Foster classrooms that are respectful - Steenkamp

The education ministry says it will spend over N$2.14 million on Grades 8, 9 and 10 learners this year.

11 February 2020 | Education

Justicia Shipena



Education ministry executive director Sanet Steenkamp has called on teachers in the Khomas Region to invest their time in programmes that will boost their knowledge, skills and teaching methods.

Steenkamp was addressing education stakeholders last week at Eros Primary School in Windhoek on the revised education curriculum. She said the meeting was aimed at providing a crucial platform to gain a better understanding of how the changes in the curriculum can be implemented.

She also touched on examination results, examiners' reports and promotion requirement policy guidelines.

Steenkamp said there is a need to foster classrooms that are respectful and secure. Speaking on school safety, she said the ministry had rolled out the national safe schools framework in 2019 and she urged school managements to know the school safety framework.

“Children who bully and children who are violent don't have a system. We need to understand what the causes of the bullying are and assist the learners,” she said.

Regional director of education Gerard Vries said last year there were 91 841 learners and 3 953 teachers in the Khomas Region.

This year there are 6 507 Grade 10 learners and 2 500 Grade 11 learners in the region. He said the region needs more schools.

“At least four more primary schools and eight more secondary schools need to be built,” he said.

He also touched on the financial implications for the ministry, saying that this year it will have to spend over N$2.14 million on Grades 8, 9 and 10 learners. This bill excludes stationery, textbooks and cleaning materials.



Challenges

* Lack of permanent examination venues.

* Mother-tongue instruction not taking place at most schools.

* No qualified teachers for Afrikaans, Khoekhoegowab and German foreign language.

* Limited parental involvement.

* Increase in disciplinary problems.

* High staff turnover.

* High absenteeism of teachers with doctor's certificates.

* Low morale of teachers and learners.

* Demand versus supply regarding placement of learners.

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