by region and reason (Table 67) Learner mortality by grade and reason (Table 68) Learner mortality by region and reason (Table 69)Net enrolment ratio (Table 28)Orphans and Vulnerable Children (OVCs) Enrolment by gender and region (Table 63) Enrolment by gender and age group (Table 64)Phase – see School phasePhysical facilities – see FacilitiesPoints scored in the JSC examination (Table 36)Private schools enrolments (Table 13) numbers and types of schools (Table 2)Promotion rates changes in the promotion rates (Table 31) in different grades (Table 30)Qualifications of teachers – see TeachersRegional summaries (see Introduction)Repeaters – numbers in different grades (Table 29)Repetition rates

Finding Your Way v

vi EMIS Education Statistics 2016

changes over years (Table 31) in different grades (Table 30)School leavers (Table 33)School phase average class sizes (Table 10) enrolments in school phases (Table 7) enrolments in state and private schools (Table 13) numbers and qualifications of primary teachers (Table 41) numbers and qualifications of secondary teachers (Table 42) numbers and qualifications of subject teachers (Table 43) numbers of class groups (Table 9) numbers of schools offering ranges of grades (Table 3) numbers of teachers and learner : teacher ratios (Table 39) percentages of females enrolled (Table 8)School-leaving rates changes over years (Table 31) in different grades (Table 30)Schools changes in numbers (Table 6) numbers of schools (Table 1) numbers offering each grade (Table 4) numbers offering ranges of grades (Table 3) offering different medium of instruction (Table 17) state and private schools (Table 2) types of schools (Table 2)Staff – numbers of teachers and support staff (Table 1)Staffing – see learner : teacher ratioStructures – see FacilitiesSubjects enrolments in subjects (Tables 14, 15) HIGCSE examination (Table 38) IGCSE examination (Table 37) Junior Secondary Certificate examination (Tables 34, 35) numbers and qualifications of teachers (Table 43)

Summary of regional statistics (see Introduction)Survival rates (Table 32)Symbols – see ExaminationsTeachers’ housing (Tables 57, 58)Teachers ages (Table 44) attrition rates (Table 45) changes in learner : teacher ratios (Table 50) changes in numbers (Table 49) changes in percentage qualified to teach (Table 48) changes of qualifications (Table 47) female and male numbers (Table 40) housing (Tables 57, 58) numbers and learner : teacher ratios (Table 39) numbers and qualifications of primary teachers (Table 41) numbers and qualifications of secondary teachers (Table 42) qualifications (Tables 40, 41, 42, 44, 47, 48) qualifications in subjects (Table 43) qualified to teach (Table 48) transfer rates (Table 46)Telephones (Tables 57, 58)Time series – see Changes over yearsTransfer rates of teachers (Table 46)Water supply (Tables 56, 58)Years – see Changes over years

Introduction I

This publication presents information on education in schools in Namibia in 2016. Two school censuses are conducted every year, namely the 15th School-Day Census,

conducted on the fifteenth school day after the schools open at the beginning of the school year, and the Annual Education Census (AEC), conducted on the first Tuesday after the schools open for the third term, usually in September. The 15th School-Day Census provides information for operational and planning purposes, while the AEC provides information for monitoring the state of education from year to year.

The vast majority of the statistics presented in this report were collected during the AEC of 2016. Information reported in the AEC questionnaires should have been true on the AEC census day. Coverage during the AEC 2016 was considered to be 100%, since all government-registered schools (state and private) submitted census returns. The Directorate of National Examinations and Assessment provided the Grade 10 and Grade 12 examination results, and the Directorate of Adult Basic Education provided the Adult Basic Education learners’ results in 2016. Only statistics provided by state schools and the private schools registered with the Ministry of Education, Arts and Culture (MoEAC) are recorded herein.

After publishing education statistics for the period 1992-2008, the EMIS introduced several changes to the format of these reports, which readers must bear in mind when comparing statistics of different years. The most important difference is any change of regional boundaries, as reflected in the statistics since 2003. Statistics reported for earlier years have been recalculated for this report in terms of the new delimitation of regions effected in 2013. Most of the tables in earlier reports have been retained in this report with no modification of their format. Some tables are no longer included, a few have been modified, and several new tables have been introduced to reflect, among other things, most of the Education for All (EFA) indicators, and indicators for the Educational Training Sector Improvement Programme (ETSIP) and National Development Plans (NDPs). It is also important to remind the reader that the EMIS reports since 2010 no longer feature the ‘pseudo region’ previously referred to as “Head Office”, under which the data for Special Schools was included. The data for these schools is now reported under the Education Regions in which these schools are located. Therefore, in some tables ‘data blank’ is observed, while in other tables the Head Office region has been completely removed.

II EMIS Education Statistics 2016

and Senior Secondary (Grades 11-12). The tables in this report are divided and subdivided to reflect these four phases. The following additional grades/classes are offered at certain schools:

Special Classes: Single classes provided at many ordinary schools for children who have learning difficulties.

Special Grades: Grades with a curriculum adapted for the purposes of Special Schools.

Classes for children with disabilities: Offered at only 2 of the 11 Special Schools.

Grade 0 (Pre-Primary): This grade was added into the school curriculum and is now reported separately from “Other Grades”.

Grade 13: A level offered after Grade 12 in one private school in the city of Windhoek, namely the Hochschulreifeprüfung (Abitur).

There are many ways to provide education statistics, and the criteria used for these EMIS reports are based largely on the perceived demands expressed by a variety of users through telephonic, email and walk-in enquiries over the years. The graphs and narrative comments accompanying the tables are intended to provide user-friendly guidance for interpreting the statistics. The comments are not definitive, and the interpretation and use of the statistics remain the responsibility of the users. Copies of the questionnaires used for the Annual Education Census and 15th School Day Census could be helpful to readers who would like to know the exact nature of the questions used to collect the data.

It is important to recognise that the statistics herein are primarily reflective of Namibia’s formal schooling system, as provided for in the registered state and private schools. The next section provides summaries of the key features of this system in each of the 14 geographical/administrative regions.

We trust that the data in this report will greatly assist education planners in optimising the human and material resource allocations in Namibia’s Basic Education Sector towards truly inclusive Education for All.

The statistics published in this report are intended for a wide readership on education and those requiring specific information for referencing. Much of the material herein is also intended to reflect the performance of Namibia’s education system. In this regard, the measures or indicators broadly relate to the MoEAC’s goals in providing inclusive, quality education in an equitable, efficient and democratic way. These statistics presented here can be compared with indicators in previous reports, and comparisons can be made between the different geographical/administrative regions, of which there are 14:

//KharasErongoHardapKavango EastKavango WestKhomasKuneneOhangwenaOmahekeOmusatiOshanaOshikotoOtjozondjupaZambezi

Following the new delimitation of regions in 2013, the Ministry changed the Education Regions to accord with the geographical/administrative regions, hence there are now 14 Education Regions. As noted on the previous page, the data on the 11 Special Schools for children who have special educational needs is now distributed by Education Region rather than under the regional category previously called “Head Office”.

The largest portion of Namibia’s schooling system fits into Grades 1-12, and this range of grades is subdivided into four phases: Lower Primary (Grades 1-4), Upper Primary (Grades 5-7), Junior Secondary (Grades 8-10)

OTJOZONDJUPA

OSHIKOTO WESTKUNENE

OMAHEKE

OMUSATI OHANGWENA

EAST

KHOMAS

ERONGO

HARDAP

//KHARAS

OSHANA

KAVANGO

Regional Summaries III

Key education statistics in each of the 14 administrative regions have been compiled in this section for quick reference. Other

regional statistics and indicators are included in various tables in this report. Statistics pertaining to the Education Regions are also reported in the tables. All statistics in these regional profiles include state and private schools.

The numbers of schools are broken down by primary, combined, secondary and “other” schools. A very small number of schools – mostly schools for learners who have special educational needs – are grouped under “other”.

Under the heading “number of learners”, the category “other” includes all grades and courses other than Grades 0-12, and such other grades and courses include, for example, special classes.

The numbers of teachers were reported in terms of their qualifi-cations. A distinction was also made between teachers who had no teacher training and those who had been trained. The average learner : teacher ratio was calculated for each region. Note that the calculation method used for these “Summary” tables was not the same as the one used for Table 39, so the results are not the same for some regions. Formulae used in these “Summary” tables take all teachers in the region into consideration, while the one used in Table 39 takes various categories of teachers into consideration.

Regarding physical facilities, the numbers of classrooms include specialist rooms, laboratories and workshops as ‘teaching rooms’ – referred to in the regional-summary tables as “class-rooms”. These numbers are reported according to the type of structure, the categories being “permanent”, “prefabricated”, “traditional” and “hired”. The “traditional” category includes a variety of structure types, such as stick-and-mud, metal-sheet and tents. Facilities hired from a church or private organisation, for example, are grouped under “hired”.

IV EMIS Education Statistics 2016

State PrivateNumber of schools Total 65 48 17Type of school Primary 38 29 9

Combined 13 6 7Secondary 14 13 1Other 0 0 0

Number of learners Total 39,102 34,477 4,625School phase Pre-Primary 1,974 1,522 452

Primary 25,365 22,598 2,767Secondary 11,595 10,195 1,400Other 168 162 6

Teachers

Total



Total 1,558 116 1,442Qualification Less than Grade 12 24 12 12

Grade 12 or 1-2 years’ tertiary 188 93 95More than 2 years’ tertiary 1,346 11 1,335

Learners per teacher Average learner : teacher ratio 25.1Number of class-rooms Total rooms 1,260Structure Permanent 1,167

Prefabricated 76Traditional 6Hired 11

ErongoState Private

Number of schools Total 52 43 9Type of school Primary 29 25 4



Primary 13,976 11,765 2,211Secondary 6,212 5,847 365Other 60 51 9

Teachers

Total



Total 946 748 198Qualification Less than Grade 12 35 4 9

Grade 12 or 1-2 years’ tertiary 232 51 181More than 2 years’ tertiary 701 693 8



//Kharas

Regional Summaries V



Number of learners Total 23,918 23,224 694School phase Pre-Primary 1,644 1,577 67

Primary 15,922 15,573 349Secondary 6,085 5,822 263Other 267 252 15

Teachers

Total





Learners per teacher Average learner : teacher ratio 24.4Number of class-rooms Total rooms 1,056Structure Permanent 971


HardapState Private





Teachers

Total







Kavango East

VI EMIS Education Statistics 2016





Teachers

Total




Grade 12 or 1-2 years’ tertiary 368 300 68More than 2 years’ tertiary 1,004 11 993

Learners per teacher Average learner : teacher ratio 26.5Number of class-rooms Total rooms 1,239Structure Permanent 957

Prefabricated 60Traditional 210

Hired 12

Kavango WestState Private



Number of learners Total 79,863 64,569 15,083School phase Pre-Primary 4,760 2,403 2,146

Primary 49,848 41,210 8,638Secondary 24,503 20,263 4,240Other 752 693 59

Teachers

Total







Khomas

Regional Summaries VII





Teachers

Total



Total 1,155 236 919Qualification Less than Grade 12 39 20 19


Learners per teacher Average learner : teacher ratio 23.3Number of class-rooms Total rooms 819Structure Permanent 727


KuneneState Private





Teachers

Total







Ohangwena

VIII EMIS Education Statistics 2016





Teachers

Total





Learners per teacher Average learner : teacher ratio 24.9Number of class-rooms Total rooms 797Structure Permanent 698


OmahekeState Private





Teachers Total Without teacher training






Omusati

Regional Summaries IX





Teachers

Total







OshanaState Private





Teachers

Total







Oshikoto

X EMIS Education Statistics 2016





Teachers

Total







OtjozondjupaState Private





Teachers

Total







Zambezi

Chapter 1: CHARACTERISTICS OF THE SCHOOL SYSTEM 1

Chapter 1: CHARACTERISTICS OF THE SCHOOL SYSTEMChapter 1 introduces the basic features and dimensions of the school system in Namibia. The tables provide information

on the numbers of schools, learners, teachers and other school staff, and the types of schools, phases of schooling and grades provided, governance of schools, afternoon session teaching and changes in the number of schools over the past years.

A feature that must be recognised is that many schools in Namibia do not follow the “normal” phases or divisions between primary (Grades 1-7) and secondary (Grades 8-12) schooling. The term “combined” school is used to describe the schools that offer both primary and secondary grades. Extending primary schools to Grade 10, or even Grade 12, makes it possible to provide secondary education in locations where a separate secondary school is not feasible due to the small number of potential learners. Combined schools are an important element of the Government’s strategy to improve access to education, especially in rural areas. In contrast, schools starting with a grade other than the first grade of a phase, or going up to a grade which is not the end of a school phase, may cause problems for learners’ transition to the next grade after they have completed the highest grade of the school they are in. This is not always the case, for example in schools annually extending the range of grades that they offer, but isolated cases do exist.

There are several grades and levels of education provided in schools which do not fit into the normal Grade 1-12 curriculum. These have been described in the Introduction to this report. In some tables these are aggregated as “Other Grades”. Please note that in the previous reports, Pre-Primary was reported under “Other Grades”. However, since the Ministry’s decision to include Pre-Primary as part of the Primary phase, Pre-Primary is now reported independently and separately from “Other Grades”.

This chapter also introduces the concept of “average annual growth rate” to describe rates of changes over several years. This measure gives a constant annual percentage change (increase or decrease) that would have resulted in the actual change between the first and last years. For example, the number of schools increased from 1,697 in 2010 to 1,826 in 2016, but the increase did not occur exactly and consistently at the same annual rate, so an average annual growth rate has been calculated to describe the rate of increase per annum, the average in this case being 7.06% per annum.

Quite a number of schools, especially very small schools and some private schools, were closed down during the year under review, and a few other schools were combined to form single larger schools, which might account for a reduction in the total number of schools.

2 EMIS Education Statistics 2016

Table 1: Numbers of schools, learners, teachers and support staff

RegionSchools Learners Teachers Support staff

Total Total % Female Total % Female Total % Female//Kharas 52 21,787 50.9 946 69.6 239 69.0Erongo 65 39,102 51.5 1,558 76.1 410 63.7Hardap 58 23,918 50.4 982 65.7 260 65.0Kavango East 163 56,043 49.8 1,972 51.4 305 72.1Kavango West 176 38,418 48.6 1,452 47.2 191 75.4Khomas 117 79,863 51.6 3,415 74.8 407 62.9Kunene 73 26,856 49.3 1,155 56.5 206 65.5Ohangwena 257 98,924 49.8 4,013 64.2 621 65.4Omaheke 44 21,431 50.2 861 63.4 209 63.2Omusati 280 94,749 49.5 4,087 67.0 679 76.7Oshana 135 51,724 50.7 2,248 71.1 417 71.2Oshikoto 219 66,674 49.3 2,921 65.3 550 62.7Otjozondjupa 78 43,520 50.8 1,665 68.9 327 64.2Zambezi 109 35,444 49.4 1,647 57.7 315 82.2National 1,826 698,453 50.1 28,922 64.2 5,136 68.5

Table 1 shows the number of schools, learners, teachers and support staff per region in Namibia in 2016, as also shown in Figures 1a, 1b and 1c. The number of support staff includes secretaries, cleaners and other non-teaching staff, but excludes hostel staff.

Figure 1a shows the number of schools in each region in 2016. Omusati had the highest number (280) and Omaheke the lowest number (44).

Figure 1b shows that Ohangwena had the highest number of learners (98,924) and Omaheke the lowest number (21,431).

Figure 1c shows the number of teachers per region. The number of teachers comprises staff in all teaching positions, including principals and staff in other promotion posts. Omusati had the most teachers (4,087) and Omaheke the fewest (861).

Although Ohangwena had 4,175 more learners than Omusati, it had 74 fewer teachers than Omusati.

Figure 1a: Number of schools in each region

Figure 1b: Number of learners in each region

Figure 1c: Number of teachers in each region


Namibia’s schools are not strictly divided into primary and secondary schools. Several factors, foremost among them the need to provide secondary grades in sparsely populated areas, led to the creation of combined schools, offering primary and secondary grades. The term “Combined School” thus refers to schools that offer both the Primary and Secondary phases of schooling.

In 2016, most schools offered the ‘ordinary’ curriculum. Eleven schools, labelled “Other”, provided for children with special educational needs who could not be taken up in the mainstream schooling system or in schools that emphasise pre-vocational subjects.

Private schools accounted for a relatively small percentage (7.8%) of the total number of schools. In 2016, the regions with the highest numbers of private schools were Khomas, Erongo, Otjozondjupa, Oshikoto, Omusati and Oshana. Together, private schools in these regions amounted to 99 or 69.2% of the country’s 143 private schools.

Table 2: Types of schools, and numbers of state and private schools

RegionTotal Primary Combined Secondary Other

Total State Private Total State Private Total State Private Total State Private Total State Private//Kharas 52 43 9 29 25 4 13 8 5 10 10 - - - -Erongo 65 48 17 38 29 9 13 6 7 14 13 1 - - -Hardap 58 53 5 39 37 2 8 6 2 10 9 1 1 1 -Kavango East 163 156 7 118 116 2 35 32 3 9 8 1 1 - 1Kavango West 176 175 1 146 146 - 25 25 - 5 4 1 - - -Khomas 117 78 39 61 43 18 14 1 13 31 28 3 11 6 5Kunene 73 69 4 52 49 3 14 13 1 6 6 - 1 1 -Ohangwena 257 250 7 100 96 4 138 136 2 19 18 1 - - -Omaheke 44 38 6 32 29 3 3 1 2 9 8 1 - - -Omusati 280 270 10 131 125 6 118 115 3 30 29 1 1 1 -Oshana 135 125 10 62 55 7 50 47 3 22 22 - 1 1 -Oshikoto 219 209 10 121 116 5 80 76 4 18 17 1 - - -Otjozondjupa 78 65 13 50 41 9 11 8 3 16 15 1 1 1 -Zambezi 109 104 5 52 48 4 47 47 - 10 9 1 - - -National 1,826 1,683 143 1,031 955 76 569 521 48 209 196 13 17 11 6


Table 3: Numbers of schools offering various ranges of grades

Schools in Namibia offer various ranges of grades. The numbers of schools that offered specific ranges of grades in 2016 are tabulated in Table 3 for the ‘ordinary’ grades. The ranges extend from the grade numbers in the first column to the grade numbers heading the respective columns. For example, 468 schools offered Grades 0-7 and 137 schools offered Grades 8-12. Four schools offered none of the ‘ordinary’ grades. These are schools for children with learning impairments.

Even though the number of schools which offered Grades 1 to 7 appears to have declined in comparison to the earlier reports, this is not actually the case, because schools that started offering pre-primary grades are now reported in the range of schools offering Grade 0 to Grade 7, hence the increase in that range.

The progression of learners who completed the highest grade of their school to a school offering the next grade may be hampered if the ranges of grades that schools offer do not coincide with the beginning and end of a school phase. This was the case in 24% of all schools, shown graphically in Figure 3. Several of these schools would have been in the process of adding grades annually, progressing towards being ’in phase’. The numbers of schools ‘in phase’ are outlined in the table above.

Figure 3: Percentage of schools offering complete and incomplete phases

Lowest grade

offered

Total starting with lowest grade

Highest grade offered

Grade 0

Lower Primary Upper Primary Junior Secondary Senior SecondaryGrade

13 OtherGrade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6

Grade 7

Grade 8

Grade 9

Grade 10

Grade 11

Grade 12

Total 1,826 8 10 37 153 111 65 28 577 26 20 527 10 180 1 73Grade 0 1,212 8 1 5 49 66 40 16 468 22 14 431 1 29 1 61Grade 1 377 0 9 32 103 45 25 11 106 3 5 25 1 10 0 2Grade 2 2 0 0 0 1 0 0 1 0 0 0 0 0 0 0 0Grade 3 0Grade 4 6 0 0 0 0 0 0 0 1 0 0 5 0 0 0 0Grade 5 12 0 0 0 0 0 0 0 2 0 0 6 0 0 0 4Grade 6 3 0 0 0 0 0 0 0 0 0 0 2 1 0 0 0Grade 7 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1Grade 8 207 0 0 0 0 0 0 0 0 1 1 58 7 137 0 3Grade 9 1 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0Grade 10 0Grade 11 3 0 0 0 0 0 0 0 0 0 0 0 0 3 0 0Other 2 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2


Table 4: Number of schools offering each gradeTable 4 shows that there is a big difference (417) in the number of schools offering Grade 7 (the last grade of Primary phase) compared to the number offering Grade 8. This is an indication that a number of learners either repeat Grade 7 or drop out of the system at the end of Grade 7. This implies that a large number of learners do not progress to the Secondary phase.

Similarly, there is a big difference (543) between the number of schools offering Grade 10 and Grade 12. This is one of the indications that the number of learners decreases as they progress through the schooling system.

It is important to highlight the lack of infra -struc ture to support completion of the education cycle in the Secondary phase.

RegionPrimary Grades Secondary Grades

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6

Grade 7

Grade 8

Grade 9

Grade 10

Grade 11

Grade 12

Grade 13

//Kharas 41 41 41 41 41 40 41 20 18 19 11 10 -Erongo 48 48 48 47 45 44 42 27 25 26 21 19 -Hardap 46 46 45 45 46 46 46 18 18 18 8 8 -Kavango East 150 147 136 103 80 77 73 44 43 42 13 13 -Kavango West 167 166 152 104 76 74 71 30 30 30 7 7 -Khomas 75 73 73 73 73 72 72 48 47 44 37 37 1Kunene 66 66 65 63 60 56 55 21 19 17 6 6 -Ohangwena 237 233 231 227 226 207 203 155 151 143 12 12 -Omaheke 35 35 35 34 34 33 33 12 12 12 6 6 -Omusati 246 246 245 214 205 197 195 147 140 137 17 16 -Oshana 110 109 108 102 97 92 90 73 72 72 14 14 -Oshikoto 199 199 195 179 163 148 145 98 94 89 18 16 -Otjozondjupa 60 61 60 59 57 56 51 28 27 27 16 14 -Zambezi 98 98 98 95 80 78 78 57 55 55 10 10 -National 1,578 1,568 1,532 1,386 1,283 1,220 1,195 778 751 731 196 188 1

RegionsOther Grades

Pre-primary

Grade 13

Elementary Vocational

Intermediate Vocational

Advanced Vocational

Special Classes

Special Grade 6

Special Grade 7

Special Grade 8

Special Grade 9

Special Grade 10

Special Grade 11

Special Grade 12 Handicapped

//Kharas 39 - - - - 4 - - - - - - - 1Erongo 41 - - - - 9 1 - - - - - - -Hardap 40 - - 1 1 15 - - - - - - - -Kavango East 81 - - - - 4 1 1 - - - - - -Kavango West 89 - - - - 1 - - 2 1 1 - - -Khomas 64 1 2 2 - 11 - - - 1 1 1 1 2Kunene 61 - - - - 1 - - - - - - - -Ohangwena 184 - - - - 1 - - - - - - - -Omaheke 31 - - - - 2 - - - - - - - -Omusati 173 - - 1 - - - - - - - - - -Oshana 97 - - - - 1 - - - - - - - -Oshikoto 161 - - - - 1 - - - - - - - -Otjozondjupa 53 - 1 1 - 13 - - - - - - - -Zambezi 98 - - - - 1 - - - - - - - -National 1,212 1 3 5 1 64 2 1 2 2 2 1 1 3


Table 5: Afternoon classes – enrolments and percentages of total enrolment in afternoon classes

RegionGrades

Total Grade 0 Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12 Other//Kharas Enrolment - - - - - - - - - - - - - - -

% of total - - - - - - - - - - - - - - -Erongo Enrolment 1,178 - 22 595 367 194 - - - - - - - - -

% of total 3.0% - 0.5% 14.6% 9.4% 5.7% - - - - - - - - -Hardap Enrolment 272 - - - - - - 37 38 - 90 59 48 - -

% of total 1.1% - - - - - - 1.7% 2.0% - 6.0% 4.3% 9.0% - -Kavango East Enrolment 2,058 - 107 540 1,248 55 - 108 - - - - - - -

% of total 3.7% - 1.4% 8.4% 21.3% 1.0% - 2.4% - - - - - - -Kavango West Enrolment - - - - - - - - - - - - - - -

% of total - - - - - - - - - - - - - - -Khomas Enrolment 1,247 - - 857 370 - - - - 20 - - - - -

% of total 1.6% - - 11.0% 5.1% - - - - 0.3% - - - - -Kunene Enrolment - - - - - - - - - - - - - - -

% of total - - - - - - - - - - - - - - -Ohangwena Enrolment 37 - - - - - - - - - - - - 37 -

% of total 0.0% - - - - - - - - - - - - 1.4% -Omaheke Enrolment 659 - - 593 66 - - - - - - - - - -

% of total 3.1% - - 24.1% 2.9% - - - - - - - - - -Omusati Enrolment - - - - - - - - - - - - - - -

% of total - - - - - - - - - - - - - - -Oshana Enrolment - - - - - - - - - - - - - - -

% of total - - - - - - - - - - - - - - -Oshikoto Enrolment 24 - - - - - - - - - - 24 - - -

% of total 0.0% - - - - - - - - - - 0.6% - - -Otjozondjupa Enrolment 1,049 - 157 344 548 - - - - - - - - - -

% of total 2.4% - 2.8% 7.2% 12.1% - - - - - - - - - -Zambezi Enrolment 140 - - - - - 30 - - - - 32 39 39 -

% of total 0.4% - - - - - 1.0% - - - - 1.3% 2.5% 3.0% -National Enrolment 6,664 - 286 2,929 2,599 249 30 145 38 20 90 115 87 76 -

% of total 1.0% - 0.4% 4.1% 3.9% 0.4% 0.0% 0.3% 0.1% 0.0% 0.2% 0.3% 0.4% 0.4% -


Table 5 continued

Afternoon teaching allows for the use of classrooms twice per day, effectively doubling their capacity. Apart from the long-term solution of building an adequate number of classrooms, alternatives to afternoon classes are community-built classrooms, overcrowding of classrooms and limiting access to education. Although none of these alternatives are desirable, they cannot be avoided as long as resources for building classrooms are limited.

Afternoon classes are also held to provide supplementary instruction, and can be voluntary or required. Learners attend the classes to ensure that they receive all necessary content or for remedial purposes. The practice of providing afternoon classes is not consistent across the country; it varies dramatically from region to region.

In most regions with a substantial percentage of learners in afternoon classes, the percentage of learners in these classes was by far the highest in Grades 2 and 3. Compared to earlier years when there were no learners in afternoon classes reported beyond Grade 5, in 2016 there was a considerable growth in these numbers in grades beyond Grade 5, with the exception of “Other” grades.

A total of 6,664 learners attended afternoon classes in 2016. The overall percentage of learners in afternoon classes increased in 2016 and is now at 1.0% of all learners. This might indicate a success in the government’s effort to provide classrooms combined with the community’s effort to assist by building traditional/temporary clasrooms to accommodate more learners. Although allowing for maximum utilisation of classroom spaces, afternoon classes are particularly difficult to implement in areas where children have to walk long distances to school, and time spent on teaching and learning might be compromised.

Figure 5: Percentage of learners in afternoon classes (nationally)


Table 6: Changes in the number of schools from 2010 to 2016

RegionYears Growth rate

from 2010 to 2016

Percentage change from 2015 to 20162010 2011 2012 2013 2014 2015 2016

//Kharas 49 49 49 48 49 50 52 6.1% 4.0%Erongo 62 63 66 64 61 63 65 4.8% 3.2%Hardap 56 56 55 55 56 57 58 3.6% 1.8%Kavango East 153 152 152 153 153 158 163 6.5% 3.2%Kavango West 172 170 171 172 172 176 176 2.3% 0.0%Khomas 101 100 100 103 106 107 117 15.8% 9.3%Kunene 55 55 60 63 63 68 73 32.7% 7.4%Ohangwena 239 242 243 243 249 252 257 7.5% 2.0%Omaheke 41 41 42 42 43 43 44 7.3% 2.3%Omusati 274 274 274 275 274 276 280 2.2% 1.4%Oshana 135 135 137 139 137 138 135 0.0% -2.2%Oshikoto 192 196 200 202 203 212 219 14.1% 3.3%Otjozondjupa 70 70 72 72 73 76 78 11.4% 2.6%Zambezi 100 100 102 102 106 107 109 9.0% 1.9%National 1,697 1,703 1,723 1,733 1,745 1,783 1,826 7.6% 2.4%

Figure 6a: Numbers of schools in 2010-2016

Figure 6b: Percentage increase (growth) of schools from 2010 to 2016 for each region

Table 6 shows that the total number of schools in Namibia increased from 1,697 in 2010 to 1,826 in 2016, representing a growth of 7.6% from 2010 to 2016, as Figure 6a indicates. Figure 6b indicates the growth per region from 2015 to 2016. Khomas, Kunene, Oshikoto and Otjozondjupa have seen a relatively high increase in the number of schools between 2010 and 2016.

Chapter 2: ENROLMENTS 9

Chapter 2 focuses on the learner. The chapter begins with a summary of the numbers of learners in each phase in each region. The average sizes of class groups, the numbers

of classes and the percentages of female learners are provided. Enrolments of female and male learners are reported for each grade. The numbers of learners enrolled in private and government schools in different phases are provided for each region.

Two tables provide information on the numbers of learners enrolled for different subjects. Although curricula prescribe that a number of core subjects be taught in each phase, a wide variety of other subjects are also taught. This means that there is scope for errors being made in coding the subjects listed by teachers on the Annual Education Census (AEC) forms. In addition there is some uncertainty about the correct and appropriate naming of various subjects as new subjects are introduced and others are phased out. These methodological limitations notwithstanding, the tables provide useful information on the numbers of learners taught different subjects in 2015.

The AEC questionnaire lists a number of languages that teachers can select in reporting the medium of instruction and the home languages of learners. The responses to these questions provide information on the numbers of learners with different home languages in different grades, the numbers of learners and class groups being taught in different mother tongues in Grades 1-3, and the degree of match between home language and medium of instruction.

Finally, comparative information is provided for the last seven years (2010-2016) to examine how enrolments have changed in each grade, phase and region. Rates of growth over the same period are also compared for males and females in each region.

Class groups can be counted in two ways in multigrade groups, i.e. groups comprising learners from two or more grades: (1) each grade group in the multigrade group can be counted as one; or (2) the whole multigrade group can be seen as a single group. Both methods have their justification: the first method gives the correct number of groups in each grade, and the second gives the correct number of groups of learners being taught together. The method employed in each of the tables reflecting class groups has been elaborated in the text adjacent to the tables.

Chapter 2: ENROLMENTS


Table 7 shows the numbers of learners enrolled in each school phase in each region in 2016.

Figure 7a shows the total num-bers enrolled per school phase in each region, and Figure 7b shows the percentage of enrolment per phase per region.

Figure 7a indicates that Primary enrolment was by far the highest in all regions, and Pre-Primary the lowest in all regions.

Nationally the picture is similar, with nearly two-thirds (65.1%) of all learners enrolled in the Primary phase, nearly one-third (28.7%) in the Secondary phase, only 5.9% in the Pre-Primary phase and only 0.3% in “Other” grades.

Region Total Pre-PrimaryPrimary Secondary

OtherSubtotal Primary

Lower Primary

Upper Primary

Subtotal Secondary

Junior Secondary

Senior Secondary

//Kharas 21,787 1,539 13,976 8,395 5,581 6,212 5,049 1,163 60Erongo 39,102 1,974 25,365 15,713 9,652 11,595 8,985 2,610 168Hardap 23,918 1,644 15,922 9,566 6,356 6,085 5,023 1,062 267Kavango East 56,043 2,531 38,735 25,138 13,597 14,625 11,637 2,988 152Kavango West 38,418 2,298 27,696 18,500 9,196 8,320 7,057 1,263 104Khomas 79,863 4,760 49,848 29,903 19,945 24,503 18,020 6,483 752Kunene 26,856 1,857 19,746 12,977 6,769 5,244 4,515 729 9Ohangwena 98,924 4,577 64,406 39,091 25,315 29,923 24,322 5,601 18Omaheke 21,431 1,167 15,183 9,632 5,551 5,053 4,360 693 28Omusati 94,749 6,789 59,676 36,121 23,555 28,251 21,782 6,469 33Oshana 51,724 2,833 30,492 17,727 12,765 18,394 13,041 5,353 5Oshikoto 66,674 3,981 42,287 25,342 16,945 20,391 15,311 5,080 15Otjozondjupa 43,520 2,430 30,441 19,193 11,248 10,450 8,671 1,779 199Zambezi 35,444 2,711 21,074 13,018 8,056 11,649 8,803 2,846 10National 698,453 41,091 454,847 280,316 174,531 200,695 156,576 44,119 1,820

Figure 7a: Total enrolment by school phases in each region Figure 7b: Percentage of enrolment by school phases in each region

Table 7: Enrolment by school phases in each region




Lower Primary

Upper Primary

Subtotal Secondary

Junior Secondary

Senior Secondary

//Kharas 49.5% 51.2% 49.9% 49.7% 50.1% 51.1% 50.1% 52.2% 42.0%Erongo 49.7% 49.1% 50.8% 51.1% 50.5% 51.6% 50.5% 52.6% 41.6%Hardap 48.6% 49.7% 50.4% 49.8% 50.9% 51.3% 50.9% 51.7% 34.4%Kavango East 49.8% 51.5% 49.6% 49.0% 50.2% 50.7% 50.2% 51.1% 46.3%Kavango West 48.4% 52.2% 48.5% 47.9% 49.2% 49.7% 49.2% 50.3% 40.3%Khomas 51.6% 52.0% 50.8% 50.4% 51.3% 52.0% 51.3% 52.7% 52.0%Kunene 46.3% 53.2% 48.8% 48.9% 48.7% 49.5% 48.7% 50.3% 22.2%Ohangwena 52.9% 51.3% 48.8% 48.3% 49.3% 50.8% 49.3% 52.3% 73.1%Omaheke 48.3% 49.3% 50.0% 49.2% 50.8% 51.6% 50.8% 52.4% 32.1%Omusati 47.2% 50.5% 48.3% 48.0% 48.7% 50.5% 48.7% 52.4% 30.3%Oshana 48.9% 50.8% 49.6% 49.8% 49.5% 50.4% 49.5% 51.3% 40.0%Oshikoto 47.3% 50.2% 47.8% 47.4% 48.3% 50.5% 48.3% 52.8% 33.3%Otjozondjupa 51.0% 49.8% 50.3% 50.0% 50.5% 52.0% 50.5% 53.5% 51.2%Zambezi 45.8% 51.2% 49.0% 48.5% 49.4% 49.5% 49.4% 49.7% 20.0%National 49.0% 50.9% 49.5% 49.1% 49.8% 50.8% 49.8% 51.8% 39.9%

* Ohangwena Region has only grades Pre-Primary to Grade 12, hence “Other” is not applicable.

Table 8 shows the percentage of female learners by school phase per region. Overall, there was a good balance between female and male enrolments in 2016, despite some regional variation, especially if we compare the different phases. Nationally, the Lower Primary phase had the lowest percentage of female learners, at 49.1%, which gradually grew to 49.8% in Upper Primary. This gradual growth trend continued as female learners progressed through the schooling system, to reach 49.8% in the Junior Secondary phase and a peak of 51.8% in Senior Secondary. This table also shows that there were more female learners than male learners in the Senior Secondary phase in all regions except Zambezi (49.7%).

Figure 8: Percentage of female learners by school phases in each region

Table 8: Percentage of female learners by school phases in each region




Lower Primary

Upper Primary

Subtotal Secondary

Junior Secondary

Senior Secondary

//Kharas 787 70 496 297 199 216 171 45 5Erongo 1,227 86 794 496 298 336 258 78 11Hardap 861 79 555 331 224 206 168 38 21Kavango East 1,662 101 1,159 786 373 390 311 79 12Kavango West 1,299 100 978 695 283 216 183 33 5Khomas 2,533 170 1,499 888 611 802 583 219 62Kunene 954 89 704 471 233 160 137 23 1Ohangwena 3,306 204 2,141 1,293 848 960 813 147 1Omaheke 695 53 484 307 177 156 131 25 2Omusati 3,376 283 2,154 1,307 847 938 766 172 1Oshana 1,795 124 1,068 628 440 602 449 153 1Oshikoto 2,368 184 1,522 936 586 661 524 137 1Otjozondjupa 1,347 99 910 569 341 322 264 58 16Zambezi 1,214 122 758 474 284 333 256 77 1National 23,424 1,764 15,222 9,478 5,744 6,298 5,014 1,284 140

Table 9 shows the number of class groups per school phase for each region.

The total number of class groups reported for 2016 was 23,424, with 15,222 in the Primary phase and 6,298 in the Secondary phase.

Figure 9 shows the percentages of class groups in the different school phases in each region. For instance, Kavango West had a relatively high percentage (53.5%) of class groups in the Lower Primary phase, and much lower percentages in the other phases, i.e. Upper Primary and Junior and Senior Secondary.

Figure 9: Percentage of class groups by school phases in each region

Table 9: Number of class groups by school phases in each region


Table 10 shows the average class size by school phase in each region. The average class size for each phase was calculated by dividing the number of learners in the particular school phase by the number of classes in that phase. The average class size for the region was calculated by dividing the total number of learners by the total number of class groups in the region, as graphically illustrated by Figure 10.

We can observe that class sizes tend to be smaller in the Pre-Primary phase, with a national average size of 23.2, and then they gra du ally increase to 29.9 in Primary and 31.9 in Secondary. Kavango East has the largest average class size (33.7) while //Kharas has the smallest (27.7).

Figure 10: Average class size in each region



Lower Primary

Upper Primary

Subtotal Secondary

Junior Secondary

Senior Secondary

//Kharas 27.7 22.0 28.2 28.3 28.0 28.8 29.5 25.8 12.0Erongo 31.9 23.0 31.9 31.7 32.4 34.5 34.8 33.5 15.3Hardap 27.8 20.8 28.7 28.9 28.4 29.5 29.9 27.9 12.7Kavango East 33.7 25.1 33.4 32.0 36.5 37.5 37.4 37.8 12.7Kavango West 29.6 23.0 28.3 26.6 32.5 38.5 38.6 38.3 20.8Khomas 31.5 26.8 33.4 33.9 32.6 30.6 30.9 29.6 12.1Kunene 28.2 20.9 28.0 27.6 29.1 32.8 33.0 31.7 9.0Ohangwena 29.9 22.4 30.1 30.2 29.9 31.2 29.9 38.1 -Omaheke 30.8 22.0 31.4 31.4 31.4 32.4 33.3 27.7 14.0Omusati 28.1 24.0 27.7 27.6 27.8 30.1 28.4 37.6 33.0Oshana 28.8 22.8 28.6 28.2 29.0 30.6 29.0 35.0 5.0Oshikoto 28.2 21.6 27.8 27.1 28.9 30.8 29.2 37.1 15.0Otjozondjupa 32.3 24.5 33.5 33.7 33.0 32.5 32.8 30.7 12.4Zambezi 29.2 22.2 27.8 27.5 28.4 35.0 34.4 37.0 10.0National 29.8 23.2 29.9 29.6 30.4 31.9 31.2 34.4 13.0

Table 10: Average class size by school phases in each region


Table 11: Male and female enrolments in Grades 0 through 12

Region Gender Pre-Primary

Lower Primary Upper Primary Junior Secondary Senior Secondary

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6

Grade 7

Grade 8

Grade 9

Grade 10

Grade 11

Grade 12

//Kharas Total 1,539 2,425 2,062 1,983 1,925 2,153 1,805 1,623 2,170 1,433 1,446 584 579Female 787 1,221 1,029 1,008 948 1,017 923 843 1,140 732 765 342 317

Male 752 1,204 1,033 975 977 1,136 882 780 1,030 701 681 242 262

Erongo Total 1,974 4,350 4,071 3,900 3,392 3,667 3,126 2,859 3,502 2,829 2,654 1,389 1,221Female 969 2,214 2,018 1,997 1,795 1,813 1,567 1,487 1,770 1,502 1,444 809 688

Male 1,005 2,136 2,053 1,903 1,597 1,854 1,559 1,372 1,732 1,327 1,210 580 533

Hardap Total 1,644 2,707 2,353 2,293 2,213 2,330 2,117 1,909 2,147 1,500 1,376 534 528Female 816 1,338 1,174 1,162 1,088 1,142 1,088 1,000 1,063 784 733 297 280

Male 828 1,369 1,179 1,131 1,125 1,188 1,029 909 1,084 716 643 237 248

KavangoEast Total 2,531 7,425 6,464 5,870 5,379 5,368 4,409 3,820 5,164 4,016 2,457 1,778 1,210Female 1,303 3,609 3,152 2,882 2,640 2,734 2,229 1,881 2,597 2,094 1,256 884 570

Male 1,228 3,816 3,312 2,988 2,739 2,634 2,180 1,939 2,567 1,922 1,201 894 640

KavangoWest Total 2,298 5,850 4,875 4,167 3,608 3,802 2,985 2,409 3,322 2,298 1,437 710 553Female 1,199 2,721 2,334 2,017 1,756 1,817 1,561 1,143 1,641 1,184 718 307 252

Male 1,099 3,129 2,541 2,150 1,852 1,985 1,424 1,266 1,681 1,114 719 403 301

Khomas Total 4,760 7,733 7,803 7,300 7,067 6,917 6,694 6,334 6,906 5,739 5,375 3,242 3,241Female 2,474 3,828 3,888 3,692 3,651 3,491 3,437 3,294 3,495 3,031 2,955 1,876 1,870

Male 2,286 3,905 3,915 3,608 3,416 3,426 3,257 3,040 3,411 2,708 2,420 1,366 1,371

Kunene Total 1,857 4,207 3,206 3,046 2,518 2,658 2,186 1,925 2,101 1,453 961 392 337Female 989 2,036 1,585 1,472 1,249 1,285 1,092 921 1,032 758 477 194 157

Male 868 2,171 1,621 1,574 1,269 1,373 1,094 1,004 1,069 695 484 198 180

Ohangwena Total 4,577 11,065 9,760 9,199 9,067 9,917 8,259 7,139 10,536 8,151 5,635 2,862 2,739Female 2,352 5,277 4,715 4,497 4,360 4,642 4,164 3,605 5,288 4,318 3,038 1,530 1,469

Male 2,225 5,788 5,045 4,702 4,707 5,275 4,095 3,534 5,248 3,833 2,597 1,332 1,270

Omaheke Total 1,167 2,737 2,464 2,282 2,149 2,280 1,775 1,496 2,063 1,302 995 346 347Female 576 1,311 1,199 1,128 1,087 1,117 920 771 1,069 669 536 185 180

Male 591 1,426 1,265 1,154 1,062 1,163 855 725 994 633 459 161 167


Figure 11: Enrolment by grade and gender: Grade 0 to Grade 12

Table 11 continued

Region Gender Pre-Primary


Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6

Grade 7

Grade 8

Grade 9

Grade 10

Grade 11

Grade 12

Omusati Total 6,789 11,273 8,816 8,383 7,649 9,182 7,280 7,093 9,074 7,530 5,178 3,318 3,151Female 3,427 5,359 4,221 4,045 3,681 4,301 3,553 3,573 4,504 3,924 2,864 1,743 1,723

Male 3,362 5,914 4,595 4,338 3,968 4,881 3,727 3,520 4,570 3,606 2,314 1,575 1,428

Oshana Total 2,833 5,073 4,527 4,166 3,961 4,636 4,158 3,971 5,176 4,567 3,298 2,715 2,638Female 1,440 2,468 2,271 2,111 1,979 2,219 2,060 2,018 2,553 2,354 1,752 1,573 1,447

Male 1,393 2,605 2,256 2,055 1,982 2,417 2,098 1,953 2,623 2,213 1,546 1,142 1,191

Oshikoto Total 3,981 7,216 6,480 5,918 5,728 6,525 5,414 5,006 6,479 5,052 3,780 2,643 2,437Female 1,997 3,394 3,117 2,795 2,690 2,949 2,627 2,558 3,272 2,700 2,055 1,425 1,300

Male 1,984 3,822 3,363 3,123 3,038 3,576 2,787 2,448 3,207 2,352 1,725 1,218 1,137

Otjozondjupa Total 2,430 5,560 4,800 4,544 4,289 4,423 3,549 3,276 3,854 2,820 1,997 1,000 779Female 1,208 2,696 2,402 2,272 2,208 2,127 1,859 1,677 1,963 1,514 1,128 576 411

Male 1,222 2,864 2,398 2,272 2,081 2,296 1,690 1,599 1,891 1,306 869 424 368

Zambezi Total 2,711 3,742 3,341 3,113 2,822 3,090 2,519 2,447 3,197 3,162 2,444 1,546 1,300Female 1,387 1,761 1,598 1,538 1,396 1,535 1,231 1,212 1,532 1,561 1,266 818 666

Male 1,324 1,981 1,743 1,575 1,426 1,555 1,288 1,235 1,665 1,601 1,178 728 634

National Total 41,091 81,363 71,022 66,164 61,767 66,948 56,276 51,307 65,691 51,852 39,033 23,059 21,060Female 20,924 39,233 34,703 32,616 30,528 32,189 28,311 25,983 32,919 27,125 20,987 12,559 11,330Male 20,167 42,130 36,319 33,548 31,239 34,759 27,965 25,324 32,772 24,727 18,046 10,500 9,730

The enrolments of female and male learners in Grades 0-12 are recorded in Table 11 for the benefit of readers requiring the actual numbers. Figure 11 is a graphical representation of the information presented in Table 11. As in previous tables, the enrolment peaks in lower primary and falls with increasing grade levels. Related indicators, i.e. percentages of female learners and average class size, are reported for the school phases in Tables 8 and 10 respectively. The total enrolments per phase are tabulated in Table 7.


Table 12: Enrolments and class groups in “other” gradesRegion Indicator Other Grade

13ElementaryVocational

IntermediateVocational

AdvancedVocational

Special Classes

Special Grade 6

Special Grade 7

Special Grade 8

Special Grade 9

Special Grade 10

Special Grade 11

Special Grade 12

Mentally Challenged

//Kharas Enrolment 60 - - - - 50 - - - - - - - 10Female enrolment 22 - - - - 17 - - - - - - - 5Male enrolment 38 - - - - 33 - - - - - - - 5% Female 37% - - - - 0 - - - - - - - 1Class groups 5 - - - - 4 - - - - - - - 1Average class size 12 - - - - 13 - - - - - - - 10

Erongo Enrolment 168 - - - - 99 - 69 - - - - - -Female enrolment 68 - - - - 35 - 33 - - - - - -Male enrolment 100 - - - - 64 - 36 - - - - - -% Female 40% - - - - - - - - - - - - -Class groups 11 - - - - 9 - 2 - - - - - -Average class size 15 - - - - 11 - 35 - - - - - -

Hardap Enrolment 267 - - 15 47 205 - - - - - - - -Female enrolment 84 - - - 17 67 - - - - - - - -Male enrolment 183 - - 15 30 138 - - - - - - - -% Female 31% - - - - - - - - - - - - -Class groups 21 - - 1 5 15 - - - - - - - -Average class size 13 - - 15 9 14 - - - - - - - -

Kavango East Enrolment 152 - - - - 124 17 11 - - - - - -Female enrolment 73 - - - - 61 6 6 - - - - - -Male enrolment 79 - - - - 63 11 5 - - - - - -% Female 48% - - - - - - 1 - - - - - -Class groups 12 - - - - 10 1 1 - - - - - -Average class size 13 - - - - 12 17 11 - - - - - -

Kavango West Enrolment 104 - - - - 21 - - 65 13 5 - - -Female enrolment 40 - - - - 8 - - 26 3 3 - - -Male enrolment 64 - - - - 13 - - 39 10 2 - - -% Female 38% - - - - - - - - - 1 - - -Class groups 5 - - - - 1 - - 2 1 1 - - -Average class size 21 - - - - 21 - - 33 13 5 - - -

Khomas Enrolment 752 16 90 46 - 232 - - - 35 29 62 42 200Female enrolment 265 9 4 20 - 59 - - - 35 29 30 - 79Male enrolment 487 7 86 26 - 173 - - - - - 32 42 121% Female - 1 - - - - - - - 1 1 0 - 0Class groups 62 1 7 4 - 14 - - - 3 4 2 4 23Average class size 12 16 13 12 - 17 - - - 12 7 31 11 9

Kunene Enrolment 9 - - - - 9 - - - - - - - -Female enrolment 2 - - - - 2 - - - - - - - -Male enrolment 7 - - - - 7 - - - - - - - -% Female 22% - - - - - - - - - - - - -Class groups 1 - - - - 1 - - - - - - - -Average class size 9 - - - - - - - - - - - - -

Ohangwena Enrolment 18 - - - - 18 - - - - - - - -Female enrolment 13 - - - - 13 - - - - - - - -Male enrolment 5 - - - - 5 - - - - - - - -% Female 72% - - - - 1 - - - - - - - -Class groups 1 - - - - 1 - - - - - - - -Average class size 18 - - - - 18 - - - - - - - -


Table 12 continued

Table 12 shows the data aggregated under the heading “Other” in Tables 7 through 10 by grade. All ordinary regions have been grouped together in this table.

It has to be noted that the enrolment in pre-vocational subjects at school level is still extremely poor. If the vision of creating a knowledge-based society through diversified vocational training is to be realised, then considerable attention and action must be accorded to increasing learner enrolment.

Region Indicator Other Grade 13

ElementaryVocational

IntermediateVocational

AdvancedVocational

Special Classes

Special Grade 6

Special Grade 7

Special Grade 8

Special Grade 9

Special Grade 10

Special Grade 11

Special Grade 12

Mentally Challenged

Omaheke Enrolment 28 - - - - 28 - - - - - - - -Female enrolment 9 - - - - 9 - - - - - - - -Male enrolment 19 - - - - 19 - - - - - - - -% Female 32% - - - - - - - - - - - - -Class groups 2 - - - - 2 - - - - - - - -Average class size 14 - - - - 14 - - - - - - - -

Omusati Enrolment 33 - - 33 - - - - - - - - - -Female enrolment 10 - - 10 - - - - - - - - - -Male enrolment 23 - - 23 - - - - - - - - - -% Female 30% - - - - - - - - - - - - -Class groups 1 - 1 - - - - - - - - - - -Average class size 33 - - - - - - - - - - - - -

Oshana Enrolment 5 - - - - 5 - - - - - - - -Female enrolment 2 - - - - 2 - - - - - - - -Male enrolment 3 - - - - 3 - - - - - - - -% Female 0% - - - - - - - - - - - - -Class groups 1 - - - - 1 - - - - - - - -Average class size 5 - - - - 5 - - - - - - - -

Oshikoto Enrolment 15 - - - - 15 - - - - - - - -Female enrolment 5 - - - - 5 - - - - - - - -Male enrolment 10 - - - - 10 - - - - - - - -% Female 33% - - - - - - - - - - - - -Class groups 1 - - - - 1 - - - - - - - -Average class size 15 - - - - 15 - - - - - - - -

Otjozondjupa Enrolment 199 - 22 5 - 172 - - - - - - - -Female enrolment 82 - 12 3 - 67 - - - - - - - -Male enrolment 117 - 10 2 - 105 - - - - - - - -% Female 41% - 1 1 - - - - - - - - - -Class groups 6 - 1 1 - 4 - - - - - - - -Average class size 33 - 22 5 - 43 - - - - - - - -

Zambezi Enrolment 10 - - - - 10 - - - - - - - -Female enrolment 2 - - - - 2 - - - - - - - -Male enrolment 8 - - - - 8 - - - - - - - -% Female 20% - - - - - - - - - - - - -Class groups 1 - - - - 1 - - - - - - - -Average class size 10 - - - - 10 - - - - - - - -

National Enrolment 1,820 16 112 99 47 978 17 80 65 48 34 62 42 210Female enrolment 677 9 16 33 17 345 6 39 26 38 32 30 - 84Male enrolment 1,143 7 96 66 30 633 11 41 39 10 2 32 42 126% Female 37% 1 - - - - - - - 1 1 - - 0Class groups 129 1 9 6 5 63 1 3 2 4 5 2 4 24Average class size 14 16 12 17 9 16 17 27 33 12 7 31 11 9


Table 13: Enrolments in state and private schools

Region Control of school Total Pre-Primary

Primary SecondaryOtherSubtotal

PrimaryLower

PrimaryUpper

PrimarySubtotal

SecondaryJunior

SecondarySenior

Secondary

//Kharas Total 21,787 1,539 13,976 8,395 5,581 6,212 5,049 1,163 60State 18,882 1,219 11,765 7,048 4,717 5,847 4,829 1,018 51Private 2,905 320 2,211 1,347 864 365 220 145 9

Erongo Total 39,102 1,974 25,365 15,713 9,652 11,595 8,985 2,610 168State 34,477 1,522 22,598 13,933 8,665 10,195 8,084 2,111 162Private 4,625 452 2,767 1,780 987 1,400 901 499 6

Hardap Total 23,918 1,644 15,922 9,566 6,356 6,085 5,023 1,062 267State 23,224 1,577 15,573 9,371 6,202 5,822 4,885 937 252Private 694 67 349 195 154 263 138 125 15

Kavango East Total 56,043 2,531 38,735 25,138 13,597 14,625 11,637 2,988 152State 54,135 1,740 38,000 24,590 13,410 14,243 11,360 2,883 152Private 1,908 791 735 548 187 382 277 105 -

Kavango West Total 38,418 2,298 27,696 18,500 9,196 8,320 7,057 1,263 104State 38,076 2,298 27,696 18,500 9,196 7,978 6,841 1,137 104Private 342 - - - - 342 216 126 -

Khomas Total 79,863 4,760 49,848 29,903 19,945 24,503 18,020 6,483 752State 64,991 2,614 41,421 24,559 16,862 20,263 15,296 4,967 693Private 15,083 2,146 8,638 5,555 3,083 4,240 2,724 1,516 59

Kunene Total 26,856 1,857 19,746 12,977 6,769 5,244 4,515 729 9State 25,971 1,792 19,020 12,530 6,490 5,150 4,453 697 9Private 885 65 726 447 279 94 62 32 -

Ohangwena Total 98,924 4,577 64,406 39,091 25,315 29,923 24,322 5,601 18State 95,426 4,169 61,953 37,335 24,618 29,304 23,933 5,371 -Private 3,498 408 2,453 1,756 697 619 389 230 18

Omaheke Total 21,431 1,167 15,183 9,632 5,551 5,053 4,360 693 28State 19,324 1,109 13,803 8,834 4,969 4,384 3,796 588 28Private 2,107 58 1,380 798 582 669 564 105 -

Omusati Total 94,749 6,789 59,676 36,121 23,555 28,251 21,782 6,469 33State 92,629 6,607 58,287 35,193 23,094 27,702 21,390 6,312 33Private 2,120 182 1,389 928 461 549 392 157 -


Table 13 continued

Table 13 and Figure 13a show that the vast majority of Namibian learners attend public schools: nationally, only 6.3% of all learners were enrolled in private schools in the year under review. More than 10% of the learners in Erongo, //Kharas and Khomas Regions attended private schools in 2016. Khomas had the highest percentage of learners enrolled in private schools (18.9%), while Kavango West had the lowest percentage (0.89%).

Figure 13a: Percentage of all learners in state and private schools in each region

Figure 13b: Percentage of all learners in state and private schools in each school phase

Region Control of school Total Pre-Primary


PrimaryLower

PrimaryUpper

PrimarySubtotal

SecondaryJunior

SecondarySenior

Secondary

Oshana Total 51,724 2,833 30,492 17,727 12,765 18,394 13,041 5,353 5State 48,577 2,295 28,111 15,964 12,147 18,166 12,813 5,353 5Private 3,147 538 2,381 1,763 618 228 228 - -

Oshikoto Total 66,674 3,981 42,287 25,342 16,945 20,391 15,311 5,080 15State 62,732 3,579 39,573 23,636 15,937 19,565 14,759 4,806 15Private 3,942 402 2,714 1,706 1,008 826 552 274 -

Otjozondjupa Total 43,520 2,430 30,441 19,193 11,248 10,450 8,671 1,779 199State 41,847 2,247 29,486 18,539 10,947 9,932 8,254 1,678 182Private 1,673 183 955 654 301 518 417 101 17

Zambezi Total 35,444 2,711 21,074 13,018 8,056 11,649 8,803 2,846 10State 34,303 2,589 20,560 12,678 7,882 11,144 8,514 2,630 10Private 1,141 122 514 340 174 505 289 216 -

National Total 698,453 41,091 454,847 280,316 174,531 200,695 156,576 44,119 1,820State 654,594 35,357 427,846 262,710 165,136 189,695 149,207 40,488 1,696Private 44,070 5,734 27,212 17,817 9,395 11,000 7,369 3,631 124


Table 14: Enrolments in primary and junior secondary subjects

SubjectLower Primary Upper Primary

SubjectJunior Secondary

Lower Primary

Pre-Primary

Grade1

Grade2

Grade3

Grade4

Upper Primary

Grade5

Grade6

Grade7

Junior Secondary

Grade8

Grade9

Grade 10

Afrikaans 1st or Home Language 2,862 - - - - 2,862 9,674 3,574 2,996 3,104 Accounting 39,038 15,096 12,823 11,119

Afrikaans 2nd Language 9,705 - - - - 9,705 27,781 10,197 9,104 8,480 Afrikaans 1st or Home Language 5,375 2,327 1,592 1,456

Arts (non-productive) 59,440 - 16,351 15,385 14,677 13,027 24,040 9,465 8,083 6,492 Afrikaans 2nd Language 27,528 10,595 8,838 8,095

Arts Appreciation 43 - - - - 43 42 42 - - Agriculture 97,995 42,069 32,580 23,346

Arts in Culture 955 - 342 274 253 86 278 157 59 62 Art and Design 531 156 168 207

Basic Information Science 5,843 - 64 22 63 5,694 13,765 5,275 4,604 3,886 Arts (non-productive) 1,142 576 346 220

Basic Techniques 203 - 19 128 56 - 28 - 28 - Arts Appreciation 101 29 72 -

Combined Science or Co-ordinated Science - - - - - - 24 - 24 - Arts in Culture 5,702 2,738 1,810 1,154

Computer Literacy 2,628 - 320 315 187 1,806 5,041 1,833 1,610 1,598 Basic Information Science 7,122 3,157 2,273 1,692

Design and Technology 283 - - - - 283 17,189 6,859 5,239 5,091 Bricklaying and Plastering 37 32 - 5

Elementary Agriculture - - - - - - 112,099 41,592 37,119 33,388 Business Accounting 247 102 110 35

English 1st Language 10,470 - 2,650 2,674 2,433 2,713 9,065 3,074 3,069 2,922 Business Economics 54 48 6 -

English 2nd Language 109,042 - 22,160 19,579 19,528 47,775 148,069 56,850 47,720 43,499 Business Methods 79 38 19 22

Environmental Studies 65,688 - 22,926 21,214 20,806 742 421 194 145 82 Business Studies 334 50 84 200

Extraordinary Subject 559 - 91 165 86 217 400 163 118 119 Combined Science or Co-ordinated Science 73 - 36 37

French Foreign Language 206 - - 129 38 39 131 34 36 61 Computer Literacy 1,638 947 385 306

Geography - - - - - - 343 143 12 188 Computer Practice 148 58 47 43

German 1st or Home Language 430 - 85 82 121 142 318 69 96 153 Computer Studies 6,471 2,448 2,062 1,961

German 3rd or Foreign Language 99 - - - - 99 551 219 156 176 Design and Communication 71 42 29 -

Grade 0 class teaching 41,091 41,091 - - - - - - - - Design and Technology 4,009 1,591 1,278 1,140

Grade 1 class teaching 81,363 - 81,363 - - - - - - - English 1st Language 5,011 1,612 1,534 1,865

Grade 2 class teaching 71,002 - - 71,002 - - - - - - English 2nd Language 146,475 62,159 48,533 35,783

Grade 3 class teaching 66,164 - - - 66,164 - - - - - Enterpreneurship 130,525 55,486 43,359 31,680

Grade 4 class teaching 8,733 - - - - 8,733 - - - - French Foreign Language 1,173 460 338 375

Grade 5 class teaching - - - - - 0 5,630 5,630 - - General Science 226 82 120 24

Grade 6 class teaching - - - - - 0 4,514 28 4,486 - Geography 144,564 61,149 47,457 35,958

Grade 7 class teaching - - - - - 0 4,036 - - 4,036 German 1st or Home Language 337 169 113 55

Handwriting 735 - 142 278 115 200 - - - - German 3rd or Foreign Language 3,694 1,381 1,249 1,064

Home Ecology - - - - - 0 23,047 9,894 6,761 6,392 Hairdressing 42 23 19 -

Home Economics - - - - - 0 124 63 45 16 History 141,397 59,769 46,829 34,799

Individual Learning - - - - - 0 65 30 - 35 Home Ecology 107 61 38 8

Khoekhoegowab 9,103 - 1,868 1,833 1,657 3,745 10,872 4,447 3,397 3,028 Home Economics 3,374 1,516 1,108 750


SubjectLower Primary Upper Primary

SubjectJunior Secondary

Lower Primary

Pre-Primary

Grade1

Grade2

Grade3

Grade4

Upper Primary

Grade5

Grade6

Grade7

Junior Secondary

Grade8

Grade9

Grade 10

Life Science - - - - - 0 683 153 323 207 Individual Learning 248 160 78 10

Life Skills 12,665 - - - 10 12,655 29,249 11,717 9,540 7,992 Integrated Performing Art 495 193 89 213

Mathematics 116,565 - 23,462 21,719 21,259 50,125 153,397 58,513 49,619 45,265 Junior Secondary 67 22 23 22

Natural Science and Health Education 49,206 - 121 90 78 48,917 150,622 57,438 48,667 44,517 Keyboard and Word Processing 5,260 2,152 1,617 1,491

Office Administration and Keyboard - - - - - - 19 - 19 - Khoekhoegowab 7,024 3,663 2,016 1,345

Oshikwanyama 25,276 - 5,374 4,673 4,606 10,623 31,286 12,181 10,147 8,958 Life Science 143,367 60,151 47,856 35,360

Oshindonga 27,580 - 6,070 5,072 4,861 11,577 38,505 14,433 12,328 11,744 Life Skills 16,493 7,324 5,067 4,102

Otjiherero 7,993 - 1,742 1,253 1,609 3,389 10,278 4,114 3,252 2,912 Mathematics 145,093 60,990 47,931 36,172

Physical Education and Health Awareness 270 0 43 39 47 141 49 18 - 31 Natural Science and Health Education 234 91 94 49

Physical Education 60,642 0 16,689 15,714 15,340 12,899 23,374 9,128 7,751 6,495 Needlework and Clothing 874 352 288 234

Portuguese 60 0 - 18 28 14 53 27 17 9 Office Administration and Keyboard 122 75 0 47

Religious and Moral Education 61,449 0 17,347 15,759 15,353 12,990 24,379 9,902 7,781 6,696 Oshikwanyama 29,801 12,888 10,012 6,901

Rukwangali 5,346 0 353 265 178 4,550 12,111 4,843 3,949 3,319 Otjiherero 9,127 4,060 3,068 1,999

Rumanyo (Rugciriku) 2,375 0 217 87 74 1,997 5,464 2,190 1,747 1,527 Performing Art 201 26 63 112

School Art 146 0 84 - - 62 95 - 46 49 Physical Education and Health Awareness 114 54 45 15

School Music 103 0 - - - 103 320 130 97 93 Physical Education 9,641 4,291 3,352 1,998

Setswana 113 0 - 31 - 82 151 61 49 41 Physical Science 139,464 58,788 45,483 35,193

Sign Language 120 0 20 - 7 93 118 66 33 19 Physics 205 87 118 -

Silozi 4,057 0 742 830 927 1,558 6,817 2,440 2,192 2,185 Portuguese 983 331 422 230

Snelskrif 32 0 - - - 32 279 104 60 115 Religious and Moral Education 7,177 3,485 2,329 1,363

Social Studies 48,077 0 111 175 91 47,700 149,886 56,669 48,620 44,597 Rukwangali 10,695 5,029 3,489 2,177

Spanish Foreign Language 40 0 - - - 40 - - - - Rumanyo (Rugciriku) 4,785 2,178 1,661 946

Thimbukushu 575 0 - - - 575 1,877 699 692 486 Setswana 163 112 30 21

Sign Language 124 43 42 39

Silozi 8,469 3,036 3,033 2,400

Thimbukushu 2,101 995 727 379

Tourism 30 - 4 26

Typing or Typing and Office Administration 33 - 16 17

Visual Arts 520 183 154 183

Welding and Metalwork 34 32 - 2

Woodwork 37 32 - 5

Table 14 continued

Enrolment for each subject is tabulated for the Primary and Junior Secondary grades in Table 14, and for the Senior Secondary grades in Table 15.

It is important to note that a number of private schools offered subjects which were not offered in state schools, or which were offered in different grades in state schools. Therefore, deviations from the Ministry’s curriculum do not indicate an error.

Class teaching was used in Grades 1-4, although exceptionally it could be observed up to Grade 7. In general, subject teaching was practised predominantly in higher grades.


Table 15: Enrolments in senior secondary subjectsSubject Level Senior Secondary Grade 11 Grade 12

Accounting H 456 232 224O 5,097 2,459 2,638

Afrikaans 1st or Home Language H 310 163 147O 1,278 723 555

Afrikaans 2nd Language H 444 252 192O 5,525 2,728 2,797

Agricultural Science H 65 65 -O 13,957 7,350 6,607

Art and Design H 32 14 18O 252 116 136

Art of Entertainment H - - -O 4 - 4

Arts (non-productive) H - - -O 10 6 4

Arts in Culture H - - -O 40 40 -

Basic Information Science H - - -O 455 189 266

Biology H 2,179 1,244 935O 25,481 13,202 12,279

Business Accounting H - - -O 3 3 -

Business Economics H 3 - 3O 65 39 26

Business Studies H 638 367 271O 4,836 2,421 2,415

Chemistry H 12 6 6O 53 53 -

Computer Literacy H - - -O 585 411 174

Computer Practice H 26 - 26O 26 - 26

Computer Studies H 179 89 90O 840 429 411

Subject Level Senior Secondary Grade 11 Grade 12Design and Communication H 27 27 -

O 27 27 -Design and Technology H 97 37 60

O 415 262 153Development Studies H 78 67 11

O 14,522 7,490 7,032Economics H 402 195 207

O 4,120 2,066 2,054Engineering Maths H - - -

O 11 11 -English 1st Language H 537 274 263

O 1,223 730 493English 2nd Language H 2,616 1,413 1,203

O 37,081 19,374 17,707Fashion and Fabrics H 35 16 19

O 35 16 19French Foreign Language H 41 36 5

O 435 278 157Geography H 1,036 621 415

O 17,221 8,825 8,396German 1st or Home Language H 51 22 29

O 45 11 34German 3rd or Foreign Language H 81 45 36

O 948 533 415History H 630 300 330

O 7,454 4,024 3,430Home Economics H - - -

O 245 124 121Hotel Management H - - -

O 40 19 21Individual Learning H 14 14 -

O 68 39 29Keyboard and Word Processing H - - -

O 148 76 72


Table 15 continued

Enrolment in the subjects taught in the Senior Secondary phase is tabulated in Table 15. A distinction is made between the levels at which the subjects are taken – Namibia Senior Secondary Certificate Higher Level (NSSC-H) or Namibia Senior Secondary Certificate Ordinary Level (NSSC-O).

A number of private schools offered subjects which were not offered in state schools, or which were offered in different grades in state schools. Therefore, deviations from the Ministry’s curriculum do not indicate an error.

Some incorrect reporting was expected, due to, for example, omission of a subject in respect of a class, or an incorrect subject code being applied. Therefore, minor inconsistencies in the data are possible.

Subject Level Senior Secondary Grade 11 Grade 12Khoekhoegowab H 11 11 -

O 619 317 302Life Science H 5 - 5

O 445 255 190Life Skills H - - -

O 2,593 1,461 1,132Literature (English) H - - -

O 29 - 29Literature (German) H 18 18 -

O 18 18 -Mathematics H 1,227 783 444

O 38,969 20,202 18,767Natural Science & Health Education H 61 32 29

O 19 - 19Needlework and Clothing H - - -

O 7 7 -Office Administration and Keyboard H - - -

O 337 170 167Office Practice H - - -

O 2 2 -Oshikwanyama H 4,076 2,131 1,945

O 4,415 2,189 2,226Oshindonga H 3,506 1,589 1,917

O 8,736 4,667 4,069Otjiherero H 32 13 19

O 1,403 699 704Physical Education H 55 54 1

O 1,404 751 653Physical Science H 1,357 782 575

O 23,100 11,935 11,165Physics H 11 5 6

O 43 43 -Portuguese H 3 1 2

O 250 119 131

Subject Level Senior Secondary Grade 11 Grade 12Religious and Moral Education H - - -

O 156 61 95Rukwangali H 1,928 1,072 856

O 567 323 244Rumanyo H - - -

O 851 499 352School Art H - - -

O 27 27 -Setswana H - - -

O 74 29 45Sign Language H - - -

O 1 1 -Silozi H - - -

O 2,868 1,561 1,307Technical Drawing H - - -

O 3 3 -Thimbukushu H - - -

O 545 336 209Tourism H 2 - 2

O 53 39 14Visual Arts H 2 2 -

O 10 5 5


Table 16: Home languages of learners

Statistics on home languages of learners and mediums of instruction are presented in Tables 16, 17 and 18. Enrolment per home language is reported in Table 16, and enrolment per medium of instruction in Grades 1-3 in Table 17. Table 18 shows how many learners with different home languages were taught in various mediums of instruction.

The home-language statistics are collected by grouping the languages in a way that is consistent with the mediums of instruction used in Namibian schools.

Out of all learners in Namibia, Oshikwanyama speakers constituted 23.8%, Other Oshiwambo 14.5% and Oshindonga 12.0%. There were 351,386 Oshiwambo-speaking

Figure 16: Home languages of learners

learners in total (which includes Oshikwanyama, Oshindonga and Other Oshiwambo), representing 50.0% of the school population. Other home languages with enrolments exceeding 40,000 were Khoekhoegowab (11%), Otjiherero (8.3%) and Rukwangali (6.1%). The remaining home languages together represented 25.0% of the total number of learners.

The San-speaking learners were only 1,5% of the entire learner population. This could be attributed to two factors: the San population is relatively small; and many San children are not attending school. It should also be noted that many San learners do not speak any San language at all or at home, and thus do not consider a San language to be their home language. Their situation requires specific attention and action by the Ministry.

Region Total Pre-Primary


PrimaryLower

PrimaryUpper

PrimarySubtotal

SecondaryJunior

SecondarySenior

SecondaryAfrikaans 39,721 2,792 23,697 13,824 9,873 12,996 9,604 3,392 236English 6,090 668 3,583 2,113 1,470 1,818 1,194 624 21German 1,508 46 827 520 307 629 395 234 6Khoekhoegowab 77,044 4,385 54,017 32,969 21,048 18,136 15,616 2,520 506Oshikwanyama 166,116 7,873 107,364 64,509 42,855 50,764 39,711 11,053 115Oshindonga 83,784 5,468 50,528 31,115 19,413 27,713 20,378 7,335 75Other Caprivi 27,143 1,616 15,991 9,492 6,499 9,516 7,122 2,394 20Other European 1,846 59 644 324 320 1,138 724 414 5Other Languages 37,980 1,844 25,715 16,393 9,322 10,354 8,370 1,984 67Other Oshiwambo 101,486 6,283 63,824 37,991 25,833 31,277 23,638 7,639 102Otjiherero 57,957 3,893 38,765 24,287 14,478 14,925 12,272 2,653 374Rigciriku 14,840 688 10,865 7,091 3,774 3,276 2,664 612 11Rukwangali 42,903 2,579 30,961 20,686 10,275 9,229 7,665 1,564 134Rushambyu 3,386 269 2,321 1,524 797 790 671 119 6San(Ju/’hoansi) 10,398 591 8,844 6,386 2,458 943 851 92 20Setswana 1,789 78 1,078 652 426 620 470 150 13Sign Language 863 84 366 209 157 320 294 26 93Silozi 11,257 1,228 6,812 4,572 2,240 3,209 2,434 775 8Thimbukushu 12,342 647 8,645 5,659 2,986 3,042 2,503 539 8National 698,453 41,091 454,847 280,316 174,531 200,695 156,576 44,119 1,820


Table 17: Medium of instruction in Grades 1-3: schools, numbers of learners and class groups Table 17 shows the number of schools offering different mediums of instruction in Grades 1-3, and the numbers of learners and class groups. The few schools offering more than one medium of instruction in these grades were counted under each medium. Multigrade class groups were counted as one for each grade group in the class. This method deviates from the one used for Table 9, and generates the number of Grade 1, Grade 2 and Grade 3 groups for each medium of instruction.

The Ministry’s language policy encourages mother-tongue education in Grades 1-3. A different medium of instruction – typically English – can be used if the parents recommend it. Increasing numbers of learners from different mother-tongue settlements (especially in urban areas) and the lack of teachers of different languages are two of the factors contributing to the increasing use of English as the medium of instruction – a deviation from the language policy.

English, the medium used in the highest number of schools and class groups, has the highest enrolment, followed by Oshindonga and Oshikwanyama respectively. Differences in the average sizes of schools and class groups resulted in different distributions of the three measures.

Figure 17a: Enrolments in classes with different mediums of instruction in Grades 1-3

Figure 17b: Numbers of schools with different mediums of instruction in Grades 1-3

Figure 17c: Numbers of class groups with different mediums of instruction in Grades 1-3

Medium of instruction Schools

Enrolment Class groups Total Grade 1 Grade 2 Grade 3 Grade 1 Grade 2 Grade 3

Total 1,676 218,549 81,363 71,022 66,164 2,604 2,376 2,238Afrikaans 86 11,579 3,934 3,932 3,713 133 138 131English 326 59,537 21,758 19,757 18,022 657 599 548German 9 391 145 101 145 10 9 11Khoekhoegowab 88 12,715 4,709 4,085 3,921 143 135 129Oshikwanyama 278 34,405 12,549 11,196 10,660 403 372 357Oshindonga 452 45,460 17,298 14,457 13,705 621 529 517Otjiherero 87 13,935 5,479 4,253 4,203 179 156 149Rukwangali 168 19,674 7,511 6,514 5,649 235 225 198Rumanyo 100 9,171 3,519 2,968 2,684 118 114 103San (Ju/`hoasi) 1 208 109 66 33 1 - 1Setswana 2 394 170 118 106 7 6 4Sign Language 5 108 36 24 48 7 6 5Silozi 3 6,985 2,571 2,276 2,138 4 3 4Thimbukushu 71 3,987 1,575 1,275 1,137 86 84 81


Table 18: Home languages and medium of instruction of learners in Grades 1-3

Grade Medium of Instruction

Home Language

Total

Afrikaans

English

Germ

an

Khoekhoegow

ab

Oshikw

anyama

Oshindonga

Other C

aprivi

Other European

Other Languages

Other oshiw

ambo

Otjiherero

Rugciriku

Rukw

angali

Rusham

byu

San Languages

Setswana

Sign Language

Silozi

Thimbukushu

Grade 1 Total 81,363 3,671 569 115 9,157 17,744 8,978 2,661 71 4,792 11,805 7,153 2,100 6,585 480 2,241 177 33 1,311 1,720Afrikaans 3,934 2,098 43 4 1,138 88 51 16 3 15 196 160 6 53 - 10 23 - 10 20English 21,758 1,531 493 10 3,780 3,434 2,224 833 47 891 3,019 2,528 191 1,026 30 966 64 10 600 81German 145 7 19 100 6 - 1 - 1 - 1 10 - - - - - - - -Khoekhoegowab 4,709 25 - 1 4,042 45 54 - - 4 70 137 5 17 2 302 2 - - 3Oshikwanyama 12,549 - - - 24 11,306 205 - 2 64 867 3 - 2 - 76 - - - -Oshindonga 17,298 4 - - 71 2,784 6,397 2 4 350 7,584 36 2 13 12 32 - - 6 1Otjiherero 5,479 - - - 54 41 18 3 14 613 47 4,241 - 40 - 403 3 2 - -Rukwangali 7,511 - 2 - 11 34 18 8 - 2,116 16 4 105 4,956 20 192 0 1 11 17Rumanyo 3,519 1 - - 1 2 2 4 - 698 0 0 1,765 475 392 40 0 0 2 137San (Ju/`hoansi) 109 - - - 1 - 6 - - 4 0 21 0 0 0 76 0 0 - 1Setswana 170 4 - - 24 - - - - 6 0 7 0 0 - 45 84 0 - -Sign Language 36 1 - - 4 5 - - - - 0 5 0 1 0 0 0 20 - -Silozi 2,571 - 12 - 1 2 - 1,794 - 19 5 0 0 2 0 55 0 0 679 2Thimbukushu 1,575 - - - - 3 2 1 - 12 0 1 26 0 24 44 1 0 3 1,458

Grade 2 Total 71,022 3,526 534 113 8,210 16,375 8,142 2,444 88 4,109 9,249 6,033 1,896 5,458 370 1,624 146 60 1,217 1,428Afrikaans 3,932 2,264 53 9 1,057 86 58 9 5 5 141 161 6 42 - 8 19 - 5 4English 19,757 1,220 418 38 3,417 3,463 2,251 766 65 901 2,273 2,264 165 853 28 785 64 2 669 115German 101 8 6 65 3 2 2 - 2 4 2 4 - 2 - 1 - - - -Khoekhoegowab 4,085 32 - 1 3,583 45 36 1 0 1 52 104 10 16 3 187 12 0 0 2Oshikwanyama 11,196 - - - 44 10,253 105 0 8 55 680 2 2 12 1 32 0 0 1 1Oshindonga 14,457 - 38 - 22 2,440 5,631 3 8 214 6,046 30 4 11 0 6 0 0 1 3Otjiherero 4,253 - - - 49 56 40 1 0 283 30 3,454 0 27 1 274 3 34 1 -Rukwangali 6,514 1 - - 8 27 15 8 0 2,068 21 4 93 4,130 15 90 1 0 11 22Rumanyo 2,968 - - - 5 3 4 1 0 554 3 0 1,588 357 322 43 1 0 3 84San (Ju/`hoansi) 66 - - - 0 0 0 0 0 0 0 0 0 0 0 66 0 0 0 -Setswana 118 1 - - 22 0 0 0 0 15 0 9 0 0 0 26 45 0 0 -Sign Language 24 - - - 0 0 0 0 0 0 0 0 0 0 0 0 0 24 0 -Silozi 2,276 - 19 - 0 0 0 1,652 0 9 1 0 0 1 0 67 1 0 524 2Thimbukushu 1,275 - - - 0 0 0 3 0 0 0 1 28 7 0 39 0 0 2 1,195

Grade 3 Total 66,164 3,237 459 152 8,021 15,568 7,168 2,305 70 3,811 8,827 5,820 1,754 4,579 381 1,388 175 64 1,109 1,276Afrikaans 3,713 2,056 65 9 995 121 54 30 1 15 112 150 11 27 1 27 18 1 14 6English 18,022 1,106 342 33 3,532 3,089 1,865 720 55 834 2,058 2,123 183 706 27 646 83 8 536 76


Table 18 continued

Although the Ministry’s language policy promotes mother-tongue education in the first three grades, not all learners are being taught in their mother tongue. Two factors may contribute to this: learners residing in areas where their mother tongue is not offered as a medium of instruction due to insufficient numbers of learners; and parents’ decision either to collectively introduce a different medium of instruction in a school, or to enrol their child in a school with a different medium of instruction.

The language groups with the highest percentages of learners taught in their mother tongue in 2016 were Thimbukushu (83.2%), English (80%), Rukwangali (75%), German (72%), Oshindonga (70%), Oshikwanyama (63%) and Afrikaans (62%). The languages with the lowest percentage of learners taught in their mother tongue were San (3%) and Setswana (38%).

The closely related languages Rugciriku and Shishambyu were taught in the common medium of instruction, Rumanyo (not a mother tongue but an artificial language used as medium of instruction to accommodate speakers of the two applicable languages). The term “San Languages” groups together the very different languages of Namibia’s different San peoples, and all schools use the Ju/’hoansi language as the medium of instruction for San learners.

For the benefit of the reader desiring to know the extent to which learners with speech and hearing impairments are catered for, “Sign Language” is included as a language on its own. It is important to note that many teachers still do not consider sign language an independent language, hence they reported learners from Oshindonga-speaking households as Oshindonga speakers rather than Sign Language speakers, therefore the number of Sign Language speakers should not be interpreted as the number of learners with hearing impairments.

Figure 18: Percentage of learners taught in their mother tongue in Grades 1-3

Grade Medium of Instruction

Home Language

Total

Afrikaans

English

Germ

an

Khoekhoegow

ab

Oshikw

anyama

Oshindonga

Other C

aprivi

Other European

Other Languages

Other oshiw

ambo

Otjiherero

Rugciriku

Rukw

angali

Rusham

byu

San Languages

Setswana

Sign Language

Silozi

Thimbukushu

Grade 3 cont.

German 145 11 14 110 1 1 - - 1 - 2 5 - - - - - - - -Khoekhoegowab 3,921 55 24 - 3,404 53 18 0 0 3 74 99 5 16 1 162 5 0 - 2Oshikwanyama 10,660 3 2 - 3 9,616 224 0 1 58 708 3 1 3 0 38 0 0 - -Oshindonga 13,705 3 3 - 7 2,609 4,975 1 6 256 5,778 14 1 18 2 16 3 0 12 1Otjiherero 4,203 2 - - 49 43 22 1 0 315 73 3,413 9 27 0 232 7 6 2 2Rukwangali 5,649 - 1 - 8 28 7 11 6 1,783 17 6 184 3,442 31 66 0 0 9 50Rumanyo 2,684 1 - - 0 2 1 3 0 534 0 1 1,336 332 319 44 1 1 - 109San (Ju/`hoansi) 33 - - - 0 0 0 0 0 0 0 0 0 0 0 33 0 0 - -Setswana 106 - - - 22 0 0 0 0 5 1 4 0 0 0 16 58 0 - -Sign Language 48 - - - 0 0 0 0 0 0 0 0 0 0 0 0 0 48 - -Silozi 2,138 - 8 - 0 6 2 1,536 0 5 1 2 0 1 0 42 0 0 534 1Thimbukushu 1,137 - - - 0 0 0 3 0 3 3 0 24 7 0 66 0 0 2 1,029


Table 19: Changes in female and male enrolments from 2010 to 2016Table 19 shows the enrolment of female and male learners in each school phase in the years 2010 to 2016. The average annual growth rate was calculated by com paring the 2010 and 2016 figures.

Female and male enrolments in the four phases are shown graphically in Figure 19. The four charts have different scales, thus the heights of the bars are not comparable from one chart to the next.

A change in the promotion policy resulted in an improved flow of learners, which in turn decreased enrolment in the Lower Primary grades and increased enrol ment in Upper Primary and Junior Secondary grades. Lower promotion rates and higher school-leaving rates of males in Lower Primary and Junior Secondary grades resulted in female enrolment being higher than male enrolment in Upper Primary and Junior Secondary (see Table 30). The highest average annual growth rate was recorded in “Other Grades”, due to the introduction of pre-primary education in state schools. Note that Pre-Primary was counted under “Other Grades” until 2012, and under Lower Primary since 2013. This explains the massive drop in figures under “Other Grades” since 2013.

Figure 19: Changes in female and male

enrolments


School Phase Gender

Year Enrolment Growth Rate 2010-2016

Percentage change

2015-20162010 2011 2012 2013 2014 2015 2016TotalAll Grades Total 591,356 605,627 617,827 638,789 650,712 675,405 698,453 2.8% 3.4%

Female 298,576 305,337 310,504 320,331 326,276 338,739 350,084 2.7% 3.3%Male 292,780 300,290 307,323 318,458 324,436 336,666 348,369 2.9% 3.5%

PrimarySubtotal Primary(Grades 0-7)

Total 406,535 408,804 415,454 449,987 459,127 476,002 495,938 3.4% 4.2%Female 200,276 201,140 204,061 221,120 225,693 234,055 244,487 3.4% 4.5%Male 206,259 207,664 211,393 228,867 233,434 241,947 251,451 3.4% 3.9%

Lower Primary(Grades 0-4)


Upper Primary(Grades 5-7)


SecondarySubtotal Secondary(Grades 8-12)


Junior Secondary(Grades 10-12)


Senior Secondary(Grades 11-12)


Other gradesSubtotal other grades Total 10,561 15,416 19,428 1,608 1,937 3,409 1,820 -25.4% -46.6%

Female 5,145 7,626 9,583 625 811 1,527 677 -28.7% -55.7%Male 5,416 7,790 9,845 983 1,126 1,882 1,143 -22.8% -39.3%


Table 20: Changes in enrolments in different grades from 2010 to 2016 Enrolment in the different grades is tabulated for the years 2010 to 2016 in Table 20, together with the average annual growth rate over the whole period and the last two years. The average annual growth is determined by comparing the 2010 and 2016 enrolments. The female and male growth rates are tabulated for each school phase in Table 19.

Several grades have been combined: pre-primary and bridging year as “Pre-Primary”; the diverse technical and vocational courses as “Vocational”; and different year levels and special grades as “Special Grades”.

Enrolment in Grade 0 (Pre-Primary) to Grade 12 is presented in four charts in Figure 20. It should be noted that these charts have different scales.

Changes in the promotion and repetition rates are reported in Table 30. The ‘wave’ of learners created by the change in promotion policy can be followed from grade to grade and year to year. The signifi-cantly highest average annual growth rate was in the pre-primary grade which became part of the Primary phase, followed by Grade 12. For the reader’s benefit, pre-primary has been added to the Lower Primary graph.

Figure 20: Changes in enrolments in Grades 1-12Lower Primary Upper Primary Junior Secondary Senior Secondary

GradeYear Average

Annual Growth Rate 2010-2016

Percentage change

2015-20162010 2011 2012 2013 2014 2015 2016

Total 591,356 605,627 617,827 638,789 650,712 675,405 698,453 2.8% 3.4%Pre-Primary 8,475 13,459 17,572 24,745 29,091 32,753 41,091 30.1% 25.5%

Grade 1 65,386 67,071 71,074 74,886 75,374 78,107 81,363 3.7% 4.2%

Grade 2 58,175 58,397 60,086 63,518 65,789 68,023 71,022 3.4% 4.4%

Grade 3 58,160 56,230 56,693 58,531 60,341 64,196 66,164 2.2% 3.1%

Grade 4 57,508 58,364 57,207 57,662 58,797 61,476 61,767 1.2% 0.5%

Grade 5 62,975 62,755 63,987 63,748 63,334 64,632 66,948 1.0% 3.6%

Grade 6 54,677 55,533 55,422 55,721 55,369 55,621 56,276 0.5% 1.2%

Grade 7 49,654 50,454 50,985 51,176 51,032 51,194 51,307 0.5% 0.2%

Grade 8 55,917 60,596 62,545 63,788 63,598 64,660 65,691 2.7% 1.6%

Grade 9 43,381 44,241 46,389 48,641 49,591 50,461 51,852 3.0% 2.8%

Grade 10 33,959 36,194 34,255 34,833 36,207 38,257 39,033 2.3% 2.0%

Grade 11 21,054 20,057 20,674 20,421 21,168 22,418 23,059 1.5% 2.9%

Grade 12 19,949 20,319 19,082 19,511 19,068 20,198 21,060 0.9% 4.3%

Grade 13 9 10 19 16 16 19 16 10.1% -15.8%

Special Classes 1,052 1,027 1,155 973 1,012 75 988 -1.0% 1,217.3%

Vocational 42 53 34 117 128 1,181 258 35.3% -78.2%

Special Grades 749 743 515 390 689 1,853 348 -12.0% -81.2%

Handicapped 234 124 133 112 108 281 210 -1.8% -25.3%


Table 21: Changes in enrolments in the regions from 2010 to 2016 Figure 21: Changes in enrolments in the different regions

The total enrolments in the different regions have been reported in Table 21 for seven years. Like other tables in this report, Table 21 was calculated according to the 2013 demarcation of regions. Since 2014, the figures for Kavango West and East have been reported separately. Hence, the sudden increase in enrolment in Kavango West and East after 2013 is a result of the new demarcation of the regions.

From 2010 to 2016, the school population grew the most in Kunene (6.2%), Erongo (5.0%), Omaheke (4.8%) and Otjozondjupa (4.1%). Omusati (7.0%), Erongo (6.8%), Kavango West (6.0%) and Zambezi (5.9%) had a higher percentage increase from 2015 to 2016. This might have been caused by the Ministry’s efforts to get learners into schools by providing school feeding and other humanitarian assistance meant to attract and keep learners in school: this assistance might have resulted in more learners from marginalised groups accessing education, and an increased number of private schools in some of those regions. Back-to-school campaigns in regions as well as the elimination of the School Development Fund and the introduction of Pre-Primary into formal schooling might have positively contributed to the rise in enrolment.

RegionYear Average Annual

Growth Rate 20010-2016

Percentage change

2015-20162010 2011 2012 2013 2014 2015 2016

//Kharas 18,907 19,614 20,110 20,624 20,621 21,216 21,787 2.4% 2.7%

Erongo 29,259 30,643 32,114 33,860 34,090 36,626 39,102 5.0% 6.8%

Hardap 20,985 21,560 21,886 22,364 22,790 23,321 23,918 2.2% 2.6%

Kavango East - - - - 49,474 53,155 56,043 - 5.4%

Kavango West 71,422 73,033 77,314 82,709 35,200 36,250 38,418 - 6.0%

Khomas 68,678 71,899 73,302 75,881 78,787 81,403 79,863 2.5% -1.9%

Kunene 18,684 19,250 20,332 22,133 23,226 25,882 26,856 6.2% 3.8%

Ohangwena 88,304 90,379 90,703 91,522 93,357 96,346 98,924 1.9% 2.7%

Omaheke 16,138 16,986 18,365 19,452 20,075 20,822 21,431 4.8% 2.9%

Omusati 86,400 86,635 86,430 87,256 87,615 88,498 94,749 1.5% 7.1%

Oshana 51,586 51,326 50,740 51,495 50,927 52,002 51,724 0.0% -0.5%

Oshikoto 58,674 59,677 60,439 62,007 62,738 64,710 66,674 2.2% 3.0%

Otjozondjupa 34,178 35,651 36,284 38,505 39,667 41,705 43,520 4.1% 4.4%

Zambezi 28,141 28,974 29,808 30,981 32,145 33,469 35,444 3.9% 5.9%

National 591,356 605,627 617,827 638,789 650,712 675,405 698,453 2.8% 3.4%

Chapter 3: THE FLOW OF LEARNERS 31

Chapter 3: THE FLOW OF LEARNERSUnder ideal conditions, a learner begins Grade 1 at age six, and then passes that and subsequent grades to graduate from Grade 12 at the

age of 17 or 18. However, this progression can be interrupted or halted by the learner repeating one or more grades, or leaving school before reaching Grade 12. For a learner leaving school before having acquired at least basic literacy and numeracy skills, there are two losses: the opportunity of that learner acquiring the skills required for further learning, and the resources allocated to that learner, which could have benefited other learners. Frequent repetition leads to a high proportion of a class being over the associated age. It is for this reason that statistics on the ages of learners are included in this chapter. Learners may also be overage because they started school at a late age, or because they left school for one or more years and then returned to school. Repetition and early school-leaving are measurable indications of insufficiencies. Other indicators, such as the goals of the curriculum not being achieved as a result of various deficiencies in the system, are often difficult to quantify.

Measures of the flow of learners are usually described using promotion, repetition and school-leaving rates. Promotion rates are calculated by dividing the numbers of new entrants to a grade in 2016 by the number of learners enrolled in the previous grade in 2015. The rates given here are thus for 2015, being the proportion of learners enrolled in 2016 who were promoted and continued schooling in 2016. Likewise, repetition rates reported here are for 2015, being the number of learners repeating a grade in 2016 divided by the total number of learners in the same grade in 2015.

Both promotion and repetition rates are calculated from the actual numbers of promotees and repeaters reported. School-leaving rates are calculated by assuming that the numbers of learners in a grade in 2015 which are not accounted for by repeaters in the same grade or promotees in the next grade in 2016, represent the numbers of learners who have left school.

The calculation of repetition rates here includes re-entrants as repeaters. Re-entrants are learners who left school some time previously and started a grade again in 2016. These learners are thus treated as repeaters and not as permanent school-leavers.

The survival rate shows the cumulative effect of the promotion, repetition and school-leaving rates.

Rates of enrolment are presented for 2016. These are estimates calculated by comparing the actual number of learners in school of each age group with the projected number of people of that age group in Namibia. These projected numbers are based on the 2011 Population and Housing Census. In terms of Namibia’s Constitution, every child should attend school until completing Grade 7 or reaching the age of 16, whichever occurs first. Rates of enrolment provide measures of how well this goal is being met.

Estimates of flow rates are most accurate if migration into or out of the country is minimal. Flow rates for the regions would assume minimal migration between regions. As there seems to have been considerable migration of learners between regions, but no migration figures are available at the level of detail required for the calculations, regional flow rates are not reported.


Table 22: Pre-primary enrolment by region, age and gender

Region Gender Average age

AgeTotal 5 6 7 8 9 10 11 12 13 14 15 16

//Kharas Total 5.7 1,539 442 1,050 45 2 - - - - - - - -Females 5.7 787 235 535 16 1 - - - - - - - -Males 5.8 752 207 515 29 1 - - - - - - - -

Erongo Total 5.9 1,974 555 1,208 173 12 1 18 7 - - - - -Females 5.9 969 277 593 83 5 1 8 2 - - - - -Males 5.9 1,005 278 615 90 7 - 10 5 - - - - -

Hardap Total 6.0 1,644 327 1,168 88 28 5 3 3 18 - 2 2 -Females 5.9 816 161 587 46 10 2 1 1 6 - 1 1 -Males 6.0 828 166 581 42 18 3 2 2 12 - 1 1 -

Kavango East Total 5.8 2,531 726 1,727 56 15 3 - 2 2 - - - -Females 5.7 1,303 397 873 22 4 3 - 2 2 - - - -Males 5.8 1,228 329 854 34 11 - - - - - - - -

Kavango West Total 6.0 2,298 481 1,655 64 41 26 15 7 5 2 2 - -Females 6.0 1,199 260 857 33 20 12 6 4 3 2 2 - -Males 6.0 1,099 221 798 31 21 14 9 3 2 - - - -

Khomas Total 5.8 4,760 1,633 2,762 301 43 14 5 2 - - - - -Females 5.7 2,474 872 1,442 137 14 6 2 1 - - - - -Males 5.8 2,286 761 1,320 164 29 8 3 1 - - - - -

Kunene Total 5.9 1,857 220 1,543 74 19 1 - - - - - - -Females 5.9 989 125 815 42 6 1 - - - - - - -Males 6.0 868 95 728 32 13 - - - - - - - -

Ohangwena Total 5.8 4,577 1,149 3,228 146 24 10 19 - - 1 - - -Females 5.8 2,352 560 1,686 80 16 2 7 - - 1 - - -Males 5.8 2,225 589 1,542 66 8 8 12 - - - - - -

Omaheke Total 6.0 1,167 188 898 47 10 14 10 - - - - - -Females 6.0 576 99 436 24 4 8 5 - - - - - -Males 6.0 591 89 462 23 6 6 5 - - - - - -

Omusati Total 5.8 6,789 2,633 3,657 225 120 44 33 13 28 15 8 8 5Females 5.7 3,427 1,344 1,844 112 60 20 15 8 13 2 4 3 2Males 5.8 3,362 1,289 1,813 113 60 24 18 5 15 13 4 5 3


Table 22 continued

The numbers of pre-primary learners by region, age and gender are recorded in Table 22. Average ages have been calculated. The average age of learners was 5.8 nationally. The differences in average ages did not vary significantly across regions, nor between females and males in any of the regions.

The age distribution of female and male pre-school entrants is shown graphically in Figure 22.

Most learners entered pre-primary school at 6 years of age, but considerable numbers enrolled for the first time at the age of 5 or even 7. Out of all pre-primary enrolments, 0.9% were 8 years old or older. The enrolment figures are expected to increase as more pre-primary grades are introduced in public schools.

Figure 22: Ages of female and male pre-school learners

Region Gender Average age

AgeTotal 5 6 7 8 9 10 11 12 13 14 15 16

Oshana Total 5.8 2,833 772 1,933 80 11 8 2 2 2 19 3 1 -Females 5.8 1,440 401 976 40 6 4 1 1 1 9 1 - -Males 5.8 1,393 371 957 40 5 4 1 1 1 10 2 1 -

Oshikoto Total 5.8 3,981 887 3,008 53 4 3 25 - - 1 - - -Females 5.8 1,997 423 1,529 25 3 3 13 - - 1 - - -Males 5.8 1,984 464 1,479 28 1 - 12 - - - - - -

Otjozondjupa Total 5.9 2,430 426 1,920 70 10 3 - 1 - - - - -Females 5.9 1,208 192 976 36 3 - - 1 - - - - -Males 5.9 1,222 234 944 34 7 3 - - - - - - -

Zambezi Total 5.8 2,711 638 1,996 57 15 4 1 - - - - - -Females 5.8 1,387 307 1,043 25 9 3 - - - - - - -Males 5.8 1,324 331 953 32 6 1 1 - - - - - -

National Total 5.8 41,091 11,077 27,753 1,479 354 136 131 37 55 38 15 11 5Females 5.8 20,924 5,653 14,192 721 161 65 58 20 25 15 8 4 2Males 5.8 20,167 5,424 13,561 758 193 71 73 17 30 23 7 7 3


Table 23: Apparent intake rates of Grade 1 learners from 2010 to 2016

GenderYear

2010 2011 2012 2013 2014 2015 2016Total 103.6% 107.2% 111.2% 106.7% 105.6% 108.9% 110.1%Females 103.3% 107.0% 111.4% 106.7% 105.8% 109.0% 110.5%Males 103.0% 106.9% 111.7% 106.9% 106.0% 109.2% 110.9%

Table 23 shows the apparent intake rate over seven years. The apparent intake rate is a measure of the number of new enrolments in Grade 1 in comparison to the appropriately aged (7-year-old) population. There are three possible reasons for the high rates: enrolment of over-aged learners, or over-reporting by schools, or population under-estimation.

Figure 23: Apparent intake rates

Table 24: Changes in the numbers of new Grade 1 entrants from 2010 to 2016

RegionYear Average

annual growth rate 2010-2016

Percentage change

2015-20162010 2011 2012 2013 2014 2015 2016//Kharas 1,806 1,740 1,805 1,970 1,833 1,879 1,991 1.6% 6.0%Erongo 2,686 2,919 3,118 3,356 3,316 2,992 3,803 6.0% 27.1%Hardap 2,039 1,999 2,092 2,110 2,152 2,232 2,206 1.3% -1.2%Kavango East 3,771 3,862 4,301 4,683 5,154 5,691 5,272 5.7% -7.4%Kavango West 3,770 3,862 4,300 4,682 3,961 4,087 4,206 1.8% 2.9%Khomas 6,018 6,534 6,890 7,119 7,563 7,887 7,165 3.0% -9.2%Kunene 2,388 2,375 2,481 2,670 2,750 3,309 3,267 5.4% -1.3%Ohangwena 7,347 7,409 7,788 7,712 8,033 8,302 8,616 2.7% 3.8%Omaheke 1,756 1,869 2,372 2,373 2,074 2,173 2,143 3.4% -1.4%Omusati 6,459 6,572 6,881 7,146 7,185 7,431 8,906 5.5% 19.8%Oshana 3,718 3,623 3,912 3,892 4,068 4,230 4,280 2.4% 1.2%Oshikoto 4,714 4,600 4,989 5,221 5,229 5,594 5,539 2.7% -1.0%Otjozondjupa 3,309 3,727 3,874 4,180 4,079 4,357 4,574 5.5% 5.0%Zambezi 2,405 2,497 2,625 2,652 2,775 2,943 3,115 4.4% 5.8%National 52,186 53,588 57,428 59,766 60,172 63,107 65,083 3.7% 3.1%

Table 24 shows the numbers of new entrants to Grade 1 from 2010 to 2016. The average growth rate is calculated by comparing the numbers in the first and last year of the period (2010-2016). The figures for Kavango East and Kavango West are artificial for the years 2010-2013 as these regions did not exist before August 2013 when Kavango Region was split into two. For ease of calculation, the figures for the former Kavango Region were simply divided by two. Real numbers for the two Kavango regions are provided only for 2014, 2015 and 2016. Erongo Region recorded the highest percentage intake in the years 2015-2016, at 27.8%.

Figure 24: Changes in the numbers of new Grade 1 enrolments


Table 25: Ages of all learners

GradeAge

Total 5 or less 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 or

moreTotal 698,453 11,149 38,389 54,268 58,084 56,572 55,693 53,681 50,706 50,680 48,804 47,230 47,433 42,967 34,812 20,848 13,171 7,222 3,729 1,774 765 476Pre-Primary 41,091 11,077 27,753 1,479 354 136 131 37 55 38 15 11 5 - - - - - - - - -Grade 1 81,363 72 10,514 45,989 16,277 4,663 1,775 844 486 324 198 136 46 15 11 6 5 1 - - 1 -Grade 2 71,022 - 101 6,591 35,641 16,958 6,782 2,626 1,115 573 341 159 78 26 22 3 5 1 - - - -Grade 3 66,164 - 15 128 5,586 29,375 16,788 7,468 3,429 1,698 807 451 233 99 37 24 11 9 3 1 1 1Grade 4 61,767 - - 18 110 5,121 25,486 15,749 7,411 3,954 1,964 1,026 544 224 101 39 14 2 - 3 1 -Grade 5 66,948 - - 21 11 157 4,456 22,937 16,433 10,741 5,994 3,171 1,789 747 281 117 59 15 6 7 5 1Grade 6 56,276 - - - 1 3 93 3,738 18,097 13,431 9,062 5,498 3,437 1,724 716 275 117 44 24 9 3 4Grade 7 51,307 - - - - - 1 76 3,392 16,471 11,875 8,058 5,464 3,271 1,578 701 256 97 33 15 7 12Grade 8 65,691 - - - - - 2 5 101 3,237 15,787 14,040 12,529 9,108 5,730 2,910 1,340 545 206 100 37 14Grade 9 51,852 - - - - - 3 1 4 102 2,545 - 10,468 9,060 7,000 4,687 3,129 1,581 737 348 136 69Grade 10 39,033 - - - - - - - - 3 110 2,494 10,413 8,841 6,698 4,262 2,956 1,710 867 399 178 102Grade 11 23,059 - - - - - - - - - 4 104 2,164 7,495 5,334 3,238 2,165 1,278 720 324 138 95Grade 12 21,060 - - - - - - - - - - 11 144 2,183 7,123 4,494 3,074 1,923 1,118 557 258 175Other grades 1,820 - 6 42 104 159 176 200 183 108 102 89 119 174 181 92 40 16 15 11 - 3

The numbers of learners in each age group are tabulated in Table 25. The learners who entered school at the age of 7 and never repeated are considered to be appropriately aged. The data representing appropriately aged learners are shaded in the table for all grades. Figure 25 shows the age distributions in all grades graphically.

The two measures for learners who by far exceed the appropriate age for their grade are: the number of learners older than 16 in primary grades, at 11,596 (1.6%) in 2016; and the number of learners aged 25 or older and still at school, at 476 (0.07%).

If learners entered school at the age of 7 and did not repeat more than once in the Lower Primary phase, or more than once in Upper Primary or in Junior Secondary, then they would not be more than one year older than the appropriate age in Lower Primary, or more than two years older than the appropriate age in Upper Primary, or more than three years older than the appropriate age in Secondary. There were 119,979 learners in Grades 0-12, or 18.0% of all learners in these grades, who were too old for their grade according to this criterion.

Figure 25: Distribution of learners’ ages in Grades 1-12


Table 26: Distribution of learners by age and gender for each grade in 2016

Figure 26: Age distribution of learners by age and gender for specific gradesFigure 26 shows the age distribu-tions by gender in the first grade of each school phase. On average, more males than females repeated a grade or dropped out of school and then returned, and males on average started school at a slightly older age than their female counter-parts. These factors have resulted in wider age distri bu tions for males.

Grade 1 Grade 5 Grade 8 Grade 11

Grade GenderAge

Total 5 or younger 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 or

moreTotal Female 350,084 5,697 19,679 27,550 29,483 28,907 28,185 27,271 25,871 25,642 24,771 23,966 23,838 21,596 16,851 9,445 5,608 3,017 1,519 692 309 187

Male 348,369 5,452 18,710 26,718 28,601 27,665 27,508 26,410 24,835 25,038 24,033 23,264 23,595 21,371 17,961 11,403 7,563 4,205 2,210 1,082 456 289Pre-Primary Female 20,924 5,653 14,192 721 161 65 58 20 25 15 8 4 2 - - - - - - - - -

Male 20,167 5,424 13,561 758 193 71 73 17 30 23 7 7 3 - - - - - - - - -Grade 1 Female 39,233 44 5,418 23,111 7,055 1,994 760 369 204 137 70 53 12 3 2 - 1 - - - - -

Male 42,130 28 5,096 22,878 9,222 2,669 1,015 475 282 187 128 83 34 12 9 6 4 1 - - 1 -Grade 2 Female 34,703 - 59 3,615 18,894 7,417 2,761 1,050 465 230 124 53 27 5 2 - 1 - - - - -

Male 36,319 - 42 2,976 16,747 9,541 4,021 1,576 650 343 217 106 51 21 20 3 4 1 - - - -Grade 3 Female 32,616 - 8 66 3,270 16,268 7,411 2,976 1,342 697 283 164 92 25 8 3 1 2 - - - -

Male 33,548 - 7 62 2,316 13,107 9,377 4,492 2,087 1,001 524 287 141 74 29 21 10 7 3 1 1 1Grade 4 Female 30,528 - - 10 59 3,014 14,402 7,220 2,997 1,482 726 333 179 59 30 11 5 - - 1 - -

Male 31,239 - - 8 51 2,107 11,084 8,529 4,414 2,472 1,238 693 365 165 71 28 9 2 - 2 1 -Grade 5 Female 32,189 - - 14 3 91 2,683 13,141 7,742 4,327 2,245 1,058 533 221 87 25 14 4 - 1 - -

Male 34,759 - - 7 8 66 1,773 9,796 8,691 6,414 3,749 2,113 1,256 526 194 92 45 11 6 6 5 1Grade 6 Female 28,311 - - - 1 1 54 2,364 10,808 6,787 4,020 2,159 1,186 560 224 69 48 16 10 2 1 1

Male 27,965 - - - - 2 39 1,374 7,289 6,644 5,042 3,339 2,251 1,164 492 206 69 28 14 7 2 3Grade 7 Female 25,983 - - - - - 1 50 2,157 9,772 6,160 3,679 2,156 1,132 521 229 78 31 8 5 2 2

Male 25,324 - - - - - - 26 1,235 6,699 5,715 4,379 3,308 2,139 1,057 472 178 66 25 10 5 10Grade 8 Female 32,919 - - - - - - 4 58 2,066 9,420 7,482 5,958 3,991 2,111 1,073 453 191 65 30 12 5

Male 32,772 - - - - - 2 1 43 1,171 6,367 6,558 6,571 5,117 3,619 1,837 887 354 141 70 25 9Grade 9 Female 27,125 - - - - - 1 - 1 71 1,625 7,249 5,802 4,608 3,242 2,035 1,297 676 293 148 58 19

Male 24,727 - - - - - 2 1 3 31 920 4,733 4,666 4,452 3,758 2,652 1,832 905 444 200 78 50Grade 10 Female 20,987 - - - - - - - - 2 54 1,640 6,302 4,934 3,388 1,996 1,308 729 359 168 63 44

Male 18,046 - - - - - - - - 1 56 854 4,111 3,907 3,310 2,266 1,648 981 508 231 115 58Grade 11 Female 12,559 - - - - - - - - - 3 63 1,448 4,557 2,875 1,616 936 519 312 126 67 37

Male 10,500 - - - - - - - - - 1 41 716 2,938 2,459 1,622 1,229 759 408 198 71 58Grade 12 Female 11,330 - - - - - - - - - - 6 102 1,445 4,291 2,350 1,440 839 465 207 106 79

Male 9,730 - - - - - - - - - - 5 42 738 2,832 2,144 1,634 1,084 653 350 152 96Other Female 677 - 2 13 40 57 54 77 72 56 33 23 39 56 70 38 26 10 7 4 - -

Male 1,143 - 4 29 64 102 122 123 111 52 69 66 80 118 111 54 14 6 8 7 - 3


Table 27: Rates of enrolment of 6-year-olds to 18-year-olds

Table 27 continues

School phase Grade Age

6 7 8 9 10 11 12 13 14 15 16 17 18TotalTotal 63.2% 91.8% 100.6% 99.8% 99.6% 97.2% 92.8% 93.5% 90.5% 87.8% 88.5% 80.4% 65.4%Lower Primary Grade 1 17.3% 77.8% 28.2% 8.2% 3.2% 1.5% 0.9% 0.6% 0.4% 0.3% 0.1% 0.0% 0.0%

Grade 2 0.2% 11.2% 61.7% 29.9% 12.1% 4.8% 2.0% 1.1% 0.6% 0.3% 0.1% 0.0% 0.0%Grade 3 0.0% 0.2% 9.7% 51.8% 30.0% 13.5% 6.3% 3.1% 1.5% 0.8% 0.4% 0.2% 0.1%Grade 4 - 0.0% 0.2% 9.0% 45.6% 28.5% 13.6% 7.3% 3.6% 1.9% 1.0% 0.4% 0.2%

Upper Primary Grade 5 - 0.0% 0.0% 0.3% 8.0% 41.5% 30.1% 19.8% 11.1% 5.9% 3.3% 1.4% 0.5%Grade 6 - - 0.0% 0.0% 0.2% 6.8% 33.1% 24.8% 16.8% 10.2% 6.4% 3.2% 1.3%Grade 7 - - - - 0.0% 0.1% 6.2% 30.4% 22.0% 15.0% 10.2% 6.1% 3.0%

Junior Secondary Grade 8 - - - - 0.0% 0.0% 0.2% 6.0% 29.3% 26.1% 23.4% 17.0% 10.8%Grade 9 - - - - 0.0% 0.0% 0.0% 0.2% 4.7% 22.3% 19.5% 16.9% 13.1%Grade 10 - - - - - - - 0.0% 0.2% 4.6% 19.4% 16.5% 12.6%

Senior Secondary Grade 11 - - - - - - - - 0.0% 0.2% 4.0% 14.0% 10.0%Grade 12 - - - - - - - - - 0.0% 0.3% 4.1% 13.4%

Other grades 45.7% 2.6% 0.8% 0.5% 0.5% 0.4% 0.4% 0.3% 0.2% 0.2% 0.2% 0.3% 0.3%FemalesTotal 65.1% 93.6% 102.4% 102.1% 100.9% 98.8% 94.7% 94.5% 91.7% 88.9% 88.7% 80.5% 63.0%Lower Primary Grade 1 17.9% 78.5% 24.5% 7.0% 2.7% 1.3% 0.7% 0.5% 0.3% 0.2% 0.0% 0.0% 0.0%


Upper Primary Grade 5 - 0.0% 0.0% 0.3% 9.6% 47.6% 28.3% 15.9% 8.3% 3.9% 2.0% 0.8% 0.3%Grade 6 - - 0.0% 0.0% 0.2% 8.6% 39.5% 25.0% 14.9% 8.0% 4.4% 2.1% 0.8%Grade 7 - - - - 0.0% 0.2% 7.9% 36.0% 22.8% 13.7% 8.0% 4.2% 1.9%

Junior Secondary Grade 8 - - - - - 0.0% 0.2% 7.6% 34.9% 27.8% 22.2% 14.9% 7.9%Grade 9 - - - - 0.0% - 0.0% 0.3% 6.0% 26.9% 21.6% 17.2% 12.1%Grade 10 - - - - - - - 0.0% 0.2% 6.1% 23.4% 18.4% 12.7%


Other grades 47.0% 2.5% 0.7% 0.4% 0.4% 0.4% 0.4% 0.3% 0.2% 0.1% 0.2% 0.2% 0.3%


The percentages of each age cohort enrolled in the different grades are reported in Table 27. These numbers are based on population projections provided by the United Nations Population Division.

For each age group, the number of learners enrolled in a particular grade is divided by the number of people of the same age in the total projected population. For example, there were 45,989 7-year-old learners enrolled in Grade 1, and 59,099 7-year-olds in the population. Therefore, 45,989 divided by 59,099 or 77.8% of the 7-year-old population were enrolled in Grade 1.

By law, children can only enrol in Grade 1 if they are 6 years of age before 1 January of the year in which they are enrolling in Grade 1. Therefore, the majority of learners who turned 6 after 31 December 2014 could not be taken into Grade 1 in the year under review. In Namibia the official theoretical age for Grade 1 is 7 years. Most of the 6-year-olds in Grade 1 are enrolled in private schools.

The totals of the percentages enrolled in the different grades indicate the percentage of each age group enrolled in school. For some ages these totals exceed 100%, which is most likely due to an under-estimation of the size of the population of the particular age, but it could also be due to a higher number of immigrants in Namibian schools as of recently.

Table 27 continued

School phase Grade Age

6 7 8 9 10 11 12 13 14 15 16 17 18MalesTotal 61.4% 90.1% 98.8% 97.4% 98.3% 95.6% 90.9% 92.5% 89.2% 86.7% 88.2% 80.2% 67.7%Lower Primary Grade 1 16.7% 77.2% 31.9% 9.4% 3.6% 1.7% 1.0% 0.7% 0.5% 0.3% 0.1% 0.0% 0.0%


Upper Primary Grade 5 - 0.0% 0.0% 0.2% 6.3% 35.5% 31.8% 23.7% 13.9% 7.9% 4.7% 2.0% 0.7%Grade 6 - - - 0.0% 0.1% 5.0% 26.7% 24.5% 18.7% 12.4% 8.4% 4.4% 1.9%Grade 7 - - - - - 0.1% 4.5% 24.7% 21.2% 16.3% 12.4% 8.0% 4.0%

Junior Secondary Grade 8 - - - - 0.0% 0.0% 0.2% 4.3% 23.6% 24.4% 24.6% 19.2% 13.6%Grade 9 - - - - 0.0% 0.0% 0.0% 0.1% 3.4% 17.6% 17.4% 16.7% 14.2%Grade 10 - - - - - - - 0.0% 0.2% 3.2% 15.4% 14.7% 12.5%


Other grades 44.5% 2.7% 0.9% 0.6% 0.7% 0.5% 0.5% 0.3% 0.3% 0.3% 0.3% 0.4% 0.4%


Table 28: Net and Gross Enrolment Ratios Figure 28: Enrolment rates of female and male learners

The Net and Gross Enrolment Ratios (NER and GER) are the two most widely reported indicators of the proportion of the school-age population enrolled in school.

The GER is the total enrolment in a range of grades, divided by the number of people in the population of the age that should be enrolled in those grades. GER values over 100% are an indication of under-aged and/or over-aged learners enrolled in the specific school phase. The NER is the number of learners of appropriate age enrolled in a range of grades, divided by the population in the same age group. For example, there were 332,764 learners aged between 7 and 13 enrolled in Grades 1-7 out of 333,713 people in the same age range in the projected population. The NER of 103.8% is 360,392 divided by 347,055.

The total enrolment rates for females and males are charted in Figure 28. The enrolment rates of males have remained lower than those of females in all age groups up to age 17. This observation is in agreement with the higher school-leaving rates reported for males in most grades and years up to Grade 9.

The enrolment rates for different grades show the feature of over-aged learners in a different way than do Tables 25 and 26. Up to the age of 13, the highest percentage of the age cohort were enrolled in the appropriate grade, with 27.3% of 13-year-olds enrolled in Grade 7. This pattern changed for enrolment in higher grades. Out of the 16-year-olds, the highest single percentage (25.3%) were enrolled in Grade 8. The 16-year-olds are actually expected to be in Grade 10 by this age.

Age group 7-13 7-16 7-18 14-18Grades Gr. 1-7 Gr. 1-10 Gr. 1-12 Gr. 8-12

Net Enrolment Ratio Total 94.8% 93.2% 90.2% 56.5%Males 93.3% 91.8% 89.1% 51.4%Female 96.3% 94.6% 91.3% 61.5%

Gross Enrolment Ratio Total 115.6% 110.2% 99.1% 74.9%Males 117.4% 110.6% 98.9% 71.6%Female 113.7% 109.8% 99.3% 78.1%


Table 29: Numbers of new entrants, repeaters and re-entrants in Grades 1-12

School phase GradeTotal enrolment New entrants Repeaters Re-entrantsTotal % Female Total % Female Total % Female Total % Female

Total 655,542 50.1% 551,930 51.2% 100,142 43.8% 3,470 52.7%Lower Primary Grade 1 81,363 48.2% 65,093 50.0% 15,492 41.0% 778 40.6%

Grade 2 71,022 48.9% 60,925 50.5% 9,859 39.1% 238 39.1%Grade 3 66,164 49.3% 57,465 50.8% 8,459 39.1% 240 37.9%Grade 4 61,767 49.4% 54,881 51.0% 6,660 36.7% 226 31.9%

Upper Primary Grade 5 66,948 48.1% 53,929 50.3% 12,770 39.2% 249 34.9%Grade 6 56,276 50.3% 49,168 51.3% 6,944 43.1% 164 52.4%Grade 7 51,307 50.6% 47,025 51.1% 4,108 45.5% 174 59.8%

Junior Secondary Grade 8 65,691 50.1% 45,955 50.8% 19,330 48.2% 406 66.7%Grade 9 51,852 52.3% 39,612 52.4% 11,651 51.1% 589 70.6%Grade 10 39,033 53.8% 34,841 53.1% 4,016 58.5% 176 79.0%

Senior Secondary Grade 11 23,059 54.5% 22,104 54.4% 760 53.2% 195 67.2%Grade 12 21,060 53.8% 20,932 53.8% 93 50.5% 35 68.6%

A distinction is made between new entrants, repeaters and re-entrants in each grade. New entrants are learners who are in their respective grades for the first time, i.e. new enrolments in Grade 1, or learners who were promoted at the end of the previous year and continued school in the next grade. Repeaters are those who repeated a grade. Re-entrants are learners who had left school at some point previously and returned in the year of the census.

The relatively small numbers of re-entrants, at 0.5% of the total enrolment in all grades, indi-cates that few of the learners who left school returned at a later stage.

The new entrants, repeaters and re-entrants are charted in Figure 29a. Re-entrants are hardly visible because of the low number of learners who are reported to re-enrol. Grades 1, 5 and 8 had relatively high numbers of repeaters, an indication that the beginning of a new phase always poses some challenges to learners, thus more effort is required to make sure that the gap in enrolment is bridged.

Figure 29b shows the percentages of females among the new entrants, repeaters and re-entrants. In Lower Primary the male-to-female ratio is one to one, and as they progress the gap widens, in favour of females, to around 5% in Grade 12.

There is a marked and progressive increase in the percentages of female repeaters and re-entrants after Grade 9, rising to above 50%. The higher repetition rates might indicate a higher commitment among females to completing their education, and the higher number of re-entrants might include females who returned to school after pregnancy.

Figure 29a: Numbers of new entrants, repeaters and re-entrants in each grade

Figure 29b: Percentage of females among new entrants, repeaters and re-entrants in each grade


Table 30: Promotion, repetition and school-leaving rates in Grades 1-11 from 2015 to 2016

GradePromotion rates Repetition rates School-leaving rates

Total Females Males Total Females Males Total Females MalesAverage 77.0% 78.9% 75.2% 15.2% 17.0% 19.5% 7.8% 4.1% 5.3%Grade 1 74.7% 78.2% 71.4% 19.9% 22.1% 26.1% 5.4% -0.3% 2.5%Grade 2 80.9% 84.2% 77.8% 14.2% 15.2% 17.0% 4.9% 0.6% 5.3%Grade 3 82.9% 85.9% 80.1% 13.1% 14.0% 15.6% 3.9% 0.1% 4.3%Grade 4 87.3% 88.8% 85.9% 11.1% 11.7% 13.0% 1.5% -0.5% 1.2%Grade 5 73.4% 78.4% 68.9% 19.4% 21.2% 24.6% 7.1% 0.4% 6.5%Grade 6 83.6% 84.8% 82.3% 12.6% 13.5% 14.8% 3.8% 1.7% 2.9%Grade 7 89.6% 89.8% 89.3% 8.3% 8.9% 9.5% 2.1% 1.3% 1.2%Grade 8 60.3% 63.0% 57.6% 30.0% 35.7% 43.8% 9.7% 1.3% -1.4%Grade 9 67.2% 68.2% 66.1% 23.6% 27.8% 32.4% 9.2% 4.0% 1.5%Grade 10 56.6% 57.3% 55.9% 10.7% 11.9% 12.5% 32.6% 30.9% 31.6%Grade 11 90.8% 89.6% 92.1% 4.1% 4.8% 5.2% 5.1% 5.5% 2.7%

The flow rates of learners are reported in Table 30. These are the rates of learner progression from 2015 to 2016. The Grade 1 promotion rate, for example, indicates the percentage of all learners enrolled in Grade 1 in 2015 who were promoted and continued schooling in Grade 2 in 2016. Grade 12 is not included in this table since, for all practical purposes, all Grade 12 learners left school at the end of 2015. Re-entrants were counted as repeaters in the calculation of Table 30. The promotion, repetition and school-leaving rates of all lear ners enrolled in Grades 1-11 are reported in the “Total” columns.

Flow-rate calculations normally assume that negligible numbers of learners enter or leave the system from outside its borders. Calcula-tions per region would be inaccurate, as no numbers on the migration of learners are available. Regions with a high influx of learners would show low or even negative school-leaving rates, since the learners who came into the region would have made up the numbers of actual school leavers. For this reason only national flow rates are reported.

A high number of learners left school after the Junior Secondary Certificate examination (Grade 10), some intending to repeat through the Namibian College of Open Learning (NAMCOL). According to Directorate of National Examinations and Assessment (DNEA) results, the Grade 10 promotion rate was 55.7%, but now it is reported as 57.6% due to taking into account the part-time learners who com-pleted Grade 10. Grade 10 has a lower promotion rate because the examination is of a certain standard and is a national examination.

The Grade 7 promotion rate is the transition rate from primary to secondary education, which was 89.6% in 2015-2016. The school-leaving rates in Grades 8 and 9 were higher than those in Grade 7, indicating that a higher percentage of learners made the transition from primary to secondary education than between the first grades of secondary education.

Females had higher promotion rates and lower repetition rates than males up to Grade 7. Up to Grade 8, a higher percentage of males than females left school. An estimate of the cumulative effect of the school-leaving rates, expressed as the percentage of learners reaching different grades, is provided in Table 32.

Figure 30a:Promotion rates of female and male learners

Figure 30b:Repetition rates of female and male learners

Figure 30c:School-leaving rates of female and male learners


Table 31: Promotion, repetition and school leaving rates from 2009 to 2015

School phase GradeYear

2009 2010 2011 2012 2013 2014 2015Promotion ratesLower Primary Grade 1 76.7% 76.8% 77.2% 77.2% 77.3% 79.1% 74.7%

Grade 2 85.4% 85.1% 85.8% 86.2% 86.3% 87.5% 80.9%Grade 3 86.0% 87.4% 88.0% 87.9% 88.0% 89.6% 82.9%Grade 4 86.2% 85.8% 86.1% 86.1% 86.1% 87.9% 87.3%

Upper Primary Grade 5 73.6% 75.4% 74.9% 74.8% 74.9% 76.3% 73.4%Grade 6 80.8% 81.5% 82.0% 83.2% 83.3% 84.5% 83.6%Grade 7 81.9% 83.8% 86.0% 86.3% 86.3% 88.9% 89.6%

Junior Secondary Grade 8 65.4% 57.8% 59.2% 59.5% 59.5% 60.6% 60.3%Grade 9 71.8% 65.0% 68.9% 67.4% 67.4% 69.1% 67.2%Grade 10 57.1% 57.5% 55.6% 57.0% 57.0% 59.8% 56.6%

Senior Secondary Grade 11 96.1% 95.9% 94.7% 94.0% 94.0% 94.6% 90.8%Repetition ratesLower Primary Grade 1 20.2% 20.6% 20.3% 21.2% 21.2% 19.9% 19.9%

Grade 2 13.7% 14.1% 14.2% 14.3% 14.3% 12.8% 14.2%Grade 3 12.8% 11.6% 11.7% 11.8% 11.8% 10.9% 13.1%Grade 4 13.1% 13.1% 13.3% 13.6% 13.6% 12.5% 11.1%



Senior Secondary Grade 11 1.8% 2.5% 2.7% 4.4% 4.4% 3.5% 4.1%School-leaving ratesLower Primary Grade 1 3.1% 2.6% 2.4% 1.6% 1.5% 1.0% 5.4%

Grade 2 0.9% 0.8% 0.0% -0.5% -0.6% -0.3% 4.9%Grade 3 1.2% 1.1% 0.3% 0.4% 0.3% -0.4% 3.9%Grade 4 0.7% 1.1% 0.7% 0.3% 0.3% -0.4% 1.5%



Senior Secondary Grade 11 2.1% 1.6% 2.7% 1.6% 1.6% 1.9% 5.1%

The rates in Table 31 are based on the enrol ments in the grades in the left column in the years appearing as column headings. These are the percentages who were promoted at the end of the year, repeated during the next year or left school between the two years.

Figure 31a shows that Grade 8 promotion rates drop-ped from 65.4% in 2009 to 60.3% in 2015. The changes in other grades were constant on average. The promotion rates for Grades 10 and 11 have shown growth slightly above 50% in each of the last 7 years, which indicates an improvement in the system, although a slight drop was observed in 2016. The high percentage in Grade 11 is due to semi-automatic promotion to Grade 12.

Figure 31b shows that Grade 1 repetition rose from 20.2% in 2009 to 19.9% in 2015. High repetition rates were recorded for Junior Secondary grades and for the first grade of each phase except Senior Secondary. A gradual implementation of a policy which allowed only learners not older than 17 to repeat Grade 10 resulted in relatively low repetition of Grade 10, but the figure increased dramatically in 2010 when all learners were allowed to repeat Grade 10. This repeating of Grade 10 by learners younger than 17 is likely to continue.

Figure 31c shows that most school-leaving rates have decreased, some drastically. For many years this rate was high in Grade 10, when many learners leave after writing the Junior Secondary Certificate examination, and the decrease is due to learners being allowed since 2008 to repeat Grade 10. The school-leaving rates in Grades 8 and 9 are higher than in Grade 7 (the last year of primary school). The fact that more learners drop out after surviving primary education is an area of concern that requires additional analysis. The low rate in Grade 11 suggests a high number of learners coming in from the Namibian Collage of Open Learning (NAMCOL) and additional learners coming back to school after having dropped out in previous years.

Figure 31a:Changes in promotion rates

Figure 31b: Changes in repetition rates

Figure 31c: Changes in school-leaving rates


Table 32: Survival rates to Grades 2-12 from 2009 to 2015 The survival rate to a specific grade indicates the percentage of learners expected to stay in school until reaching at least that particular grade. This indicator is based on the promotion, repetition and school-leaving rates between two consecutive years only. Survival rates should be interpreted as follows: ‘If the flow rates remain constant for all grades, then the said percentage of learners would stay in school until reaching at least the given grade.’ Flow rates do change annually, thus the survival rate should be interpreted as an indicator applying to the transition of learners between two consecutive years. Flow rates are not projections of the percentage of new enrollees who will actually reach a certain grade. Interpreted correctly, the survival rate is a sensitive indicator showing the theoretical cumulative effect of the flow rates between several grades. Its sensitivity causes the indicator to vary rapidly for higher grades.

As in related tables in this chapter, the years in the column headers indicate the first of the two years between which the rates have been calculated. Grade 1 is excluded in Table 32 as the Grade 1 rate is 100% by definition.

The survival rates were calculated using the artificial cohort method and applying the flow rates in Table 31 to an imaginary cohort of 1,000 learners who entered Grade 1. Returnees were counted as repeaters in this calculation.

The survival rate to Grade 5 is often used as an estimate of the percentage of new Grade 1 entrants who are expected, after leaving school, to retain at least functional literacy for life.

Table 32 shows a consistently higher survival rate for both males and females from Grades 2 to 7. A lower survival rate can be seen from Grades 8 to 12 for the past five years. The lower survival rates of male learners again confirmed that in Namibia, on average, early school-leaving in the Secondary phase is a greater problem among male learners than among female learners.

The survival rate indicator is very sensitive to its exact definition, and this must be noted in comparing rates reported elsewhere.

Figure 32: Changes in the survival rates to Grades 5 and 8Survival rates to Grade 5 Survival rates to Grade 8

Grade GenderYear

2009 2010 2011 2012 2013 2014 2015Grade 2 Total 96.1% 96.7% 96.7% 98.1% 95.6% 98.4% 98.6%

Females 96.8% 97.0% 96.9% 98.4% 96.4% 99.3% 99.5%Males 95.7% 96.5% 96.5% 97.8% 94.7% 97.5% 97.6%

Grade 3 Total 95.1% 95.8% 96.6% 98.8% 93.4% 98.7% 98.8%Females 95.8% 96.4% 97.0% 98.9% 94.5% 99.7% 99.8%Males 94.6% 95.2% 96.2% 98.6% 92.2% 97.6% 97.7%











Table 33: Approximate numbers of learners who left school between 2009 and 2015

School phase GradeYear

2009 2010 2011 2012 2013 2014 2015Total 47,701 44,172 49,240 45,775 53,076 44,272 47,908Lower Primary Grade 1 2,014 1,699 1,627 1,070 2,318 756 915

Grade 2 551 474 -9 -361 1,331 -203 379Grade 3 685 635 184 146 743 -269 547Grade 4 389 607 393 155 743 -247 569

Upper Primary Grade 5 2,548 2,093 1,982 1,579 2,242 2,174 2,337Grade 6 1,752 2,040 1,574 1,466 1,898 1,317 1,356Grade 7 2,718 2,141 1,634 1,956 2,338 1,353 838

Junior Secondary Grade 8 4,384 4,639 5,562 5,548 6,591 5,837 5,233Grade 9 3,224 3,264 3,258 3,681 3,821 3,571 3,253Grade 10 11,820 6,421 12,277 11,191 10,802 10,647 11,914

Senior Secondary Grade 11 442 342 532 338 973 405 497Grade 12 17,174 19,817 20,226 19,006 19,276 18,931 20,070

Figure 33: Percentage of all school-leavers who left school from different school phases

Table 33 shows the approximate number of learners who left school between 2009 and 2015. The number of learners who left school at different grades can provide an early indication for tertiary training institutions about the demand for different types of training that they provide. This data also provides an educational profile of learners who could be entering the job market.

Learners who had left school previously and returned later in the same year were counted as school leavers. For this reason, and also because the system for tracking individual learners and the immigration and emigration figures are not yet available, the numbers in Table 33 are approximate rather than actual. Please note that movement of learners across the borders of Namibia is not reflected in Table 33.

The number of learners who left school in each year for the four school phases are charted in Figure 33 as the percentage of the total number of learners who left school in the particular year. It is evident from the chart that the percentage of learners leaving school from across phases varies from grade to grade and has been fluctuating over the years.

Chapter 4: NATIONAL EXAMINATIONS 45

Chapter 4: NATIONAL EXAMINATIONSChapter 4 presents the results of the national examinations written towards the end of 2016, namely the

Junior Secondary Certificate (JSC), the Namibia Secondary School Certificate Ordinary Level (NSSC-O) and the Namibia Secondary School Certificate Higher Level (NSSC-H) examinations.

The results achieved by candidates in the different subjects are reported for each of the above-mentioned examinations. A table stating the points achieved by the JSC examination candidates is also included. The entry requirements for Grade 11 are based on these points.

The data for the tables in this chapter was provided by the Directorate of National Examinations and Assessment (DNEA), but was compiled for this report long after the Directorate first published the results, and several questions regarding individual candidates’ results have been resolved since then. This explains any differences between the reports released by the DNEA immediately following the examinations and the tables in this publication.

National examination results are indicators of educational achievement based on criteria applying to the whole country.

As of 2012, for the first time, Grade 10 learners who obtained a ‘G’ grade in English and 23 points or more were allowed to proceed to Grade 11.

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Table 34: Junior Secondary Certificate (JSC) examination results – full-time

Table 34 shows the percentages of learners who attained the different symbols in the subjects of the full-time JSC examination. The total number of learners who enrolled per subject is reflected in the column headed “Learners”. An A symbol denotes the highest level of achievement, and G is the lowest level still graded. “Ungraded” means the minimum ‘G’ was not attained; “Incomplete” means the exam paper was not completed; and “Pending” means a component of the subject is under investigation, which is indicated with an “X”. Seven Technical subjects were replaced by Design and Technology (a single subject). There were 341,082 full-time subject entries by 38,240 learners in 2016.

The symbol distributions for the six main subjects in which enrolment was highest are shown graphically in Figure 34. In all six the scores were mostly D, E and F. History, Life Science and Mathematics peaked at D, English Second Language and Physical Science at E, and Geography had the highest peak at F. Accounting had one of the highest propor-tions of ungraded entries at 20.6%, and Keyboard and Word Processing and Computer Studies had 7.9% and 6.2% respectively. All six main subjects fared below D on average. The cumulative percentages for scores A-D for priority subjects were English Second Language 35.2%, Mathematics 47.7% and Physical Science 52.5% – as per DNEA reports.

Figure 34: JSC full-time – symbol distribution in six main subjects

English Second Language

Geography

Subject Learners Total % Symbol Ungraded Incomplete Pending

A B C D E F G U I XAccounting 10,749 100.0% 5.4% 6.9% 11.3% 17.4% 11.8% 12.9% 12.6% 20.6% 1.2% 0.0%Additional Mathematics 544 100.0% 20.8% 14.9% 17.1% 20.2% 20.4% 4.0% 2.0% 0.2% 0.4% 0.0%Afrikaans First Language 372 100.0% 3.2% 6.7% 20.7% 21.8% 26.1% 15.3% 4.6% 0.8% 0.8% 0.0%Afrikaans Second Language 8,844 100.0% 2.0% 7.9% 16.7% 19.9% 30.4% 15.8% 4.3% 1.0% 2.0% 0.0%Agriculture 24,213 100.0% 7.5% 9.1% 13.7% 24.8% 24.1% 13.0% 4.9% 1.6% 1.1% 0.0%Computer Studies 1,819 100.0% 9.5% 9.3% 17.2% 17.2% 15.3% 14.5% 10.3% 6.2% 0.5% 0.0%Design and Technology 1,085 100.0% 3.1% 4.6% 12.9% 31.4% 22.9% 12.4% 6.5% 4.8% 1.4% 0.0%English First Language 286 100.0% 5.9% 7.7% 12.2% 40.6% 25.9% 7.0% 0.3% 0.0% 0.3% 0.0%English Second Language 37,952 100.0% 1.0% 3.7% 10.7% 19.8% 34.3% 24.5% 4.4% 0.5% 1.0% 0.0%Entrepreneurship 35,468 100.0% 5.2% 8.1% 14.3% 26.1% 27.6% 12.8% 3.7% 1.4% 0.9% 0.0%French Foreign Language 334 100.0% 3.0% 5.4% 10.2% 13.2% 15.3% 21.0% 20.1% 6.9% 5.1% 0.0%Geography 38,228 100.0% 4.9% 7.8% 13.2% 24.2% 30.2% 13.9% 4.2% 0.7% 0.9% 0.0%German First Language 44 100.0% 4.5% 15.9% 15.9% 20.5% 36.4% 6.8% 0.0% 0.0% 0.0% 0.0%German Foreign Language 961 100.0% 11.6% 10.2% 11.6% 18.1% 16.5% 14.6% 10.4% 5.6% 1.5% 0.0%History 38,201 100.0% 5.4% 6.6% 11.3% 25.7% 21.6% 17.9% 8.4% 2.1% 0.9% 0.0%Home Economics 764 100.0% 7.7% 8.6% 16.1% 21.6% 22.6% 16.1% 4.5% 1.0% 1.7% 0.0%Integrated Performing Arts 154 100.0% 0.0% 0.6% 16.2% 34.4% 31.2% 15.6% 1.3% 0.0% 0.6% 0.0%Keyboard and Word Processing 1,639 100.0% 11.0% 11.4% 14.6% 13.2% 18.5% 12.0% 10.1% 7.9% 1.2% 0.0%Khoekhoegowab First Language 1,350 100.0% 5.3% 8.1% 12.8% 29.0% 22.4% 11.0% 5.8% 2.5% 3.1% 0.0%Life Science 38,240 100.0% 5.6% 8.0% 13.5% 23.5% 20.1% 16.2% 8.0% 4.0% 1.0% 0.0%Mathematics 37,695 100.0% 9.6% 7.8% 11.0% 19.3% 22.6% 17.5% 8.9% 2.3% 1.0% 0.0%Needlework and Clothing 267 100.0% 3.7% 7.1% 12.0% 22.8% 19.9% 22.5% 10.1% 0.7% 1.1% 0.0%Oshikwanyama First Language 7,147 100.0% 5.7% 8.2% 15.6% 31.4% 33.8% 4.2% 0.3% 0.1% 0.9% 0.0%Oshindonga First Language 10,784 100.0% 7.6% 8.9% 13.2% 25.1% 35.7% 7.8% 1.1% 0.1% 0.6% 0.0%Otjiherero First Language 2,076 100.0% 3.6% 10.4% 19.3% 26.4% 29.6% 6.5% 1.8% 0.6% 1.9% 0.0%Physical Science 38,240 100.0% 7.5% 8.7% 14.7% 21.6% 22.2% 15.8% 6.5% 2.1% 0.9% 0.0%Portuguese Foreign Language 354 100.0% 15.5% 14.7% 7.3% 20.6% 18.4% 13.3% 7.1% 2.3% 0.8% 0.0%Rukwangali First Language 2,248 100.0% 1.3% 4.6% 12.0% 27.6% 48.0% 5.2% 0.3% 0.1% 0.9% 0.0%Rumanyo First Language 956 100.0% 3.2% 6.9% 14.9% 29.0% 39.2% 5.1% 0.1% 0.0% 1.5% 0.1%Setswana First Language 68 100.0% 1.5% 5.9% 11.8% 33.8% 36.8% 4.4% 2.9% 2.9% 0.0% 0.0%


Table 35: Junior Secondary Certificate (JSC) examination results – part-time

Figure 34 continued: JSC full-time – symbol distribution in six main subjects

History Life Science Mathematics (full-time) Physical Science (full-time)

The percentages of learners who attained different symbols in the subjects of the Part-time JSC examination are tabulated in Table 35.

In 2016 there were 26,327 subject entries by 11,735 learners.

The cumulative percentages for scores A-D in the ETSIP priority subjects are English 9.1%, Mathematics 17.2% and Physical Science 25.7%.

Subject Learners Total % Symbol Ungraded Incomplete Pending

A B C D E F G U I XAccounting 387 100.0% 0.0% 0.5% 2.6% 5.7% 7.0% 12.4% 9.0% 39.3% 23.5% 0.0%Afrikaans First Language 8 100.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 100.0% 0.0%Afrikaans Second Language 93 100.0% 0.0% 1.1% 10.8% 23.7% 28.0% 9.7% 1.1% 0.0% 25.8% 0.0%Agriculture 4,160 100.0% 0.6% 2.6% 6.4% 19.7% 23.4% 17.7% 8.5% 3.8% 17.3% 0.0%English Second Language 3,250 100.0% 0.0% 0.3% 1.6% 7.1% 21.8% 31.5% 14.5% 2.7% 20.4% 0.0%Entrepreneurship 3,359 100.0% 0.2% 0.8% 3.8% 11.8% 23.4% 24.4% 12.9% 6.9% 15.8% 0.0%Geography 3,903 100.0% 0.2% 1.1% 6.1% 18.8% 32.2% 18.1% 6.6% 1.3% 15.6% 0.0%History 2,021 100.0% 0.1% 1.4% 3.7% 14.3% 19.2% 21.0% 14.7% 6.9% 18.6% 0.0%Khoekhoegowab First Language 36 100.0% 2.8% 0.0% 5.6% 2.8% 11.1% 5.6% 5.6% 2.8% 63.9% 0.0%Life Science 4,889 100.0% 0.3% 1.9% 7.1% 17.7% 19.1% 17.5% 11.3% 8.2% 17.0% 0.0%Mathematics 1,473 100.0% 0.7% 2.1% 3.5% 10.9% 21.7% 20.6% 13.1% 7.3% 20.0% 0.0%Oshikwanyama First Language 191 100.0% 0.5% 4.7% 7.9% 25.1% 39.3% 5.8% 1.0% 0.0% 15.7% 0.0%Oshindonga First Language 272 100.0% 0.0% 0.7% 3.7% 18.8% 51.5% 11.8% 0.4% 0.7% 12.5% 0.0%Otjiherero First Language 151 100.0% 1.3% 2.0% 6.6% 17.2% 31.8% 9.3% 2.6% 1.3% 27.8% 0.0%Physical Science 2,017 100.0% 0.5% 2.8% 7.4% 15.0% 19.2% 18.7% 11.8% 7.2% 17.3% 0.0%Rukwangali First Language 47 100.0% 0.0% 2.1% 8.5% 17.0% 53.2% 6.4% 0.0% 0.0% 12.8% 0.0%Rumanyo First Language 23 100.0% 0.0% 4.3% 34.8% 21.7% 21.7% 8.7% 0.0% 0.0% 8.7% 0.0%Silozi First Language 47 100.0% 6.4% 4.3% 19.1% 23.4% 31.9% 0.0% 0.0% 0.0% 14.9% 0.0%


Table 36: Percentages of candidates in point ranges in the Junior Secondary Certificate (JSC) examination

Region Number of candidates

Points scored

0-4 5-9 10-14 15-19 20-24 25-29 30-34 35-39 40-42 0-22 23-42

Number of candidates 38,240 711 697 2,594 6,989 10,145 8,421 4,696 2,736 1,251 19,032 19,208

//Kharas 1,454 3.6% 5.0% 12.2% 21.9% 25.0% 16.6% 9.4% 4.3% 2.0% 58.9% 41.1%

Erongo 2,511 1.6% 2.0% 8.6% 20.2% 27.8% 20.3% 10.4% 6.1% 3.0% 48.7% 51.3%

Hardap 1,352 3.1% 4.0% 13.7% 23.4% 28.0% 16.0% 6.4% 3.7% 1.6% 62.1% 37.9%

Kavango East 2,577 1.7% 0.4% 6.4% 19.8% 28.4% 20.3% 11.4% 5.0% 6.6% 45.4% 54.6%

Kavango West 1,324 0.9% 0.7% 6.6% 21.8% 32.7% 22.4% 8.3% 5.0% 1.7% 50.4% 49.6%

Khomas 5,150 3.2% 5.7% 13.2% 19.4% 21.7% 16.4% 10.2% 7.3% 2.8% 55.0% 45.0%

Kunene 829 3.3% 3.1% 8.6% 18.8% 28.0% 23.2% 10.3% 4.1% 0.7% 49.2% 50.8%

Ohangwena 5,654 2.0% 0.7% 4.5% 17.8% 28.4% 24.2% 13.7% 7.0% 1.7% 41.6% 58.4%

Omaheke 952 1.9% 3.3% 12.1% 25.3% 28.0% 18.4% 7.2% 2.9% 0.8% 60.3% 39.7%

Omusati 5,225 0.8% 0.3% 3.0% 16.8% 26.5% 25.6% 14.9% 8.3% 3.8% 35.3% 64.7%

Oshana 3,260 1.4% 0.7% 3.7% 14.1% 23.5% 25.4% 15.0% 11.1% 5.2% 33.4% 66.6%

Oshikoto 3,740 0.7% 0.2% 2.3% 13.5% 23.4% 24.5% 16.6% 12.1% 6.6% 29.7% 70.3%

Otjozondjupa 1,953 3.4% 3.2% 10.4% 21.0% 25.8% 18.2% 9.8% 5.9% 2.2% 54.1% 45.9%

Zambezi 2,259 0.8% 0.2% 3.3% 17.2% 34.7% 27.2% 12.2% 3.4% 1.1% 40.8% 59.2%

National 100.0% 1.9% 1.8% 6.8% 18.3% 26.5% 22.0% 12.3% 7.2% 3.3% 49.8% 50.2%Source: Directorate of National Examinations and Assessment (DNEA), 2016

Points were calculated for each candidate as the sum of scores of the five best subjects and English:

A = 7 pointsB = 6 pointsC = 5 pointsD = 4 pointsE = 3 pointsF = 2 pointsG = 1 point

Thus the highest score that a candidate could achieve was 42. Ungraded and incomplete subjects were counted as 0 points.

The entry requirements for Grade 11 in 2016 were 23 points and an F or higher grading in English.

In 2016, 50.2% of the JSC candidates scored 23 points or more. Overall, 19,208 learners or 50.2% obtained at least 23 points and an F or higher grading in English.

Figure 36: Points scored in the JSC examination


Table 37: Namibia Secondary School Certificate Ordinary Level (NSSC-O) results – full-time

Table 37 shows the percentages of learners who attained different symbols in the subjects of the full-time NSSC-O examination. The “Learners” column shows the total number of learners who enrolled for each subject. An A* is the highest level of achievement, and G is the lowest level still graded. There were 105,018 subject entries by 20,400 full-time learners in 2016.

Figure 37 shows the symbol distributions graphically for the six subjects with the highest enrolments. High percentages of candidates were ungraded in Biology (14.7%), Economics (14.6%), English as a Second Language (12.2%) and Accounting (10.9%). The cumulative percentages for scores A*-D in the ETSIP priority subjects are Physical Science 46.7%, Mathematics 44.3%, Biology 30.3% and English Second Language 27.8%.

Figure 37 continues

Figure 37: NSSC-O full-time – symbol distribution in main subjects

Biology (NSSC-O)

English Second Language (NSSC-O)

Subject Learners Total%

Symbol Ungraded IncompleteA* A B C D E F G U I

Accounting 2,390 100.0% 1.3% 3.5% 8.8% 16.8% 16.8% 16.2% 15.1% 10.0% 10.9% 0.6%Afrikaans as a Second Language 2,891 100.0% 0.4% 1.1% 9.6% 17.8% 33.1% 25.9% 7.1% 1.5% 2.7% 0.8%Agriculture 7,223 100.0% 0.2% 0.6% 6.8% 20.0% 28.8% 24.0% 16.1% 2.5% 0.1% 0.9%Art and Design 74 100.0% 10.8% 4.1% 18.9% 25.7% 8.1% 10.8% 8.1% 8.1% 1.4% 4.1%Biology 12,674 100.0% 0.2% 0.7% 3.9% 11.6% 13.8% 18.7% 20.1% 15.8% 14.7% 0.4%Business Studies 2,292 100.0% 0.3% 0.8% 5.3% 15.2% 15.2% 20.1% 20.8% 16.3% 5.0% 0.9%Computer Studies 314 100.0% 3.5% 9.2% 18.2% 25.8% 18.2% 14.3% 2.9% 4.1% 2.9% 1.0%Design and Technology 69 100.0% 2.9% 1.4% 13.0% 20.3% 23.2% 11.6% 20.3% 2.9% 0.0% 4.3%Development Studies 7,846 100.0% 0.5% 1.9% 5.8% 11.9% 14.5% 20.4% 27.5% 13.6% 3.1% 0.7%Economics 1,836 100.0% 0.1% 0.1% 3.2% 17.4% 20.8% 25.3% 9.0% 8.8% 14.6% 0.8%English as a Second Language 18,299 100.0% 0.3% 0.7% 3.2% 7.1% 16.6% 23.1% 24.8% 11.4% 12.2% 0.6%Fashion and Fabrics 42 100.0% 0.0% 2.4% 31.0% 26.2% 19.0% 4.8% 14.3% 0.0% 0.0% 2.4%French Foreign Language 214 100.0% 0.9% 0.9% 10.3% 21.0% 18.7% 22.0% 17.8% 4.2% 0.5% 3.7%First Language Afrikaans 200 100.0% 0.0% 1.5% 5.5% 31.5% 43.0% 16.5% 1.5% 0.0% 0.0% 0.5%First Language English 83 100.0% 1.2% 6.0% 24.1% 32.5% 32.5% 2.4% 0.0% 0.0% 0.0% 1.2%First Language Khoekhoegowab 291 100.0% 0.7% 2.1% 11.0% 35.1% 30.6% 16.2% 3.1% 0.3% 0.0% 1.0%First Language Oshikwanyama 1,090 100.0% 0.3% 0.6% 6.4% 22.8% 47.4% 18.3% 2.9% 0.2% 0.0% 1.0%First Language Oshindonga 749 100.0% 0.1% 0.4% 4.4% 29.9% 36.3% 22.3% 4.4% 0.4% 0.0% 1.7%First Language Otjiherero 772 100.0% 0.1% 0.1% 3.0% 26.4% 45.7% 18.9% 4.3% 0.5% 0.1% 0.8%First Language Rukwangali 3 100.0% 0.0% 0.0% 0.0% 33.3% 33.3% 0.0% 0.0% 0.0% 0.0% 33.3%First Language Rumanyo 355 100.0% 0.0% 0.0% 3.9% 33.8% 38.3% 17.5% 4.5% 0.3% 0.0% 1.7%First Language Setwana 18 100.0% 0.0% 5.6% 33.3% 50.0% 11.1% 0.0% 0.0% 0.0% 0.0% 0.0%First Language Silozi 263 100.0% 0.4% 0.4% 6.1% 36.9% 44.1% 9.5% 1.9% 0.0% 0.0% 0.8%First Language Thimbukushu 184 100.0% 0.0% 0.5% 6.0% 39.7% 32.1% 17.4% 3.3% 0.0% 0.0% 1.1%Foreign Language German 471 100.0% 1.9% 5.7% 18.7% 29.7% 22.7% 16.3% 3.4% 1.1% 0.2% 0.2%Foreign Language Portuguese 115 100.0% 13.9% 45.2% 20.9% 9.6% 1.7% 2.6% 0.9% 0.9% 0.0% 4.3%Geography 8,099 100.0% 0.4% 1.1% 3.1% 7.9% 15.7% 20.2% 26.6% 18.5% 5.9% 0.8%History 3,240 100.0% 0.4% 1.1% 3.9% 5.1% 11.3% 19.4% 34.9% 19.4% 3.7% 0.9%Home Economics 174 100.0% 5.7% 3.4% 10.3% 32.2% 30.5% 13.8% 3.4% 0.6% 0.0% 0.0%Mathematics 20,400 100.0% 0.3% 1.0% 2.2% 19.2% 21.6% 19.8% 19.8% 9.8% 5.7% 0.6%Namibian Sign Language 3 100.0% 0.0% 0.0% 0.0% 0.0% 33.3% 66.7% 0.0% 0.0% 0.0% 0.0%Office Admin. & Keyboard Application 254 100.0% 1.2% 3.5% 9.1% 27.2% 16.5% 11.0% 18.1% 9.4% 3.9% 0.0%Physical Science 12,090 100.0% 1.3% 4.3% 8.6% 14.0% 18.4% 19.7% 23.0% 9.1% 1.1% 0.4%


Table 38: Namibia Secondary School Certificate Higher Level (NSSC-H) results

Figure 37 continued: NSSC-O full-time – symbol distribution in main subjectsGeography (NSSC-O) Mathematics (NSSC-O) Development Studies (NSSC-O) Physical Science (NSSC-O)

A total of 14,743 out of 65,863 Grade 12 candidates wrote one or more NSSC-H subjects. The percentages of candidates obtaining grades 2, 3 and 4 were higher than in 2015, whereas the percentage obtaining grade 1 decreased by 0.1%. The graded entries increased from 95.3% in 2015 to 95.5% in 2016, which is sup-ported by a decrease in ungraded entries from 4.7% in 2015 to 4.5% in 2016.

The NSSC-H subjects were graded from 1 to 4, where 1 is the highest level of achievement. The percentages of ungraded candidates and candidates who did not complete all the exam papers are listed in columns “U” and “I”. The percentages of un graded candidates were relatively high for Geography, Business Studies, Economics, History and Art and Design.

The cumulative percentages for scores 1-4 in the ETSIP priority subjects at Higher Level in 2016 are Computer Studies 99.1%, English Second Language 95.9%, Physical Science 94.7%, Biology 92.7% and Mathematics 92.7%.

Subject Learners Total%

Grade/Score Ungraded Incomplete1 2 3 4 U I

Accounting 427 100.0% 18.3% 27.9% 30.7% 17.6% 5.4% 0.2%Afrikaans as a Second Language 372 100.0% 5.4% 28.0% 46.0% 18.0% 2.4% 0.3%Art and Design 61 100.0% 42.6% 9.8% 14.8% 4.9% 24.6% 3.3%Biology 1,727 100.0% 11.1% 29.0% 36.0% 16.7% 7.0% 0.3%Business Studies 759 100.0% 7.6% 20.9% 27.9% 27.9% 15.4% 0.1%Computer Studies 114 100.0% 10.5% 38.6% 36.8% 13.2% 0.9% 0.0%Design and Technology 118 100.0% 9.3% 41.5% 33.1% 11.9% 1.7% 2.5%Economics 600 100.0% 7.8% 17.8% 29.7% 31.3% 13.0% 0.3%English as a Second Language 2,219 100.0% 1.9% 24.0% 47.0% 23.0% 3.7% 0.5%First Language Afrikaans 221 100.0% 5.0% 22.6% 46.2% 18.1% 7.7% 0.5%First Language English 470 100.0% 3.4% 29.1% 51.3% 15.3% 0.4% 0.4%First Language German 48 100.0% 27.1% 45.8% 25.0% 2.1% 0.0% 0.0%First Language Oshikwanyama 3,165 100.0% 0.5% 7.4% 56.4% 34.4% 0.6% 0.7%First Language Oshindonga 5,814 100.0% 0.3% 9.6% 44.5% 43.7% 1.6% 0.4%First Language Rukwangali 1,097 100.0% 0.4% 17.0% 60.0% 22.2% 0.0% 0.5%First Language Silozi 1,004 100.0% 0.4% 30.3% 58.3% 10.6% 0.0% 0.5%Foreign Language German 78 100.0% 9.0% 33.3% 32.1% 24.4% 1.3% 0.0%Geography 1,027 100.0% 5.0% 16.3% 34.9% 24.1% 19.7% 0.2%History 741 100.0% 9.0% 13.1% 28.7% 37.8% 10.9% 0.4%Mathematics 770 100.0% 22.6% 30.9% 26.5% 12.7% 6.8% 0.5%Physical Science 1,147 100.0% 16.0% 27.6% 32.4% 18.7% 4.9% 0.4%

Chapter 5: TEACHERS 51

Chapter 5: TEACHERSChapter 5 presents statistics on teachers, with the bulk of the information focused on teacher qualifications.

Qualifications are compared across regions, years, phases of schooling, subjects taught and age categories.

Teachers in Namibia obtained their training and qualifications from different education systems. Categorising teacher qualifications is therefore difficult. For the purposes of this publication, teachers are divided into two broad groups: teachers without professional teaching qualification(s); and teachers with formal and specific teacher-training qualifications.

Another dimension of teacher qualifications concerns the levels of academic training. In this report, three categories are used: teachers who have not completed Grade 12; teachers who have completed Grade 12 or up to an additional two years of academic training or tertiary education; and teachers who have more than two years of tertiary education after Grade 12. Teachers reported two components of their qualifications separately in the Annual Education Census (AEC) questionnaires: their academic qualifications excluding professional training; and their professional education. The years of professional education have been taken into account in the qualifications reported in this chapter. A teacher who completed three years of teacher education after Grade 12, for example, is reported as having a professional qualification and more than two years’ tertiary education. This reporting differs from the reports up to 1998, where the column headings in the qualification tables only referred to the academic qualifications reported by teachers.

The AEC questionnaire requires teachers to specify the subjects they teach as well as their qualifications for teaching those subjects.

The ratios of learners to teachers are compared in different regions over previous years. Learner : teacher ratios are calculated simply as the numbers of learners in a region or year divided by the total number of teachers in that region or year.

For several purposes, teachers have to be classified according to the school phase in which they are teaching, i.e. whether they are primary or secondary teachers. Where such a classification is required for the AEC, teachers who were teaching primary and secondary grades in combined schools are allocated pro rata to both phases according to the range of grades taught.

A number of teachers permanently leave the education system in a specific year for a variety of reasons, such as retirement, resignation, ill health or death. Transfers are not part of the attrition (teacher turnover) since the teachers remain in the system. The attrition rate among teachers is one focus of this chapter.


Table 39: The provision of teachers: numbers of teachers and learner : teacher ratios

Table 39 shows the number of teachers and the learner : teacher ratio per region and per school phase. Some teachers in combined schools taught in both primary and secondary grades. To avoid double-counting, an estimate was made of their relative workloads in each phase, based on the range of grades that each teacher taught. This method may render errors in rounding the numbers of teachers per phase.

This table includes teachers in private schools and those hired by school boards in state schools, thus the ratios in regions with higher numbers of such teachers may be slightly more favourable than they would be if only teachers appointed by the Public Service were included. The average learner : teacher ratios for the Primary and Secondary phases are charted for the 14 regions in Figure 39.

There were some disparities in the provision of teachers per region and/or phase. The average learner : teacher ratios in the Primary phase differed substantially between regions, ranging from 22.6 in Zambezi to 31.1 in Kavango East. Lesser differences were observed in the Secondary learner : teacher ratios, ranging from 19.7 in Omusati to 24.9 in Kavango West.

Learner : teacher ratios are below the national standard of 40 and 35 learners per teacher for the Primary and Secondary phases respectively. This does not necessarily indicate failure to comply with the teacher : learner ratio policy, as several factors can hamper implementation of the policy, such as new schools being opened in remote areas, larger number of combined schools causing teachers to split across phases, lack of specialised teachers, and teacher loads per subject (especially in the Secondary phase). However, known cases of overstaffing across regions have not been fully addressed either.

RegionTeachers Approximate teachers per phase Teachers

w/o lessonsApproximate learner : teacher ratios

Total Females Males Primary Secondary Other Total Primary Secondary Other//Kharas 946 658 288 548 319 71 8 23.0 25.5 19.5 22.6Erongo 1,558 1,186 372 938 515 - 15 25.1 27.0 22.5 23.9Hardap 982 645 337 616 287 77 2 24.4 25.9 21.2 24.8Kavango East 1,972 1,014 958 1,247 602 112 11 28.4 31.1 24.3 24.0Kavango West 1,452 685 767 1,008 334 104 5 26.5 27.5 24.9 23.0Khomas 3,415 2,555 860 1,871 1,229 282 34 23.4 26.8 19.9 18.8Kunene 1,155 652 503 810 237 99 9 23.3 24.4 22.1 18.8Ohangwena 4,013 2,575 1,438 2,445 1,363 196 9 24.7 26.3 22.0 23.5Omaheke 861 546 315 582 213 55 11 24.9 26.1 23.7 21.7Omusati 4,087 2,740 1,347 2,440 1,433 205 9 23.2 24.5 19.7 33.2Oshana 2,248 1,598 650 1,227 894 124 3 23.0 24.9 20.6 22.8Oshikoto 2,921 1,907 1,014 1,735 990 194 2 22.8 24.4 20.6 20.6Otjozondjupa 1,665 1,147 518 1,059 484 111 12 26.1 28.7 21.6 23.8Zambezi 1,647 950 697 931 586 122 8 21.5 22.6 19.9 22.3National 28,922 18,858 10,064 17,456 9,487 1,752 138 24.3 26.1 21.6 23.1

Figure 39: Average learner : teacher ratios in the Primary and Secondary school phases


Table 40: Professional and academic qualifications of female and male teachers

Region Gender

Total – all teachers Teachers without formal teacher training

Teachers with formal teacher training

Total Less than Grade 12

Grade 12 or

1-2 years’ tertiary

More than 2 years’ tertiary


Grade 12 or




Grade 12 or

1-2 years' tertiary

More than 2 years' tertiary

//Kharas Total 946 13 232 701 198 9 181 8 748 4 51 693Females 658 12 182 464 154 9 140 5 504 3 42 459Males 288 1 50 237 44 0 41 3 244 1 9 234

Erongo Total 1,558 24 188 1,346 116 12 93 11 1,442 12 95 1,335Females 1,186 20 149 1,017 90 11 70 9 1,096 9 79 1,008Males 372 4 39 329 26 1 23 2 346 3 16 327

Hardap Total 982 22 200 760 169 14 141 14 813 8 59 746Females 645 21 155 469 128 13 109 6 517 8 46 463Males 337 1 45 291 41 1 32 8 296 0 13 283

Kavango East Total 1,972 56 387 1,529 324 32 280 12 1,648 24 107 1,517Females 1,014 26 249 739 204 15 183 6 810 11 66 733Males 958 30 138 790 120 17 97 6 838 13 41 784

Kavango West Total 1,452 80 368 1,004 366 55 300 11 1,086 25 68 993Females 685 37 227 421 225 27 194 4 460 10 33 417Males 767 43 141 583 141 28 106 7 626 15 35 576

Khomas Total 3,415 49 265 3,101 185 19 124 42 3,230 30 141 3,059Females 2,555 43 212 2,300 143 16 94 33 2,412 27 118 2,267Males 860 6 53 801 42 3 30 9 818 3 23 792

Kunene Total 1,155 39 314 802 236 20 205 11 919 19 109 791Females 652 30 222 400 167 15 146 6 485 15 76 394Males 503 9 92 402 69 5 59 5 434 4 33 397

Ohangwena Total 4,013 33 701 3,279 628 10 565 53 3,385 23 136 3,226Females 2,575 21 504 2,050 456 6 409 41 2,119 15 95 2,009Males 1,438 12 197 1,229 172 4 156 12 1,266 8 41 1,217

Omaheke Total 861 23 191 647 170 10 151 9 691 13 40 638Females 546 13 138 395 128 7 112 9 418 6 26 386Males 315 10 53 252 42 3 39 0 273 7 14 252


Table 40 is intended to provide the numbers of all teachers according to their qualifications and sex. Qualification profiles of Primary and Secondary teachers are reported in Tables 41 and 42 respectively. Teachers’ qualifications in the subjects they taught are recorded in Tables 43 and 44.

Teachers were requested in the Annual Education Census to state their academic and professional qualifications. So, for example, a teacher with a three-year tertiary teaching diploma would have indicated Grade 12 as her/his academic qualification and three years of tertiary education as her/his professional qualification. The professional education was combined with the academic qualification in Table 40.

Out of 28,922 teachers, 3,513 (2,541 female and 972 male) had no teaching qualification. This translates to 12.1% of all teachers (8.8% female and 3.4% male) having no teaching qualification. Looking at the gender perspective, 13.5% of all female teachers and 9.6% of all male teachers had no teaching qualification. Of all teachers, 25,409 (87.8%) had a teaching qualification of more than two years’ tertiary education, of whom about 56.4% were females.

Table 40 continued

Region Gender




Grade 12 or




Grade 12 or




Grade 12 or

1-2 years' tertiary

More than 2 years' tertiary

Omusati Total 4,087 50 468 3,569 312 4 286 22 3,775 46 182 3,547Females 2,740 38 358 2,344 233 4 214 15 2,507 34 144 2,329Males 1,347 12 110 1,225 79 0 72 7 1,268 12 38 1,218

Oshana Total 2,248 24 174 2,050 80 2 75 3 2,168 22 99 2,047Females 1,598 22 136 1,440 65 2 61 2 1,533 20 75 1,438Males 650 2 38 610 15 0 14 1 635 2 24 609

Oshikoto Total 2,921 26 569 2,326 479 7 443 29 2,442 19 126 2,297Females 1,907 19 436 1,452 372 6 346 20 1,535 13 90 1,432Males 1,014 7 133 874 107 1 97 9 907 6 36 865

Otjozondjupa Total 1,665 43 254 1,368 176 21 137 18 1,489 22 117 1,350Females 1,147 29 202 916 124 13 103 8 1,023 16 99 908Males 518 14 52 452 52 8 34 10 466 6 18 442

Zambezi Total 1,647 16 275 1,357 74 3 69 2 1,573 13 205 1,355Females 950 8 198 745 52 2 48 2 898 6 149 743Males 697 8 77 612 22 1 21 0 675 7 56 612

National Total 28,922 498 4,586 23,839 3,513 218 3,050 245 25,409 280 1,535 23,594Females 18,858 339 3,368 15,152 2,541 146 2,229 166 16,317 193 1,138 14,986Males 10,064 159 1,218 8,687 972 72 821 79 9,092 87 397 8,608


Table 41: Professional and academic qualifications of primary teachers

The distribution of teachers in the Primary phase is tabulated in Table 41. Teachers who taught in primary and secondary grades were allocated to the two phases according to ratios determined from the range of grades that they taught. This method may have resulted in minor rounding errors in the table. The percentage distributions of the different qualification categories in each region are shown graphically in Figure 41.

In 2016 there were still great disparities in the qualifications of Primary teachers across the regions. The region with the lowest proportion of adequately trained Primary teachers was Kunene, with only 66.6% of teachers having formal teacher training and at least three years’ tertiary education. The region with the highest proportion of adequately trained Primary teachers was Khomas, where 89.2% had formal teacher training and at least three years’ tertiary education. The other regions with the fewest adequately trained Primary teachers were Kunene and Kavango West with 67.1% and //Kharas with 70.2%.

Region




Grade 12 or 1-2 years’

tertiary




tertiary




tertiary


//Kharas 548 7 154 387 134 4 127 3 415 3 27 385Erongo 938 13 132 793 74 5 66 4 864 8 66 790Hardap 616 16 150 450 125 10 108 7 491 6 41 443Kavango East 1247 43 273 932 226 26 199 2 1021 17 74 930Kavango West 1008 68 260 680 267 47 216 4 741 21 44 676Khomas 1871 31 160 1680 105 16 78 12 1766 15 82 1668Kunene 810 28 236 546 178 16 155 7 632 12 81 539Ohangwena 2445 26 470 1950 421 5 381 35 2024 21 89 1915Omaheke 582 17 137 427 126 7 113 6 456 11 24 421Omusati 2440 40 288 2112 192 2 181 8 2248 38 107 2103Oshana 1227 18 128 1081 58 2 56 1 1168 16 72 1080Oshikoto 1735 23 375 1337 319 7 296 17 1417 16 80 1321Otjozondjupa 1059 32 183 844 125 17 100 8 934 15 83 836Zambezi 931 12 156 763 36 2 33 1 894 10 123 762National 17,456 373 3,101 13,982 2,387 165 2,109 112 15,069 208 991 13,870

Figure 41: Qualifications of primary teachers


Table 42: Professional and academic qualifications of secondary teachers

The distribution of teachers in the Secondary phase is tabulated in Table 42. Teachers who taught in primary and secondary grades were allocated to the two phases according to ratios determined from the range of grades that they taught. This method may have resulted in rounding errors in the table.

The percentage distributions of the different qualification categories in each region are shown graphically in Figure 42.

The disparities between regions in the qualifications of Secondary teachers were much smaller than for Primary teachers. Most Secondary teachers had at least three years’ tertiary education, which included teacher training. All regions ranged between 83.8% and 97.0% for qualified teachers, with the highest proportion in Oshana and the lowest proportion in Kavango West. A total of 6.5% of all Secondary teachers had no formal professional qualifications.

Figure 42: Qualifications of secondary teachers

Region





tertiary




tertiary




tertiary


//Kharas 319 0 35 284 30 0 24 6 289 0 10 279Erongo 515 0 26 490 22 0 15 8 493 0 11 482Hardap 287 1 24 262 26 1 18 7 261 0 6 255Kavango East 602 2 53 546 51 1 39 11 551 1 14 536Kavango West 334 2 46 286 39 0 33 6 295 2 13 280Khomas 1,229 0 54 1,174 58 0 31 28 1,170 0 23 1,147Kunene 237 0 21 216 19 0 15 4 218 0 6 212Ohangwena 1,363 2 143 1,218 130 1 114 15 1,233 0 30 1,203Omaheke 213 3 25 186 21 1 17 3 192 2 8 183Omusati 1,433 2 99 1,332 83 0 71 12 1,351 2 28 1,320Oshana 894 2 23 870 9 0 7 2 886 2 16 868Oshikoto 990 1 102 887 87 0 76 10 903 1 25 876Otjozondjupa 484 1 23 460 22 1 12 9 461 0 10 451Zambezi 586 1 44 542 17 0 16 1 570 1 28 541National 9,487 17 717 8,753 613 5 487 120 8,874 11 230 8,633


Table 43: Qualifications of teachers in the subjects they taughtThe numbers of teachers who taught different subjects in the ordinary grades (Grades 1-12) are recorded in Table 43. This table lists 98 subjects, which are taught in most of the schools.

Teachers reported the subjects they were teaching, and their qualification in each subject, as per the qualification category headings in this table.

A number of teachers in com-bined schools taught the same subject in the Primary and Sec-ondary phases. In such cases, the teacher was counted under the columns headed “Primary and Secondary”.

Some incorrect reporting and/or capturing of data may have occurred at the very detailed level of this information. Teachers who taught subjects which were not part of the national curriculum in either school phase may have been teaching in private schools or in schools catering for learners with special educational needs.

Although the desired teacher qua lifi cation is three or four years of tertiary education, a con si-derable number of teach ers in the Secondary phase had a qua-li fi cation lower than Grade 12.

Table 43 continues

Subject

Primary Primary and Secondary Secondary

TotalLess than

Grade 12

Grade 12

Grade 12 +

1 or 2 years

Grade 12 + 3

or more years

TotalLess than

Grade 12

Grade 12

Grade 12 +

1 or 2 years

Grade 12 + 3

or more years

TotalLess than

Grade 12

Grade 12

Grade 12 +

1 or 2 years

Grade 12 + 3

or more years

Accounting - - - - - 2 - 1 - 1 540 8 39 65 428Afrikaans 1st or Home Language 167 1 36 24 106 6 - - 1 5 61 2 4 4 51Afrikaans 2nd Language 479 22 111 69 277 21 1 4 4 12 260 4 41 50 165Agriculture 36 2 5 2 27 14 4 3 - 7 1,056 75 128 58 795Art and Design 1 - 1 - - - - - - - 19 2 2 4 11Art of Entertainment 1 - - - 1 - - - - - 13 3 5 1 4Arts (non-productive) 2,245 307 488 301 1,149 77 12 19 9 37 145 21 28 18 78Arts Appreciation 1 - 1 - - 1 - - - 1 5 - 2 - 3Arts in Culture 65 11 16 10 28 26 2 10 2 12 634 95 126 77 336Basic Information Science 943 154 219 116 454 102 18 30 16 38 688 107 188 80 313Basic Techniques 6 1 1 - 4 - - - - - 1 1 - - -Biology - - - - - 3 - - - 3 364 - 3 19 342Bricklaying and Plastering - - - - - - - - - - 2 - - - 2Business Studies - - - - - - - - - - 156 1 12 19 124Chemistry - - - - - - - - - - 3 - - - 3Communication and Deportment 3 1 - - 2 - - - - - 4 - - - 4Computer Literacy 192 29 34 49 80 28 3 - 9 16 100 16 14 24 46Computer Practice 4 1 - 2 1 - - - - - 3 - - - 3Computer Studies 15 3 2 3 7 3 - 1 - 2 114 2 9 28 75Craft and Technology 3 - - - 3 1 - - 1 -Design and Technology 225 40 41 31 113 11 1 1 - 9 57 3 4 6 44Development Studies - - - - - - - - - - 216 5 28 12 171Drama - - - - - - - - - - 1 - - - 1Economics 1 - - 1 - - - - - - 113 4 7 10 92Elementary Agriculture 1,716 244 405 137 930 7 - 2 1 4 12 2 1 1 8Engineering Maths 1 - 1 - - 1 - - - 1 1 - - - 1English 1st Language 191 2 26 28 135 10 - - 1 9 84 1 9 9 65English 2nd Language 2,727 32 462 240 1,993 305 2 40 19 244 1,567 7 109 105 1,346Enterpreneurship 1 - - - 1 4 1 1 1 1 1,202 80 200 120 802EnvironmentalStudies 135 9 36 21 69 - - - - - - - - - -Fashion and Fabrics - - - - - - - - - - 5 - 1 - 4Fitting and Turning 1 - - 1 - - - - - - - - - -French Foreign Language 6 - - 4 2 4 - - 1 3 20 - 1 3 16Functional Maths - - - - - - - - - 1 - - - 1General Science 1 - 1 - - - - - - - 4 - - - 4Geography 6 - 1 - 5 9 - 2 - 7 1,364 33 140 76 1,115German 1st or Home Language 17 1 - 2 14 4 - - - 4 18 1 - 1 16German 3rd or Foreign Language 10 - - 3 7 2 - - - 2 40 1 2 6 31Grade 1 class teaching 2,610 139 451 251 1,769 1 - - - 1 - - - - -Grade 2 class teaching 2,352 102 455 248 1,547 - - - - - - - - - -Grade 3 class teaching 2,232 98 405 223 1,506 - - - - - - - - - -Grade 4 class teaching 381 11 51 36 283 - - - - - - - - - -Grade 5 class teaching 37 2 6 3 26 - - - - - - - - - -Grade 6 class teaching 22 - 4 1 17 - - - - - - - - - -Grade 7 class teaching 17 - 8 - 9 - - - - - - - - - -Guidance - - - - - - 1 - 1 - -Hairdressing 1 - - - 1 - - - - - 2 - - - 2Handwriting 10 - 5 1 4 - - - - - - - - - -History 4 - 2 - 2 8 - 1 - 7 1,298 49 164 107 978


Table 43 continued

Subject

Primary Primary and Secondary Secondary

TotalLess than

Grade 12

Grade 12

Grade 12 +

1 or 2 years

Grade 12 + 3

or more years

TotalLess than

Grade 12

Grade 12

Grade 12 +

1 or 2 years

Grade 12 + 3

or more years

TotalLess than

Grade 12

Grade 12

Grade 12 +

1 or 2 years

Grade 12 + 3

or more years

Home Ecology 361 55 57 38 211 - - - - - 4 1 - 2 1Home Economics 1 - - - 1 - - - - - 75 3 5 3 64Integrated Performing Arts - - - - - - - - - 11 1 1 1 8Keyboard and Word Processing 2 - - 1 1 2 - - - 2 71 6 14 7 44Khoekhoegowab 193 29 47 20 97 8 1 1 1 5 66 3 10 5 48Languages 3 - 1 1 1 1 - - - - - - - - -Life Science 21 1 6 1 13 13 1 4 1 7 1,433 31 132 89 1,181Life Skills 965 137 276 133 419 432 36 86 71 239 429 40 87 69 233Lower Primary 51 2 19 8 22 - - - - - - - - - -Mathematics 2,839 91 342 268 2,138 234 3 11 20 200 1,539 9 73 95 1,362Metalwork 1 - - 1 - 1 - - - 1 - - - - -Natural Economy 1 - 1 - - - - - - - - - - -Natural Science and Health Education 2,959 134 459 266 2,100 6 - 1 2 3 9 1 1 1 6Needlework and Clothing 3 - - - 3 - - - - - 21 1 2 2 16Office Administration and Keyboard - - - - - - - - - - 19 1 3 2 13Oshikwanyama 550 20 176 39 315 90 2 27 8 53 289 3 40 23 223Oshindonga 773 24 159 77 513 157 1 24 15 117 433 2 35 25 371Otjiherero 178 13 38 17 110 10 1 1 2 6 81 2 9 8 62PerformingArts 1 - - - 1 1 - - - 1 8 1 2 - 5Physical Education and Health Awareness 15 - 3 1 11 10 1 3 - 6Physical Education 1,979 189 457 228 1,105 193 24 43 17 109 882 104 214 93 471Physical Science 11 1 5 - 5 12 - 3 1 8 1,425 13 106 104 1,202Physics 5 - 1 1 3 2 - - - 2Plumbing and Sheetmetal Work - - - - - - - - - - 3 1 - - 2Portuguese 1 - 1 - - 2 - - 1 1 15 1 1 4 9Pre-Primary Class Teaching 14 4 1 3 6 - - - - - - - - - -Religious and Moral Education 1,836 302 468 255 811 182 30 62 15 75 710 150 170 85 305Religious Studies 5 - - - 5 1 - - - 1 2 - 1 1 -Remedial Teaching 20 - 5 2 13 3 - - - 3 1 - - - 1Rukwangali 162 5 34 4 119 12 - 2 1 9 75 - 5 7 63Rumanyo(Rugciriku) 81 4 25 3 49 16 - 3 1 12 30 1 2 - 27Salon Science - - - - - - - - - - 1 - - - 1School Art 4 2 1 1 - - - - - - 4 1 - - 3School Music 5 - - 1 4 2 - - - - - - - -Sciences 3 - - 1 2 - - - - - - - -Setswana 11 - 4 1 6 1 - 1 - - 5 - 2 1 2Sign Language 8 - 1 1 6 3 1 1 - 1 11 - 1 2 8Silozi 130 3 16 24 87 20 - 1 3 16 77 1 7 15 54Snelskrif - - - - - - - - - - 1 - - - 1Social Sciences 33 1 8 3 21 - - - - - - - - -Social Studies 2,593 185 435 239 1,734 4 - 1 1 2 9 - 2 2 5Special Education 16 1 - 2 13 - - - - 1 - - 1 -Specialised Education or Handicapped - - - - - 2 - - - 2 - - - - -Technical Drawing - - - - - - - - - 2 - - - 2Thimbukushu 36 2 8 1 25 1 - - - 1 18 - - 1 17Tourism - - - - - - - - - - 11 - 5 4 2Typing or Typing and Office Administration - - - - - - - - - - 1 - - - 1Visual Arts - - - - - 2 1 - - 1 20 1 2 4 13Woodwork 1 - - - 1 - - - - - - - - - -


Table 44: Ages and professional and academic qualifications of teachers

Table 44 shows the numbers of teachers in different age groups per qualification category, and the average ages of the teachers in each of these categories. The ages of individual teachers were determined as at 31 August 2016, and expressed as full completed years. So, for example, a teacher born on 1 November 1972, who was 43 years and 8 months old on 1 September 2016, was entered into the calculations as 45 years of age.

There were 25,409 teachers with formal training and 3,513 without. Therefore, the overall age distribution was determined mainly by teachers with teacher training. Teachers without teacher training were on average 6 years younger than those with teacher training. In both of these groups, teachers with qualifications lower than Grade 12 were older than their colleagues with higher qualifications.

Figure 44 shows the age distributions of teachers in different qualification categories. It should be noted that the scales of the two charts differ. The age distributions for teachers without (top chart) and with (bottom chart) teacher training differed significantly. Among the teachers without teacher training, the distribution of those with a qualification lower than Grade 12 peaks at age groups 50-54 and 55-59. Age group 25-29 had the next highest number, which can be attributed to Grade 12 matriculants who went on to teach without a formal qualification.

Teachers with three or more years of tertiary education constitute the largest group among teachers with teacher training. Most of these teachers were between 25 and 59 years of age. Teachers with lower qualifications in this group have broad age distributions extending well into the higher age groups.

Figure 44: Ages and qualifications of teachersTeachers without teacher training

Teachers with teacher training

Age group

Total – all teachers Teachers without formal teacher training Teachers with formal teacher training


Grade 12 or 1-2 years'

tertiary




tertiary




tertiary


Total 28,922 498 4,585 23,839 3,513 218 3,050 245 25,409 280 1,535 23,594Less than 20 60 0 57 3 55 0 55 0 5 0 2 320 - 24 2,077 26 1,094 957 968 17 905 46 1,109 9 189 91125 - 29 4,864 49 1,481 3,334 1,298 31 1,163 104 3,566 18 318 3,23030 - 34 4,763 39 671 4,053 511 23 441 47 4,252 16 230 4,00635 - 39 3,925 29 431 3,465 280 16 249 15 3,645 13 182 3,45040 - 44 3,273 36 250 2,987 148 24 118 6 3,125 12 132 2,98145 - 49 3,644 69 214 3,361 111 29 68 14 3,533 40 146 3,34750 - 54 3,740 111 216 3,413 62 32 24 6 3,678 79 192 3,40755 - 59 2,166 129 128 1,909 65 44 18 3 2,101 85 110 1,90660 or older 410 10 43 357 15 2 9 4 395 8 34 353Average Age 39.6 46.3 32.0 40.9 30.0 43.0 28.9 31.2 40.9 48.9 38.1 41.0


Table 45: Attrition rates of teachers from 2014 to 2015

Region




tertiary




tertiary




tertiary


//Kharas 14.3% 0.4% 0.5% 13.3% 15.5% 0.5% 1.7% 13.3% 15.3% 0.2% 1.7% 13.3%Erongo 13.3% 0.1% 1.1% 12.0% 40.1% 0.2% 6.6% 33.3% 14.3% 0.1% 2.5% 11.7%Hardap 14.0% 0.2% 0.7% 13.0% 25.3% 0.1% 4.1% 21.1% 15.1% 0.4% 2.0% 12.8%Kavango East 8.2% 0.2% 0.4% 7.7% 38.2% 0.1% 3.1% 35.0% 8.7% 0.2% 1.2% 7.3%Kavango West 11.9% 0.1% 0.4% 11.4% 29.5% 0.1% 0.8% 28.6% 13.3% 0.3% 1.7% 11.3%Khomas 13.1% 0.1% 1.5% 11.5% 20.3% 0.2% 5.1% 15.0% 14.4% 0.1% 2.9% 11.4%Kunene 13.3% 0.1% 0.3% 12.8% 19.2% 0.1% 1.0% 18.2% 14.0% 0.1% 1.1% 12.8%Ohangwena 8.3% 0.2% 0.4% 7.6% 24.4% 0.4% 3.2% 20.8% 9.7% 0.1% 2.2% 7.3%Omaheke 10.5% 0.2% 0.4% 9.9% 36.8% 0.3% 3.2% 33.3% 11.4% 0.2% 1.8% 9.4%Omusati 9.9% 0.1% 0.8% 9.0% 40.9% 0.0% 6.0% 34.9% 10.7% 0.1% 1.9% 8.7%Oshana 8.2% 0.1% 0.8% 7.3% 46.2% 0.0% 3.3% 42.9% 8.9% 0.1% 1.7% 7.2%Oshikoto 8.9% 0.1% 0.4% 8.3% 22.9% 0.2% 2.7% 20.0% 9.8% 0.1% 1.6% 8.1%Otjozondjupa 10.6% 0.1% 0.6% 9.9% 31.8% 0.2% 3.0% 28.6% 11.2% 0.1% 1.4% 9.7%Zambezi 8.2% 0.2% 0.5% 7.5% 27.1% 0.3% 1.8% 25.0% 8.3% 0.2% 0.7% 7.4%National 10.9% 0.2% 0.6% 10.1% 29.9% 0.2% 3.2% 26.4% 11.8% 0.2% 1.7% 9.9%

Figure 45: Total attrition rates of teachers in the regionsAttrition rates of teachers are defined as the percentage of teaching staff in 2015 who left the teaching profession by 2016.

Estimated attrition rates of teachers are reported in Table 45. These numbers were calculated by searching for teachers who were no longer at the school where they had been teaching in 2015, by looking for the identification or salary numbers in all other schools. This method is likely to render estimates which are too high, but they are reported nonetheless, since the more comprehensive data needed for accurately calculating these rates was unavailable.


Table 46: Transfer rates of teachers from 2014 to 2015

Region




tertiary




tertiary




tertiary


//Kharas 0.8% 0.0% 4.1% 1.0% 0.0% 0.0% 0.0% 0.0% 0.9% 0.0% 13.5% 1.0%Erongo 0.5% 0.0% 5.1% 0.5% 0.0% 0.0% 0.0% 0.0% 0.6% 0.0% 11.3% 0.5%Hardap 0.3% 0.0% 2.0% 0.4% 0.0% 0.0% 0.0% 0.0% 0.4% 0.0% 6.1% 0.4%Kavango East 0.3% 0.0% 0.3% 0.1% 1.1% 0.0% 0.0% 0.0% 0.2% 0.0% 1.1% 0.1%Kavango West 0.1% 0.0% 0.0% 0.0% 0.3% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%Khomas 0.8% 0.0% 9.3% 0.7% 1.1% 0.0% 1.7% 5.0% 0.8% 0.0% 16.7% 0.7%Kunene 0.7% 0.0% 1.0% 0.4% 1.3% 0.0% 0.5% 9.1% 0.6% 0.0% 2.2% 0.3%Ohangwena 0.2% 0.0% 0.3% 0.1% 0.9% 0.0% 0.0% 0.0% 0.1% 0.0% 1.9% 0.1%Omaheke 0.4% 0.0% 0.6% 0.2% 1.3% 0.0% 0.0% 0.0% 0.2% 0.0% 3.0% 0.2%Omusati 0.1% 0.0% 0.7% 0.1% 0.0% 0.0% 0.0% 0.0% 0.1% 0.0% 1.9% 0.1%Oshana 0.5% 0.0% 1.7% 0.1% 9.0% 0.0% 1.1% 14.3% 0.1% 0.0% 2.2% 0.1%Oshikoto 0.3% 0.0% 1.1% 0.2% 0.8% 0.0% 0.0% 0.0% 0.3% 0.0% 4.4% 0.2%Otjozondjupa 0.1% 0.0% 0.0% 0.0% 0.6% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%Zambezi 0.2% 0.0% 1.4% 0.2% 0.0% 0.0% 0.0% 0.0% 0.2% 0.0% 2.0% 0.2%National 0.4% 0.0% 1.6% 0.3% 0.9% 0.0% 0.2% 1.2% 0.3% 0.0% 4.4% 0.2%

Figure 46: Total transfer rates of teachers in the regionsTransfer rates of teachers are defined as the percentage of teaching staff in 2015 who were teaching at a different school in 2016.

Estimated transfer rates of teachers are reported in Table 46. These numbers are calculated by searching for teachers who were no longer at the school where they had been teaching in 2015, by looking for their identification or salary numbers in all other schools. This method is likely to render estimates which are too low, but they are reported nonetheless, since the more comprehensive data needed for accurately calculating these rates was unavailable. The introduction of the unique salary reference number was supposed to have improved the data for calculating the transfer rates, but this improvement was limited by cases of wrong or unavailable salary reference numbers (private schools), or discrepancies in dates of birth, or different identification methods being used in different years.


Table 47: Changes in the numbers of teachers and their professional qualifications from 2009 to 2015 Table 47 shows the changes in the number of teachers according to their qualifications. The first of the three sets of rows includes all teachers irrespective of whether or not they had formal teacher training. The second set of rows shows the numbers of teachers who had no formal teacher training, and the third set shows the numbers with formal teacher training.

The average annual growth rate over any number of years is calculated by comparing the number of teachers in the first and last years.

The total number of teachers increased by an average of 4.6% annually. The change towards a better-qualified teaching force is reflected by the growth rates in the levels of qualification: the number of teachers with a lower-than-desired qualification decreased over the years, while the number of teachers with the desired qualification of at least three years’ tertiary education increased by 4.0% from 2015 to 2016.

Figure 47a shows the consistent decrease in the number of teachers without any teacher training and a with qualification lower than Grade 12. Very few teachers had three years’ tertiary education but no teacher training.

The growth in the number of teachers with teacher training is shown in Figure 47b. In this category, the number of teachers with a qualification lower than Grade 12 decreased consistently. The number of teachers with Grade 12 or Grade 12 plus one or two years’ tertiary decreased slightly. The number of teachers with the desired qualification had the highest growth rate.

Figure 47a: Changes in the numbers of teachers without formal teacher training

Figure 47b: Changes in the numbers of teachers with formal teacher training

QualificationYear Average

annual growth rate 2010-2016

Percentage change

2015-20162010 2011 2012 2013 2014 2015 2016

Total – all teachersTotal 22,072 23,039 24,660 26,012 26,749 27,990 28,922 4.6% 3.3%Less than Grade 12 919 774 724 733 623 582 498 -9.7% -14.4%

Grade 12 or Grade 12 plus 1 or 2 years’ tertiary 2,919 2,884 3,365 2,727 3,436 3,843 4,585 7.8% 19.3%

Grade 12 plus 3 or more years’ tertiary 18,234 19,381 20,571 22,552 22,690 23,566 23,839 4.6% 1.2%

Teachers without teacher trainingTotal 721 749 1,207 2,070 2,567 3,135 4,063 33.4% 29.6%Less than Grade 12 240 227 225 344 276 243 213 -2.0% -12.3%

Grade 12 or Grade 12 plus 1 or 2 years’ tertiary 380 430 863 1,536 2,103 2,569 2,920 40.5% 13.7%

Grade 12 plus 3 or more years’ tertiary 101 92 119 190 188 323 930 44.8% 187.9%

Teachers with teacher trainingTotal 21,351 22,290 23,453 23,942 24,182 24,855 24,859 2.6% 0.0%Less than Grade 12 679 547 499 389 347 338 285 -13.5% -15.7%

Grade 12 or Grade 12 plus 1 or 2 years’ tertiary 2,539 2,454 2,502 1,191 1,333 1,274 1,665 -6.8% 30.7%

Grade 12 plus 3 or more years’ tertiary 18,133 19,289 20,452 22,362 22,502 23,243 22,909 4.0% -1.4%


Table 48: Percentages of primary and secondary teachers qualified to teach from 2009 to 2015

Region GenderPrimary Secondary

2010 2011 2012 2013 2014 2015 2016 2010 2011 2012 2013 2014 2015 2016//Karas Total 70.6% 73.5% 69.3% 72.8% 96.8% 74.2% 66.7% 89.7% 90.8% 89.2% 90.2% 99.1% 85.2% 87.4%

Females 65.3% 68.1% 65.4% 68.7% 99% 73.9% 65.0% 88.4% 89.8% 89.6% 90.6% 98.9% 83.1% 84.6%Males 86.8% 89.9% 81.1% 85.2% 93% 75.2% 71.8% 91.4% 91.8% 88.7% 89.7% 99.6% 88.3% 91.3%

Erongo Total 82.6% 83.5% 83.7% 87.9% 94.3% 86.9% 81.9% 94.9% 95.9% 94.4% 95.4% 97.9% 95.3% 93.6%Females 83.3% 83.5% 83.5% 87.7% 97.6% 87.1% 81.6% 95.1% 96.9% 95.0% 96.0% 97.6% 96.2% 94.5%Males 80.1% 83.6% 84.6% 88.8% 96.1% 85.9% 83.4% 94.5% 94.5% 93.5% 94.5% 98.3% 93.8% 92.0%

Hardap Total 81.4% 81.0% 79.6% 83.6% 99.1% 76.0% 70.9% 95.2% 96.7% 93.1% 94.1% 99% 91.3% 88.6%Females 78.1% 78.9% 76.5% 80.3% 98.6% 72.4% 67.1% 96.6% 98.2% 93.7% 94.7% 99.4% 91.2% 89.4%Males 88.8% 85.5% 86.7% 91.0% 99.2% 83.6% 80.7% 93.9% 95.4% 92.5% 93.5% 98.6% 91.4% 87.9%

Kavango East Total 0.0% 0.0% 0.0% 0.0% 100% 76.2% 72.3% 0.0% 0.0% 0.0% 0.0% 99.3% 89.4% 88.9%Females 0.0% 0.0% 0.0% 0.0% 100% 75.9% 69.2% 0.0% 0.0% 0.0% 0.0% 99.7% 86.9% 86.7%Males 0.0% 0.0% 0.0% 0.0% 100% 76.5% 76.5% 0.0% 0.0% 0.0% 0.0% 99% 90.7% 90.1%

Kavango West Total 0.0% 0.0% 0.0% 0.0% 97.5% 69.8% 64.2% 0.0% 0.0% 0.0% 0.0% 99.3% 86.7% 83.6%Females 0.0% 0.0% 0.0% 0.0% 98.5% 68.0% 57.7% 0.0% 0.0% 0.0% 0.0% 99.4% 81.7% 78.6%Males 0.0% 0.0% 0.0% 0.0% 95.4% 71.4% 70.7% 0.0% 0.0% 0.0% 0.0% 99.1% 89.2% 86.1%

Khomas Total 89.5% 89.6% 89.3% 93.8% 98.8% 89.6% 87.6% 94.8% 93.5% 93.5% 94.5% 99.7% 94.9% 93.4%Females 89.1% 89.1% 89.0% 93.5% 96.4% 89.7% 86.8% 94.3% 94.1% 93.8% 94.8% 99.3% 94.9% 93.2%Males 90.9% 91.4% 90.4% 94.9% 100% 89.1% 90.9% 95.8% 92.4% 92.9% 93.9% 100% 94.8% 93.6%

Kunene Total 77.7% 74.7% 70.7% 74.2% 90.9% 68.2% 63.4% 93.1% 91.6% 91.8% 92.8% 84.3% 89.6% 89.3%Females 74.7% 68.7% 64.3% 67.5% 89.9% 66.1% 56.1% 87.6% 89.8% 92.4% 93.4% 83.7% 84.6% 85.8%Males 81.3% 82.6% 79.5% 83.5% 92% 70.8% 74.1% 96.9% 92.7% 91.4% 92.4% 85.5% 93.2% 91.8%

Ohangwena Total 79.3% 81.8% 79.0% 83.0% 98.8% 79.9% 77.6% 93.8% 94.5% 93.4% 94.4% 99.2% 89.6% 88.3%Females 75.9% 78.3% 76.7% 80.5% 98.4% 78.6% 76.3% 93.3% 93.7% 92.8% 93.8% 99% 88.6% 87.1%Males 86.1% 88.7% 83.7% 87.9% 99.2% 82.8% 80.6% 94.3% 95.2% 94.0% 95.0% 99.5% 90.5% 89.5%

Omaheke Total 71.3% 73.7% 73.2% 76.9% 93.5% 72.9% 70.6% 93.2% 94.8% 95.7% 96.7% 99.5% 86.9% 85.7%Females 70.3% 72.5% 70.4% 73.9% 89.8% 71.4% 67.9% 94.0% 92.9% 95.2% 96.2% 99.4% 88.5% 84.3%Males 73.4% 76.3% 79.7% 83.7% 100% 76.2% 76.3% 92.6% 96.3% 96.1% 97.1% 99.5% 85.3% 87.0%

Omusati Total 68.0% 72.4% 74.5% 78.2% 98.9% 85.9% 85.4% 90.7% 93.0% 92.7% 93.7% 99.8% 92.2% 92.0%Females 65.0% 69.5% 72.3% 75.9% 98.2% 85.2% 85.0% 89.8% 92.9% 92.1% 93.1% 99.9% 90.3% 89.7%Males 76.4% 80.3% 80.3% 84.3% 99.8% 87.5% 86.5% 91.6% 93.2% 93.4% 94.4% 99.7% 94.6% 94.7%

Oshana Total 70.8% 76.4% 79.0% 83.0% 100% 87.0% 0.88% 91.6% 92.9% 94.4% 95.4% 99.9% 97.2% 97.0%Females 69.3% 74.7% 77.2% 81.1% 100% 87.4% 0.87% 92.4% 93.3% 95.0% 96.0% 100% 97.2% 96.8%Males 75.7% 82.1% 84.4% 88.6% 100% 85.9% 0.90% 90.5% 92.4% 93.5% 94.5% 99.8% 97.1% 97.4%


Table 48 continued

Figure 48: Percentages of primary and secondary teachers qualified to teachTeachers with teacher training and a qualification equivalent to at least three years’ tertiary education are deemed qualified to teach. The percentages of teachers who met these criteria in the years 2010-2016 are reported in Table 48. A distinction is made between teachers in the Primary phase and teachers in the Secondary phase. Those who taught grades in both phases were allocated pro rata to the two phases, based on the range of grades that they taught.

The percentage of Primary teachers qualified to teach grew during the period 2010-2016 from 76.8% to 77.6%, but was much lower than the equivalent percentage of Secondary teachers. To date, 22.4% of the Primary teachers were still not qualified to teach, and about 10.0% of the Secondary teachers were not qualified to teach. The percentage of qualified teachers dropped from 2014 to 2015 and 2016, possibly due to higher-education constraints.

The percentage of teachers qualified to teach in the Primary phase was slightly higher for males, with a few exceptions in some regions. Although the gap between female and male teachers in both phases has narrowed over the last few years, it remains high in some regions. The high number (percentage) of unqualified female teachers in Primary is probably attributable to a high number of pre-primary teachers, the majority of whom are women with a Grade 12 or lower qualification.

Secondary teachers

Primary teachers

Region GenderPrimary Secondary

2010 2011 2012 2013 2014 2015 2016 2010 2011 2012 2013 2014 2015 2016Oshikoto Total 75.7% 78.9% 79.1% 83.1% 97.3% 78.9% 74.4% 91.7% 92.8% 93.1% 94.1% 98.5% 90.0% 88.6%

Females 72.7% 76.8% 77.0% 80.9% 95.9% 77.1% 71.9% 92.4% 95.2% 93.7% 94.7% 98.6% 89.4% 85.8%Males 81.7% 82.8% 83.1% 87.3% 98.5% 82.7% 80.4% 90.9% 90.4% 92.5% 93.5% 98.4% 90.7% 91.7%

Otjozondjupa Total 72.8% 75.0% 78.1% 82.0% 95.5% 80.2% 76.6% 87.2% 88.0% 89.2% 90.2% 99.3% 93.8% 93.1%Females 75.8% 77.2% 77.3% 81.2% 94% 80.6% 75.2% 89.4% 91.0% 89.6% 90.6% 99.5% 95.7% 93.4%Males 65.9% 69.8% 80.1% 84.1% 96.9% 79.0% 80.3% 85.0% 84.9% 88.7% 89.7% 98.7% 91.4% 92.7%

Zambezi Total 78.6% 81.9% 82.7% 86.8% 99.5% 85.9% 78.5% 92.0% 93.7% 92.7% 93.7% 99.7% 94.6% 92.3%Females 80.4% 82.3% 82.0% 86.1% 98.8% 84.6% 76.5% 92.0% 94.8% 92.1% 93.1% 99.8% 94.1% 90.9%Males 75.5% 81.3% 83.9% 88.1% 99.9% 88.4% 82.5% 92.0% 93.0% 93.4% 94.4% 99.5% 94.9% 93.1%

National Total 76.8% 78.7% 77.8% 81.7% 97.2% 81.0% 77.6% 92.9% 93.7% 93.2% 94.2% 98.2% 92.0% 91.0%Females 76.1% 77.8% 76.7% 80.5% 96.8% 80.8% 76.4% 93.4% 94.1% 93.2% 94.2% 98.2% 91.6% 90.1%Males 78.3% 80.7% 80.3% 84.3% 97.9% 81.2% 80.5% 92.4% 93.2% 93.2% 94.2% 98.2% 92.5% 92.0%


Table 49: Numbers of teachers from 2009 to 2015

Table 49 shows that the total number of teachers increased annually in the period 2010 to 2016. Different regions had varying numbers.

The annual growth rate of teachers from 2010 to 2016 is 4.6%, as shown in Figure 49.

Please note that the figures for Kavango West for the years 2010 to 2013 represent the former Kavango Region, therefore the drop seen in that region is artificial.

Figure 49:Numbers of teachers between 2009 and 2015

RegionYear Average annual

growth rate 2010-2016

Percentage change

2015-20162010 2011 2012 2013 2014 2015 2016//Kharas 732 770 826 885 887 919 946 4.4% 7.1%Erongo 1,087 1,181 1,280 1,359 1,375 1,469 1,558 6.2% 6.2%Hardap 786 808 845 899 938 947 982 3.8% 6.4%Kavango East - - - - 1,803 1,929 1,972 - -Kavango West 2,589 2,629 2,876 3,033 1,361 1,417 1,452 -9.2% 5.5%Khomas 2,713 2,856 2,983 3,109 3,206 3,322 3,415 3.9% 4.2%Kunene 695 746 838 947 1,001 1,130 1,155 8.8% 13.0%Ohangwena 3,103 3,202 3,421 3,588 3,671 3,843 4,013 4.4% 4.9%Omaheke 589 610 706 758 784 820 861 6.5% 7.4%Omusati 3,347 3,472 3,632 3,779 3,847 3,957 4,087 3.4% 4.0%Oshana 1,970 2,039 2,137 2,253 2,250 2,297 2,248 2.2% 5.4%Oshikoto 2,128 2,203 2,407 2,518 2,602 2,730 2,921 5.4% 4.6%Otjozondjupa 1,189 1,252 1,315 1,425 1,478 1,565 1,665 5.8% 8.4%Zambezi 1,144 1,271 1,394 1,468 1,546 1,603 1,647 6.3% 5.3%National 22,072 23,039 24,660 26,021 26,749 27,948 28,922 4.6% 5.5%


Table 50: Learner : teacher ratios from 2009 to 2015

RegionAll schools and teachers Schools staffed by the State and State-appointed teachers

2010 2011 2012 2013 2014 2015 2016 2010 2011 2012 2013 2014 2015 2016//Kharas 22.0 22.7 24.3 23.3 23.2 23.1 23.0 27.9 27.2 25.9 25.6 24.8 24.7 22.5Erongo 23.9 22.4 25.1 24.9 24.8 24.9 25.1 29.2 28.3 27.2 28.3 27.0 27.2 25.3Hardap 24.8 23.0 25.9 24.9 24.3 24.6 24.4 27.1 27.0 26.2 25.5 24.7 25.1 24.9Kavango East - - - - 27.4 27.6 28.4 - - - - 28.1 28.2 28.9Kavango West 27.2 27.2 26.9 27.3 25.8 25.6 26.5 28.1 28.2 27.3 27.9 26.3 25.4 26.3Khomas 21.8 21.3 24.6 24.4 24.5 24.5 23.4 28.3 28.2 27.4 28.1 27.2 27.2 23.7Kunene 25.7 24.7 24.3 23.4 23.2 22.9 23.3 27.1 25.9 24.4 23.5 23.4 23.3 23.4Ohangwena 28.1 27.8 26.5 25.5 25.4 24.9 24.7 28.5 28.3 26.5 25.5 25.3 24.9 24.5Omaheke 23.2 23.8 26.0 25.7 25.6 25.3 24.9 27.9 28.6 26.4 26.0 25.9 25.7 23.1Omusati 25.5 24.5 23.8 23.1 22.8 22.4 23.2 25.9 25.0 23.8 23.3 22.8 22.5 23.0Oshana 25.4 24.4 23.7 22.9 22.7 22.6 23.0 26.5 25.4 24.0 23.3 22.9 22.8 23.0Oshikoto 26.5 25.8 25.1 24.6 24.1 23.6 22.8 27.8 27.2 25.4 25.2 24.4 23.9 22.3Otjozondjupa 26.1 25.9 27.6 27.0 26.9 26.6 26.1 29.6 29.1 28.6 28.4 27.8 27.5 27.1Zambezi 23.9 24.8 21.4 21.1 20.8 20.9 21.5 24.9 22.8 21.5 21.9 21.0 21.0 20.9National 25.4 24.8 25.1 24.5 24.3 24.1 24.1 27.5 27.0 25.7 25.5 24.9 24.7 24.1

Learner : teacher ratios were calculated in two different ways in Table 50. In the left part of the table, the ratios were calculated by dividing the total enrolment in each region by the total number of teachers in the region. On the right, the ratios were calculated to indicate State teaching staff contribution. The total enrolment in schools staffed by the State was divided by the number of teachers appointed by the State in each region. Teachers in a number of private schools, typically church and farm schools, were appointed by the State. Such schools are included in the right part of the table.

Figure 50 shows the learner : teacher ratios in schools staffed by the State, i.e. the ratios in the right part of Table 50.

All regions have recorded a slight decrease in their learner : teacher ratios between 2010 and 2016. Regarding all teachers and learners in 2016, Kavango East had the highest ratio and Zambezi the lowest, also if the State and State-appointed teachers are taken into consideration. The discrepancy between regions further narrowed a great deal in 2016.

Figure 50: Learner : teacher ratios in schools staffed by the State

The figures for Kavango West from 2009 to 2013 represent the former Kavango Region (which was split into two regions in August 2013).

Chapter 6: PHYSICAL FACILITIES 67

Chapter 6: PHYSICAL FACILITIESChapter 6 provides information on school buildings, available facilities and the basic

services, i.e. water supply, sanitation facilities, electricity and telephones.

The structural types of school build-ings are important to consider when using statistics on physical facilities. Large numbers of schools in Namibia were founded and initially built by parents who constructed “traditional” classrooms using materials readily/locally available to them – normally poles, mud, thatch and/or corrugated iron. Government at times provided “prefabricated” buildings, often con-structed from asbestos sheets, to build as many classrooms as possible within the available budget, or to speed up the building programme. However, most buildings are “permanent”, built predominantly from brick and mortar. In exceptional cases, buildings not belonging to a school are used regularly for teaching, and these are categorised as “hired” structures.

In the Annual Education Census, schools report the number of individual toilet units or spaces, and indicate whether or not they had a water supply, electricity and a telephone service. Considerable proportions of schools in Namibia do not have one or more of these basic facilities and services.

Availability of housing for teachers has often been cited as a requirement for attracting qualified teachers to rural schools. Some information on teachers’ housing has been included in this chapter. The Ministry has plans to provide more teachers’ housing in the current Medium-Term Expenditure Framework.

It is ministerial policy to eliminate the overcrowding of classrooms, replace “traditional” structures, and provide sanitary facilities and the basic services at all schools. The large shortages in basic facilities seem to have impeded substantial progress in the provision of teachers’ housing.


Table 51: Numbers and structural types of teaching facilities

Region

Class-room Laboratory Computer Room Specialist Room Workshop

Total

Permanent

Prefabricated

Traditional

Hired

Total

Permanent

Prefabricated

Traditional

Hired

Total

Permanent

Prefabricated

Traditional

Hired

Total

Permanent

Prefabricated

Traditional

Hired

Total

Permanent

Prefabricated

Traditional

Hired

//Kharas 818 678 116 2 22 31 30 1 - - 51 48 3 - - 26 21 1 4 - 13 12 1 - -Erongo 1,260 1,167 76 6 11 50 49 1 - - 44 42 2 - - 37 34 1 2 - 17 17 - - -Hardap 876 801 73 - 2 33 30 3 - - 43 41 2 - - 18 16 1 1 - 23 23 - - -Kavango East 1,584 1,386 58 129 11 35 35 - - - 29 28 - 1 - 25 12 2 11 - 7 7 - - -Kavango West 1,239 957 60 210 12 19 19 - - - 16 14 1 1 - 10 3 - 7 - 1 1 - - -Khomas 2,865 2,626 228 4 7 103 103 - - - 126 126 - - - 94 91 1 - 2 58 57 - - 1Kunene 797 706 41 32 18 15 14 1 - - 20 20 - - - 16 5 - 11 - 5 5 - - -Ohangwena 3,464 2,720 231 484 29 50 49 - 1 - 42 39 - 3 - 19 8 - 11 - 5 3 - 2 -Omaheke 753 654 55 13 31 19 19 - - - 19 19 - - - 21 18 1 2 - 3 3 - - -Omusati 3,505 3,000 238 255 12 78 76 2 - - 38 36 1 1 - 45 20 1 23 1 12 10 - 2 -Oshana 2,065 1,897 72 65 31 49 48 - - 1 37 34 - 2 1 28 19 - 9 - 7 6 - 1 -Oshikoto 2,600 2,087 92 416 5 47 46 - 1 - 43 42 - 1 - 19 13 - 6 - 6 5 - 1 -Otjozondjupa 1,385 1,271 82 10 22 45 44 1 - - 45 44 - - 1 24 19 2 3 - 10 10 - - -Zambezi 1,179 1,036 23 114 6 21 21 - - - 15 13 - 2 - 4 1 - 3 - - - - - -National 24,390 20,986 1,445 1,740 219 595 583 9 2 1 568 546 9 11 2 386 280 10 93 3 167 159 1 6 1

The numbers of teaching rooms in which groups of learners can be accommodated are reported in Table 51. In addition, as reported in Table 52, there are teaching rooms suitable for accommodating only very small groups, and there are outdoor areas routinely used for accommodating learners.

The different types of structures are classified as permanent, prefabricated and traditional. Rooms not belonging to schools, but used on a daily basis, are grouped under “Hired”. Permanent structures are normally buildings constructed from bricks. Prefabricated structures are often made of asbestos sheets. Traditional structures are constructed with materials such as poles, mud, thatch or corrugated iron, and tents.

Note should be taken that a further differentiation and categorisation of rooms was done in 2011, differentiating specialised rooms from ordinary classrooms.


Table 52: Numbers and structural types of facilities for general use

Region

Small Rooms School Halls / Gymnasiums Resource Rooms (libraries etc.) Storerooms

Outdoor Teaching

AreasTotal

Permanent

Prefabricated

Traditional

Hired

Total

Permanent

Prefabricated

Traditional

Hired

Total

Permanent

Prefabricated

Traditional

Hired

Total

Permanent

Prefabricated

Traditional

Hired

//Kharas 17 16 1 - - 20 18 2 - - 32 29 2 - 1 234 211 16 4 3 12Erongo 52 40 12 - - 34 34 - - - 46 45 1 - - 260 243 11 5 1 -Hardap 24 24 - - - 25 24 1 - - 40 38 2 - - 150 142 6 2 - 6Kavango East 13 12 - 1 - 10 10 - - - 42 42 - - - 361 354 2 5 - 21Kavango West 14 4 1 8 1 3 3 - - - 29 29 - - - 301 278 5 18 - 20Khomas 101 99 1 - 1 78 75 - 2 1 104 104 - - - 652 640 10 - 2 1Kunene 8 5 2 - 1 13 13 - - - 24 24 - - - 158 152 3 2 1 24Ohangwena 9 9 - - - 8 7 - 1 - 51 48 - 2 1 773 721 13 36 3 19Omaheke 7 6 - 1 - 9 9 - - - 30 29 - - 1 154 146 6 1 1 19Omusati 19 15 1 - 3 16 11 2 1 2 84 78 2 2 2 756 732 3 20 1 16Oshana 22 22 - - - 15 13 - 2 - 42 40 2 - - 452 442 3 7 - -Oshikoto 32 30 - 2 - 17 17 - - - 56 51 1 1 3 586 550 7 29 - 17Otjozondjupa 32 31 - - 1 21 21 - - - 51 48 1 - 2 356 341 9 2 4 19Zambezi 7 2 - 5 - 7 6 - 1 - 18 17 - 1 - 327 323 - 4 - 8National 357 315 18 17 7 276 261 5 7 3 649 622 11 6 10 5,520 5,275 94 135 16 182

Table 52 presents the numbers of diverse facilities and outdoor teaching areas used daily.

“Small Rooms” are rooms suitable for accommodating only very small groups of learners or individuals.

Outdoor areas used regularly for teaching due to a lack of classrooms are reported as “Outdoor Teaching Areas”. The numbers of outdoor teaching areas suggest that there was some misreporting, but there were still schools where groups of learners were taught under trees. Kunene Region seems to be the worst off overall, but this situation is due to a high proportion of the population being mobile and the schools being too small to warrant the erection of permanent structures. Kavango East and Kavango West also reported high number of outdoor teaching areas in 2016.


Table 53: Numbers and structural types of administrative facilities

The administrative facilities reported in Table 53 included offices, storerooms and any other facilities used for administrative purposes.

Region

Bookstores Offices Other Admin Structures Strongrooms Agricultural Facilities

Total

Permanent

Prefabricated

Traditional

Hired

Total

Permanent

Prefabricated

Traditional

Hired

Total

Permanent

Prefabricated

Traditional

Hired

Total

Permanent

Prefabricated

Traditional

Hired

Total

Permanent

Prefabricated

Traditional

Hired

//Kharas 52 47 5 - - 165 144 18 - 3 44 38 6 - - 37 26 1 - 10 10 8 - 2 -Erongo 76 74 2 - - 257 254 3 - - 84 82 2 - - 63 45 - - 18 18 11 2 5 -Hardap 66 63 3 - - 143 132 11 - - 37 31 5 1 - 63 31 3 1 28 28 25 1 2 -Kavango East 53 52 - 1 - 157 153 1 3 - 25 23 - - 2 50 30 - - 20 20 18 - 2 -Kavango West 35 34 - 1 - 95 89 2 4 - 8 7 - 1 - 67 17 1 - 49 49 43 - 6 -Khomas 199 194 3 1 1 492 486 5 - 1 118 116 1 - 1 131 90 - - 41 43 40 - 1 2Kunene 44 43 - 1 - 120 120 - - - 15 13 2 - - 45 22 - - 23 23 20 1 2 -Ohangwena 134 130 - 4 - 276 272 1 - 3 40 35 - 4 1 141 79 - 1 61 61 47 1 13 -Omaheke 45 44 - - 1 131 129 1 - 1 25 24 - - 1 57 26 - - 31 34 28 1 1 4Omusati 116 113 2 - 1 223 209 8 6 - 49 42 2 3 2 110 66 2 3 39 40 32 1 6 1Oshana 83 83 - - - 203 200 2 1 - 41 37 - 4 - 71 51 - - 20 21 17 - 3 1Oshikoto 67 65 - 2 - 269 263 - 6 - 33 32 - 1 - 91 52 - 2 37 37 25 3 9 -Otjozondjupa 70 67 2 - 1 227 221 3 - 3 76 75 1 - - 68 42 - - 26 25 22 - 3 -Zambezi 58 58 - - - 217 213 - 3 1 20 17 - 2 1 60 40 - 1 19 19 14 2 3 -National 1,098 1,067 17 10 4 2,975 2,885 55 23 12 615 572 19 16 8 1,054 617 7 8 422 428 350 12 58 8


Table 54: Changes in the numbers of teaching and administrative facilities from 2009 to 2015

The total numbers of different facilities are reported for five years in Table 54. These numbers include permanent, prefabricated, traditional and hired structures. All offices, storage rooms and other administrative facilities have been counted under one heading.

Table 54 continues

Figure 54: Changes in the numbers of facilitiesClassrooms Laboratories Special Teaching Rooms Workshops

Figure 54 continues

RegionClassrooms Laboratories Special teaching rooms Workshops

2012 2013 2014 2015 2016 2012 2013 2014 2015 2016 2012 2013 2014 2015 2016 2012 2013 2014 2015 2016//Kharas 763 742 785 778 818 40 30 29 31 31 40 30 29 31 77 25 13 13 17 13Erongo 1,093 1,115 1,105 1,244 1,260 65 47 48 48 50 65 47 48 48 81 45 26 23 21 17Hardap 819 836 835 867 876 42 34 31 31 33 42 34 31 31 61 39 25 26 23 23Kavango East - 1,410 1,396 1,437 1,584 - 39 35 35 35 - 39 35 35 54 - 4 8 1 7Kavango West 2,443 1,112 1,174 1,185 1,239 134 20 19 21 19 134 20 19 21 26 76 1 2 2 1Khomas 2,381 2,417 2,601 2,677 2,865 124 102 98 102 103 124 102 98 102 220 151 58 66 55 58Kunene 669 675 723 777 797 81 17 18 18 15 81 17 18 18 36 26 14 5 5 5Ohangwena 3,038 3,039 3,177 3,317 3,464 89 46 55 57 50 89 46 55 57 61 24 3 4 3 5Omaheke 620 663 656 714 753 34 21 19 20 19 34 21 19 20 40 24 7 6 5 3Omusati 3,270 3,228 3,336 3,439 3,505 134 68 74 74 78 134 68 74 74 83 67 11 6 8 12Oshana 1,965 2,025 2,005 2,060 2,065 94 49 46 48 49 94 49 46 48 65 49 5 5 5 7Oshikoto 2,209 2,283 2,336 2,517 2,600 72 48 44 47 47 72 48 44 47 62 36 14 9 7 6Otjozondjupa 1,092 1,127 1,228 1,293 1,385 55 48 42 43 45 55 48 42 43 69 42 13 13 10 10Zambezi 1,012 1,026 1,063 1,127 1,179 60 21 20 20 21 60 21 20 20 19 24 - - 1 -National 21,374 21,698 22,420 23,432 24,390 1,024 590 578 595 595 1,024 590 578 595 954 628 194 186 163 167


Table 54 continued

Figure 54 continuedSchool or Gymnastics Halls Libraries and Media or Resource Centres All Administrative Facilities Outdoor Teaching Areas

RegionSchool or gymnastics halls Libraries, media or recource

centres All administrative facilities Outdoor teaching areas

2012 2013 2014 2015 2016 2012 2013 2014 2015 2016 2012 2013 2014 2015 2016 2012 2013 2014 2015 2016//Kharas 24 31 30 20 276 55 31 30 75 32 456 493 506 500 549 - 3 9 5 16Erongo 24 51 47 33 20 81 51 47 42 46 584 683 653 762 792 - 3 2 - -Hardap 39 41 33 24 34 48 41 33 46 40 381 432 455 452 483 1 - 1 2 7Kavango East - 39 41 10 25 - 39 41 33 42 - 654 516 596 659 12 25 14 35Kavango West 30 22 24 3 10 57 22 24 25 29 929 384 471 507 520 4 13 59 34 26Khomas 132 106 70 74 3 188 106 70 100 104 720 132 122 1,641 1,693 7 2 1 54 2Kunene 23 28 21 11 78 188 28 21 24 24 316 354 374 406 390 55 9 6 55 29Ohangwena 17 44 52 23 13 58 44 52 62 51 818 1,137 1,207 1,311 1,373 2 16 12 8 28Omaheke 28 29 28 10 8 43 29 28 29 30 324 381 360 396 420 - 12 10 6 27Omusati 24 64 62 13 9 55 64 62 67 84 947 1,054 1,111 1,243 1,273 32 15 24 63 16Oshana 17 41 44 13 16 46 41 44 49 42 637 97 98 815 872 - 38 2 - -Oshikoto 30 47 55 25 15 48 47 55 55 56 765 942 956 1,051 1,078 14 3 14 14 29Otjozondjupa 37 59 48 23 17 60 59 48 62 51 653 686 739 766 830 40 60 21 20 19Zambezi 9 22 25 5 21 22 22 25 24 18 622 121 122 676 689 16 11 39 17 8National 434 624 580 287 545 949 624 580 693 649 8,152 7,550 7,690 11,122 11,621 171 197 225 292 242


Table 55: Changes in the numbers and structural types of classrooms from 2009 to 2015

Table 55 shows changes in the numbers and structural types of classrooms from 2010 to 2016. There were 4,120 more classrooms in 2016 than in 2010. The number of permanent structures increased by 3,367 while the other structures decreased in number.

The data clearly indicates both a gradual success of the Ministry’s building programme and a determination to provide a conducive learning environ-ment, given also that 127 new schools were opened between 2010 and 2016.

Figure 55: Changes in the percentages of classrooms of different structural types

Region Total Permanent Prefabricated Traditional Hired2010 2012 2014 2016 2010 2012 2014 2016 2010 2012 2014 2016 2010 2012 2014 2016 2010 2012 2014 2016

//Kharas 763 763 785 818 648 641 662 678 105 113 111 116 4 2 2 2 6 7 10 22Erongo 986 1,093 1,105 1,260 935 1,015 1,026 1,167 49 66 71 76 - 9 3 6 2 3 5 11Hardap 806 819 835 876 740 763 765 801 64 54 69 73 - 1 - - 2 1 1 2Kavango East - - 1,396 1,584 - - 1,246 1,386 - - 37 58 - - 108 129 - - 5 11Kavango West 2,295 2,443 1,174 1,239 2,040 2,156 940 957 40 53 55 60 205 217 171 210 10 17 8 12Khomas 2,177 2,381 2,601 2,865 1,982 2,226 2,381 2,626 132 147 216 228 58 - - 4 5 8 4 7Kunene 721 669 723 797 574 628 660 706 86 20 28 41 58 21 20 32 3 - 15 18Ohangwena 2,885 3,038 3,177 3,464 2,333 2,465 2,522 2,720 158 188 213 231 359 366 416 484 35 19 26 29Omaheke 568 620 656 753 551 600 576 654 17 17 45 55 - 2 11 13 - 1 24 31Omusati 3,176 3,270 3,336 3,505 2,605 2,776 2,847 3,000 255 229 222 238 283 234 248 255 33 31 19 12Oshana 1,808 1,965 2,005 2,065 1,658 1,815 1,843 1,897 87 74 83 72 54 67 67 65 9 9 12 31Oshikoto 2,073 2,209 2,336 2,600 1,679 1,765 1,891 2,087 99 110 84 92 290 312 351 416 5 22 10 5Otjozondjupa 1,030 1,092 1,228 1,385 960 1,002 1,142 1,271 64 60 61 82 1 9 5 10 5 21 20 22Zambezi 982 1,012 1,063 1,179 914 948 958 1,036 1 1 9 23 62 63 75 114 5 - 21 6National 20,270 21,374 22,420 24,390 17,619 18,800 19,459 20,986 1,157 1,132 1,304 1,445 1,374 1,303 1,477 1,740 120 139 180 219


Table 56: Provision of sanitary facilities and water supply at schools

Region

Numbers of toilet unitsfor learners

Numbers of schools withtoilets for learners

Numbers of schools withtoilets for teachers

Numbers of schools witha water supply

Flush Pit % flush Notoilets

Havetoilets

% withtoilets

Notoilets

Havetoilets

% withtoilets

Nowater

Havewater

% withwater

//Kharas 1,004 - 100.0% 2 50 96.2% 1 51 98.1% - 52 100.0%Erongo 1,334 4 99.7% 2 63 96.9% 5 60 92.3% 1 64 98.5%Hardap 1,055 2 99.8% 1 57 98.3% - 58 100.0% - 58 100.0%Kavango East 378 539 41.2% 68 95 58.3% 77 86 52.8% 58 105 64.4%Kavango West 150 558 21.2% 78 98 55.7% 75 101 57.4% 57 119 67.6%Khomas 2,677 - 100.0% 5 112 95.7% 7 110 94.0% 1 116 99.1%Kunene 435 207 67.8% 11 62 84.9% 25 48 65.8% 7 66 90.4%Ohangwena 511 1,745 22.7% 16 241 93.8% 36 221 86.0% 38 219 85.2%Omaheke 542 33 94.3% 2 42 95.5% 3 41 93.2% 2 42 95.5%Omusati 464 1,560 22.9% 34 246 87.9% 51 229 81.8% 22 258 92.1%Oshana 541 819 39.8% 8 127 94.1% 25 110 81.5% 1 134 99.3%Oshikoto 614 1,029 37.4% 47 172 78.5% 36 183 83.6% 25 194 88.6%Otjozondjupa 1,298 58 95.7% 3 75 96.2% 12 66 84.6% 2 76 97.4%Zambezi 284 379 42.8% 24 85 78.0% 29 80 73.4% 27 82 75.2%National 11,287 6,933 61.9% 301 1,525 83.5% 382 1,444 79.1% 241 1,585 86.8%

The provision of sanitary facilities, teachers’ housing and basic services is reported in Tables 56, 57 and 58 respectively.

There has been a remarkable improvement in the provision of the sanitary services to schools country-wide. Kavango East and Kavango West remain the most poorly serviced regions, with respectively 58.3% and 55.7% of schools having toilets, and these are the only regions where such services have reached less than 60% of the schools.

There has also been an increase in water supply to the schools in general. Kavango East and Kavango West are the most poorly serviced in water supply, with respectively 64.4% and 67.6% of schools supplied. It remains to be established whether the Kavango River, which is used mainly for supplying water to residents, is also used by schools.


Table 57: Provision of teachers’ housing and electricity and telephone supply at schools

Provision of teacher housing remains very poor in Erongo, Kavango East, Kavango West, Khomas, Ohangwena, Omusati, Oshana, Oshikoto and Zambezi Regions. In contrast, more than 50% of the schools in //Kharas, Hardap, Kunene, Omaheke and Otjozondjupa had teacher housing in 2016. The disparities in the supply of teacher housing are also evident from the numbers of housing units. The lack of teacher housing was often cited as a constraint in attracting qualified teachers to schools in the applicable regions. In spite of the Government Housing Scheme, there are still regions that need more teacher housing units due to their vastness.

Althought the provision of electricity to the schools has somehow improved, tireless effort in providing electricity to more schools in some regions remains a need. Kavango West is the only region below 60%. The disparities in the provision of telephone services were even higher, with Zambezi, the Kavango Regions and Ohangwena still highly under-serviced.

Having no electricity places constraints on the equipment that schools can use, and makes it difficult to use school facilities after dark.

The lack of a telephone service severely limits communication with support staff in regional offices, such as inspectors, advisory teachers and personnel officers, as well as with, importantly, the parents and other service providers. Kavango East, Kavango West and Zambezi are the regions with the least telecommunication connectivity.

Region

Numbers of housing unitsfor teachers

Numbers of schools withhousing for teachers

Numbers of schools withelectricity supply

Numbers of schools withtelephones

Total Singlequarters

Familyquarters

Nohousing

Havehousing

% withhousing

Noelectricity

Haveelectricity

% withelectricity

Notelephone

Havetelephone

% withtelephone

//Kharas 382 220 162 21 31 59.6% - 52 100.0% - 52 100.0%Erongo 206 73 133 36 29 44.6% 1 64 98.5% 1 64 98.5%Hardap 251 104 147 15 43 74.1% - 58 100.0% 1 57 98.3%Kavango East 184 93 91 130 33 20.2% 51 112 68.7% 85 78 47.9%Kavango West 109 30 79 154 22 12.5% 87 89 50.6% 112 64 36.4%Khomas 242 133 109 80 37 31.6% 5 112 95.7% 6 111 94.9%Kunene 287 130 157 19 54 74.0% 14 59 80.8% 21 52 71.2%Ohangwena 370 192 178 154 103 40.1% 61 196 76.3% 100 157 61.1%Omaheke 377 194 183 6 38 86.4% 2 42 95.5% 4 40 90.9%Omusati 317 109 208 225 55 19.6% 53 227 81.1% 118 162 57.9%Oshana 119 44 75 109 26 19.3% 6 129 95.6% 20 115 85.2%Oshikoto 253 110 143 149 70 32.0% 62 157 71.7% 84 135 61.6%Otjozondjupa 428 233 195 28 50 64.1% 3 75 96.2% 10 68 87.2%Zambezi 426 61 365 78 31 28.4% 24 85 78.0% 58 51 46.8%National 3,951 1,726 2,225 1,204 622 34.1% 369 1,457 79.8% 620 1,206 66.0%


Table 58: Percentages of schools with sanitary facilities, basic services and teachers’ housing from 2010 to 2015

Changes in the percentages of schools that had basic facilities and services are shown in Table 58 (which continues on the next page). Figures 58a and 58b show two examples of the situations in different regions and changes in the period 2011-2016.

It is highlighted that a large number of sanitary facilities are not ‘permanent’ and can easily collapse due to harsh weather condi-tions. From 2015 to 2016, the percentages of schools with a water supply rose in all regions except Kavango East and Oshana. More attention should be given to Kavango East, Kavango West and Zambezi, where fewer schools have an on-site water supply compared to the other regions. A substantial number of schools in these regions get their water supply only from neighbouring communities.

Figure 58a: Changes in the percentages of schools with toilets for learners

RegionSchools with toilets for learners Schools with toilets for teachers Schools with water supply

2011 2012 2013 2014 2015 2016 2011 2012 2013 2014 2015 2016 2011 2012 2013 2014 2015 2016//Kharas 100.0% 100.0% 100.0% 98.0% 98.0% 96.2% 100.0% 100.0% 100.0% 93.9% 94.0% 98.1% 100.0% 100.0% 100.0% 100.0% 94.0% 100.0%Erongo 95.2% 92.4% 96.9% 96.7% 93.7% 96.9% 96.8% 92.4% 95.3% 95.1% 96.8% 92.3% 100.0% 97.0% 100.0% 95.1% 98.4% 98.5%Hardap 100.0% 100.0% 100.0% 100.0% 96.5% 98.3% 100.0% 100.0% 100.0% 96.4% 96.5% 100.0% 100.0% 100.0% 98.2% 98.2% 100.0% 100.0%Kavango East - - - 61.4% 57.0% 58.3% - - - 56.9% 52.5% 52.8% - - - 58.2% 67.1% 64.4%Kavango West - - - 53.5% 56.3% 55.7% - - - 55.8% 56.3% 57.4% - - - 58.7% 66.5% 67.6%Khomas 99.0% 100.0% 98.1% 96.2% 94.4% 95.7% 97.0% 97.0% 94.2% 95.3% 93.5% 94.0% 100.0% 100.0% 97.1% 92.5% 97.2% 99.1%Kunene 87.3% 80.0% 76.2% 96.8% 91.2% 84.9% 87.3% 80.0% 76.2% 84.1% 77.9% 65.8% 100.0% 91.7% 87.3% 88.9% 86.8% 90.4%Ohangwena 82.6% 82.3% 82.3% 92.0% 91.7% 93.8% 78.5% 78.2% 78.2% 86.3% 85.3% 86.0% 69.0% 68.7% 68.7% 80.3% 84.9% 85.2%Omaheke 97.6% 95.2% 95.2% 100.0% 100.0% 95.5% 100.0% 97.6% 97.6% 95.3% 95.3% 93.2% 100.0% 100.0% 100.0% 90.7% 97.7% 95.5%Omusati 78.8% 78.8% 78.5% 86.5% 88.0% 87.9% 73.4% 73.7% 73.8% 79.2% 80.8% 81.8% 93.1% 93.1% 92.7% 93.1% 94.6% 92.1%Oshana 95.6% 95.6% 95.7% 96.4% 92.8% 94.1% 89.6% 89.1% 88.5% 88.3% 82.6% 81.5% 99.3% 97.8% 96.4% 97.1% 98.6% 99.3%Oshikoto 66.3% 65.0% 64.4% 79.8% 76.4% 78.5% 68.9% 67.5% 66.8% 79.8% 75.0% 83.6% 87.2% 85.5% 84.7% 90.1% 88.7% 88.6%Otjozondjupa 94.3% 91.7% 91.7% 98.6% 97.4% 96.2% 91.4% 88.9% 88.9% 90.4% 92.1% 84.6% 100.0% 97.2% 97.2% 94.5% 96.1% 97.4%Zambezi 72.0% 70.6% 70.6% 74.5% 68.2% 78.0% 75.0% 74.5% 75.5% 71.7% 67.3% 73.4% 78.0% 76.5% 76.5% 77.4% 72.9% 75.2%National 91.8% 90.8% 90.5% 79.5% 82.4% 83.5% 95.1% 94.0% 93.6% 79.8% 78.1% 79.1% 93.0% 97.4% 96.8% 81.3% 86.6% 86.8%


Table 58 continued

Some progress was made with the provision of electricity to schools in the northern regions from 2011 to 2016. The three regions with the lowest percentages of schools with electricity in 2016 – and which are serviced far below the national average in this regard – are Oshikoto, Kavango East and Kavango West.

The schools in Kavango East, Kavango West, Omusati and Zambezi were also relatively poorly serviced with telecommunications.

Hardap, Kunene, Omaheke and Otjozondjupa had the highest percentages of schools with teacher housing in 2016.

Figure 58b: Changes in the percentages of schools with electricity

Region Schools with electricity Schools with telephone Schools with teachers' housing2011 2012 2013 2014 2015 2016 2011 2012 2013 2014 2015 2016 2011 2012 2013 2014 2015 2016

//Kharas 98.0% 98.0% 100.0% 100.0% 96.0% 100.0% 100.0% 100.0% 102.1% 100.0% 96.0% 100.0% 71.4% 71.4% 72.9% 71.4% 60.0% 59.6%Erongo 95.2% 90.9% 93.8% 95.1% 95.2% 98.5% 100.0% 95.5% 98.4% 93.4% 96.8% 98.5% 39.7% 39.4% 42.2% 39.3% 44.4% 44.6%Hardap 96.4% 98.2% 96.4% 98.2% 96.5% 100.0% 100.0% 100.0% 100.0% 96.4% 93.0% 98.3% 75.0% 76.4% 75.0% 91.1% 70.2% 74.1%Kavango East - - - 64.7% 68.4% 68.7% - - - 45.8% 48.7% 47.9% - - - 23.5% 20.3% 20.2%Kavango West - - - 44.8% 51.7% 50.6% - - - 36.0% 35.8% 36.4% - - - 15.7% 11.9% 12.5%Khomas 98.0% 98.0% 95.1% 91.5% 96.3% 95.7% 96.0% 96.0% 93.2% 94.3% 94.4% 94.9% 40.0% 41.0% 40.8% 40.6% 39.3% 31.6%Kunene 78.2% 71.7% 68.3% 73.0% 77.9% 80.8% 87.3% 80.0% 76.2% 71.4% 80.9% 71.2% 80.0% 73.3% 69.8% 73.0% 67.6% 74.0%Ohangwena 44.2% 44.0% 44.0% 65.5% 74.6% 76.3% 54.1% 53.9% 53.9% 57.4% 59.1% 61.1% 22.7% 22.6% 22.6% 38.2% 31.3% 40.1%Omaheke 95.1% 92.9% 92.9% 88.4% 97.7% 95.5% 97.6% 95.2% 95.2% 88.4% 93.0% 90.9% 87.8% 85.7% 85.7% 111.6% 83.7% 86.4%Omusati 49.6% 49.6% 49.5% 75.2% 82.2% 81.1% 59.5% 59.5% 59.3% 54.0% 54.7% 57.9% 13.5% 13.5% 13.5% 19.7% 21.0% 19.6%Oshana 65.2% 64.2% 63.3% 89.1% 93.5% 95.6% 74.1% 73.0% 71.9% 75.2% 76.1% 85.2% 15.6% 15.3% 15.1% 18.2% 18.8% 19.3%Oshikoto 52.6% 52.0% 52.0% 67.5% 64.2% 71.7% 46.4% 45.5% 45.0% 61.1% 59.0% 61.6% 24.0% 23.5% 23.3% 34.5% 27.8% 32.0%Otjozondjupa 87.1% 84.7% 84.7% 93.2% 90.8% 96.2% 94.3% 91.7% 91.7% 86.3% 85.5% 87.2% 60.0% 58.3% 58.3% 61.6% 60.5% 64.1%Zambezi 59.0% 57.8% 57.8% 70.8% 75.7% 78.0% 62.0% 60.8% 60.8% 42.5% 43.0% 46.8% 29.0% 29.4% 30.4% 34.9% 25.2% 28.4%National 68.4% 71.7% 71.3% 71.1% 78.0% 79.8% 71.3% 74.7% 74.3% 60.3% 63.9% 66.0% 31.5% 35.9% 35.8% 36.4% 32.0% 34.1%


Chapter 7: ADULT LEARNINGChapter 7 provides information on Adult Education’s enrolments and pass rates in the National Literacy Programme. The 2016 literacy results of students in the programme

are presented per region.

Chapter 7: ADULT LEARNING 79

Table 59: National Literacy Programme enrolments and pass rates from 2009 to 2015

Programme Stage Total

Year of Enrolment2010 2011 2012 2013 2014 2015 2016

Stage 1 Enrolment 42,589 5,222 5,153 6,352 6,087 5,342 8,064 6,369Tested 27,469 3,690 3,393 3,804 4,200 3,659 4,834 3,889

Passed 22,180 2,779 2,847 3,171 3,417 2,859 3,960 3,147% Passed 80.7% 75% 84% 83% 81% 78% 82% 80.9%


Passed 23,828 3,229 3,334 3,682 3,639 3,479 2,793 3,672% Passed 82.4% 76% 84% 83% 82% 83% 86% 84.5%


Passed 26,046 3,988 4,130 4,224 4,037 3,529 3,504 2,634% Passed 83.2% 75% 85% 87% 87% 83% 85% 80.6%

Figure 59: Numbers of learners enrolled, tested and passed in each stage of the National Literacy Programme from 2009 to 2015

Stage 1 Stage 2 Stage 3

The number of persons who enrolled for each stage of the National Literacy Programme in the years 2010 to 2016, the numbers tested and the numbers who passed the examination are reported in Table 59. Pass rates have been calculated as the percentages of the numbers who were tested. The “Total” column shows the total numbers for the whole period 2010-2016. The same individuals might have been counted several times if they enrolled for the same stage in different years.

A total of 42,589 adults enrolled for Stage 1 (i.e. basic mother-tongue literacy), and only 22,180 passed. The drastic drop in Stage 1 enrolment in 2016 compared to 2015 may indicate that more people have achieved basic literacy and/or that fewer people were reached in 2016, as was the case in the past.

Changes in the numbers from Stage 1 to Stage 3 are shown graphically in Figure 59, which also provides a picture of the relative numbers enrolled, tested and passed.


Table 60: Test results of the National Literacy Programme learners in 2015

Region

Programme StageSTAGE 1 STAGE 2 STAGE 3

Numbertested % Female % Passed Number

tested % Female % Passed Numbertested % Female % Passed

Total 3,889 65.9% 84.7% 4,344 66.3% 80.4% 3,267 66.4% 83.0%

//Kharas 32 71.9% 90.6% 68 67.6% 95.6% 41 70.7% 97.6%

Erongo 146 63.0% 87.7% 194 56.7% 91.8% 235 56.2% 90.6%

Hardap 91 80.2% 100.0% 90 81.1% 92.2% 75 66.7% 98.7%

Khomas 548 57.8% 75.5% 308 82.1% 86.4% 297 47.5% 67.7%

Kunene 456 71.3% 87.1% 499 77.4% 79.8% 435 75.6% 84.8%

Ohangwena 552 79.2% 85.1% 203 57.6% 87.7% 251 75.3% 90.4%

Kavango East 374 81.3% 92.8% 446 52.0% 80.3% 380 75.0% 69.2%

Kavango West 64 70.3% 90.6% 875 76.1% 85.3% 289 56.7% 80.3%

Omaheke 372 31.5% 53.0% 191 54.5% 83.2% 102 65.7% 69.6%

Omusati 464 50.6% 76.1% 266 57.5% 87.2% 370 73.0% 88.1%

Oshana 223 52.5% 89.7% 408 65.0% 88.5% 88 73.9% 92.0%Oshikoto 67 83.6% 94.0% 130 74.6% 90.0% 230 65.2% 97.4%Otjozondjupa 311 49.5% 74.0% 343 53.6% 77.6% 295 62.7% 59.7%Zambezi 189 79.4% 89.9% 323 72.1% 82.0% 179 64.8% 76.5%

Figure 60a: Number of learners tested in each region

Figure 60b: Percentage of learners tested who passed in each region

Chapter 8: LEARNING AND SOCIAL CHALLENGES 81

Chapter 8: LEARNING AND SOCIAL CHALLENGESChapter 8 contains information on learning and social challenges in Namibia’s basic education sector. The following are included: learners with physical and learning

challenges by gender, grade and region (Tables 61 and 62); enrolments of orphans and vulnerable children (OVC) by gender (Tables 63 and 64); learner dropout by region, gender and reason (Table 65); and teacher and learner mortalities (Tables 66-69).


Table 61: Learners with disabilities by region and gender

Region Gender Total

Types of DisabilityBoth

Visualand

Hearing

Partially Blind

Totally Blind

Hard of Hearing Deaf Epileptic Behavioural

DisorderMild

IntellectualSevere

Intellectual Physical LearningDisorder Autistic Other

//Kharas Total 2,444 11 558 - 430 22 138 349 182 109 71 527 - 47Females 1,156 6 338 - 249 6 81 85 46 49 34 247 - 15Males 1,288 5 220 - 181 16 57 264 136 60 37 280 - 32

Erongo Total 1,139 47 296 8 194 13 41 270 69 27 39 69 - 66Females 545 26 188 5 101 9 20 82 28 11 22 20 - 33Males 594 21 108 3 93 4 21 188 41 16 17 49 - 33

Hardap Total 1,442 18 248 6 200 3 61 243 283 53 50 220 - 57Females 626 12 128 3 108 3 37 69 104 26 25 88 - 23Males 816 6 120 3 92 - 24 174 179 27 25 132 - 34

Kavango East Total 3,670 176 693 34 942 106 119 506 349 76 167 407 - 95Females 1,776 108 366 16 531 52 68 178 174 25 56 151 - 51Males 1,894 68 327 18 411 54 51 328 175 51 111 256 - 44

Kavango West Total 2,223 64 370 24 443 11 47 395 222 66 98 435 - 48Females 980 33 187 17 219 7 19 127 92 27 44 180 - 28Males 1,243 31 183 7 224 4 28 268 130 39 54 255 - 20

Khomas Total 4,132 125 1,109 30 416 140 161 702 382 81 117 580 - 289Females 2,114 80 684 18 250 65 93 200 172 27 45 309 - 171Males 2,018 45 425 12 166 75 68 502 210 54 72 271 - 118

Kunene Total 2,025 50 311 23 401 14 59 467 163 41 101 329 - 66Females 967 30 178 11 213 9 39 152 82 18 45 159 - 31Males 1,058 20 133 12 188 5 20 315 81 23 56 170 - 35

Ohangwena Total 6,046 73 1,056 33 1,268 150 128 781 607 287 321 1,172 - 170Females 2,801 35 603 19 723 79 79 240 261 102 143 453 - 64Males 3,245 38 453 14 545 71 49 541 346 185 178 719 - 106

Omaheke Total 1,044 29 189 9 166 3 43 207 64 25 58 194 - 57Females 470 17 101 7 77 2 31 66 27 15 28 79 - 20Males 574 12 88 2 89 1 12 141 37 10 30 115 - 37


Table 61 continued

Region Gender Total

Types of DisabilityBoth

Visualand

Hearing

Partially Blind

Totally Blind

Hard of Hearing Deaf Epileptic Behavioural

DisorderMild

IntellectualSevere

Intellectual Physical LearningDisorder Autistic Other

Omusati Total 3,871 136 443 23 703 26 163 679 439 172 178 732 - 177Females 1,675 67 253 11 384 15 90 199 181 60 73 280 - 62Males 2,196 69 190 12 319 11 73 480 258 112 105 452 - 115

Oshana Total 1,325 37 239 45 207 176 45 156 85 37 67 187 - 44Females 588 22 128 20 106 81 24 49 27 9 30 69 - 23Males 737 15 111 25 101 95 21 107 58 28 37 118 - 21

Oshikoto Total 3,130 101 616 45 754 26 74 387 297 103 158 444 - 125Females 1,431 53 338 29 399 18 45 115 132 29 64 167 - 42Males 1,699 48 278 16 355 8 29 272 165 74 94 277 - 83

Otjozondjupa Total 2,512 62 486 9 364 8 80 390 238 161 86 499 - 129Females 1,148 38 277 3 209 7 45 99 104 62 38 206 - 60Males 1,364 24 209 6 155 1 35 291 134 99 48 293 - 69

Zambezi Total 1,759 133 467 6 397 15 123 174 154 23 91 118 - 58Females 866 71 260 5 210 7 87 45 73 7 34 47 - 20Males 893 62 207 1 187 8 36 129 81 16 57 71 - 38

National Total 36,762 1,062 7,081 295 6,885 713 1,282 5,706 3,534 1,261 1,602 5,913 - 1,428Females 17,143 598 4,029 164 3,779 360 758 1,706 1,503 467 681 2,455 - 643Males 19,619 464 3,052 131 3,106 353 524 4,000 2,031 794 921 3,458 - 785

The enrolments of female and male learners with disabilities are recorded in Table 61. This table also sheds light on disability by gender and the regions with the most cases.

A total of 36,762 learners were reported to have some sort of disability, of whom 17,143 or 46.6% are females and 53.4% are male. Ohangwena, Khomas, Omusati, Kavango East and Oshikoto had the highest percentages of learners with disabilities, and a total of 56.7% of learners with disabilities are recorded as being resident in these five regions in 2016. This percentage is well in proportion to these regions’ enrolment figures.


Table 62: Learners with disabilities by grade and genderTable 62A: Perceived physical disabilities

Table 62B: Perceived cognitive or learning disabilities

GradeOverall Total Epileptic Behavioural Mild Intellectual Severe Intellectual Learning Autism Other Disabilities

Total Female Male Total Female Male Total Female Male Total Female Male Total Female Male Total Female Male Total Female Male Total Female MalePre-Primary 629 251 378 222 71 151 67 35 32 14 5 9 62 32 30 200 79 121 15 8 7 49 21 28Grade 1 2,382 886 1,496 714 233 481 298 114 184 123 42 81 208 90 118 833 324 509 54 22 32 152 61 91Grade 2 1,869 635 1,234 517 142 375 279 98 181 138 47 91 177 69 108 651 241 410 30 11 19 77 27 50Grade 3 1,763 626 1,137 401 130 271 270 91 179 99 28 71 176 63 113 728 281 447 30 9 21 59 24 35Grade 4 2,002 696 1,306 537 138 399 364 148 216 141 54 87 140 62 78 702 250 452 27 5 22 91 39 52Grade 5 2,249 766 1,483 625 156 469 545 209 336 198 72 126 174 64 110 608 222 386 32 12 20 67 31 36Grade 6 1,763 694 1,069 500 150 350 308 128 180 91 30 61 129 54 75 594 267 327 34 5 29 107 60 47Grade 7 1,291 502 789 375 118 257 264 123 141 123 39 84 113 49 64 333 147 186 17 5 12 66 21 45Grade 8 1,969 823 1,146 652 191 461 403 202 201 175 77 98 162 78 84 465 228 237 40 18 22 72 29 43Grade 9 1,201 517 684 454 134 320 191 95 96 59 25 34 97 43 54 297 159 138 12 6 6 91 55 36Grade 10 644 293 351 263 88 175 113 55 58 12 8 4 61 29 32 101 56 45 30 11 19 64 46 18Grade 11 506 248 258 180 65 115 82 47 35 40 24 16 36 17 19 115 65 50 14 8 6 39 22 17Grade 12 396 177 219 168 56 112 77 48 29 - - - 33 13 20 66 34 32 5 1 4 47 25 22Other grades 780 341 439 98 34 64 273 110 163 48 16 32 34 18 16 220 102 118 23 9 14 84 52 32National 19,444 7,455 11,989 5,706 1,706 4,000 3,534 1,503 2,031 1,261 467 794 1,602 681 921 5,913 2,455 3,458 363 130 233 1,065 513 552

Table 62 shows the numbers of learners with disabilities in each grade, disaggregated by gender and type of disability. The disabilities are classified into two clusters: disabilities that have a proximal physical cause (Table 62A); and disabilities that are cognitive and thus affect the ability to learn (Table 62B). It is important to note that some of this data was compiled by teachers based on their observations, rather than being data validated by medical professionals or stemming from medical records. A teacher’s interpretation may not always be a true reflection of reality – autism being a case in point.

National (Physical

+Functional)

Total Female Male36,762 17,143 19,619

Pecentage 46.6% 53.4% Visual and Hearing Partially Blind Totally Blind Hard Hearing Deaf PhysicalGrade Total Female Male Total Female Male Total Female Male Total Female Male Total Female Male Total Female Male Total Female MalePre-Primary 348 177 171 99 57 42 68 35 33 6 - 6 94 43 51 51 27 24 30 15 15Grade 1 635 254 381 29 13 16 186 79 107 11 2 9 262 103 159 70 32 38 77 25 52Grade 2 701 344 357 18 13 5 170 73 97 11 5 6 396 202 194 53 23 30 53 28 25Grade 3 1,132 564 568 39 20 19 295 138 157 15 7 8 638 325 313 57 30 27 88 44 44Grade 4 1,539 782 757 56 28 28 439 217 222 39 14 25 819 430 389 71 40 31 115 53 62Grade 5 2,123 1,157 966 100 55 45 804 417 387 24 14 10 975 551 424 70 35 35 150 85 65Grade 6 1,766 1,003 763 96 50 46 726 398 328 28 16 12 739 429 310 51 34 17 126 76 50Grade 7 1,631 957 674 64 36 28 677 376 301 36 22 14 695 411 284 34 19 15 125 93 32Grade 8 2,409 1,407 1,002 207 113 94 1,055 638 417 31 21 10 823 453 370 86 41 45 207 141 66Grade 9 1,911 1,164 747 154 102 52 961 582 379 38 27 11 607 354 253 25 11 14 126 88 38Grade 10 1,277 762 515 71 45 26 702 440 262 16 9 7 372 205 167 43 16 27 73 47 26Grade 11 929 573 356 82 47 35 532 337 195 11 6 5 264 159 105 8 7 1 32 17 15Grade 12 769 479 290 46 19 27 451 292 159 29 21 8 181 107 74 7 2 5 55 38 17Other grades 148 65 83 1 - 1 15 7 8 - - - 20 7 13 87 43 44 25 8 17National 17,318 9,688 7,630 1,062 598 464 7,081 4,029 3,052 295 164 131 6,885 3,779 3,106 713 360 353 1,282 758 524


Table 63: Enrolment of orphans and vulnerable children by region and genderTable 63 shows how many orphans and vulnerable children (OVC) were enrolled in Namibia’s schools in 2016 per region and gender. It also shows the percentages of enrolled male and female OVC out of the total number of learners in each region and the total numbers of OVC in each region.

The percentages of OVC out of all learn-ers in each region were calculated by dividing the total number of orphans or vulnerable children in a region by the total number of learners enrolled in that region, and the same principle was applied for males and females.

Further calculation was necessary to determine the regional representa-tions of the total numbers of OVC as captured by the EMIS. This entailed dividing the total number of orphans in a region by the number of orphans in all schools in that region, and like-wise for vulnerable children.

Figures 63a and 63b on the next page show the total enrolments of orphans and vulnerable children respectively per region.

Region GenderOrphans Vulnerable Children (VCs)

Total orphans

As % of total learners

As % of total orphans

Total VCs


As % of total VCs

//Kharas Total 2,790 12.8% 2.2% 4,375 20.1% 6.1%Females 1,414 12.7% 2.2% 2,137 19.3% 6.0%Males 1,376 12.9% 2.2% 2,238 20.9% 6.2%

Erongo Total 3,713 9.5% 2.9% 4,652 11.9% 6.5%Females 1,934 9.6% 3.0% 2,314 11.5% 6.5%Males 1,779 9.4% 2.8% 2,338 12.3% 6.5%

Hardap Total 3,168 13.2% 2.5% 5,836 24.4% 8.1%Females 1,635 13.6% 2.6% 2,891 24.0% 8.1%Males 1,533 12.9% 2.4% 2,945 24.8% 8.2%

Kavango East Total 10,224 18.2% 8.1% 15,136 27.0% 21.1%Females 4,926 17.7% 7.7% 7,537 27.0% 21.1%Males 5,298 18.8% 8.5% 7,599 27.0% 21.1%

Kavango West Total 5,551 14.4% 4.4% 14,887 38.8% 20.8%Females 2,613 14.0% 4.1% 7,436 39.8% 20.8%Males 2,938 14.9% 4.7% 7,451 37.8% 20.7%

Khomas Total 6,383 8.0% 5.1% 7,344 9.2% 10.3%Females 3,453 8.4% 5.4% 3,595 8.7% 10.1%Males 2,930 7.6% 4.7% 3,749 9.7% 10.4%

Kunene Total 3,428 12.8% 2.7% 7,806 29.1% 10.9%Females 1,598 12.1% 2.5% 3,785 28.6% 10.6%Males 1,830 13.4% 2.9% 4,021 29.6% 11.2%

Ohangwena Total 19,255 19.5% 15.2% 17,269 17.5% 24.1%Females 9,552 19.4% 15.0% 8,301 16.8% 23.3%Males 9,703 19.5% 15.5% 8,968 18.1% 24.9%

Omaheke Total 2,796 13.0% 2.2% 6,130 28.6% 8.6%Females 1,431 13.3% 2.2% 3,117 29.0% 8.7%Males 1,365 12.8% 2.2% 3,013 28.2% 8.4%

Omusati Total 17,991 19.0% 14.2% 19,386 20.5% 27.1%Females 8,837 18.8% 13.9% 9,451 20.1% 26.5%Males 9,154 19.1% 14.6% 9,935 20.8% 27.6%


Table 63 continued

Figure 63a: Enrolment of orphaned learners per region Figure 63b: Enrolment of vulnerable learners per region

Region GenderOrphans Vulnerable Children (VCs)

Total orphans


As % of total orphans

Total VCs


As % of total VCs

Oshana Total 9,215 17.8% 7.3% 7,398 14.3% 10.3%Females 4,702 17.9% 7.4% 3,639 13.9% 10.2%

Males 4,513 17.7% 7.2% 3,759 14.8% 10.4%Oshikoto Total 12,321 18.5% 9.8% 17,041 25.6% 23.8%

Females 6,119 18.6% 9.6% 8,071 24.5% 22.6%Males 6,202 18.4% 9.9% 8,970 26.5% 24.9%

Otjozondjupa Total 4,938 11.3% 3.9% 7,397 17.0% 10.3%Females 2,573 11.6% 4.0% 3,566 16.1% 10.0%

Males 2,365 11.1% 3.8% 3,831 17.9% 10.6%Zambezi Total 7,025 19.8% 5.6% 8,791 24.8% 12.3%

Females 3,392 19.4% 5.3% 4,318 24.7% 12.1%Males 3,633 20.2% 5.8% 4,473 24.9% 12.4%

National Total 108,798 15.6% 143,448 20.5%Females 54,179 15.5% 70,158 20.0%

Males 54,619 15.7% 73,290 21.0%


Table 64: Enrolment of orphans and vulnerable children by age group and genderTable 64 shows the numbers of orphans and vulnerable children per age group and gender.

The reader should note that “vulnerability” is defined in terms of socio-economic needs, and does not necessarily include learners who could be deemed vulnerable on the basis of physiological or psychological criteria.

It must also be noted that a number of learners who had lost one or both of their parents were not regarded as vulnerable, hence the higher number of orphans compared to vulnerable children.

Age GroupOrphans Vulnerable Children

Total Female Male Total Female MaleTotal 108,798 54,179 54,619 143,448 70,158 73,2905 or less 367 179 188 2,289 1,182 1,1076 to 9 15,777 7,936 7,841 53,938 26,806 27,13210 to 14 39,506 20,229 19,277 56,221 27,631 28,59015 to 19 45,401 22,593 22,808 27,626 13,100 14,52620 to 24 7,620 3,183 4,437 3,322 1,415 1,90725 or older 127 59 68 52 24 28

Receiving Support 47,708 24,002 23,706 23,329 11,680 11,649


Table 65: Dropout from school by region, gender and reason

Region Gender Total

Reason for dropping out of school

Illness

Distance

Job

Parents dem

and

Fund

Pregnancy

Learnerage

Failure

Exams

fees

Discipline

No

caretaker

Hunger

Discrim

i-nation

Disability

Earlym

arriage

Teacher attitude

Unknow

nreasons

//Kharas Total 694 10 21 44 46 - 50 30 8 - 52 4 - 4 - - 8 417Females 307 6 10 12 20 - 50 4 4 - 14 2 - - - - 2 183Males 387 4 11 32 26 - - 26 4 - 38 2 - 4 - - 6 234

Erongo Total 511 9 30 17 12 2 51 12 6 1 38 5 12 6 - - 3 307Females 240 3 11 3 3 2 51 6 2 - 4 1 7 3 - - 1 143Males 271 6 19 14 9 - - 6 4 1 34 4 5 3 - - 2 164

Hardap Total 770 14 25 34 27 - 60 42 13 - 49 5 1 4 2 - - 494Females 314 7 9 4 9 - 60 16 4 - 10 1 - 2 2 - - 190Males 456 7 16 30 18 - - 26 9 - 39 4 1 2 - - - 304

Kavango East Total 1,805 99 207 72 194 18 256 160 23 - 94 23 25 4 11 60 3 556Females 957 56 96 23 91 9 254 55 7 - 24 12 2 1 5 51 - 271Males 848 43 111 49 103 9 2 105 16 - 70 11 23 3 6 9 3 285

Kavango West Total 1,297 73 195 51 107 2 209 87 25 - 48 22 14 1 1 43 9 410Females 705 36 94 10 53 2 204 27 11 - 13 9 6 - - 37 5 198Males 592 37 101 41 54 - 5 60 14 - 35 13 8 1 1 6 4 212

Khomas Total 1,073 29 115 27 30 20 69 18 29 - 61 4 - 1 - - 1 669Females 517 12 62 8 15 9 67 8 12 - 12 2 - 1 - - - 309Males 556 17 53 19 15 11 2 10 17 - 49 2 - - - - 1 360

Kunene Total 1,029 55 158 15 81 2 111 37 5 - 57 3 7 1 3 3 - 491Females 488 37 59 3 33 1 109 17 3 - 13 1 - 1 1 3 - 207Males 541 18 99 12 48 1 2 20 2 - 44 2 7 - 2 - - 284

Ohangwena Total 2,195 98 115 140 61 4 555 87 58 - 90 15 - 9 11 10 11 931Females 1,241 54 65 36 34 2 551 36 19 - 26 7 - 7 2 8 3 391Males 954 44 50 104 27 2 4 51 39 - 64 8 - 2 9 2 8 540

Omaheke Total 722 26 44 22 24 12 60 21 7 - 46 5 5 1 - 1 8 440Females 321 17 20 2 13 3 60 10 4 - 11 3 - - - - 2 176Males 401 9 24 20 11 9 - 11 3 - 35 2 5 1 - 1 6 264


Table 65 continued

The numbers of learners who dropped out of school are reported in Table 65 by region, gender and reason.

A total of 14,965 learners were counted, of whom 7,590 or (51%) are female and 7,375 or (49%) are male. The major reason for female learner dropout is pregnancy, at 29% of overall female dropout. This figure could well be higher if schools reliably reported on incidence of pregnancies. A large number of cases reported under “unknown reasons” conceal the main reason, such as pregnancy, thus the prevalence of learner pregnancy may be considerably higher. A reasonably large number of learners (1,141) dropped out because of the long distance between school and home, especially in Kavango East, Kavango West, Kunene, Khomas and Ohangwena. Dropout due to parents’ demand or parents moving to another region may not necessarily constitute a dropout because the learners might have started schooling in other regions. Nevertheless, 748 learners were reported to have left school in 2016 due to their parents’ demand, and it cannot be said with absolute certainty whether or where these learners resumed schooling. A more robust system entailing individual learner tracking would render a more accurate estimate of the school dropout rates in the country.

Region Gender Total

Reason for dropping out of school

Illness

Distance

Job

Parents dem

and

Fund

Pregnancy

Learnerage

Failure

Exams

fees

Discipline

No

caretaker

Hunger

Discrim

i-nation

Disability

Earlym

arriage

Teacher attitude

Unknow

nreasons

Omusati Total 1,463 53 56 62 34 2 323 104 71 10 92 11 2 4 2 - 14 623Females 751 20 21 16 11 2 319 20 33 6 28 6 - 1 - - 4 264Males 712 33 35 46 23 - 4 84 38 4 64 5 2 3 2 - 10 359

Oshana Total 353 19 12 21 9 3 70 19 16 - 21 3 - 1 2 1 9 147Females 177 8 4 9 2 2 68 8 6 - 3 2 - - 1 1 3 60Males 176 11 8 12 7 1 2 11 10 - 18 1 - 1 1 - 6 87

Oshikoto Total 1,121 36 73 73 60 4 209 99 8 1 55 10 - - 3 1 4 485Females 575 20 34 16 24 1 206 37 3 1 11 4 - - 3 1 - 214Males 546 16 39 57 36 3 3 62 5 - 44 6 - - - - 4 271

Otjozondjupa Total 1,304 32 56 41 32 14 121 59 28 - 73 10 30 3 2 14 5 784Females 609 16 23 7 12 9 119 23 10 - 16 4 14 1 1 11 4 339Males 695 16 33 34 20 5 2 36 18 - 57 6 16 2 1 3 1 445

Zambezi Total 628 31 34 19 31 - 116 37 57 - 38 16 5 3 2 22 - 217Females 388 19 19 8 17 - 115 18 21 - 16 8 2 2 1 18 - 124Males 240 12 15 11 14 - 1 19 36 - 22 8 3 1 1 4 - 93

National Total 14,965 584 1,141 638 748 83 2,260 812 354 12 814 136 101 42 39 155 75 6,971Females 7,590 311 527 157 337 42 2,233 285 139 7 201 62 31 19 16 130 24 3,069Males 7,375 273 614 481 411 41 27 527 215 5 613 74 70 23 23 25 51 3,902


Table 66: Teacher mortality by age and reason

Table 67: Teacher mortality by region and reason

Age group Total Deaths

Illness Accident Suicide Violence and HomicideTotal Female Male Total Female Male Total Female Male Total Female Male

20-24 45 37 22 15 8 1 7 0 0 0 0 0 0

25-29 0 0 0 0 0 0 0 0 0 0 0 0 0

30-34 4 4 4 0 0 0 0 0 0 0 0 0 0

35-39 5 5 0 5 0 0 0 0 0 0 0 0 0

40-44 9 9 9 0 0 0 0 0 0 0 0 0 0

45-49 6 6 5 1 0 0 0 0 0 0 0 0 0

50-54 7 7 1 6 0 0 0 0 0 0 0 0 0

55 and older 7 6 3 3 1 1 0 0 0 0 0 0 0

National 83 74 44 30 9 2 7 0 0 0 0 0 0

Figure 67: Teacher mortality by region and reason

Tables 66 and 67 show the numbers of deaths of teachers in 2016 per age group and per region respectively, clustered according to the reported cause of death.

Out of the total of 83 deaths, 74 or 89% were caused by illnesses.

Regions Total Deaths

Illness Accident Suicide Violence and HomicideTotal Female Male Total Female Male Total Female Male Total Female Male

//Kharas 2 2 2 0 0 0 0 0 0 0 0 0 0

Erongo 1 1 1 0 0 0 0 0 0 0 0 0 0

Hardap 0 0 0 0 0 0 0 0 0 0 0 0 0

Kavango East 10 9 4 5 1 1 0 0 0 0 0 0 0

Kavango West 10 9 4 5 1 0 1 0 0 0 0 0 0

Khomas 8 7 5 2 1 0 1 0 0 0 0 0 0

Kunene 3 2 1 1 1 0 1 0 0 0 0 0 0

Ohangwena 9 9 7 2 0 0 0 0 0 0 0 0 0

Omaheke 5 5 2 3 0 0 0 0 0 0 0 0 0

Omusati 21 19 11 8 2 0 2 0 0 0 0 0 0

Oshana 3 3 3 0 0 0 0 0 0 0 0 0 0

Oshikoto 2 2 2 0 0 0 0 0 0 0 0 0 0

Otjozondjupa 8 5 1 4 3 1 2 0 0 0 0 0 0

Zambezi 1 1 1 0 0 0 0 0 0 0 0 0 0

National 83 74 44 30 9 2 7 0 0 0 0 0 0


Table 68: Learner mortality by grade and reason

Grade Total Deaths

Illness Accident Suicide Violence and HomicideTotal Male Female Total Male Female Total Male Female Total Male Female

Pre-Primary 4 2 1 1 2 0 2 - - - - - -Grade 1 17 10 3 7 7 2 5 - - - 0 0 0Grade 2 5 3 1 2 2 0 2 - - - - - -Grade 3 4 4 1 3 - - - - - - - - -Grade 4 9 7 4 3 1 0 1 1 0 1 - - -Grade 5 10 3 2 1 5 0 5 1 0 1 1 1 0Grade 6 6 1 0 1 4 0 4 - - - 1 1 0Grade 7 13 13 5 8 - - - - - - - - -Grade 8 2 1 0 1 - - - 1 1 0 - - -Grade 9 14 7 5 2 6 0 6 1 0 1 - - -Grade 10 17 9 5 4 3 1 2 4 1 3 1 0 1Grade 11 - - - - - - - - - - - - -Grade 12 7 - - - 5 3 2 - - - 2 1 1Other Grades 1 - - - 1 0 1 - - - - - -National 109 60 27 33 36 6 30 8 2 6 5 3 2

A total of 109 learners died during 2016. The majority of them succumbed to illness (55%), and 33% died as a result of accidents. Zambezi had the highest number of learner mortalities, totalling 21% of all cases in the country, followed by Hardap with 15%.

Figure 68: Learner mortality by grade


Table 69: Learner mortality by region and reason

A total of 109 learners were reported dead during 2016. The largest proportion of these learners, 60 or 55%, died as a result of illness and 36 or 33% died as a result of accidents. Zambezi and Hardap had the highest learner mor tality rates in 2016, with 23 and 16 deaths respectively.

Figure 69: Learner mortality by region

Regions Total Deaths

Illness Accident Suicide Violence and HomicideTotal Male Female Total Male Female Total Male Female Total Male Female

//Kharas - - - - - - - - - - - - -Erongo 3 2 0 2 1 0 1 - - - - - -Hardap 16 5 3 2 7 1 6 3 1 2 1 0 1Kavango East 6 4 1 3 2 0 2 - - - - - -Kavango West 7 6 2 4 1 0 1 - - - - - -Khomas 11 3 3 0 8 1 7 - - - - - -Kunene 11 10 7 3 - - - - - - 1 1 0Ohangwena 10 8 3 5 1 0 1 1 0 1 - - -Omaheke 5 1 1 0 2 0 2 1 0 1 1 0 1Omusati 3 - - - 2 1 1 - - - 1 1 0Oshana 4 - - - 4 1 3 - - - - - -Oshikoto 5 1 1 0 3 0 3 1 0 1 - - -Otjozondjupa 5 3 0 3 2 0 2 - - - - - -Zambezi 23 17 6 11 3 2 1 2 1 1 1 1 0National 109 60 27 33 36 6 30 8 2 6 5 3 2

Ministry of Education, Arts and Culture REPUBLIC OF NAMIBIA · iv EMIS Education Statistics 2016...

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