SCIENCE EDUCATION REFORM IN NAMIBIA

By

Claudia U. Tjikuua

Chief Education Officer

Ministry of Basic Education & Culture

Background Namibia prior to1990. Science and Maths access only for

whites Education system on ethnic basis Very few Namibians were trained in

science related fields Import of labour for such fields Lack of statistical information needed for

proper planning

Reforms Approach

Principles and priorities identified (1989) Science and Mathematics definite

priority Leaner-centred and practical approach

‘a must’ Curriculum to relate to development

needs Priorities to fit into all educational goals

How reforms were implemented

Clear vision and leadership from minister Curriculum changes consultation

between stakeholders Curriculum reform in two parallel

activities

-primary (grade 1-7)

-secondary (grade 8-12)

Major changes

Maths and Physical Science compulsory until end of Junior Secondary

Introduction of Life Science for the first time

A new senior secondary education curriculum (H/IGCSE)

A new teaching and learning approach

(learner centered and practical)

Implications and problems for Maths and science teaching

Urgent need for trained teachers Need for in-service training for the

existing teachers Need for material development Need for science equipment Need for follow-up support at classroom

level

More problems

Overcrowded classes

English proficiency of teachers and learners

Lack of relevant textbooks and materials

More problems (cont.)

Appropriateness to the Namibian situation and environment

Need for improvisation from local materials

Lack of auxiliary and subject support to teachers

INSTANT Project as an answer to some of these problems

EU Funding Assistance to MBEC in reaching out to

teachers:

-with main objective to introduce change in teaching approach

-smooth the path for the change

INSTANT Project approaches

In-service training workshops for teachers at national level

Identification and training of facilitators for the regions and clusters

Development of teachers’ materials Supply of science equipment to

schools

Problems associated with reforms

Cluster model and cascading will only work if part of the administrative structure

New approach not wholly accepted by teachers unless topic is new

Use of materials developed at classroom level quite minimal - teachers lean heavily on textbook use

Practical work still used to explain a concept rather than to develop skills

Other related programmes to support Reforms

BETD introduced to train teachers (SIDA)

-teacher education reform ELTDP (UK) Life Science (Denmark)