Only 28% of learners able to pass Grade 3 literacy

Everyone's responsibility
Learning poverty is shaping the educational journeys of thousands of Namibian children, affecting not only their schooling but the future of the nation.
Rozanne Swart
  • 4 Hours Ago

Learning poverty - a situation where a child cannot read and understand simple, age-appropriate texts by the time they are 10 years old - is a reality that many children in Namibia face every day. 

In a ministerial statement on learning poverty delivered in July last year, education minister Sanet Steenkamp, highlighted the alarming 2024/25 literacy and numeracy results for Grade 3 learners in Namibia, raising widespread concern.

In the statement, she said that only 32% of learners achieved the minimum pass mark of 40% in numeracy, while just 28% did so in literacy. Furthermore, only 5% of learners scored above 75% in numeracy, and a mere 3% in literacy.

Theresa Goasgoses, Education Inspector for the Walvis Bay Circuit, stated that multiple factors influence learners’ ability to keep up with and progress in their schooling. These include poverty, malnutrition, lack of early childhood education, and a child’s home environment. “Without access to quality early childhood education programmes, children may miss out on foundational skills such as literacy, social interaction, and emotional regulation.”

Sharnay Botha, Executive Director of the African Child Development Trust, commented that while many factors contribute to learning poverty, the most significant is the shortage of appropriate resources. “Shortages of reading materials, structured programmes, adequate classroom support, and overcrowded classes reduce effective reading time and individual attention.”

Botha added that addressing learning poverty requires collaboration among multiple stakeholders, particularly during the early years of schooling.

A parent from Otjiwarongo, who wished to remain anonymous, emphasised the importance of early education. “If a child is enrolled directly into Grade R without any prior nursery school experience, they are already far behind other learners.”

She added that responsibility lies with both teachers and parents. “Parents and the community must ensure children attend school, have enough to eat, and complete their homework, while teachers must provide quality education, as they are trained to do so.”

Goasgoses noted that learning poverty has a massive impact on Namibia’s future. “A workforce lacking foundational skills can hinder economic growth, with industries facing skills shortages that reduce productivity and innovation,” she said. "A generation without essential workforce skills may become increasingly reliant on social support systems, placing additional strain on public resources."

Paulus Nghikembua, Regional Director of Education for the Khomas Region, was contacted for comment but was unavailable at the time of publication.