National Early Childhood Development (ECD) Advocacy€¦ · · 2016-11-24National Early Childhood...

In collaboration with

National Early Childhood

Development (ECD)

Advocacy

Workshop

Wednesday 2 December – Friday 4 December

Windhoek, Namibia


Page | 2

TABLE OF CONTENTS

Contents

Table of Contents ......................................................................................................................................... 2

Introduction ................................................................................................................................................. 3

Opening Session ........................................................................................................................................... 4

Official Opening ....................................................................................................................................... 4

Workshop Objectives ............................................................................................................................... 5

Creating a Common Understanding ............................................................................................................ 5

Global Perspective ................................................................................................................................... 5

Namibian Perspective .............................................................................................................................. 6

Communicating for Change ..................................................................................................................... 8

Analysis of desired changes ..................................................................................................................... 8

Learning From Others .................................................................................................................................. 9

Lessons learnt from ECD advocacy in Kenya ............................................................................................ 9

Lessons learnt from ECD advocacy in Zambia .......................................................................................... 9

Lessons learnt from ECD advocacy in Turkey ........................................................................................ 10

Lessons learnt from advocacy efforts in other sectors .......................................................................... 10

Designing an Advocacy Strategy ................................................................................................................ 11

Way Forward .............................................................................................................................................. 16

Annex I: Final Programme .......................................................................................................................... 17

Annex II: List of Attendances ..................................................................................................................... 20


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INTRODUCTION

In the framework of the UNESCO/China Funds-in-Trust project ‘Capacity Development for Quality in Pre-

and Lower Primary Teacher Education in Namibia”, UNESCO, in close collaboration with the Ministry of

Education, Arts and Culture (MoEAC), the Ministry of Higher Education, Training and Innovation

(MoHETI) and the University of Namibia (UNAM) Faculty of Education, with additional support of the

Open Society Foundations (OSF), the European Union (EU) Delegation to Namibia and UNICEF Namibia,

is now organizing an Advocacy workshop to build capacity of relevant officials to advocate for the Early

Childhood and Pre- and Lower Primary teaching profession.

The University of Namibia (UNAM) is the main institution for teacher education and training, following

the merger of the Teacher Education Colleges with UNAM in 2010. UNAM offers a Bachelors of

Education in different specializations; one of them focuses on Early Childhood and Lower primary

education. According to the UNAM 2013 Annual report, only 14.2% of B Ed students opted for the Early

Childhood and Lower Primary specialization. Improving trends regarding the intake of students to this

specialization cannot be denied, but the demand for teachers at this level is at the same time also

increasing. Since 2008, the government is introducing pre-primary classes in a phased, pro-poor

sequence, while free primary education was introduced in 2013. These developments have increased

the demand for pre- and lower primary education – and thus also for qualified teachers at these levels.

When it comes to quality, Namibia has made significant strides in training most of its teachers. It is a fact

however, that the most poorly trained teachers are still found teaching the lower grades of primary

education. Insufficient numbers of teachers specializing in this level of education have been trained, and

the trend of prioritizing the deployment of qualified teachers at the higher levels is real. The training and

qualification of the caregivers is even more of a concern.

These aspects of limited interest and insufficient quality are inherently intertwined with the existing

image of ECD, the ECD profession and status of its workforce. In order to attract the most qualified and

motivated early childhood educators, the need to alter the overall image of the ECD in Namibia is

rising. Considering the involvement of multiple stakeholders, the project is planning a national workshop

to strengthen the capacity of relevant government officials, UNAM and others to advocate and create

awareness to attract competent people into the ECD profession, with the long term objective of

contributing towards enhanced professionalization of the Early Childhood Development workforce. The

envisioned outcome document is a national advocacy strategy for enhanced awareness of the

fundamental importance of ECD.


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OPENING SESSION

Official Opening

The participants were officially welcomed by Dr Jean-Pierre Ilboudo, Head of Office and UNESCO

Representative to Namibia, who acknowledged the benefits of the broad partnership that UNESCO was

able to establish for this workshop. “Addressing the systemic nature of education requires the

involvement of many stakeholders, to ensure desired positive outcomes. Therefore, with joined hands,

we hope that the outcome of this workshop will lay the foundation for improving the overall image of

the ECD profession in Namibia, thereby contributing towards increased quality of Namibia’s education

system.”

Ms Edda Bohn, Director Programmes and Quality Assurance, on behalf of the Permanent Secretary of

the Ministry of Education, Arts and Culture, highlighted the importance of quality early childhood and

pre- and lower primary education in her opening address. She connected the quality challenge with the

lack of awareness of the importance of educational foundations in the early years. “We need to urgently

educate our learners who will be in the long run mothers and fathers about the importance of the first

1000 days.” Dr Charmaine Villet, Dean Faculty of Education, University of Namibia addressed the status

of the pre- and lower primary teacher and the challenge of attracting students to this particular career

path.

Picture: From left to right: Dr Jean Pierre Ilboudo, Head of Office and UNESCO Representative to Namibia; Dr

Charmaine Villet, Dean Faculty of Education, University of Namibia; and Ms Edda Bohn, Director Programmes and

Quality Assurance, Ministry of Education, Arts and Culture.


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Workshop Objectives

Ms Gertie Steukers, UNESCO Windhoek, set out the background and objectives of the workshop. The

UNESCO/China Funds-in-Trust project is focused on improving education at the foundational level, by

focusing on the quality of pre- and lower primary education, in-service as well as pre-service. The

existing image of education in the early years is however hampering quality. Lack of quality of education

and care in the early years will impact the whole education system, since learners will graduate to

higher levels with compromised foundations.

Both UNESCO as well as the Namibian policy framework considers Early Childhood Education as the

years between 0 and 8. Therefore, when we talk about strategizing to advocate for the importance of

ECD, we will include the 0-4 informal ECD structures as well as the 5-8 formal pre- and lower primary

education.

The following were the objectives for the three-day workshop.

Overall objective:

- To contribute to enhanced awareness of the fundamental importance of ECD; - To contribute to improving the quality of early childhood, pre-primary and lower primary

education. Specific objectives:

- To build capacity to develop advocacy messages and materials in order to raise awareness of the importance of ECD, the importance of the profession and to attract able students to the B. Ed with specialization in Early Childhood and Lower Primary;

- To develop an advocacy strategy for enhanced awareness of the fundamental importance of ECD.

CREATING A COMMON UNDERSTANDING

Global Perspective

Ms Yoshie Kaga, ECD specialist at the UNESCO Headquarters,

contextualized ECD as a global concern. She highlighted the

importance of the early years. “Human brain development starts

before birth and continues into adulthood. The quality of the brain

architecture is affected by early childhood experiences, resulting in a

strong or a fragile foundation for the learning, health and behaviour

that follow.” Ability gaps therefore, start early.

When it comes to global trends, Ms Kaga informed the participants

that the number of stunted children has not declined. Access to pre-

primary education has been improving globally but unequally, and not

enough. Namibia’s progress towards integrating ECD with the

education ministry also corresponds to a global trend.


Page | 6

Within the new Sustainable Development agenda, target 2 of SDG 4 focuses on ECD (By 2030, ensure

that all girls and boys have access to quality early childhood development, care and pre-primary

education so that they are ready for primary education). Many of the other goals however also include

elements related to Early Childhood Care and Education.

The below graph clearly indicates that investing in the early years creates the most returns.

Namibian Perspective

Ms Edda Bohn, Director PQA, Ministry of Education, Arts and Culture, and Dr Aune Victor, Education

Specialist, UNICEF Namibia, set out the Namibian context for the participants (Ms Eline Nghiitwiikwa,

Ministry of Gender Equality and Child Welfare, was prohibited from attending and presenting).

Dr Victor explained that ECD has long-lasting impacts on cognitive,

emotional and psycho-social development with long-term benefits for

later success in school, and society more broadly. ECD provides a strong

foundation for lifelong learning and significantly contributes to reducing

poverty, the overarching objective of Namibia’s Vision 2030, and the

Sustainable Development Goals.

Namibia’s Integrated Early Childhood Development (IECD) Policy (2007)

Promotes a rights-based approach to early childhood development,

premised on the principles of equal access, quality, sustainability,

flexibility, diversity and inclusion.


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ECD for ages 0-4 falls under the Ministry of Gender Equality and Child Welfare and is catered for by an

informal structure; the Namibian Government does not own any of the ECD centres. ECD centres charge

fees (no standard fees applicable). Monthly rates of 10 NAD are often not affordable for parents. The

lack of qualified caregivers is a significant concern.

Graph: Rates of enrolment in ECD centres by age and gender (2012)

Ms Bohn explained that the ages 5-8 are considered pre- and lower primary education and fall under

the Ministry of Education, Arts and Culture, within the formal structure. Pre-primary education (for ages

5-6) is being rolled out since 2008 in a pro-poor sequence (100 classes per year). Enrolment has been

significantly increasing calling for an increased number of qualified teachers. This gap and the need for

qualified human resource is significantly growing.

The challenges regarding the quality of ECD services in Namibia can be summarized as follows:

Infrastructure

Qualified teachers

Material resource provision

Monitoring and Evaluation

The transition plan outlines the transition of ECD responsibilities from the Ministry of Gender Equality

and Child Welfare to the Ministry of Education, Arts and Culture. This transition is planned to be fully

implemented in 2016.

2.1

9.4

24.6

18.7

2.4 2.3

9.5

25.6

19.5

2.7 1.8

9.2

23.6

18.0

2.1 -

5.0

10.0

15.0

20.0

25.0

30.0

0-2 years 2-3 years 4-5 years 6.7 years >7 years

Both sexes Girls Boys


Page | 8

Communicating for Change

In light of understanding communication and advocacy,

Prof Akpabio, Communication Specialist, UNAM,

explained to the participants the characteristics of

communicating with the aim of creating changes.

He explained that the human behaviour is complex and

that providing information and increasing knowledge

does not necessarily lead to attitude and behavioural

change. Prof Akpabio advocated for the use of

participatory communication which implies a strong

context- and need-driven approach. Participatory

communication is a bottom-up approach which takes

contextual factors into consideration and attempts to

empower the beneficiaries of change.

Prof Akpabio gave a few examples of successful campaigns but also highlighted that transplanting

changes and successes will not work; the advocacy strategy needs to respond to the needs and the

context.

Analysis of desired changes

In group work, the participants identified the priority areas for change, the obstacles preventing the

desired changes and suggestions to overcome these changes. Consolidation of participants’ inputs

results in the below table.

Priority areas for change

Coordination – fragmented system

Training opportunities

Existing image – mind-set and perception

Standardized curriculum implementation

Obstacles preventing the desired changes

Funding

Absence of clear coordination framework – non-formal structure

Lack of ECD experts

Lack of training opportunities

Suggestions for overcoming these obstacles

Reinforce curriculum implementation

National ECD coordination mechanism

Increase training opportunities

Sensitization

Monitoring and evaluating


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LEARNING FROM OTHERS

In this session, the participants learned from ECD advocacy efforts in other countries and from advocacy

efforts in other sectors.

Lessons learnt from ECD advocacy in Kenya

Ms Lynette Okengo, Open Society Foundations, presented different ECD advocacy campaigns carried

out in Kenya. The main lessons learnt are indicated below.

Beyond Zero Campaign (health) – Initiative by the First Lady to address the plight of women and

children in need of quality health care:

Involve different and multiple actors - joining with others leads to greater impact (public, private, faith based, communities);

Build on what already exists - building upon existing structures is good for greater acceptability.

Malezi Bora Campaign (nutrition) – Ministry of Health initiative to improve child and maternal health

and nutrition:

Find the best advocator;

Be persistent;

Know the decision makers and target them.

UWEZO Campaign (early learning) – Citizen-driven approach to social change:

Use local champions to get the message through to the communities - invest in empowering advocates at different levels;

Use a variety of communication materials - a variety of tools and strategies is critical for greater impact.

One of the main lessons Ms Okengo transferred was that change does not happen with one shot; it

needs to be sustained. If we want to advocate for change, we need to be in it for the long run.

Lessons learnt from ECD advocacy in Zambia

Ms Hanne Huysmans, VVOB Zambia, presented highlights of the work that

VVOB has been doing in Zambia. The main lessons learnt are indicated

below.

Reach multiple stakeholders;

Make stakeholders aware of ECD classroom realities;

Take context and culture on board; but use innovative and new messages;

Be consistent with a few key messages, brought in a way that appeals to selected target groups;

Avoid confusion: be clear and consistent with the terminology used.


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Lessons learnt from ECD advocacy in Turkey

Ms Yoshie Kaga, UNESCO HQ, presented the ‘7 is Too Late’ campaign in Turkey, aimed at raising public

awareness on the importance of early childhood education and increasing government response, and

influencing change in education policy. The main lessons learnt are indicated below.

Success of a phased approach (first access, then quality);

Identify the decision-makers; identify what kind of information they need; and deliver the

information at the right time and directly to them;

Maintain momentum in the media by constantly finding, packaging and releasing information;

Plan and budget realistically to achieve objectives;

Track progress.

Lessons learnt from advocacy efforts in other sectors

Prof Akpabio shared a few lessons from advocacy efforts in other sectors. The main lessons learnt are

indicated below.

Use humour - positive effect of using humour and comedy to get sensitive messages through;

Bring the campaign close to the target group;

Use pictures - pictures speak a thousand words;

Use celebrities and political champions;

Use music and popular songs;

Use technology.


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DESIGNING AN ADVOCACY STRATEGY

In group work, the participants initiated the development of an ECD advocacy strategy. They identified

the following ten potential target groups:

1. Political leaders at national and regional levels 2. Parents and Guardians 3. Youth (in – grades 10 and 12, and out of school youth) 4. Teachers– caregivers, teachers in other levels and principals 5. Communities 6. Traditional leaders 7. Private sector 8. Children 9. Pregnant women

10. Churches

For each of these target groups, the participants identified:

The key message for each group;

How to best communicate the key messages to these target groups;

The responsible stakeholder for delivering the message to the target group;

A way of monitoring the delivery of these messages.

The outcome of this exercise can be found in the following table.


Target Groups Key messages Communication Strategy Responsible Stakeholder Ways of monitoring

1. Political leaders at national and regional levels

ECD is important for children and society and has great investment returns Make ECD funding a priority

High level advocacy meetings (breakfast meetings) with media TV and Radio interviews with First Lady, Ministers of Education and Gender, Regional and Community TV and Radio interview slots for Constituency Councilors. Community development committees (CDC) Education Forum Visits to ECD centers by CDC and Education Forum

ECD representatives in the two line ministries (Gender and Education) Community development committees (CDC)

Media monitoring Minutes of meetings Plan of Action Progress Reports Financial Reports Monitoring tools

2. Parents and Guardians

Complement children’s upbringing with ECD

Parents Teacher Association (PTA) meetings Radio; TV; advertisement, social media, newspaper; website; Open Days Adult Education literacy programmes

Teachers Principals School board members Education Officers

Minutes of PTA meetings Surveys

3. Youth (in – grades 10 and 12, and out of school youth)

Importance of ECD to children’s development and wellbeing Foster sense of pride in ECD Profession and its contribution to national wellbeing ECD profession as a viable career option Foundation for success in every discipline ECD is a viable career option

Social media Career Fair School Visits TV and radio interviews with ECD experts Advertisements featuring BA ECD holders and successful ECD teachers Road Shows YouTube and Vine videos on ECD Motivational speakers Career guidance Successful ECD role models Youth forums

Youth Forums Life skills teachers Marketing and Communication Department Faculty of Education/Departmental coordinators Regional school councilor Subject Advisers National Youth Council Student organizations

Number of students enrolled in Diplomas, certificates, degrees in Education Number of students enrolled in diplomas, certificates, degrees in education


Page | 13

4. Teachers– caregivers, teachers in other levels and principals

Importance of ECD to children’s development and wellbeing ECD is the foundation for lifelong learning and poverty reduction

Fliers Brochures Meetings Symposia Educational conferences addressed by PSs, Directors, ECD experts Research papers on importance of ECD Capacity building workshops and trainings for teachers Educational ECD conference

Regional Directors Subject Advisers and other Education Officers Permanent Secretaries Directors PROs in the three ministries ECD Education Officers ECD Experts Permanent Secretaries

Establishment of national and regional monitoring and evaluation committees Workshop evaluation Classroom observations

5. Communities Access to quality and sustainable ECD programs where communities take ownership

Radio and TV channels, Billboards, messages through schools, newspaper inserts, community meetings, health faculties (pamphlets), constituency and regional council meetings, open community days (dramas, plays, painting) to raise awareness.

Regional councilors Principals and teachers Church leaders Traditional leaders

Visitations Focus group discussions Interviews Follow-up meetings

6. Traditional leaders Educate a child in the ECD programme for the benefit of the child, the community and the nation at large ECD complements the mores and values of the community

Council of traditional rulers Community meetings

Senior education officers (EDUCATION) Community liaison officer (ECD-GENDER)

Minutes Interviews Document Analysis

7. Private Sector Meaningful private sector funding of ECD (not social corporate responsibility in addition to our own fundraising

Billboards, targeted discussions though the Chamber of Commerce, Round Table discussions, public Lecturers through UNAM, Adverts, NGOs, Pupkewits Foundation and B2Gold, toy and educational shops (ECD leaflets, play corners with videos about ECD play).

Representatives from Ministries of Education, gender, Health First Lady Office Communities

Research and publications and reports

8. Children Holders of Rights to education, health, hygiene, care, protection

Games Stories Books

Parents Educators and teachers

Surveys on health status Assessment


Page | 14

9. Pregnant parents Importance of early years of children

Posters, pamphlets, booklets delivered at hospitals and youth centres (for young mothers)

Representatives of Ministry of Education, Gender and Health

Surveys Interviews to mothers

10. Churches ECD teaching standards & curriculums Church roles in a child’s early education The Church has an important role to play in a child’s early education

Church Council (CCN) Church publications Church seminars

Ministry of Education National Council Regional Council Council of Churches of Namibia

Church publications


Following the above table, the participants also identified a few possible catch phrases to demonstrate

the relevance of ECD:

- Every Child Deserves ECD: Laying a Solid Foundation - Early childhood development today, poverty free nation tomorrow - Strong Foundation for a better future - ECD: Pathway to Future Success

One of the groups also designed a poster for an ECD campaign:


Page | 16

WAY FORWARD

The participants of this workshop designed a very comprehensive, broad and holistic ECD advocacy

strategy, taking into consideration the multiple layers of stakeholders involved and the varied target

audience.

It became evident throughout the workshop that in order to create progress in the area of ECD

awareness, we need to find ways to shift unified messages through a fragmented system. We need to

create dialogue and celebrate a bottom-up approach by showcasing exemplary situations: successfully

managed ECD centres, effective ECD caregivers or teachers and specialists among others.

The outcome of this workshop intends to be the starting point of a joint effort towards enhanced

awareness of the fundamental importance of ECD. The development partners involved in the

organization of this workshop, together with the project implementing partners – the Namibian

Government and the University of Namibia – will continue to strive towards combined efforts in the

area of ECD advocacy and awareness.

Follow-up activities: - Sensitize different stakeholders involved on the developed advocacy strategy; - Promote the establishment of an ECD advocacy task force; - Organize targeted follow-up meetings.


Page | 17

ANNEX I: FINAL PROGRAMME

National ECD Advocacy Workshop Wednesday, 2 December 2015 Overall objective:

- To contribute to enhanced awareness of the fundamental importance of ECD; - To contribute to improving the quality of early childhood, pre-primary and lower primary education.

Specific objectives:

- To build capacity to develop advocacy messages and materials in order to raise awareness of the importance of the profession and attract able students to the B. Ed with specialization in Early Childhood and Lower Primary;

- To develop an advocacy strategy for enhanced awareness of the fundamental importance of ECD. OPENING SESSION

Ch

air:

Mr

Ro

d A

pri

l

09:00 – 09:05 National and AU Anthems

09:05 – 09:15 Welcoming remarks Dr Jean Pierre Ilboudo, Head of Office and

UNESCO Representative to Namibia

09:15 – 09:25 Statement Dr Charmaine Villet, Dean Faculty of

Education, University of Namibia

09:25 – 09:35 Opening address Ms Edda Bohn, Director, PQA, Ministry of

Education, Arts and Culture

09:35 – 09:40 AU and National Anthems

09:40 – 09:50 Group Photo

SESSION 1: Background and creating a common understanding

Ch

air:

Dr

Ch

arm

ain

e V

illet

09:50 – 10:00 Objectives, participants and programme Ms Gertie Steukers, UNESCO Windhoek

10:00 – 10:20 Creating a common understanding of the envisioned changes – Global perspective

Ms Yoshie Kaga, ECD Specialist, UNESCO HQ

10:20 – 10:40 Current status of ECD in Namibia (0-4) Ms Eline Nghiitwiikwa, Director Community &

Integrated Early Childhood Development,

Ministry of Gender Equality and Child Welfare

10:40 – 11:00 Tea/Coffee

11:00 – 11:20 Current status of pre-primary education in

Namibia

Ms Edda Bohn, Director, Programmes and

Quality Assurance, Ministry of Education, Arts

and Culture

11:20 – 11:40 Creating a common understanding of the

envisioned changes – Namibian perspective

Dr Aune Victor, ECD Specialist , UNICEF

Namibia

11:40 – 12:00 Discussion Plenary

12:00 – 12:40 Communicating for change Prof. Eno Akpabio, UNAM


13:00 – 14:00 Lunch

Ch

air:

Ms

Yo

shie

Kag

a 14:00 – 15:00 Analyzing the desired changes and obstacles

Group Work

Group Work

15:00 – 15:40 Report back from group work

15:40 – 16:00 Tea/Coffee


Page | 18

National ECD Advocacy Workshop Thursday, 3 December 2015 SESSION 2: Learning from others

Ch

air:

Ms

Ger

tie

Steu

kers

08:30 – 08:50 Recap Ms Gertie Steukers, UNESCO

08:50 – 09:20 Lessons learnt from ECD Advocacy in Kenya Ms Lynette Okengo, Open Society

Foundations

09:20 – 09:50 Lessons learnt from ECD Advocacy in Zambia Ms Hanne Huysmans, VVOB Zambia

09:50 – 10:20 Lessons learnt from ECD Advocacy in other regions

Ms Yoshie Kaga, ECD Specialist, UNESCO HQ

10:20 – 10:50 Tea/Coffee

10:50 – 11:20 Lessons learnt from Advocacy efforts in other sectors

Prof. Eno Akpabio, UNAM


SESSION 3: Identifying Advocacy Characteristics

Ch

air:

Ms

Son

ia G

od

inh

o

12:00 – 13:00 Work session I

Target audience and messages

Group Work

13:00 – 14:00 Lunch

14:00 – 14:30 Report back from group work Plenary

14:30 – 15:30 Work session II

Responsibilities and monitoring

Group Work

15:30 – 16:00 Tea/Coffee

16:00 – 16:30 Report back from group work Plenary


Page | 19

National ECD Advocacy Workshop Friday, 4 December 2015 SESSION 4: Designing a national advocacy strategy

Ch

air:

Ms

Ger

tie

Steu

kers

09:00 – 09:20 Recap Ms Sonia Godinho, EU Delegation

09:20 – 10:00 Desired elements for a national advocacy strategy

Prof. Eno Akpabio, UNAM


10:30 – 11:00 Tea/Coffee

11:00 – 12:10 Brainstorming a national advocacy strategy

Group work

Group work

12:10 – 13:00 Report back from group work and discussion Plenary

13:00 – 14:00 Lunch

SESSION 5: Summary and way forward

Ch

air:

Ms

Ger

tie

Steu

kers

14:00 – 14:40 Presentation of the consolidation of the group

work and discussion

Mr Dickson Kasote, UNESCO

14:40 – 15:30 Summary, way forward and closing Ms Gertie Steukers, UNESCO

15:30 – 16:00 Tea/Coffee


Page | 20

ANNEX II: LIST OF ATTENDANCES

Nr Name Position Institution Email 2 Dec 3 Dec 4 Dec

1 Mr Fritz David SEO MOEAC - NIED [email protected]

2 Ms Bertha Tobias SEO: JP MOEAC - NIED [email protected]

3 Ms Rochester Mushabati CEO MOEAC - NIED [email protected]

4 Ms Victoria Shikwambi SEO: CPD MOEAC - NIED [email protected]

5 Mr Raymond T Simanga SEO MOEAC - NIED [email protected]

6 Ms Kay Wentworth Administrator MOEAC [email protected]

7 Ms Edda Bohn Director MOEAC - PQA [email protected]

8 Ms Thembi Liwakala SEO: JP MOEAC Zambezi [email protected]

9 Ms Betty Mujohn SEO: JP MOEAC Zambezi [email protected]

10 Ms. J. Oosthuizen SEO: PP MOEAC Erongo [email protected]

11 Ms Heidi Labuschagne SEO MOEAC Hardap [email protected]

12 Mr Jeremias Goeieman SEO MOEAC Karas [email protected]

13 Ms Hildefonsia Haingura SEO: PP MOEAC Kavango [email protected]

14 Ms Milka Khoeses SEO MOEAC Khomas [email protected]

15 Ms Marietjie van der Byl SEO: JP MOEAC Khomas [email protected]

16 Ms Jochobeth Dawids SEO MOEAC Kunene [email protected]


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17 Mr Malakia P. Angula SEO: JP MOEAC Ohangwena [email protected]

18 Ms Hedwig Kauaria SEO: PP MOEAC Omaheke [email protected]

19 Ms Paulina Neingo SEO: PP MOEAC Omusati [email protected]

20 Ms Paulina Hamukonda SEO: JP MOEAC Oshana [email protected]

21 Mr Moses N Ugwanga SEO: JP MOEAC Oshikoto [email protected]

22 Ms Mariane Kapepu SEO: PP MOEAC Otjozondjupa [email protected]

23 Mr Rod April Deputy Secretary General NATCOM UNESCO MoHETI [email protected]

24 Mr Shahid Dickson Assistant-Director UNAM Com and Marketing [email protected]

25 Ms Linda Schultz Marketing Officer UNAM Com and Marketing [email protected]

26 Ms Karen Mubonenwa Marketing Officer UNAM Com and Marketing [email protected]

27 Mr Simon Namesho Marketing Officer UNAM Com and Marketing [email protected]

28 Mr Linus Hamunyela Marketing Officer UNAM Com and Marketing [email protected]

29 Dr Charmaine Villet Dean Faculty of Education UNAM FoE [email protected]

30 Ms Olia Ghiassi-Razavi Coordinator ECLPE HP UNAM FoE ECLPE [email protected]

31 Ms Theresia Siyave Coordinator ECLPE Rundu UNAM FoE ECLPE [email protected]

32 Mr Kenneth Nzwala Coordinator ECLPE Katima UNAM FoE ECLPE [email protected]

33 Ms Taimi Nghikembua Lecturer UNAM FoE ECLPE [email protected]

34 Dr Trudie Frindt Lecturer UNAM FoE ECLPE [email protected]

35 Ms G Tuli-Mevava Nghiyoonanye

Special Advisor Office of the First Lady [email protected]

36 Mr Justin Ellis Consultant [email protected]

37 Ms Jemina Beukes Journalist Namibian Sun [email protected]


Page | 22

38 Ms Hanne Huysmans In-service Teacher Training Advisor

VVOB Zambia [email protected]

39 Ms Lynette Okengo Open Society Foundation [email protected]

40 Prof Eno Ime Akpabio Communication specialist UNAM [email protected]

41 Ms Sonia Godinho ED programme manager EU delegation [email protected]

42 Ms Susan-Marie Lewis Communications officer EU delegation

43 Dr Aune Victor Education Specialist UNICEF Namibia [email protected]

44 Dr Jean Pierre Ilboudo Head of Office and Representative to Namibia

UNESCO Windhoek [email protected]

45 Ms Yoshie Kaga ECD Specialist UNESCO Headquarters [email protected]

46 Ms Gertie Steukers CFIT Project Coordinator UNESCO Windhoek [email protected]

47 Mr Dickson Kasote ED Consultant UNESCO Windhoek [email protected]

48 Ms Ana Gomez ED Assistant UNESCO Windhoek [email protected]

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