ministry of education, arts and culture namibia...less than grade 12 581 243 338 grade 12 or 1-2...

Ministry of Education, Arts and CultureNAMIBIA

Education Management Information System

© Education Management Information System (2015)

EMIS Education Statistics 2015Ministry of Education, Arts and CultureGovernment of the Republic of Namibia

Date of publication: December 2017

ISSN 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 for providing information on population projections.

FACTS AND FIGURES

Education Statistics in Namibia in 2015

Opuwo

Eenhana Katima 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 1,783 1,655 128

Primary 1,015 946 69Combined 552 506 46Secondary 205 192 13Other 11 11 0

Number of learners Total 675,405 634,270 41,135Pre-Primary 32,753 27,878 4,875Primary 443,249 418,181 25,068Secondary 196,013 184,942 11,071Other 3,390 3,269 121

Teacher qualifications

Total

Without teacher training

With teacher training

Total 27,990 3,135 24,855Less than Grade 12 581 243 338Grade 12 or 1-2 years’ tertiary 3,843 2,569 1,274More than 2 years’ tertiary 23,566 323 23,243

Learners per teacher Average learner : teacher ratio 24.1Number of class-rooms Total rooms 23,432

Permanent 20,439Prefabricated 1,322Traditional 1,494Hired 177

Facts and Figures i

ii EMIS Education Statistics 2015

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 2009 to 2015 ............................................................................................................ 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 2009 to 2015 .............................................................................................. 28Table 20: Changes in enrolments in different grades from 2009 to 2015 ............................................................................................ 29Table 21: Changes in enrolments in the regions from 2009 to 2015 ................................................................................................... 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 2009 to 2015 ............................................................................................ 34Table 24: Changes in the numbers of new Grade 1 entrants from 2009 to 2015 ............................................................................... 34Table 25: Ages of all learners .............................................................................................................................................................. 35Table 26: Distribution of learners by age and gender for each grade in 2015 .................................................................................... 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 2014 to 2015 ............................................................. 41Table 31: Promotion, repetition and school leaving rates from 2008 to 2014 ..................................................................................... 42Table 32: Survival rates to Grades 2-12 from 2008 to 2014................................................................................................................ 43Table 33: Approximate numbers of learners who left school between 2008 and 2014 ....................................................................... 44

Contents iii

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 2014 to 2015....................................................................................................................... 60Table 46: Transfer rates of teachers from 2014 to 2015 ..................................................................................................................... 61Table 47: Changes in the numbers of teachers and their professional qualifications from 2009 to 2015 ........................................... 62Table 48: Percentages of primary and secondary teachers qualified to teach from 2009 to 2015 ................................................63-64Table 49: Numbers of teachers from 2009 to 2015 ............................................................................................................................. 65Table 50: Learner : teacher ratios from 2009 to 2015 .......................................................................................................................... 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 2009 to 2015 ...................................................71-72Table 55: Changes in the numbers and structural types of classrooms from 2009 to 2015 ............................................................... 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 2015 ....................76-77

Chapter 7: ADULT LEARNING ...................................................................................................................................................................... 78Table 59: National Literacy Programme enrolments and pass rates from 2009 to 2015 .................................................................... 79Table 60: Test results of the National Literacy Programme learners in 2015 ...................................................................................... 80

Chapter 8: EDUCATIONAL TRAINING SECTOR IMPROVEMENT PROGRAMME (ETSIP) ....................................................... 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

iv EMIS Education Statistics 2015

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) media 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 media 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 2015

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 media 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 statistical information on education in schools in Namibia in 2015. Two school censuses are conducted each year, namely the 15th School Day Census, held on the fifteenth school day after the opening of the schools at the start of the new school year, and the Annual Education

Census (AEC), held on the first Tuesday after the first Monday when the schools open for the third term, usually in September each year. The 15th School Day Census is intended to provide information for operational and planning purposes, while the AEC provides information for monitoring the state of education from year to year. The majority of the figures presented in this report were collected in the 2015 AEC. The information reported in the AEC completed questionnaires is considered to have been a true representation on the day of the AEC census. The coverage of the 2015 AEC is considered to have been 100%, as all state schools and government-registered private schools 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 test results for 2015. 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 2015

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 in this publication are primarily reflective of Namibia’s formal schooling system, as provided for in state and private schools. The following seven pages provide summaries of the key features of this system in each of the 14 geographical/political 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 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. The 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) and

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. 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 2015

State PrivateNumber of schools Total 63 47 16Type of school Primary 37 29 8

Combined 12 5 7Secondary 14 13 1Other 1 1 -

Number of learners Total 36,626 32,211 4,415School phase Pre-Primary 1,722 1,318 404

Primary 23,715 21,156 2,559Secondary 10,229 8,798 1,431Other 960 939 21

Teachers

Total



Total 1,469 102 1,367Qualification Less than Grade 12 21 11 10

Grade 12 or 1-2 years’ tertiary 138 76 62More than 2 years’ tertiary 1,310 15 1,295

Learners per teacher Average learner : teacher ratio 24.9Number of class-rooms Total rooms 1,244Structure Permanent 1,139

Prefabricated 97Traditional 4Hired 4

ErongoState Private

Number of schools Total 50 40 10Type of school Primary 28 24 4

Combined 13 8 5Secondary 9 8 1Other 0 - -


Primary 13,648 11,729 1,919Secondary 6,069 5,424 645Other 57 50 7

Teachers

Total



Total 919 172 747Qualification Less than Grade 12 34 25 9

Grade 12 or 1-2 years’ tertiary 184 132 52More than 2 years’ tertiary 700 15 686

Learners per teacher Average learner : teacher ratio 23.1Number of class-rooms Total rooms 778Structure Permanent 684


//Kharas

Regional Summaries V



Number of learners Total 23,321 22,651 670School phase Pre-Primary 1,397 1,351 46

Primary 15,510 15,125 385Secondary 6,103 5,906 197Other 311 269 42

Teachers

Total







HardapState Private


Combined 35 32 3Secondary 9 8 1Other - - -


Primary 37,155 36,585 570Secondary 13,898 13,578 320Other 159 159 -

Teachers

Total







Kavango East

VI EMIS Education Statistics 2015





Teachers

Total





Learners per teacher Average learner : teacher ratio 25.6Number of class-rooms Total rooms 1,157Structure Permanent 916


Kavango WestState Private


Combined 15 1 14Secondary 29 26 3Other 6 6 0

Number of learners Total 81,403 66,483 14,920School phase Pre-Primary 3,951 1,982 1,969

Primary 51,156 42,768 8,388Secondary 25,548 21,036 4,512Other 748 697 51

Teachers

Total







Khomas

Regional Summaries VII





Teachers

Total



Total 1,130 231 899Qualification Less than Grade 12 37 15 22




KuneneState Private




Primary 62,965 61,077 1,888Secondary 29,805 29,333 472Other - - -

Teachers

Total







Ohangwena

VIII EMIS Education Statistics 2015




Primary 15,022 13,670 1,352Secondary 4,664 4,032 632Other 26 26 0

Teachers

Total







OmahekeState Private





Teachers

Total







Omusati

Regional Summaries IX




Primary 30,496 28,230 2,266Secondary 18,272 18,078 194Other 551 551 -

Teachers

Total







OshanaState Private




Primary 41,432 38,624 2,808Secondary 19,844 19,016 828Other 12 12 -

Teachers

Total







Oshikoto

X EMIS Education Statistics 2015





Teachers

Total







OtjozondjupaState Private


Combined 44 44 -Secondary 11 10 1Other 0 - -



Teachers

Total







Zambezi

Chapter 1: CHARACTERISTICS OF THE SCHOOL SYSTEM 1

Chapter 1 introduces the basic features and dimensions of the school system in Namibia. The tables provide information on the numbers of schools, learners, teachers, other school staff, 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 last few years.

A feature that must be recognised is that many schools in Namibia do not follow the “normal” phases or divisions between primary schooling (Grades 1-7) and secondary schooling (Grades 8-12). The term “combined” school is used to describe the schools that offer 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 small numbers 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 which annually extend 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”. In the previous reports, pre-primary was reported on under “Other Grades”, but since the Ministry’s decision to include pre-primary as part of the Primary phase, pre-primary is now reported on 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 total number of schools changed from 1, 677 in 2009 to 1,783 in 2015. Had the number in 2009 changed each year at the average growth rate of 1.02%, there would also have been a total of 1,783 schools in Namibia by 2015. The number of schools did not change every year exactly and consistently by 1.02%, but the average growth rate describes a change from 1, 677 in 2009 to 1,783 in 2015.

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.

Chapter 1: CHARACTERISTICS OF THE SCHOOL SYSTEM

2 EMIS Education Statistics 2015

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

RegionSchools Learners Teachers Support staff

Total Total % Female Total % Female Total % Female//Kharas 50 21,216 51.0 919 70.5 232 68.1Erongo 63 36,626 51.4 1,469 75.0 398 62.8

Hardap 57 23,321 50.3 948 65.0 266 66.9Kavango East 158 53,155 49.7 1,930 49.8 306 72.5Kavango West 176 36,250 48.5 1,417 46.7 196 74.0Khomas 107 81,403 51.6 3,326 75.1 795 60.5Kunene 68 25,882 49.8 1,130 55.0 195 66.7Ohangwena 252 96,346 50.0 3,866 63.4 633 65.4Omaheke 43 20,822 50.1 819 64.0 208 60.1Omusati 276 88,498 49.6 3,962 67.1 612 77.6Oshana 138 52,002 50.7 2,297 70.1 438 70.3Oshikoto 212 64,710 49.4 2,739 64.1 533 62.7Otjozondjupa 76 41,705 50.7 1,565 68.4 287 65.5Zambezi 107 33,469 49.4 1,603 58.4 324 83.0National 1,783 675,405 50.2 27,990 64.7 5,423 67.8

Table 1 shows the number of schools, learners, teachers and support staff per region in Namibia in 2015, 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. Omusati had the highest number of schools (276) and Omaheke the lowest number (43).

Figure 1b shows the number of learners per region. Ohangwena had the highest number of learners (96,346) and Omaheke the lowest number (20,822).

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 highest number of teachers (3,962) and Omaheke the lowest number (819).

Although Ohangwena had 7,848 more learners than Omusati, it had 96 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 2015, 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%) of the total number of schools in 2015. The regions with the highest numbers of private schools were //Kharas, Khomas, Erongo, Oshana, Oshikoto and Otjozondjupa. Together, private schools in these regions accounted for 90 or 70.3% of the country’s 128 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 50 40 10 28 24 4 13 8 5 9 8 1 - - -Erongo 63 47 16 37 29 8 12 5 7 14 13 1 - - -Hardap 57 53 4 39 37 2 8 6 2 9 9 - 1 1 -Kavango East 158 152 6 114 112 2 35 32 3 9 8 1 - - -Kavango West 176 175 1 147 147 - 24 24 - 5 4 1 - - -Khomas 107 75 32 57 42 15 15 1 14 29 26 3 6 6 -Kunene 68 64 4 48 45 3 13 12 1 6 6 - 1 1 -Ohangwena 252 245 7 100 94 6 133 133 - 19 18 1 - - -Omaheke 43 37 6 31 28 3 3 1 2 9 8 1 - - -Omusati 276 270 6 131 129 2 116 113 3 28 27 1 1 1 -Oshana 138 128 10 64 57 7 50 47 3 23 23 - 1 1 -Oshikoto 212 201 11 118 112 6 75 71 4 19 18 1 - - -Otjozondjupa 76 65 11 49 41 8 11 9 2 15 14 1 1 1 -Zambezi 107 103 4 52 49 3 44 44 - 11 10 1 - - -National 1,783 1,655 128 1,015 946 69 552 506 46 205 192 13 11 11 -


Schools in Namibia offer various ranges of grades. The numbers of schools that offered specific ranges of grades in 2015 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, 434 schools offered Grades 0-7 and 135 schools offered Grades 8-12. (Grade 0 refers to pre-primary.) Two schools offered none of the ‘ordinary’ grades. These are schools for children with learning impairments.

Although the number of schools offering 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 pre-primary 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 13% 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’.

Figure 3: Percentage of schools which offer complete and incomplete phases

Table 3: Numbers of schools offering various ranges of grades

Lowest Grade

Offered

Total starting with lowest grade

Highest Grade Offered

Grade0

Lower Primary Upper Primary Junior Secondary Senior SecondaryGrade

13OtherGrade

1Grade

2Grade

3Grade

4Grade

5Grade

6Grade

7Grade

8Grade

9Grade

10Grade

11Grade

12Total 1,783 1 8 42 36 252 22 23 585 19 31 506 5 178 1 74Pre-primary 1,061 1 3 4 7 78 11 12 434 14 22 387 1 27 1 59Grade 1 492 0 5 38 29 174 11 11 147 5 8 47 1 12 0 4Grade 5 17 0 0 0 0 0 0 0 4 0 0 9 0 0 0 4Grade 6 2 0 0 0 0 0 0 0 0 0 0 2 0 0 0 0Grade 7 1 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0Grade 8 202 0 0 0 0 0 0 0 0 0 1 61 3 135 0 2Grade 11 3 0 0 0 0 0 0 0 0 0 0 0 0 3 0 0Other 5 0 0 0 0 0 0 0 0 0 0 0 0 0 0 5


Table 4: Number of schools offering each grade

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//Kharas 41 41 41 41 40 40 40 19 19 19 11 10Erongo 46 47 47 46 43 42 45 25 24 24 18 19Hardap 46 45 45 45 45 46 46 17 17 17 7 7Kavango East 145 144 132 126 78 76 72 44 43 41 13 12Kavango West 168 168 150 134 75 73 71 29 29 28 7 7Khomas 74 71 71 70 72 72 72 47 46 45 39 39Kunene 60 60 59 58 55 54 54 19 19 15 6 6Ohangwena 233 231 229 227 207 202 201 150 143 134 12 12Omaheke 34 34 34 34 33 33 32 12 12 12 6 5Omusati 242 242 240 237 196 194 193 141 137 130 16 15Oshana 112 112 110 109 96 94 92 73 72 72 13 13Oshikoto 194 192 188 185 150 146 140 94 90 83 16 16Otjozondjupa 60 59 59 57 56 53 50 26 26 25 13 14Zambezi 96 96 96 95 79 78 77 55 55 55 10 10National 1,551 1,542 1,501 1,464 1,225 1,203 1,185 751 732 700 187 185

Other Grades

Region 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 35 - - - - 4 - - - - - - - -Erongo 39 - - - - 9 1 - 1 1 1 1 1 -Hardap 38 - - 1 - 16 1 - - - - - - -Kavango East 67 - - - - 3 1 1 - - - - - 1Kavango West 76 - - - - 1 - - 1 1 1 - - -Khomas 54 1 2 2 - 10 2 2 2 1 - - 1 2Kunene 56 - - - - 2 - - - - - - - -Ohangwena 154 - - - - - - - - - - - - -Omaheke 31 - - - - 2 - - - - - - - -Omusati 137 - - - - - - - 2 2 1 - - -Oshana 92 - - - - 1 - - 1 1 1 1 1 -Oshikoto 135 - - - - 1 - - - - - - - -Otjozondjupa 51 - 1 1 - 11 - - - - - - - -Zambezi 96 - - - - 1 - - - - - - - -National 1,061 1 3 4 - 61 5 3 7 6 4 2 3 3

Table 4 shows that there is a big difference (434) in the number of schools offering Grade 7 (last grade of Primary) compared to the number offering Grade 8. This is an indication that a number of learners either repeat Grade 7 or simply fall out of the system at the end of Grade 7, meaning that a large number do not make it to the Secondary phase. There is similarly a big difference (545) between the number of schools offering Grade 10 and the num-ber offering Grade 12. This is one of the indications that the num-ber of learners decreases at each higher grade.


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 147 - - 109 38 - - - - - - - - - -

% of total 0.4% - - 2.7% 1.1% - - - - - - - - - -Hardap Enrolment - - - - - - - - - - - - - - -

% of total - - - - - - - - - - - - - - -Kavango East Enrolment 17 - - 17 - - - - - - - - - - -

% of total 0.0% - - 0.3% - - - - - - - - - - -Kavango West Enrolment - - - - - - - - - - - - - - -

% of total - - - - - - - - - - - - - - -Khomas Enrolment 454 - - 37 189 188 - - - - 40 - - - -

% of total 0.6% - - 0.5% 2.5% 2.7% - - - - 0.7% - - - -Kunene Enrolment 196 27 27 40 47 55 - - - - - - - - -

% of total 0.8% 1.6% 0.7% 1.3% 1.6% 2.1% - - - - - - - - -Ohangwena Enrolment 52 17 - - - - - - - - 35 - - - -

% of total 0.1% 0.5% - - - - - - - - 0.4% - - - -Omaheke Enrolment 61 - - 61 - - - - - - - - - - -

% of total 0.3% - - 2.6% - - - - - - - - - - -Omusati Enrolment 32 - - - - - - - - 32 - - - - -

% of total 0.0% - - - - - - - - 0.3% - - - - -Oshana Enrolment 43 - - - - - - - - - 43 - - - -

% of total 0.1% - - - - - - - - - 1.0% - - - -Oshikoto Enrolment 80 - 20 - 27 - 33 - - - - - - - -

% of total 0.1% - 0.3% - 0.5% - 0.5% - - - - - - - -Otjozondjupa Enrolment 38 - 38 - - - - - - - - - - - -

% of total 0.1% - 0.7% - - - - - - - - - - - -Zambezi Enrolment 33 - - - - 33 - - - - - - - - -

% of total 0.1% - - - - 1.2% - - - - - - - - -National Enrolment 1,153 44 85 264 301 276 33 - - 32 118 - - - -

% of total 0.2% 0.1% 0.1% 0.4% 0.5% 0.4% 0.1% - - 0.0% 0.2% - - - -


Afternoon teaching allowed the use of classrooms twice per day, effectively doubling their capacity. It has to be noted that there are insufficient numbers of classrooms in the country, a problem which afternoon classes cannot solve entirely. The long-term solution remains building an adequate number of classrooms. In the meantime, alternatives to afternoon classes are community-built classrooms. Where this is not possible, overcrowding of classrooms and limiting of access to education will still occur. Although none of these alternatives are desirable, they cannot be avoided as long as resources for building classrooms are limited.

In most regions with a substantial percentage of learners in afternoon classes, the percentage of learners in these classes was the highest in Grades 2-4. There were no learners in afternoon classes reported beyond Grade 9 in 2015.

A total of 1,153 learners attended afternoon classes in 2015. The overall percentage of learners in afternoon classes has decreased over time, and now stands at a mere 0.2% of all learners. This might indicate a success in the government’s bid to provide classrooms, combined with the community’s effort to assist in building traditional/temporary classrooms to accommodate 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.

The majority of learners in afternoon classes in 2015 were in the Primary phase, especially in Grades 2-4, as shown in Figure 5.

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


Table 6: Changes in the number of schools from 2009 to 2015 Figure 6a: Numbers of schools in 2009-2015

Figure 6b: Percentage increase in the number of schools in each region from 2009 to 2015

Region

Year Average annual growth

rate from 2009 to

2015

Percentage change

from 2009 to 2015

Percentage change

from 2014 to 2015

2009 2010 2011 2012 2013 2014 2015

//Kharas 48 49 49 49 48 49 50 0.7% 4.2% 2.0%Erongo 62 62 63 66 64 61 63 0.3% 1.6% 3.3%Hardap 56 56 56 55 55 56 57 0.3% 1.8% 1.8%Kavango East 152 153 152 152 153 153 158 0.6% 3.9% 3.3%Kavango West 172 172 170 171 172 172 176 0.4% 2.3% 2.3%Khomas 99 101 100 100 103 106 107 1.3% 8.1% 0.9%Kunene 54 55 55 60 63 63 68 3.9% 25.9% 7.9%Ohangwena 238 239 242 243 243 249 252 1.0% 5.9% 1.2%Omaheke 41 41 41 42 42 43 43 0.8% 4.9% 0.0%Omusati 270 274 274 274 275 274 276 0.4% 2.2% 0.7%Oshana 132 135 135 137 139 137 138 0.7% 4.5% 0.7%Oshikoto 191 192 196 200 202 203 212 1.8% 11.0% 4.4%Otjozondjupa 65 70 70 72 72 73 76 2.6% 16.9% 4.1%Zambezi 97 100 100 102 102 106 107 1.6% 10.3% 0.9%National 1,677 1,697 1,703 1,723 1,733 1,745 1,783 1.03% 6.3% 2.2%

Table 6 shows that the total number of schools in Namibia increased from 1,677 in 2009 to 1,783 in 2015, representing a percentage change of 6.3% in that period, as Figure 6a shows. Figure 6b shows the percentage growth per region from 2009 to 2015. Kunene, Otjozondjupa and Oshikoto saw a relatively high increase in the number of schools from 2009 to 2015.

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 great 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 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 Annual Education Census (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 (2009-2015) to examine how enrolments have changed in each grade and phase, and in the different regions. 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 enrol-led in each school phase in each region in 2015.

Figure 7a shows the total numbers 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 was the lowest in all regions.

Overall, over two-thirds (65.6%) of Namibia’s learners were enrol led in the Primary phase, nearly a third (29.0%) in the Secondary phase and only 4.8% in the Pre-Primary phase.

Note that the enrolment value for Khomas Region under “Other” represents 19 learners who were in Grade 13 in 2015. These learners are not included in the “Senior Secondary” category.

Region Total Pre-PrimaryPrimary Secondary

OtherSubtotal Primary

Lower Primary

Upper Primary

Subtotal Secondary

Junior Secondary

Senior Secondary

//Kharas 21,216 1,442 13,648 8,145 5,503 6,069 4,928 1,141 57Erongo 36,626 1,722 23,715 14,412 9,303 10,229 7,876 2,353 960Hardap 23,321 1,397 15,510 9,367 6,143 6,103 5,038 1,065 311Kavango East 53,155 1,943 37,155 24,032 13,123 13,898 11,172 2,726 159Kavango West 36,250 1,925 26,816 18,010 8,806 7,475 6,398 1,077 34Khomas 81,403 3,951 51,156 30,892 20,264 25,529 18,795 6,734 767Kunene 25,882 1,677 19,314 12,648 6,666 4,855 4,179 676 36Ohangwena 96,346 3,576 62,965 37,812 25,153 29,805 24,185 5,620 -Omaheke 20,822 1,110 15,022 9,593 5,429 4,664 3,973 691 26Omusati 88,498 3,371 56,783 33,736 23,047 28,031 21,661 6,370 313Oshana 52,002 2,683 30,496 17,640 12,856 18,272 13,134 5,138 551Oshikoto 64,710 3,422 41,432 24,775 16,657 19,844 14,988 4,856 12Otjozondjupa 41,705 2,250 29,104 18,442 10,662 10,180 8,550 1,630 171Zambezi 33,469 2,284 20,133 12,298 7,835 11,040 8,501 2,539 12National 675,405 32,753 443,249 271,802 171,447 195,994 153,378 42,616 3,409

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


Region Total Pre-Primary Primary Lower Primary

Upper Primary Secondary Junior

SecondarySenior

Secondary Other

//Kharas 51.0% 53.4% 49.9% 49.6% 50.4% 53.0% 52.6% 54.6% 42.1%Erongo 51.4% 51.8% 50.0% 50.1% 50.0% 54.2% 53.6% 56.4% 52.4%Hardap 50.3% 49.7% 49.7% 49.6% 49.9% 52.4% 52.2% 53.2% 38.6%Kavango East 49.7% 52.9% 49.3% 48.9% 49.9% 50.3% 51.2% 46.6% 43.4%Kavango West 48.5% 50.8% 48.3% 47.4% 50.2% 48.8% 49.9% 42.3% 38.2%Khomas 51.6% 50.9% 50.6% 50.5% 50.8% 54.3% 53.2% 57.1% 37.5%Kunene 49.8% 50.3% 49.4% 49.8% 48.7% 51.4% 52.1% 46.7% 38.9%Ohangwena 50.0% 50.2% 48.5% 48.0% 49.1% 53.0% 52.8% 54.1% N/A*Omaheke 50.1% 48.7% 49.7% 49.3% 50.5% 52.0% 51.6% 54.1% 26.9%Omusati 49.6% 49.9% 48.0% 47.8% 48.3% 52.7% 52.0% 55.1% 48.6%Oshana 50.7% 51.0% 49.3% 49.8% 48.8% 53.0% 51.9% 55.6% 48.6%Oshikoto 49.4% 50.2% 47.7% 47.0% 48.7% 53.0% 52.7% 53.8% 25.0%Otjozondjupa 50.7% 50.2% 49.8% 49.5% 50.2% 53.9% 54.1% 53.0% 36.3%Zambezi 49.4% 51.6% 48.7% 48.9% 48.6% 50.0% 49.7% 51.0% 33.3%National 50.2% 50.8% 49.1% 48.8% 49.4% 52.6% 52.3% 53.9% 44.8%

* 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 2015, despite some regional variation, especially if we compare the different phases. Nationally, the Lower Primary phase had the lowest percentage of female learners, at 48.8%, which gradually grew to 49.4% in Upper Primary. This gradual growth trend continued as female learners progressed through the schooling system, to reach 52.3% in the Junior Secondary phase and a peak of 53.9% in Senior Secondary. This table also shows that there were more female learners than male learners in the Secondary phase in all regions except Kavango West (females 48.8%). Please note that in Khomas there were 16 female learners in Grade 13 who are included under “Other”.

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

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


Region Total Pre-PrimaryPrimary Secondary

OtherSubtotal Primary

Lower Primary

Upper Primary

Subtotal Secondary

Junior Secondary

Senior Secondary

//Kharas 771 63 487 289 198 216 170 46 5Erongo 1154 79 745 459 286 297 229 68 33Hardap 834 71 541 321 220 200 165 35 22Kavango East 1620 82 1146 786 360 380 305 75 12Kavango West 1290 84 995 716 279 207 174 33 4Khomas 2589 157 1533 901 632 834 598 236 65Kunene 947 80 715 484 231 150 128 22 2Ohangwena 3165 161 2073 1242 831 931 782 149 0Omaheke 668 50 470 297 173 146 121 25 2Omusati 3169 150 2071 1237 834 937 768 169 11Oshana 1837 119 1094 645 449 605 456 149 19Oshikoto 2287 153 1490 915 575 643 510 133 1Otjozondjupa 1290 93 871 547 324 310 259 51 16Zambezi 1178 116 741 457 284 320 247 73 1National 22,799 1,458 14,972 9,296 5,676 6,176 4,912 1,264 193

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

The total number of class groups reported for 2015 was 22,799, with 14,972 in the Primary phase and 6,176 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 (59%) 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 22.5, and then they gra du ally increase to 29.6 in Primary and 31.7 in Secondary. Kavango East has the largest average class size (32.8) while Kunene has the smallest (27.3). Note that for Khomas, the category “Other” includes Grade 13 learners.

Figure 10: Average class size in each region

Regions Total Pre-PrimaryPrimary Secondary

OtherSubtotalPrimary

Lower Primary

Upper Primary

SubtotalSecondary

Junior Secondary

Senior Secondary

//Kharas 27.5 22.9 28.0 28.2 27.8 28.1 29.0 24.8 11.4Erongo 31.7 21.8 31.8 31.4 32.5 34.4 34.4 34.6 29.1Hardap 28.0 19.7 28.7 29.2 27.9 30.5 30.5 30.4 14.1Kavango East 32.8 23.7 32.4 30.6 36.5 36.6 36.6 36.3 13.3Kavango West 28.1 22.9 27.0 25.2 31.6 36.1 36.8 32.6 8.5Khomas 31.4 25.2 33.4 34.3 32.1 30.6 31.4 28.5 11.8Kunene 27.3 21.0 27.0 26.1 28.9 32.4 32.6 30.7 18.0Ohangwena 30.4 22.2 30.4 30.4 30.3 32.0 30.9 37.7 -Omaheke 31.2 22.2 32.0 32.3 31.4 31.9 32.8 27.6 13.0Omusati 27.9 22.5 27.4 27.3 27.6 29.9 28.2 37.7 28.5Oshana 28.3 22.5 27.9 27.3 28.6 30.2 28.8 34.5 29.0Oshikoto 28.3 22.4 27.8 27.1 29.0 30.9 29.4 36.5 12.0Otjozondjupa 32.3 24.2 33.4 33.7 32.9 32.8 33.0 32.0 10.7Zambezi 28.4 19.7 27.2 26.9 27.6 34.5 34.4 34.8 12.0National 29.6 22.5 29.6 29.2 30.2 31.7 31.2 33.7 17.7

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


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

Region Gender Total 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 21,159 1,442 2,277 2,022 2,000 1,846 2,023 1,767 1,713 2,091 1,439 1,398 590 551 Male 10,362 672 1,130 1,008 1,029 939 1,030 871 831 1,000 712 622 266 252

Female 10,797 770 1,147 1,014 971 907 993 896 882 1,091 727 776 324 299

Erongo Total 35,666 1,722 3,528 3,978 3,530 3,376 3,424 3,029 2,850 3,024 2,672 2,180 1,201 1,152 Male 17,357 830 1,837 1,971 1,698 1,690 1,767 1,487 1,397 1,422 1,287 944 525 502

Female 18,309 892 1,691 2,007 1,832 1,686 1,657 1,542 1,453 1,602 1,385 1,236 676 650

Hardap Total 23,010 1,397 2,644 2,307 2,291 2,125 2,346 2,028 1,769 2,190 1,551 1,297 543 522 Male 11,409 703 1,326 1,162 1,161 1,069 1,193 997 890 1,083 719 608 256 242

Female 11,601 694 1,318 1,145 1,130 1,056 1,153 1,031 879 1,107 832 689 287 280

Kavango East Total 52,996 1,943 7,426 6,004 5,637 4,965 5,088 4,332 3,703 4,830 3,736 2,606 1,457 1,269 Male 26,669 915 3,826 3,089 2,884 2,480 2,546 2,178 1,845 2,358 1,796 1,297 756 699

Female 26,327 1,028 3,600 2,915 2,753 2,485 2,542 2,154 1,858 2,472 1,940 1,309 701 570

Kavango West Total 36,216 1,925 5,643 4,718 4,031 3,618 3,500 2,866 2,440 2,929 2,077 1,392 644 433 Male 18,632 947 3,032 2,450 2,063 1,932 1,709 1,488 1,184 1,440 1,040 726 360 261

Female 17,584 978 2,611 2,268 1,968 1,686 1,791 1,378 1,256 1,489 1,037 666 284 172

Khomas Total 80,636 3,951 8,512 7,900 7,423 7,057 7,341 6,521 6,402 6,830 6,075 5,890 3,531 3,203 Male 38,881 1,941 4,321 3,875 3,604 3,487 3,663 3,150 3,163 3,329 2,853 2,605 1,502 1,388

Female 41,755 2,010 4,191 4,025 3,819 3,570 3,678 3,371 3,239 3,501 3,222 3,285 2,029 1,815

Kunene Total 25,846 1,677 4,073 3,084 2,925 2,566 2,646 2,084 1,936 1,867 1,422 890 362 314 Male 12,963 833 2,070 1,547 1,438 1,294 1,361 1,076 983 890 687 424 196 164

Female 12,883 844 2,003 1,537 1,487 1,272 1,285 1,008 953 977 735 466 166 150

Ohangwena Total 96,346 3,576 10,658 9,292 8,865 8,997 9,454 8,098 7,601 10,569 8,039 5,577 2,864 2,756 Male 48,219 1,781 5,537 4,775 4,621 4,711 4,966 4,074 3,758 5,153 3,753 2,513 1,312 1,265

Female 48,127 1,795 5,121 4,517 4,244 4,286 4,488 4,024 3,843 5,416 4,286 3,064 1,552 1,491

Omaheke Total 20,796 1,110 2,748 2,380 2,381 2,084 2,192 1,677 1,560 1,822 1,316 835 380 311 Male 10,364 569 1,431 1,182 1,212 1,042 1,102 819 768 874 616 432 179 138

Female 10,432 541 1,317 1,198 1,169 1,042 1,090 858 792 948 700 403 201 173


The enrolments of female and male learners in Grades 1 through 12 are recorded in Table 11 for the benefit of readers requiring the actual numbers. 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.

Figure 11: Enrolment by grade and gender: Grade 1 to Grade 12

Table 11 continued

Region Gender Total 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 88,185 3,371 9,748 8,224 7,763 8,001 8,710 7,479 6,858 9,675 7,142 4,844 3,388 2,982 Male 44,486 1,690 5,108 4,250 4,047 4,208 4,692 3,820 3,413 4,813 3,357 2,228 1,525 1,335

Female 43,699 1,681 4,640 3,974 3,716 3,793 4,018 3,659 3,445 4,862 3,785 2,616 1,863 1,647

Oshana Total 51,451 2,683 5,001 4,315 4,118 4,206 4,606 4,181 4,069 5,476 4,373 3,285 2,664 2,474 Male 25,356 1,314 2,534 2,157 2,057 2,113 2,440 2,097 2,050 2,781 2,104 1,427 1,181 1,101

Female 26,095 1,369 2,467 2,158 2,061 2,093 2,166 2,084 2,019 2,695 2,269 1,858 1,483 1,373

Oshikoto Total 64,698 3,422 7,011 6,093 5,777 5,894 6,388 5,405 4,864 6,639 5,017 3,332 2,581 2,275 Male 32,711 1,704 3,668 3,216 3,035 3,220 3,435 2,712 2,390 3,292 2,262 1,533 1,187 1,057

Female 31,987 1,718 3,343 2,877 2,742 2,674 2,953 2,693 2,474 3,347 2,755 1,799 1,394 1,218

Otjozondjupa Total 41,534 2,250 5,311 4,596 4,548 3,987 4,079 3,495 3,088 3,667 2,683 2,200 807 823 Male 20,432 1,120 2,718 2,324 2,244 2,025 2,042 1,730 1,539 1,723 1,226 975 378 388

Female 21,102 1,130 2,593 2,272 2,304 1,962 2,037 1,765 1,549 1,944 1,457 1,225 429 435

Zambezi Total 33,457 2,284 3,527 3,110 2,907 2,754 2,835 2,659 2,341 3,051 2,919 2,531 1,406 1,133 Male 16,943 1,106 1,851 1,604 1,472 1,363 1,466 1,365 1,198 1,641 1,442 1,192 668 575

Female 16,514 1,178 1,676 1,506 1,435 1,391 1,369 1,294 1,143 1,410 1,477 1,339 738 558

National Total 671,996 32,753 78,107 68,023 64,196 61,476 64,632 55,621 51,194 64,660 50,461 38,257 22,418 20,198 Male 334,784 16,125 40,389 34,610 32,565 31,573 33,412 27,864 25,409 31,799 23,854 17,526 10,291 9,367 Female 337,212 16,628 37,718 33,413 31,631 29,903 31,220 27,757 25,785 32,861 26,607 20,731 12,127 10,831


Table 12: Enrolments and class groups in “other” gradesRegion Indicator Other Pre-Primary Grade 13 Elementary

VocationalIntermediateVocational

Special Classes

Special Grade 6

Special Grade 7

Special Grade 8

Special Grade 9

Special Grade 10

Special Grade 11

Special Grade 12

Children with Special Needs

//Kharas Enrolment 1,499 1,442 - - - 57 - - - - - - - -Female enrolment 790 766 - - - 24 - - - - - - - -Male enrolment 709 676 - - - 33 - - - - - - - -% Female 52.7% 53.1% - - - 53.1% - - - - - - - -Class groups 68 63 - - - 5 - - - - - - - -Average class size 34 22.9 - - - 11.4 - - - - - - - -

Erongo Enrolment 2,682 1,722 - - - 123 12 - 364 232 118 46 65 -Female enrolment 1,395 892 - - - 46 3 - 185 138 65 34 32 -Male enrolment 1,287 830 - - - 77 9 - 179 94 53 12 33 -% Female 52.0% 51.8% - - - 37.4% 25.0% - 50.8% 59.5% 55.1% 73.9% 49.2% -Class groups 112 79 - - - 10 1 - 9 7 3 1 2 -Average class size 238 21.8 - - - 12.3 12.0 - 40.4 33.1 39.3 46.0 32.5 -

Hardap Enrolment 1,708 1,397 - - 14 269 28 - - - - - - -Female enrolment 814 694 - - - 107 13 - - - - - - -Male enrolment 894 703 - - 14 162 15 - - - - - - -% Female 47.7% 49.7% - - 0.0% 39.8% 46.4% - - - - - - -Class groups 93 71 - - 1 20 1 - - - - - - -Average class size 75 19.7 - - 14.0 13.5 28.0 - - - - - - -

Kavango East Enrolment 2,102 1,943 - - - 98 11 7 - - - - - 43Female enrolment 1,097 1,028 - - - 44 6 1 - - - - - 18Male enrolment 1,005 915 - - - 54 5 6 - - - - - 25% Female 52.2% 52.9% - - - 44.9% 54.5% 14.3% - - - - - 41.9%Class groups 94 82 - - - 7 1 1 - - - - - 3Average class size 70 23.7 - - - 14.0 11.0 7.0 - - - - - 14.3

Kavango West Enrolment 1,959 1,925 - - - 12 - - 16 3 3 - - -Female enrolment 991 978 - - - 3 - - 7 1 2 - - -Male enrolment 968 947 - - - 9 - - 9 2 1 - - -% Female 50.6% 50.8% - - - 25.0% - - 43.8% 33.3% 66.7% - - -Class groups 88 84 - - - 1 - - 1 1 1 - - -Average class size 57 22.9 - - - 12.0 - - 16.0 3.0 3.0 - - -

Khomas Enrolment 4,718 3,951 19 45 45 257 24 23 32 4 - - 80 238Female enrolment 2,298 2,010 16 21 25 73 14 15 19 4 - - - 101Male enrolment 2,420 1,941 3 24 20 184 10 8 13 0 - - 80 137% Female 48.7% 50.9% 84.2% 46.7% 55.6% 28.4% 58.3% 65.2% 59.4% 100.0% - - - 42.4%Class groups 223 157 1 4 5 17 2 2 3 1 - - 5 26Average class size 143 25.2 19.0 11.3 9.0 15.1 12.0 11.5 10.7 4.0 - - 16.0 9.2

Kunene Enrolment 1,713 1,677 - - - 36 - - - - - - - -Female enrolment 858 844 - - - 14 - - - - - - - -Male enrolment 855 833 - - - 22 - - - - - - - -% Female 50.1% 50.3% - - - 38.9% - - - - - - - -Class groups 83 81 - - - 2 - - - - - - - -Average class size 39 20.7 - - - 18.0 - - - - - - - -

Ohangwena Enrolment 3,576 3,576 - - - - - - - - - - - -Female enrolment 1,781 1,781 - - - - - - - - - - - -Male enrolment 1,795 1,795 - - - - - - - - - - - -% Female 49.8% 50.3% - - - - - - - - - - - -Class groups 160 160 - - - - - - - - - - - -Average class size 22 22.2 - - - - - - - - - - - -


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 at this level.

Region Indicator Other Pre-Primary Grade 13 ElementaryVocational

IntermediateVocational

Special Classes

Special Grade 6

Special Grade 7

Special Grade 8

Special Grade 9

Special Grade 10

Special Grade 11

Special Grade 12

Children with Special Needs

Omaheke Enrolment 1,136 1,110 - - - 26 - - - - - - - -Female enrolment 548 541 - - - 7 - - - - - - - -Male enrolment 588 569 - - - 19 - - - - - - - -% Female 48.2% 48.7% - - - 26.9% - - - - - - - -Class groups 52 50 - - - 2 - - - - - - - -Average class size 35 22.2 - - - 13.0 - - - - - - - -

Omusati Enrolment 3,684 3,371 - - - - - - 153 116 44 - - -Female enrolment 1,833 1,681 - - - - - - 70 57 25 - - -Male enrolment 1,851 1,690 - - - - - - 83 59 19 - - -% Female 49.8% 49.9% - - - - - - 45.8% 49.1% 56.8% - - -Class groups 161 150 - - - - - - 5 4 2 - - -Average class size 104 22.5 - - - - - - 30.6 29.0 22.0 - - -

Oshana Enrolment 3,234 2,683 - - - 4 - - 162 140 103 71 71 -Female enrolment 1,637 1,369 - - - 2 - - 71 59 51 42 43 -Male enrolment 1,597 1,314 - - - 2 - - 91 81 52 29 28 -% Female 50.6% 51.0% - - - 50.0% - - 43.8% 42.1% 49.5% 59.2% 60.6% -Class groups 138 119 - - - 2 - - 6 4 3 2 2 -Average class size 192 22.5 - - - 2.0 - - 27.0 35.0 34.3 35.5 35.5 -

Oshikoto Enrolment 3,434 3,422 - - - 12 - - - - - - - -Female enrolment 1,721 1,718 - - - 3 - - - - - - - -Male enrolment 1,713 1,704 - - - 9 - - - - - - - -% Female 50.1% 50.2% - - - 25.0% - - - - - - - -Class groups 154 153 - - - 1 - - - - - - - -Average class size 34 22.4 - - - 12.0 - - - - - - - -

Otjozondjupa Enrolment 2,421 2,250 - 13 2 156 - - - - - - - -Female enrolment 1,192 1,130 - 5 1 56 - - - - - - - -Male enrolment 1,229 1,120 - 8 1 100 - - - - - - - -% Female 49.2% 50.2% - 38.5% 50.0% 35.9% - - - - - - - -Class groups 109 93 - 1 1 14 - - - - - - - -Average class size 50 24.2 - 13.0 2.0 11.1 - - - - - - - -

Zambezi Enrolment 2,296 2,284 - - - 12 - - - - - - - -Female enrolment 1,182 1,178 - - - 4 - - - - - - - -Male enrolment 1,114 1,106 - - - 8 - - - - - - - -% Female 51.5% 51.6% - - - 33.3% - - - - - - - -Class groups 117 116 - - - 1 - - - - - - - -Average class size 32 19.7 - - - 12.0 - - - - - - - -

National Enrolment 36,162 32,753 19 58 61 1,062 75 30 727 495 268 117 216 281Female enrolment 18,137 16,610 16 26 26 383 36 16 352 259 143 76 75 119Male enrolment 18,025 16,143 3 32 35 679 39 14 375 236 125 41 141 162% Female 50.2% 50.7% 84.2% 44.8% 42.6% 36.1% 48.0% 53.3% 48.4% 52.3% 53.4% 65.0% 34.7% 42.3%Class groups 1,652 1,458 1 5 7 82 5 3 24 17 9 3 9 29Average class size 21.9 22.5 19.0 11.6 8.7 13.0 15.0 10.0 30.3 29.1 29.8 39.0 24.0 9.7


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 21,216 1,442 13,648 8,145 5,503 6,069 4,928 1,141 57

State 18,386 1,183 11,729 7,044 4,685 5,424 4,451 973 50Private 2,830 259 1,919 1,101 818 645 477 168 7

Erongo Total 36,626 1,722 23,715 14,412 9,303 10,229 7,876 2,353 960State 32,211 1,318 21,156 12,801 8,355 8,798 6,935 1,863 939Private 4,415 404 2,559 1,611 948 1,431 941 490 21

Hardap Total 23,321 1,397 15,510 9,367 6,143 6,103 5,038 1,065 311State 22,651 1,351 15,125 9,151 5,974 5,906 4,908 998 269Private 670 46 385 216 169 197 130 67 42

Kavango East Total 53,155 1,943 37,155 24,032 13,123 13,898 11,172 2,726 159State 51,715 1,393 36,585 23,608 12,977 13,578 10,943 2,635 159Private 1,440 550 570 424 146 320 229 91 -

Kavango West Total 36,250 1,925 26,816 18,010 8,806 7,475 6,398 1,077 34State 35,940 1,925 26,816 18,010 8,806 7,165 6,191 974 34Private 310 - - - - 310 207 103 -

Khomas Total 81,403 3,951 51,156 30,892 20,264 25,548 18,795 6,753 748State 66,483 1,982 42,768 25,544 17,224 21,036 15,772 5,264 697Private 14,920 1,969 8,388 5,348 3,040 4,512 3,023 1,489 51

Kunene Total 25,882 1,677 19,314 12,648 6,666 4,855 4,179 676 36State 25,007 1,619 18,595 12,212 6,383 4,757 4,121 636 36Private 875 58 719 436 283 98 58 40 -

Ohangwena Total 96,346 3,576 62,965 37,812 25,153 29,805 24,185 5,620 -State 93,732 3,322 61,077 36,512 24,565 29,333 23,948 5,385 -Private 2,614 254 1,888 1,300 588 472 237 235 -

Omaheke Total 20,822 1,110 15,022 9,593 5,429 4,664 3,973 691 26State 18,792 1,064 13,670 8,843 4,827 4,032 3,460 572 26Private 2,030 46 1,352 750 602 632 513 119 -

Omusati Total 88,498 3,371 56,783 33,736 23,047 28,031 21,661 6,370 313State 86,992 3,295 55,882 33,228 22,654 27,502 21,273 6,229 313Private 1,506 76 901 508 393 529 388 141 -


Table 13 continued

Region Control of school Total Pre-Primary

Primary SecondaryOtherSubtotal

PrimaryLower

PrimaryUpper

PrimarySubtotal

SecondaryJunior

SecondarySenior

SecondaryOshana Total 52,002 2,683 30,496 17,640 12,856 18,272 13,134 5,138 551

State 48,923 2,064 28,230 16,037 12,193 18,078 12,940 5,138 551Private 3,079 619 2,266 1,603 663 194 194 - -

Oshikoto Total 64,710 3,422 41,432 24,775 16,657 19,844 14,988 4,856 12State 60,663 3,011 38,624 23,051 15,573 19,016 14,440 4,576 12Private 4,047 411 2,808 1,724 1,084 828 548 280 -

Otjozondjupa Total 41,705 2,250 29,104 18,442 10,662 10,180 8,550 1,630 171State 40,298 2,150 28,240 17,832 10,408 9,737 8,183 1,554 171Private 1,407 100 864 610 254 443 367 76 -

Zambezi Total 33,469 2,284 20,133 12,298 7,835 11,040 8,501 2,539 12State 32,477 2,201 19,684 11,999 7,685 10,580 8,241 2,339 12Private 992 83 449 299 150 460 260 200 -

National Total 675,405 32,753 443,249 271,802 171,447 196,013 153,378 42,635 3,390State 634,270 27,878 418,181 255,872 162,309 184,942 145,806 39,136 3,269Private 41,135 4,875 25,068 15,930 9,138 11,071 7,572 3,499 121

Table 13 and Figure 13a show that the vast majority of Namibian learners attend public schools: nationally, only 6.0% of all learners were enrolled in private schools in the year under review. More than 10% of the learners in //Kharas, Erongo, Khomas and Omaheke attended private schools in 2015. Khomas had the highest percentage of learners enrolled in private schools (18.3%) and Kavango West had the lowest percentage (0.86%). Note that the values for Khomas under “Senior Secondary” and “Other“ differ from the values in Table 7, due to the different categorisation of 19 learners in Grade 13: in Table 7 they are included under “Other”, whereas in Table 13 they are included under “Senior Secondary”.

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


Table 14: Enrolments in primary and junior secondary subjects

SubjectLower Primary Upper Primary

SubjectJunior Secondary

Lower Primary

Pre-Primary

Grade 1

Grade 2

Grade 3

Grade 4

Upper Primary

Grade 5

Grade 6

Grade 7

Junior Secondary

Grade 8

Grade 9

Grade 10

Afrikaans 1st or Home Language 3,144 22 780 848 665 829 8,023 2,883 2,684 2,456 Accounting 42,843 16,690 14,271 11,882

Afrikaans 2nd Language 10,849 59 2,475 2,761 2,404 3,150 28,437 10,709 9,354 8,374 Afrikaans 1st or Home Language 4,944 2,008 1,562 1,374

Arts (non-productive) 26,397 219 6,710 5,899 5,990 7,579 11,156 3,876 3,745 3,535 Afrikaans 2nd Language 27,265 10,158 8,941 8,166

Basic Information Science 168 0 168 0 0 0 10,814 3,889 3,560 3,365 Agriculture 98,783 42,295 32,780 23,708

Computer Literacy 527 0 70 61 96 300 2,063 895 599 569 Art and Design 144 16 71 57

Design and Technology 71 0 0 52 0 19 17,374 6,323 5,579 5,472 Art of Entertainment 364 162 161 41

Elementary Agriculture 0 0 0 0 0 0 124,130 47,215 40,188 36,727 Arts (non-productive) 312 171 86 55

English 1st Language 5,934 37 1,363 1,671 1,290 1,573 11,217 4,483 3,821 2,913 Arts in Culture 4,257 2,303 1,160 794

English 2nd Language 42,238 226 10,624 9,563 9,547 12,278 151,072 56,576 49,046 45,450 Basic Information Science 5,212 2,721 1,558 933

Environmental Studies 43,918 279 10,706 10,211 9,866 12,856 664 274 202 188 Life Science 440 61 167 212

French Foreign Language 171 0 48 63 42 18 236 54 93 89 Business Accounting 349 109 156 84

General Science 0 0 0 0 0 0 10 0 10 0 Computer Literacy 1,732 808 462 462

Geography 0 0 0 0 0 0 389 87 100 202 Computer Practice 244 119 115 10

German 1st or Home Language 270 0 52 66 97 55 1,093 416 408 269 Computer Studies 6,763 2,428 2,170 2,165

German 3rd or Foreign Language 63 0 27 0 0 36 351 123 128 100 Design and Communication 51 44 - 7

Grade 0 class teaching 30,970 30,970 0 0 0 0 0 0 0 0 Design and Technology 4,219 1,675 1,396 1,148

Grade 1 class teaching 64,298 0 64,298 0 0 0 0 0 0 0 Elementary Agriculture 501 306 150 45

Grade 2 class teaching 55,782 0 0 55,782 0 0 0 0 0 0 English 1st Language 5,045 2,046 1,673 1,326

Grade 3 class teaching 53,214 0 0 0 53,214 0 0 0 0 0 English 2nd Language 144,233 60,552 47,659 36,022

Grade 4 class teaching 47,053 0 0 0 0 47,053 0 0 0 0 Entrepreneurship 136,460 58,021 44,866 33,573

Grade 5 class teaching 0 0 0 0 0 0 2,861 2,861 0 0 French Foreign Language 1,800 593 637 570

Grade 6 class teaching 0 0 0 0 0 0 2,276 0 2,276 0 Functional Maths 63 33 30 -

Grade 7 class teaching 0 0 0 0 0 0 2,099 0 0 2,099 General Science 160 69 91 -

Handwriting 0 0 0 0 0 0 9 9 0 0 Geography 147,659 62,466 48,541 36,652

Home Ecology 0 0 0 0 0 0 21,926 8,221 7,288 6,417 German 1st or Home Language 607 186 210 211

Individual Learning 55 0 0 44 0 11 25 0 25 0 German 3rd or Foreign Language 3,112 1,265 1,005 842

Ju/`hoansi 0 0 0 0 0 0 146 46 57 43 Guidance 87 - 62 25

Keyboard and Word Processing 0 0 0 0 0 0 95 11 56 28 Hairdressing 33 19 6 8

Khoekhoegowab 5,360 72 1,354 1,451 1,148 1,335 10,754 4,275 3,357 3,122 Handwriting 30 - 10 20

Life Skills 0 0 0 0 0 0 24,975 9,655 7,953 7,367 History and Geography 22 - 22 -

Mathematics 44,863 381 11,037 10,442 10,059 12,944 161,224 60,806 52,341 48,077 Home Economics 3,022 1,597 869 556


Table 14 continued

SubjectLower Primary Upper Primary

SubjectJunior Secondary

Lower Primary

Pre-Primary

Grade 1

Grade 2

Grade 3

Grade 4

Upper Primary

Grade 5

Grade 6

Grade 7

Junior Secondary

Grade 8

Grade 9

Grade 10

Natural Science & Health Education 399 0 0 0 0 399 159,659 60,316 51,636 47,707 Integrated Performing Arts 556 228 151 177

Oshikwanyama 5,165 24 1,249 1,079 1,044 1,769 31,327 11,755 10,070 9,502 Keyboard and Word Processing 5,779 2,334 1,861 1,584

Oshindonga 12,041 51 2,903 2,647 2,799 3,641 45,162 16,679 14,672 13,811 Khoekhoegowab 6,546 3,264 1,999 1,283

Otjiherero 3,747 81 951 828 810 1,077 9,161 3,533 2,807 2,821 Life Science 145,862 61,511 47,729 36,622

Physical Education 26,051 255 6,524 6,048 5,779 7,445 10,504 3,855 3,214 3,435 Life Skills 19,901 9,618 6,204 4,079

Physical Science 71 0 36 0 0 35 311 71 44 196 Mathematics 148,509 62,739 48,753 37,017

Portuguese 0 0 0 0 0 0 71 44 14 13 Needlework and Clothing 975 469 281 225

Religious and Moral Education 26,527 238 6,555 5,962 6,095 7,677 11,590 4,470 3,649 3,471 Office Administration and Keyboard 44 - 30 14

Rukwangali 3,098 0 843 615 643 997 12,528 4,843 4,096 3,589 Oshikwanyama 30,108 13,229 10,071 6,808

Rumanyo (Rugciriku) 1,715 0 421 406 348 540 5,686 2,248 1,886 1,552 Oshindonga 43,049 18,849 14,012 10,188

School Art 83 0 49 0 16 18 52 20 32 0 Otjiherero 8,667 3,820 2,709 2,138

School Music 293 0 114 62 71 46 200 134 40 26 Physical Education 7,001 3,739 1,999 1,263

Setswana 325 0 99 66 87 73 458 183 169 106 Physical Science 144,870 60,928 47,636 36,306

Sign Language 81 0 0 28 44 9 221 94 44 83 Portuguese 1,032 444 308 280

Silozi 1,120 18 330 264 250 258 7,279 2,796 2,384 2,099 Religious and Moral Education 4,322 2,305 1,171 846

Social Sciences 0 0 0 0 0 0 167 97 36 34 Rukwangali 9,665 4,263 3,073 2,329

Social Studies 0 0 0 0 0 0 160,044 60,473 52,046 47,525 Rumanyo 4,146 1,798 1,494 854

Spanish Foreign Language 0 0 0 0 0 0 104 48 27 29 Setswana 315 146 99 70

Thimbukushu 189 0 0 23 79 87 2,449 952 780 717 Sign Language 124 40 42 42

Silozi 8,335 3,038 2,845 2,452

Thimbukushu 2,064 872 766 426

Tourism 71 0 61 10

Typing or Typing & Office Admin 108 65 39 4

Visual Arts 482 195 157 130

Woodwork 27 0 0 27

Enrolment in different subjects 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. Deviations from the Ministry’s curriculum thus do not indicate an error.

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


Table 15: Enrolments in senior secondary subjects

Subject Level Senior Secondary Grade 11 Grade 12

Accounting H 577 338 239O 5,100 2,663 2,437

Afrikaans 1st or Home Language H 387 203 184O 1,229 580 649

Afrikaans 2nd Language H 470 287 183O 5,632 2,898 2,734

Agriculture H 106 62 44O 14,144 7,246 6,898

Art and Design H 29 19 10O 99 42 57

Arts (non-productive) H - - - O 26 - 26

Arts in Culture H - - - O 28 - 28

Biblical Studies H 45 45 - O 81 48 33

Biology H 2,899 1,763 1,136O 25,145 12,595 12,550

Business Accounting H - - - O 28 28

Business Economics H 6 1 5O 302 160 142

Business Studies H 740 453 287O 4,455 2,460 1,995

Chemistry H 6 - 6O 6 - 6

Computer Literacy H - - - O 412 190 222

Computer Practice H 62 10 52O 62 10 52


Computer Studies H 90 50 40O 746 447 299

Design and Technology H 239 106 133O 342 173 169

Development Studies H 157 72 85O 14,471 7,704 6,767

Drama H 25 - 25O 25 - 25

Economics H 602 371 231O 3,895 2,047 1,848

Educare H - - - O 38 38

English 1st Language H 509 261 248O 1,335 750 585

English 2nd Language H 3,211 1,783 1,428O 36,018 18,783 17,235

Fashion and Fabrics H - - - O 76 42 34

French Foreign Language H 23 18 5O 496 289 207

Geography H 1,443 852 591O 16,500 8,445 8,055

German 1st or Home Language H 41 22 19O 204 117 87

German 3rd or Foreign Language H 99 41 58O 713 358 355

History H 880 487 393O 7,455 3,820 3,635

Keyboard and Word Processing H - - - O 138 36 102


Table 15 continued

Enrolment in different 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).


Khoekhoegowab H 3 1 2O 742 439 303

Life Skills H - - - O 2,772 1,424 1348

Mathematics H 1,660 968 692O 38,983 20,275 18708

Office Administration and Keyboard H 31 - 31O 389 244 145

Oshikwanyama H 4,104 1,802 2302O 4,276 2,416 1860

Oshindonga H 7,556 3,951 3605O 5,876 2,950 2926

Otjiherero H 28 9 19O 1,593 851 742

Physical Education H - - - O 1,765 805 960

Physical Science H 1,998 1,214 784O 22,805 11,645 11160

Physics H 6 6O 175 89 86

Portuguese H - - - O 196 90 106

Religious and Moral Education H 0O 162 121 41

Rukwangali H 906 425 481O 1,519 932 587


Rumanyo H - O 743 369 374

Setswana H - O 78 21 57

Sign Language H - O 3 3

Silozi H 644 314 330O 1,756 1,057 699

Technical Drawing H - - - O 5 - 5

Television Radiotrician Work H - - - O 8 - 8

Thimbukushu H 0O 347 204 143

Tourism H 0O 25 5 20

Typing or Typing & Office Admin H - - - O 1 1

Visual Arts H 2 2 - O 35 35 -

Welding and Metalwork H - - - O 34 34 -


Table 16: Home languages of learners

Statistics on home languages of learners and medium of instruction are presented in Tables 16-18. 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 medium of instruction used in Namibian schools.

Out of all learners in Namibia, Oshikwanyama speakers constituted 24.0%, Other Oshiwambo 14.0% and Oshindonga 12.0%. There were 338,014 Oshiwambo-speaking

Figure 16: Home languages of learners

learners in total, representing 50.0% of the school population. Other home languages with enrolments exceeding 40,000 were Khoekhoegowab (11%), Other Caprivi (4.0%), Otjiherero (8.0%), Afrikaans (6.0%) and Rukwangali (6.0%). The remaining home languages together represented 20.0% of the total number of learners. The San-speaking learners were only 2.0% 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. Even though the number of San children in schools has increased by about 0.5% since 2013, their situation requires specific attention and action by the Ministry.

Region Total Pre-Primary

Primary SecondarySubtotal Primary

Lower Primary

Upper Primary

Subtotal Secondary

Junior Secondary

Senior Secondary Other

Afrikaans 40,062 2,546 23,583 13,771 9,812 13,563 10,030 3,533 370English 5,953 528 3,411 1,881 1,530 1,968 1,390 578 46German 2,343 67 1,523 897 626 753 485 268 0Khoekhoegowab 77,076 3,850 54,830 33,428 21,402 17,564 15,075 2,489 832Oshikwanyama 161,515 5,944 104,769 62,900 41,869 50,427 39,549 10,878 375Oshindonga 80,122 4,491 48,881 29,720 19,161 26,588 19,636 6,952 162Other Caprivi 27,736 1,593 16,424 9,765 6,659 9,705 7,287 2,418 14Other European 1,886 100 703 355 348 1,076 743 333 7Other Languages 35,432 1,453 24,708 15,516 9,192 9,147 7,719 1,428 124Other Oshiwambo 96,377 4,174 60,576 35,387 25,189 30,925 23,541 7,384 702Otjiherero 54,571 2,974 37,001 23,232 13,769 14,103 11,449 2,654 493Rugciriku 13,328 592 9,971 6,611 3,360 2,755 2,355 400 10Rukwangali 42,482 2,176 31,104 20,686 10,418 9,133 7,485 1,648 69Rushambyu 3,290 195 2,114 1,400 714 974 643 331 7San (Ju/`hoansi) 10,239 643 8,603 6,515 2,088 954 901 53 39Setswana 1,752 68 1,006 602 404 662 527 135 16Sign Language 1,073 63 705 429 276 196 142 54 109Silozi 8,900 833 5,361 3,470 1,891 2,699 2,113 586 7Thimbukushu 11,268 463 7,976 5,237 2,739 2,821 2,308 513 8National 675,405 32,753 443,249 271,802 171,447 196,013 153,378 42,635 3,390


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 GroupsTotal Grade 1 Grade 2 Grade 3 Grade 1 Grade 2 Grade 3

Total 1,781 210,326 78,107 68,023 64,196 2,569 2,368 2,225Afrikaans 90 11,422 4,131 3,640 3,651 137 130 128English 345 58,535 20,886 19,146 18,503 629 595 561German 9 488 134 151 203 12 10 13Ju/`hoansi 1 167 81 55 31 5 2 2Khoekhoegowab 88 11,302 4,124 3,628 3,550 129 121 116

Oshikwanyama 278 32,179 12,070 10,292 9,817 386 341 325Oshindonga 452 43,587 16,212 14,204 13,171 585 545 512

Otjiherero 87 12,836 5,096 4,106 3,634 166 146 134Rukwangali 168 18,692 7,404 5,919 5,369 240 214 189Rumanyo 100 8,104 3,084 2,705 2,315 109 109 97Setswana 2 358 136 101 121 4 3 4Sign Language 5 179 56 56 67 5 5 6Silozi 85 8,766 3,185 2,871 2,710 109 102 102Thimbukushu 71 3,711 1,508 1,149 1,054 53 45 36


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 O

shiwam

bo

Otjiherero

Rugciriku

Rukw

angali

Rum

anyo

Rusham

byu

San (Ju/`hoansi)

Setswana

Sign Language

Silozi

Thimbukushu

Grade 1 Total 78,107 3,845 559 197 9,058 17,329 8,558 2,777 73 4,596 10,212 6,793 2,165 6,473 3 412 2,202 166 96 947 1,646Afrikaans 4,131 2,214 61 5 1,103 59 64 17 1 144 165 170 27 63 - 7 6 14 - 4 7English 20,886 1,525 485 12 4,341 3,410 2,124 328 61 990 2,266 2,403 309 1,011 3 105 1,142 65 11 236 59German 134 15 9 90 3 1 3 - 2 3 - 5 - 1 - 1 1 - - - -Ju/`hoansi 81 - - - - - - - - - - - - - - - 81 - - - -Khoekhoegowab 4,124 48 - - 3,508 32 34 - - 2 54 185 3 12 - - 240 6 - - -Oshikwanyama 12,070 18 - 33 6 11,051 105 1 4 47 748 2 - 15 - - 39 - - 1 -Oshindonga 16,212 2 - 57 8 2,694 6,162 6 5 357 6,851 37 3 17 - - 9 - - 4 -Otjiherero 5,096 1 1 - 45 47 21 3 - 490 98 3,975 1 35 0 2 359 6 8 2 2Rukwangali 7,404 - 2 - 8 31 13 4 - 2,013 17 1 107 4,938 0 10 150 0 53 5 52Rumanyo 3,084 - - - 3 3 31 1 - 520 1 0 1,699 378 0 286 50 0 - 2 110Setswana 136 1 - - 18 - - - - 8 0 9 0 0 - 0 46 54 - - -Sign Language 56 - - - 4 - - - - - 1 4 0 0 0 0 2 21 24 - -Silozi 3,185 21 1 - - - - 2,412 - 18 10 2 0 1 0 0 13 0 - 690 17Thimbukushu 1,508 - - - 11 1 1 5 - 4 1 0 16 2 0 1 64 0 - 3 1,399

Grade 2 Total 68,023 3,542 469 165 8,470 15,509 7,323 2,518 106 3,786 8,957 5,798 1,749 5,254 - 321 1,703 133 111 804 1,305Afrikaans 3,640 2,010 39 46 1,048 80 40 7 2 13 122 152 8 27 - - 7 21 - 16 2English 19,146 1,439 367 9 4,120 3,405 1,861 244 51 931 2,004 2,272 231 892 - 54 847 50 32 210 127German 151 16 22 96 3 2 1 - 4 1 2 4 - - - - - - - - -Ju/`hoansi 55 - - - 0 0 0 0 0 0 0 0 0 0 0 0 55 0 0 - -Khoekhoegowab 3,628 32 - - 3,241 32 30 0 0 0 23 76 0 12 0 0 178 3 0 - 1Oshikwanyama 10,292 25 - - 0 9,472 149 0 17 9 547 0 0 3 0 0 25 0 45 - -Oshindonga 14,204 3 40 14 7 2,438 5,206 42 1 255 6,153 12 0 10 0 1 9 0 0 10 3Otjiherero 4,106 4 - - 23 36 22 2 28 328 43 3,257 3 27 0 3 308 11 1 1 9Rukwangali 5,919 7 - - 7 36 11 12 2 1,653 14 19 58 3,926 0 33 117 0 0 13 11Rumanyo 2,705 - - - 2 4 1 0 0 559 29 0 1,427 326 0 229 50 0 1 3 74Setswana 101 - - - 16 0 0 0 0 11 0 5 0 0 0 0 33 36 0 - -Sign Language 56 1 - - 3 0 0 0 0 0 7 1 0 0 0 0 0 12 32 - -Silozi 2,871 5 1 - 0 2 2 2,206 1 24 11 0 0 27 0 1 26 0 0 549 16Thimbukushu 1,149 - - - 0 2 0 5 0 2 2 0 22 4 0 0 48 0 0 2 1,062

Grade 3 Total 64,196 3,256 393 250 8,448 14,794 7,019 2,301 101 3,680 8,120 5,478 1,440 4,764 - 339 1,472 171 64 880 1,226Afrikaans 3,651 1,855 86 47 1,011 165 52 7 - 29 116 142 9 43 - 3 56 16 - 9 5English 18,503 1,283 291 56 4,145 3,339 1,737 241 70 1,024 1,739 2,333 193 789 - 81 754 69 10 212 137


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.

Figure 18 shows that the language groups with the highest percentages of learners taught in their mother tongue were English (80%), Rumanyo (80%), Rukwangali (75%) and Oshindonga (72%). The languages with the lowest percentage of learners taught in their mother tongue were Ju/’hoansi (0%), Silozi (0%) and Thimbukushu (0.5%).

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 O

shiwam

bo

Otjiherero

Rugciriku

Rukw

angali

Rum

anyo

Rusham

byu

San (Ju/`hoansi)

Setswana

Sign Language

Silozi

Thimbukushu

Grade 3 cont.

German 203 40 8 99 6 2 - - 2 7 11 22 - 1 - - - 2 - 3 -Ju/`hoansi 31 - - - - - - - - - - - - - - - 31 - - - -Khoekhoegowab 3,550 46 - - 3,148 47 25 3 - 17 29 70 4 16 - - 130 11 - 1 3Oshikwanyama 9,817 - 3 48 - 8,997 144 1 3 17 578 1 - 4 - 1 18 1 - 1 -Oshindonga 13,171 1 2 - 40 2,185 5,038 31 - 262 5,550 17 - 17 - - - - 14 12 2Otjiherero 3,634 2 - - 59 32 8 2 26 279 66 2,859 - 31 - - 268 - - - 2Rukwangali 5,369 - 1 - 10 18 9 5 - 1,543 15 2 74 3,493 - 49 88 - - 10 52Rumanyo 2,315 - 2 - 1 5 2 2 - 473 2 23 1,139 359 - 203 39 1 - 1 63Setswana 121 - - - 24 1 1 - - 7 - 5 - - - - 29 54 - - -Sign Language 67 - - - 2 - 2 - - - 1 3 - - - - 2 17 40 - -Silozi 2,710 29 - - 1 3 1 2,004 - 21 6 1 - 1 - - 7 - - 631 5Thimbukushu 1,054 - - - 1 - - 5 - 1 7 - 21 10 - 2 50 - - - 957


Table 19: Changes in female and male enrolments from 2009 to 2015Table 19 shows the enrolment of female and male learners in the different school phases from 2009 to 2015. The average annual growth rate was calculated by com-paring the 2009 and 2015 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 can be said to have caused the decline of enrolment in the Lower Primary phase and the increasing enrolment in both the Upper Primary and Junior Secondary phases.

Lower promotion rates and higher school-leaving rates of males in lower primary and junior secondary grades could have resulted in female enrolment being higher than male enrolment in upper primary and junior secondary grades (see Table 30).

The highest average annual growth rate was recor ded in “Other Grades”, this being a result of the introduction of pre-primary education in state schools.

School Phase Gender

Year Average annual growth rate 2009-2015

Percentage change

2014-2015

Enrolment Growth rate 2009-20152009 2010 2011 2012 2013 2014 2015

TotalAll Grades Total 585,471 591,356 605,627 617,827 638,789 650,712 675,405 2.4% 15.4% 3.8%

Female 296,322 298,576 305,337 310,504 320,331 326,276 338,739 2.3% 14.3% 3.8%Male 289,149 292,780 300,290 307,323 318,458 324,436 336,666 2.6% 16.4% 3.8%

PrimarySubtotal Primary(Grades 0-7)

Total 406,920 406,535 408,804 415,454 449,987 459,127 476,002 2.6% 17.0% 3.7%Female 200,909 200,276 201,140 204,061 221,120 225,693 234,055 2.6% 16.5% 3.7%Male 206,011 206,259 207,664 211,393 228,867 233,434 241,947 2.7% 17.4% 3.6%

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 9,161 10,561 15,416 19,428 1,608 1,937 3,409 -15.2% -62.8% 76.0%Female 4,437 5,145 7,626 9,583 625 811 1,527 -16.3% -65.6% 88.3%Male 4,724 5,416 7,790 9,845 983 1,126 1,882 -14.2% -60.2% 67.1%

Figure 19: Changes in female and male

enrolments



Table 20: Changes in enrolments in different grades from 2009 to 2015

GradeYear Average annual

growth rate 2009-2015

Percentage change

2014-2015

Enrolment Growth rate 2009-20152009 2010 2011 2012 2013 2014 2015

Total 585,471 591,356 605,627 617,827 638,789 650,712 675,405 2.4% 3.8% 15.4%Pre-Primary 6,141 8,475 13,459 17,572 24,745 29,091 32,753 32.2% 12.6% 433.3%

Grade 1 65,276 65,386 67,071 71,074 74,886 75,374 78,107 3.0% 3.6% 19.7%

Grade 2 59,343 58,175 58,397 60,086 63,518 65,789 68,023 2.3% 3.4% 14.6%

Grade 3 58,236 58,160 56,230 56,693 58,531 60,341 64,196 1.6% 6.4% 10.2%

Grade 4 56,784 57,508 58,364 57,207 57,662 58,797 61,476 1.3% 4.6% 8.3%

Grade 5 62,768 62,975 62,755 63,987 63,748 63,334 64,632 0.5% 2.0% 3.0%

Grade 6 53,307 54,677 55,533 55,422 55,721 55,369 55,621 0.7% 0.5% 4.3%

Grade 7 51,206 49,654 50,454 50,985 51,176 51,032 51,194 -0.0% 0.3% 0.0%

Grade 8 53,105 55,917 60,596 62,545 63,788 63,598 64,660 3.3% 1.7% 21.8%

Grade 9 42,126 43,381 44,241 46,389 48,641 49,591 50,461 3.1% 1.8% 19.8%

Grade 10 36,220 33,959 36,194 34,255 34,833 36,207 38,257 0.9% 5.7% 5.6%

Grade 11 20,690 21,054 20,057 20,674 20,421 21,168 22,418 1.3% 5.9% 8.4%

Grade 12 17,249 19,949 20,319 19,082 19,511 19,068 20,198 2.7% 5.9% 17.1%

Grade 13 41 9 10 19 16 16 19 -12.0% 18.8% -53.7%

Special Classes 1,059 1,052 1,027 1,155 973 1,012 1,062 0.0% 4.9% 0.3%

Vocational 38 42 53 34 117 128 119 21.0% -7.0% 213.2%

Special Grades 1,391 749 743 515 390 689 1,928 5.6% 179.8% 38.6%

Handicapped 491 234 124 133 112 108 281 -8.9% 160.2% -42.8%

Enrolment in the different grades is tabulated for the years 2009 to 2015 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 2009 and 2015 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


Table 21: Changes in enrolments in the regions from 2009 to 2015 Figure 21: Changes in enrolments in the different regions

RegionYear Enrolment


Percentage change

2009-2015

Percentage change

2014-20152009 2010 2011 2012 2013 2014 2015

//Kharas 18,430 18,907 19,614 20,110 20,624 20,621 21,216 15.1% 2.4% 2.9%

Erongo 28,312 29,259 30,643 32,114 33,860 34,090 36,626 29.4% 4.4% 7.4%

Hardap 20,654 20,985 21,560 21,886 22,364 22,790 23,321 12.9% 2.0% 2.3%

Kavango East - - - - - 49,474 53,155 - - 7.4%

Kavango West 70,567 71,422 73,033 77,314 82,709 35,200 36,250 - - 3.0%

Khomas 67,780 68,678 71,899 73,302 75,881 78,787 81,403 20.1% 3.1% 3.3%

Kunene 17,749 18,684 19,250 20,332 22,133 23,226 25,882 45.8% 6.5% 11.4%

Ohangwena 88,073 88,304 90,379 90,703 91,522 93,357 96,346 9.4% 1.5% 3.2%

Omaheke 15,582 16,138 16,986 18,365 19,452 20,075 20,822 33.6% 5.0% 3.7%

Omusati 86,679 86,400 86,635 86,430 87,256 87,615 88,498 2.1% 0.3% 1.0%

Oshana 52,308 51,586 51,326 50,740 51,495 50,927 52,002 -0.6% -0.1% 2.1%

Oshikoto 58,410 58,674 59,677 60,439 62,007 62,738 64,710 10.8% 1.7% 3.1%

Otjozondjupa 33,317 34,178 35,651 36,284 38,505 39,667 41,705 25.2% 3.8% 5.1%

Zambezi 27,610 28,141 28,974 29,808 30,981 32,145 33,469 21.2% 3.3% 4.1%

National 514,904 519,934 532,594 540,513 556,080 650,712 675,405 31.2% 4.6% 3.8%

The total enrolments in the different regions are reported in Table 21 for seven years. Like other tables in this report, Table 21 was calculated according to the 2013 demarcation of regions. Between 2009 and 2015, the school population grew the most in Kunene (6.5%), Erongo (4.4%), Omaheke (5.0%) and Otjozondjupa (3.8%). Kunene (11.4%) Erongo (7.4%) and Otjozondjupa (5.1%) had a higher percentage increase between 2014 and 2015. This might be due to the Ministry’s efforts to ensure that learners attend school by providing school-feeding programme and other humanitarian assistance designed to attract and retain learners in schools. This may have resulted in more learners from marginalised groups accessing education in Kunene. In Erongo and Otjozondjupa, increased mining activities may be behind the enrolment increase. The “Back to School” campaigns in the regions as well as the elimination of the School Development Fund and the introduction of Pre-Primary into formal schooling might have also positively contributed to the observed increase in enrolment rates in the analysed period.

Please note that the figures for Kavango West for the years 2009 to 2013 represent the former Kavango Region (which was split into two regions in August 2013), therefore the drop observed for Kavango West is artificial.

Chapter 3: THE FLOW OF LEARNERS 31

Chapter 3: THE FLOW OF LEARNERSIdeally, a learner enters Grade 1 at 6 years of age, and proceeds through the schooling cycle – comprising the Primary and Secondary

phases – to reach Grade 12 at the age of 17 or 18. However, this progression can be interrupted or retarded by a learner repeating one or more grades or dropping out of school before completing the cycle. For a learner leaving school before having acquired at least basic literacy and numeracy skills, there are at least two consequences: the loss of the opportunity to acquire the skills needed for further learning, and the loss of the resources allocated to that learner, which could have benefited another learner. Frequent repetition leads to a high proportion of learners in a class being over-age. For this reason, statistics on the ages of learners are included in this chapter. Learners may also be over-age 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 wastage in the education system. Other forms of wastage, 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 flow 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 2015 by the number of learners enrolled in the previous grade in 2014. The rates given here are thus for 2014, being the proportion of learners enrolled in 2015 who were promoted and continued schooling in 2015. Likewise, repetition rates reported here are for 2014, being the number of learners repeating a grade in 2015 divided by the total number of learners in the same grade in 2014.

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 2014 which are not accounted for by repeaters in the same grade or promotees in the next grade in 2015 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 at some time previously and started the same grade again in 2015. 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 2015. 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 be at school until they complete Grade 7 or reach the age of 16, whichever comes 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. 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, thus 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 17 18 19

//Kharas Total 5.7 1,442 501 923 18 - - - - - - - - - - - -Females 5.7 770 257 501 12 - - - - - - - - - - - -Males 5.6 672 244 422 6 - - - - - - - - - - - -

Erongo Total 5.8 1,722 479 1,187 54 1 - 1 - - - - - - - - -Females 5.8 892 228 641 22 1 - - - - - - - - - - -Males 5.7 830 251 546 32 - - 1 - - - - - - - - -

Hardap Total 5.8 1,397 307 1,062 26 1 1 - - - - - - - - - -Females 5.8 694 148 531 14 - 1 - - - - - - - - - -Males 5.8 703 159 531 12 1 - - - - - - - - - - -

Kavango East Total 5.7 1,943 624 1,241 70 3 5 - - - - - - - - - -Females 5.7 1,028 323 672 30 - 3 - - - - - - - - - -Males 5.7 915 301 569 40 3 2 - - - - - - - - - -

Kavango West Total 5.8 1,925 448 1,367 90 17 2 - 1 - - - - - - - -Females 5.8 978 229 700 43 6 - - - - - - - - - - -Males 5.9 947 219 667 47 11 2 - 1 - - - - - - - -

Khomas Total 5.7 3,951 1,594 2,174 150 21 12 - - - - - - - - - -Females 5.6 2,010 817 1,111 67 9 6 - - - - - - - - - -Males 5.7 1,941 777 1,063 83 12 6 - - - - - 3 - - - -

Kunene Total 6.0 1,677 201 1,347 73 20 13 8 6 3 3 - 2 - - - -Females 6.0 844 109 674 34 13 5 2 4 - 1 - 1 - - - -Males 6.1 833 92 673 39 7 8 6 2 3 2 5 11 8 5 1 2

Ohangwena Total 5.7 3,576 913 2,517 104 6 - 2 - - 2 1 5 4 2 1 1Females 5.7 1,795 453 1,274 47 4 - 1 - - 2 4 6 4 3 - 1Males 5.7 1,781 460 1,243 57 2 - 1 - - - - - 30 - - -

Omaheke Total 5.7 1,110 194 842 9 30 4 - - - 1 - - 15 - - -Females 5.7 541 97 409 5 12 2 - - - 1 - - 15 - - -Males 5.8 569 97 433 4 18 2 - - - - 1 - - - - -

Omusati Total 5.9 3,371 624 2,646 78 17 - 2 2 - 1 1 - - - - -Females 5.9 1,681 301 1,339 32 5 - 2 1 - 1 - - - - - -Males 5.8 1,690 323 1,307 46 12 - - 1 - - 1 - - - - -


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 in school for the first time at the age of 5 or 7. Out of all pre-school enrolments, 1.1% were 8 years old or older. The enrolment figures are expected to continue to grow 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 17 18 19

Oshana Total 5.8 2,683 680 1,923 53 12 9 5 1 - - - - - - - -Females 5.8 1,369 352 975 27 7 4 3 1 - - - - - - - -Males 5.8 1,314 328 948 26 5 5 2 - - - - - - - - -

Oshikoto Total 5.8 3,422 767 2,577 72 1 2 2 1 - - - - - - - -Females 5.8 1,718 405 1,280 33 - - - - - - - - - - - -Males 5.8 1,704 362 1,297 39 1 2 2 1 - - - - - - - -

Otjozondjupa Total 5.9 2,250 410 1,766 46 6 22 - - - - - - - - - -Females 5.9 1,130 203 890 22 2 13 - - - - - - - - - -Males 5.9 1,120 207 876 24 4 9 - - - - - - - - - -

Zambezi Total 5.8 2,284 511 1,706 43 24 - - - - - - - - - - -Females 5.8 1,178 260 882 22 14 - - - - - - - - - - -Males 5.8 1,106 251 824 21 10 - - - - - - - - - - -

National Total 5.8 32,753 8,253 23,278 886 159 70 20 11 3 7 6 14 38 5 1 2Females 5.8 16,628 4,182 11,879 410 73 34 8 6 - 5 1 7 19 2 1 1Males 5.8 16,125 4,071 11,399 476 86 36 12 5 3 2 5 7 19 3 - 1


Table 23: Apparent intake rates of Grade 1 learners from 2009 to 2015

GenderYear

2009 2010 2011 2012 2013 2014 2015Total 104.3% 103.3% 107.0% 111.4% 119.4% 115.1% 115.0%Females 104.2% 103.0% 106.9% 111.7% 120.5% 116.1% 115.7%Males 104.4% 103.6% 107.2% 111.2% 118.5% 114.2% 114.3%

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 2009 to 2015

RegionYear Average

annual growth rate 2009-2015

Percentage change

2014-20152009 2010 2011 2012 2013 2014 2015

//Kharas 1,646 1,806 1,740 1,805 1,970 1,833 1,879 2.2% 2.5%Erongo 2,619 2,686 2,919 3,118 3,356 3,316 2,992 2.2% -9.8%Hardap 1,868 2,039 1,999 2,092 2,110 2,152 2,232 3.0% 3.7%Kavango East 3,612 3,771 3,862 4,301 4,683 5,154 5,691 7.9% 10.4%Kavango West 3,611 3,770 3,862 4,300 4,682 3,961 4,087 2.1% 3.2%Khomas 6,167 6,018 6,534 6,890 7,119 7,563 7,887 4.2% 4.3%Kunene 2,495 2,388 2,375 2,481 2,670 2,750 3,309 4.8% 20.3%Ohangwena 7,068 7,347 7,409 7,788 7,712 8,033 8,302 2.7% 3.3%Omaheke 1,677 1,756 1,869 2,372 2,373 2,074 2,173 4.4% 4.8%Omusati 6,416 6,459 6,572 6,881 7,146 7,185 7,431 2.5% 3.4%Oshana 3,703 3,718 3,623 3,912 3,892 4,068 4,230 2.2% 4.0%Oshikoto 4,744 4,714 4,600 4,989 5,221 5,229 5,594 2.8% 7.0%Otjozondjupa 3,455 3,309 3,727 3,874 4,180 4,079 4,357 3.9% 6.8%Zambezi 2,326 2,405 2,497 2,625 2,652 2,775 2,943 4.0% 6.1%National 51,407 52,186 53,588 57,428 59,766 60,172 63,107 3.5% 4.9%

Table 24 shows the numbers of new entrants to Grade 1 from 2009 to 2015. The average growth rate is calculated by comparing the numbers in the first and last year of the period (2009-2015). The figures for Kavango East and Kavango West are artificial for the years 2009-2013 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 and 2015. Kunene Region recorded the highest percentage intake in the years 2014-2015, at 20.3%.

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


Table 25: Ages of all learners

The numbers of learners per 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 numbers 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 10,545 (2.4%) in 2015; and the number of learners aged 25 or older and still at school, at 412 (0.01%).

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 114,746 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

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 675,405 8,345 33,594 52,368 55,624 54,642 54,029 50,506 50,111 49,202 48,357 50,147 46,440 42,858 32,944 21,158 12,385 6,848 3,396 1,493 546 412Pre-Primary 32,753 8,253 23,278 886 159 70 20 11 3 7 6 14 38 5 1 2 - - - - - -Grade 1 78,107 73 10,150 45,088 15,278 4,219 1,609 717 383 258 119 70 47 43 24 15 10 2 1 1 - -Grade 2 68,023 7 108 6,280 34,606 16,205 6,215 2,323 1,102 558 284 190 55 42 39 4 3 1 - 1 - -Grade 3 64,196 12 26 84 5,302 28,921 16,556 6,771 3,311 1,601 805 470 205 74 40 10 7 - 1 - - -Grade 4 61,476 - 1 1 143 5,008 25,085 15,372 7,770 4,015 1,982 1,192 497 234 92 52 20 3 3 3 1 2Grade 5 64,632 - 3 - 36 59 4,112 21,512 16,228 10,345 5,901 3,585 1,679 710 276 104 47 18 10 1 3 3Grade 6 55,621 - - - 1 21 107 3,468 17,830 13,135 8,994 5,949 3,351 1,612 687 270 126 39 17 7 5 2Grade 7 51,194 - 2 3 1 - 7 112 3,239 16,053 11,515 8,807 5,574 3,174 1,553 709 263 114 36 25 4 3Grade 8 64,660 - 10 1 6 1 113 - 80 2,930 15,652 14,531 12,098 9,065 5,161 2,876 1,310 533 186 69 25 13Grade 9 50,461 - - - 7 - - 9 3 106 2,632 12,255 9,986 8,718 6,480 4,822 2,855 1,462 664 289 99 74Grade 10 38,257 - - - - - - - - 8 132 2,570 10,332 9,018 6,181 4,318 2,664 1,641 833 338 130 92Grade 11 22,418 - - - - - - - - - 1 80 2,063 7,652 5,155 3,232 2,027 1,168 601 256 87 96Grade 12 20,198 - - - - - - - - - - - 78 2,113 6,889 4,521 2,952 1,818 1,024 494 185 124Other grades 3,409 - 16 25 85 138 205 211 162 186 334 434 437 398 366 223 101 49 20 9 7 3


Table 26: Distribution of learners by age and gender for each grade in 2015

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 338,739 4,226 17,093 26,579 28,335 27,835 27,426 25,580 25,424 24,919 24,556 25,383 23,625 21,368 16,188 9,771 5,303 2,815 1,345 564 220 184

Male 336,666 4,119 16,501 25,789 27,289 26,807 26,603 24,926 24,687 24,283 23,801 24,764 22,815 21,490 16,756 11,387 7,082 4,033 2,051 929 326 228Pre-Primary Female 16,628 4,182 11,879 410 73 34 8 6 - 5 1 7 19 2 1 1 - - - - - -

Male 16,125 4,071 11,399 476 86 36 12 5 3 2 5 7 19 3 - 1 - - - - - -Grade 1 Female 37,718 37 5,129 22,541 6,760 1,812 698 329 169 116 45 30 16 23 7 3 - 2 1 - - -

Male 40,389 36 5,021 22,547 8,518 2,407 911 388 214 142 74 40 31 20 17 12 10 - - 1 - -Grade 2 Female 33,413 1 64 3,570 18,284 7,148 2,529 913 444 212 128 76 21 10 10 1 2 - - - - -

Male 34,610 6 44 2,710 16,322 9,057 3,686 1,410 658 346 156 114 34 32 29 3 1 1 - 1 - -Grade 3 Female 31,631 6 9 42 3,064 15,806 7,496 2,739 1,311 607 294 151 64 25 13 2 2 - - - - -

Male 32,565 6 17 42 2,238 13,115 9,060 4,032 2,000 994 511 319 141 49 27 8 5 - 1 - - -Grade 4 Female 29,903 - - - 84 2,931 14,013 6,970 3,056 1,519 689 360 164 78 23 9 5 2 - - - -

Male 31,573 - 1 1 59 2,077 11,072 8,402 4,714 2,496 1,293 832 333 156 69 43 15 1 3 3 1 2Grade 5 Female 31,220 - 1 - 28 37 2,473 12,322 7,769 4,222 2,207 1,279 544 221 68 24 14 7 2 - - 2

Male 33,412 - 2 - 8 22 1,639 9,190 8,459 6,123 3,694 2,306 1,135 489 208 80 33 11 8 1 3 1Grade 6 Female 27,757 - - - - 11 64 2,139 10,570 6,676 3,936 2,331 1,188 524 184 72 40 14 4 1 3 -

Male 27,864 - - - 1 10 43 1,329 7,260 6,459 5,058 3,618 2,163 1,088 503 198 86 25 13 6 2 2Grade 7 Female 25,785 - 1 3 - - 6 73 1,994 9,551 5,894 3,989 2,246 1,152 518 216 80 33 16 13 - -

Male 25,409 - 1 - 1 - 1 39 1,245 6,502 5,621 4,818 3,328 2,022 1,035 493 183 81 20 12 4 3Grade 8 Female 32,861 - 4 - 3 1 65 - 47 1,864 9,421 7,772 5,932 3,896 2,063 1,063 445 185 64 21 12 3

Male 31,799 - 6 1 3 - 48 - 33 1,066 6,231 6,759 6,166 5,169 3,098 1,813 865 348 122 48 13 10Grade 9 Female 26,607 - - - 4 - - 4 1 66 1,696 7,442 5,442 4,379 3,100 2,195 1,248 559 285 118 37 31

Male 23,854 - - - 3 - - 5 2 40 936 4,813 4,544 4,339 3,380 2,627 1,607 903 379 171 62 43Grade 10 Female 20,731 - - - - - - - - 5 80 1,677 6,335 4,983 3,194 2,055 1,181 671 317 125 62 46

Male 17,526 - - - - - - - - 3 52 893 3,997 4,035 2,987 2,263 1,483 970 516 213 68 46Grade 11 Female 12,127 - - - - - - - - - 1 58 1,382 4,576 2,743 1,565 880 504 225 109 36 48

Male 10,291 - - - - - - - - - - 22 681 3,076 2,412 1,667 1,147 664 376 147 51 48Grade 12 Female 10,831 - - - - - - - - - - - 49 1,337 4,104 2,451 1,353 817 427 172 68 53

Male 9,367 - - - - - - - - - - - 29 776 2,785 2,070 1,599 1,001 597 322 117 71Other Female 1,527 - 6 13 35 55 74 85 63 76 164 211 223 162 160 114 53 21 4 5 2 1

Male 1,882 - 10 12 50 83 131 126 99 110 170 223 214 236 206 109 48 28 16 4 5 2


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

Table 27 continues

School Phase GradeAge

6 7 8 9 10 11 12 13 14 15 16 17 18TotalTotal 56.8% 90.4% 97.8% 97.5% 97.7% 92.3% 92.3% 91.0% 89.7% 93.3% 86.6% 80.2% 62.0%Lower Primary Grade 1 17.2% 77.8% 26.9% 7.5% 2.9% 1.3% 0.7% 0.5% 0.2% 0.1% 0.1% 0.1% 0.0%

Grade 2 0.2% 10.8% 60.8% 28.9% 11.2% 4.2% 2.0% 1.0% 0.5% 0.4% 0.1% 0.1% 0.1%Grade 3 0.0% 0.1% 9.3% 51.6% 29.9% 12.4% 6.1% 3.0% 1.5% 0.9% 0.4% 0.1% 0.1%Grade 4 0.0% 0.0% 0.3% 8.9% 45.3% 28.1% 14.3% 7.4% 3.7% 2.2% 0.9% 0.4% 0.2%

Upper Primary Grade 5 0.0% - 0.1% 0.1% 7.4% 39.3% 29.9% 19.1% 10.9% 6.7% 3.1% 1.3% 0.5%Grade 6 - - 0.0% 0.0% 0.2% 6.3% 32.8% 24.3% 16.7% 11.1% 6.3% 3.0% 1.3%Grade 7 0.0% 0.0% 0.0% - 0.0% 0.2% 6.0% 29.7% 21.4% 16.4% 10.4% 5.9% 2.9%

Junior Secondary Grade 8 0.0% 0.0% 0.0% 0.0% 0.2% - 0.1% 5.4% 29.0% 27.0% 22.6% 17.0% 9.7%Grade 9 - - 0.0% - - 0.0% 0.0% 0.2% 4.9% 22.8% 18.6% 16.3% 12.2%Grade 10 - - - - - - - 0.0% 0.2% 4.8% 19.3% 16.9% 11.6%

Senior Secondary Grade 11 - - - - - - - - 0.0% 0.1% 3.8% 14.3% 9.7%Grade 12 - - - - - - - - - - 0.1% 4.0% 13.0%

Other grades 39.4% 1.6% 0.4% 0.4% 0.4% 0.4% 0.3% 0.4% 0.6% 0.8% 0.9% 0.8% 0.7%FemalesTotal 58.0% 92.0% 99.8% 99.5% 99.2% 93.4% 93.5% 92.1% 91.0% 94.2% 87.9% 79.7% 60.7%Lower Primary Grade 1 17.4% 78.0% 23.8% 6.5% 2.5% 1.2% 0.6% 0.4% 0.2% 0.1% 0.1% 0.1% 0.0%

Grade 2 0.2% 12.4% 64.4% 25.5% 9.1% 3.3% 1.6% 0.8% 0.5% 0.3% 0.1% 0.0% 0.0%Grade 3 0.0% 0.1% 10.8% 56.5% 27.1% 10.0% 4.8% 2.2% 1.1% 0.6% 0.2% 0.1% 0.0%Grade 4 - - 0.3% 10.5% 50.7% 25.5% 11.2% 5.6% 2.6% 1.3% 0.6% 0.3% 0.1%

Upper Primary Grade 5 0.0% - 0.1% 0.1% 8.9% 45.0% 28.6% 15.6% 8.2% 4.7% 2.0% 0.8% 0.3%Grade 6 - - - 0.0% 0.2% 7.8% 38.9% 24.7% 14.6% 8.7% 4.4% 2.0% 0.7%Grade 7 0.0% 0.0% - - 0.0% 0.3% 7.3% 35.3% 21.8% 14.8% 8.4% 4.3% 1.9%

Junior Secondary Grade 8 0.0% - 0.0% 0.0% 0.2% - 0.2% 6.9% 34.9% 28.9% 22.1% 14.5% 7.7%Grade 9 - - 0.0% - - 0.0% 0.0% 0.2% 6.3% 27.6% 20.2% 16.3% 11.6%Grade 10 - - - - - - - 0.0% 0.3% 6.2% 23.6% 18.6% 12.0%

Senior Secondary Grade 11 - - - - - - - - 0.0% 0.2% 5.1% 17.1% 10.3%Grade 12 - - - - - - - - - - 0.2% 5.0% 15.4%

Other grades 40.3% 1.5% 0.4% 0.3% 0.3% 0.3% 0.2% 0.3% 0.6% 0.8% 0.9% 0.6% 0.6%


The percentages of each age cohort enrolled in the different grades are reported in Table 27. These numbers are based on the population projections provided by the UN 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 57,926 7-year-olds in the population. Therefore, 45,989 divided by 57,926 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.

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 GradeAge

6 7 8 9 10 11 12 13 14 15 16 17 18MalesTotal 55.6% 88.8% 95.8% 95.6% 96.1% 91.1% 91.0% 90.0% 88.5% 92.4% 85.4% 80.8% 63.4%Lower Primary Grade 1 16.9% 77.6% 29.9% 8.6% 3.3% 1.4% 0.8% 0.5% 0.3% 0.1% 0.1% 0.1% 0.1%

Grade 2 0.1% 9.3% 57.3% 32.3% 13.3% 5.2% 2.4% 1.3% 0.6% 0.4% 0.1% 0.1% 0.1%Grade 3 0.1% 0.1% 7.9% 46.8% 32.7% 14.7% 7.4% 3.7% 1.9% 1.2% 0.5% 0.2% 0.1%Grade 4 0.0% 0.0% 0.2% 7.4% 40.0% 30.7% 17.4% 9.2% 4.8% 3.1% 1.2% 0.6% 0.3%

Upper Primary Grade 5 0.0% - 0.0% 0.1% 5.9% 33.6% 31.2% 22.7% 13.7% 8.6% 4.2% 1.8% 0.8%Grade 6 - - 0.0% 0.0% 0.2% 4.9% 26.8% 23.9% 18.8% 13.5% 8.1% 4.1% 1.9%Grade 7 0.0% - 0.0% - 0.0% 0.1% 4.6% 24.1% 20.9% 18.0% 12.5% 7.6% 3.9%

Junior Secondary Grade 8 0.0% 0.0% 0.0% - 0.2% - 0.1% 3.9% 23.2% 25.2% 23.1% 19.4% 11.7%Grade 9 - - 0.0% - - 0.0% 0.0% 0.1% 3.5% 18.0% 17.0% 16.3% 12.8%Grade 10 - - - - - - - 0.0% 0.2% 3.3% 15.0% 15.2% 11.3%

Senior Secondary Grade 11 - - - - - - - - - 0.1% 2.5% 11.6% 9.1%Grade 12 - - - - - - - - - - 0.1% 2.9% 10.5%

Other grades 38.4% 1.7% 0.5% 0.4% 0.5% 0.5% 0.4% 0.4% 0.7% 0.9% 0.9% 0.9% 0.8%


Table 28: Net and Gross Enrolment RatiosAge 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 92.7% 91.9% 88.7% 55.6%Female 94.1% 93.2% 89.8% 60.8%Males 91.4% 90.5% 87.6% 50.3%

Gross Enrolment Ratio Total 113.9% 108.4% 97.3% 73.2%Female 111.8% 108.1% 97.5% 76.8%Males 115.9% 108.6% 97.1% 69.5%

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 361,050 learners aged between 7 and 13 enrolled in Grades 1-7 out of 389,287 people in the same age range in the projected population. The NER of 92.7% is 361,050 divided by 389,287.

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 35.0% 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 (25.4%) were enrolled in Grade 8. The 16-year-olds are actually expected to be in Grade 10 by this age.

Figure 28: Enrolment rates of female and male learners


Table 29: Numbers of new entrants, repeaters and re-entrants in Grades 1-12A 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, constituting less than 0.5% of the total enrolment in all grades, indicates 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. The re-entrants are hardly visible because of the low numbers of them. Grades 1, 5 and 8 have relatively high numbers of repeaters, an indication that the beginning of a new phase always poses some challenges to learners, therefore more effort is required to make sure that the gap 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 4% 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

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

Total 639,243 50.1% 541,569 51.2% 94,612 43.8% 3,062 53.7%Lower Primary Grade 1 78,107 48.3% 63,114 49.9% 14,495 41.3% 498 43.0%

Grade 2 68,023 49.1% 59,623 50.6% 8,108 38.2% 292 37.3%Grade 3 64,196 49.3% 57,632 50.5% 6,334 38.6% 230 41.0%Grade 4 61,476 48.6% 54,096 50.2% 7,161 37.1% 219 33.6%

Upper Primary Grade 5 64,632 48.3% 51,770 50.6% 12,642 38.9% 220 33.2%Grade 6 55,621 49.9% 48,331 50.9% 7,104 43.3% 186 48.4%Grade 7 51,194 50.4% 46,829 50.7% 4,140 45.7% 225 61.0%

Junior Secondary Grade 8 64,660 50.8% 45,384 52.1% 18,880 47.3% 396 68.4%Grade 9 50,461 52.7% 38,684 52.7% 11,311 52.1% 466 73.8%Grade 10 38,257 54.2% 34,340 53.6% 3,751 58.9% 166 77.7%

Senior Secondary Grade 11 22,418 54.1% 21,664 53.9% 612 57.9% 142 64.8%Grade 12 20,198 53.6% 20,102 53.6% 74 55.4% 22 86.4%


Table 30: Promotion, repetition and school-leaving rates in Grades 1-11 from 2014 to 2015

GradePromotion rates Repetition rates School-leaving rates

Total Females Males Total Females Males Total Females MalesAverage 79.9% 82.0% 77.9% 15.1% 13.5% 16.7% 5.0% 4.5% 5.4%

Grade 1 79.2% 82.8% 75.7% 19.9% 17.0% 22.6% 0.9% 0.2% 1.6%Grade 2 87.6% 90.5% 84.9% 12.8% 10.0% 15.4% -0.4% -0.5% -0.3%Grade 3 89.7% 92.1% 87.4% 10.9% 8.6% 13.1% -0.6% -0.7% -0.5%Grade 4 88.1% 91.4% 84.9% 12.6% 9.5% 15.5% -0.6% -0.9% -0.4%Grade 5 76.4% 80.8% 72.3% 20.3% 16.4% 24.0% 3.3% 2.8% 3.7%Grade 6 84.6% 86.5% 82.8% 13.2% 11.5% 14.8% 2.2% 2.0% 2.3%Grade 7 89.0% 90.7% 87.2% 8.6% 7.8% 9.4% 2.5% 1.5% 3.4%Grade 8 60.7% 62.9% 58.5% 30.3% 28.4% 32.2% 9.0% 8.7% 9.3%Grade 9 69.2% 69.6% 68.8% 23.7% 23.6% 23.9% 7.1% 6.8% 7.4%Grade 10 59.9% 60.0% 59.8% 10.8% 12.0% 9.4% 29.3% 28.0% 30.8%Grade 11 94.6% 94.6% 94.5% 3.5% 3.9% 3.1% 1.9% 1.5% 2.4%

The flow rates of learners are reported in Table 30. These are the rates of learner progression from 2014 to 2015. The grades in the table and figures are the grades that learners attended in 2015. The Grade 1 promotion rate, for example, indicates the percentage of all learners enrolled in Grade 1 in 2014 who were promoted and continued schooling in Grade 2 in 2015. Grade 12 is not included in this table since, for all practical purposes, all Grade 12 learners left school at the end of 2014. 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 54.3%, but now it is reported as 59.8% 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 88.9% in 2014-2015. 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 8. The opposite was true for higher grades. 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 2008 to 2014The 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 dropped from 66.6% in 2008 to 60.6% in 2014. The changes in other grades were constant on average. The promotion rate for Grade 7 to Grade 10 shows positive growth in the years 2012-2014, which indicates an improvement in the system. Please note that the high percentage in Grade 11 is due to semi-automatic promotion to Grade 12.

Figure 31b shows that Grade 1 repetition rates have marginally declined from 20.8% for 2008 to 19.9% for 2014. Grade 1, Grade 5 and junior secondary grades recorded high repetition rates.

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 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

School Phase GradeYear

2008 2009 2010 2011 2012 2013 2014Promotion ratesLower Primary Grade 1 76.1% 76.7% 76.8% 77.2% 77.2% 77.3% 79.1%

Grade 2 84.4% 85.4% 85.1% 85.8% 86.2% 86.3% 87.5%Grade 3 86.0% 86.0% 87.4% 88.0% 87.9% 88.0% 89.6%Grade 4 85.1% 86.2% 85.8% 86.1% 86.1% 86.1% 87.9%

Upper Primary Grade 5 72.5% 73.6% 75.4% 74.9% 74.8% 74.9% 76.3%Grade 6 82.4% 80.8% 81.5% 82.0% 83.2% 83.3% 84.5%Grade 7 80.8% 81.9% 83.8% 86.0% 86.3% 86.3% 88.9%

Junior Secondary Grade 8 66.6% 65.4% 57.8% 59.2% 59.5% 59.5% 60.6%Grade 9 74.7% 71.8% 65.0% 68.9% 67.4% 67.4% 69.1%Grade 10 55.3% 57.1% 57.5% 55.6% 57.0% 57.0% 59.8%

Senior Secondary Grade 11 98.8% 96.1% 95.9% 94.7% 94.0% 94.0% 94.6%Repetition ratesLower Primary Grade 1 20.8% 20.2% 20.6% 20.3% 21.2% 21.2% 19.9%

Grade 2 14.0% 13.7% 14.1% 14.2% 14.3% 14.3% 12.8%Grade 3 12.9% 12.8% 11.6% 11.7% 11.8% 11.8% 10.9%Grade 4 13.5% 13.1% 13.1% 13.3% 13.6% 13.6% 12.5%



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

Grade 2 1.5% 0.9% 0.8% 0.0% -0.5% -0.6% -0.3%Grade 3 1.1% 1.2% 1.1% 0.3% 0.4% 0.3% -0.4%Grade 4 1.4% 0.7% 1.1% 0.7% 0.3% 0.3% -0.4%



Senior Secondary Grade 11 -1.3% 2.1% 1.6% 2.7% 1.6% 1.6% 1.9%


Table 32: Survival rates to Grades 2-12 from 2008 to 2014

Grade GenderYear

2008 2009 2010 2011 2012 2013 2014Grade 2 Total 96.1% 96.1% 96.7% 96.7% 98.1% 95.6% 98.4%

Females 96.4% 96.8% 97.0% 96.9% 98.4% 96.4% 99.3%Males 95.8% 95.7% 96.5% 96.5% 97.8% 94.7% 97.5%

Grade 3 Total 94.4% 95.1% 95.8% 96.6% 98.8% 93.4% 98.7%Females 95.1% 95.8% 96.4% 97.0% 98.9% 94.5% 99.7%Males 93.7% 94.6% 95.2% 96.2% 98.6% 92.2% 97.6%










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 was excluded from the table, 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 consistent 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 was 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


Table 33: Approximate numbers of learners who left school between 2008 and 2014

School phase GradeYear

2008 2009 2010 2011 2012 2013 2014Total 46,372 47,701 44,172 49,240 45,775 53,076 44,272Lower Primary Grade 1 2,060 2,014 1,699 1,699 1,070 2,318 756

Grade 2 912 551 474 -9 -361 1,331 -203Grade 3 638 685 635 184 146 743 -269Grade 4 781 389 607 393 155 743 -247

Upper Primary Grade 5 2,715 2,548 2,093 1,982 1,579 2,242 2,174Grade 6 2,012 1,752 2,040 1,574 1,466 1,898 1,317Grade 7 2,714 2,718 2,141 1,634 1,956 2,338 1,353

Junior Secondary Grade 8 4,425 4,384 4,639 5,562 5,548 6,591 5,837Grade 9 3,183 3,224 3,264 3,258 3,681 3,821 3,571Grade 10 11,213 11,820 6,421 12,277 11,191 10,802 10,647

Senior Secondary Grade 11 -233 442 342 532 338 973 405Grade 12 15,952 17,174 19,817 20,226 19,006 19,276 18,931

Table 33 shows the approximate number of learners who left school between 2008 and 2014. An observation from the last five years is that an average of 47,230 learners left school annually. This is due to a number of factors, such as pregnancy, distance and parent demand – see Table 65. There are significantly high numbers of school-leaving learners in Grades 10 and 12, which may be curbed after the introduction of free education which is set to encompass Secondary-phase learners in 2016. 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.

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.

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

Chapter 4: NATIONAL EXAMINATIONS 45

Chapter 4: NATIONAL EXAMINATIONSChapter 4 presents the results of the national examinations written towards the end of 2015, 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 are 299,365 full-time subject entries by 37,441 learners in 2015.

The symbol distributions for the six main subjects in which enrolment was highest are shown graphically in Figure 34 (which continues on the next page). In all six subjects the scores are mostly D, E and F, with English and Geography peaking at E and the other four subjects at D. Accounting has the highest proportion of ungraded entries, at 25.0%, followed by Keyboard and Word Processing at 11.0% and Computer Studies at 9.9%. In all six subjects the average score was below D. The cumulative percentages for scores A-D in the ETSIP priority subjects are English 36.5%, Mathematics 46.2% and Physical Science 51.2% – 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 10,821 100.0% 4.4% 6.4% 11.3% 18.2% 10.8% 11.9% 11.2% 25.0% 0.9% 0.0%Additional Mathematics 593 100.0% 19.4% 15.5% 16.7% 20.2% 16.5% 6.6% 2.5% 1.3% 1.0% 0.2%Afrikaans First Language 393 100.0% 3.8% 11.5% 16.3% 22.1% 29.5% 10.9% 4.1% 1.0% 0.8% 0.0%Afrikaans Second Language 8,431 100.0% 2.6% 8.0% 15.9% 19.5% 33.1% 13.8% 3.9% 0.9% 2.2% 0.0%Agriculture 23,515 100.0% 6.0% 9.1% 13.7% 25.0% 20.2% 13.5% 7.9% 3.9% 0.7% 0.0%Computer Studies 2,023 100.0% 8.7% 10.4% 14.6% 16.5% 13.1% 14.2% 10.6% 9.9% 1.8% 0.0%Design and Technology 957 100.0% 2.5% 3.9% 6.8% 23.8% 26.4% 22.0% 7.2% 5.0% 2.3% 0.0%English First Language 273 100.0% 7.3% 10.6% 9.2% 41.8% 26.7% 2.9% 0.0% 0.0% 1.5% 0.0%English Second Language 37,167 100.0% 1.3% 4.4% 10.9% 19.8% 32.3% 23.8% 6.1% 0.7% 0.7% 0.0%Entrepreneurship 34,548 100.0% 3.9% 7.1% 14.5% 24.3% 27.7% 15.1% 4.7% 1.9% 0.7% 0.0%French Foreign Language 428 100.0% 4.9% 4.7% 10.3% 14.5% 24.1% 23.4% 11.4% 4.7% 2.1% 0.0%Geography 37,427 100.0% 3.4% 6.8% 14.1% 24.2% 28.4% 16.0% 5.0% 1.4% 0.8% 0.0%German First Language 52 100.0% 3.8% 19.2% 11.5% 19.2% 30.8% 9.6% 3.8% 0.0% 1.9% 0.0%German Foreign Language 939 100.0% 13.1% 9.9% 11.7% 16.6% 21.2% 14.7% 7.6% 2.1% 3.1% 0.0%History 37,408 100.0% 6.2% 6.7% 10.9% 26.0% 24.9% 17.0% 6.5% 1.1% 0.7% 0.0%Home Economics 693 100.0% 6.2% 9.4% 16.5% 20.9% 25.1% 13.4% 4.8% 1.9% 1.9% 0.0%Integrated Performing Arts 105 100.0% 3.8% 6.7% 11.4% 47.6% 22.9% 1.9% 0.0% 0.0% 5.7% 0.0%Keyboard and Word Processing 1,703 100.0% 10.6% 12.2% 13.2% 13.9% 14.8% 12.3% 10.6% 11.0% 1.4% 0.1%Khoekhoegowab First Language 1,270 100.0% 6.4% 10.1% 11.8% 29.3% 22.6% 10.8% 4.3% 2.1% 2.7% 0.0%Life Science 37,441 100.0% 4.7% 6.9% 14.0% 22.6% 24.0% 16.1% 8.3% 2.8% 0.7% 0.0%Mathematics 36,847 100.0% 8.8% 7.7% 10.4% 19.3% 22.4% 17.7% 10.2% 2.7% 0.8% 0.1%Needlework and Clothing 250 100.0% 3.2% 5.6% 13.2% 23.6% 23.2% 20.4% 8.0% 2.4% 0.4% 0.0%Oshikwanyama First Language 6,900 100.0% 4.8% 8.1% 15.3% 31.4% 34.1% 5.0% 0.5% 0.1% 0.7% 0.0%Oshindonga First Language 10,362 100.0% 6.2% 8.8% 12.2% 24.8% 38.0% 8.1% 1.2% 0.1% 0.6% 0.0%Otjiherero First Language 1,978 100.0% 4.7% 12.8% 18.2% 25.3% 26.8% 7.6% 2.4% 0.5% 1.7% 0.1%Physical Science 37,441 100.0% 6.8% 7.7% 13.6% 23.2% 19.3% 16.0% 8.4% 4.0% 0.9% 0.1%Portuguese First Language 106 100.0% 3.8% 13.2% 14.2% 20.8% 25.5% 3.8% 0.9% 0.0% 17.0% 0.9%Portuguese Foreign Language 227 100.0% 13.7% 7.0% 14.5% 20.3% 33.0% 8.4% 1.8% 0.4% 0.9% 0.0%Rukwangali First Language 2,319 100.0% 1.9% 4.8% 13.0% 28.1% 45.4% 5.9% 0.3% 0.1% 0.6% 0.0%Rumanyo First Language 1,004 100.0% 3.6% 8.4% 15.6% 29.2% 38.4% 3.3% 0.1% 0.3% 1.1% 0.0%Setswana First Language 72 100.0% 4.2% 4.2% 12.5% 33.3% 40.3% 1.4% 0.0% 2.8% 1.4% 0.0%Silozi First Language 2,396 100.0% 2.5% 9.2% 14.1% 29.3% 41.4% 3.1% 0.1% 0.0% 0.2% 0.0%Thimbukushu First Language 447 100.0% 2.5% 8.7% 12.3% 32.4% 38.9% 4.0% 0.0% 0.0% 1.1% 0.0%Visual Art 210 100.0% 7.6% 14.3% 21.0% 26.7% 24.3% 4.8% 0.5% 0.0% 1.0% 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 2015 there were 48,283 subject entries by 11,534 learners.

The cumulative percentages for scores A-D in the ETSIP priority subjects are English 5.4%, Mathematics 16.4% and Physical Science 20.4%.

Subject Learners Total % Symbol Ungraded Incomplete Pending

A B C D E F G U I XAccounting 397 100.0% 0.0% 0.0% 0.3% 5.3% 4.3% 10.6% 8.3% 46.6% 24.7% 0.0%Afrikaans First Language 9 100.0% 0.0% 0.0% 0.0% 0.0% 11.1% 0.0% 11.1% 11.1% 66.7% 0.0%Afrikaans Second Language 96 100.0% 0.0% 2.1% 13.5% 22.9% 30.2% 10.4% 0.0% 0.0% 20.8% 0.0%Agriculture 3,966 100.0% 0.4% 2.6% 6.5% 17.6% 17.9% 18.0% 13.9% 11.6% 11.5% 0.0%English Second Language 3,137 100.0% 0.0% 0.1% 0.8% 5.4% 17.3% 29.5% 19.6% 6.1% 21.2% 0.0%Entrepreneurship 3,387 100.0% 0.1% 0.5% 3.3% 7.7% 18.8% 24.0% 17.0% 14.2% 14.2% 0.0%Geography 3,986 100.0% 0.1% 0.8% 4.9% 15.6% 30.6% 21.8% 9.5% 3.9% 12.9% 0.0%History 2,026 100.0% 1.0% 2.2% 5.7% 16.4% 22.0% 20.8% 11.3% 4.1% 16.5% 0.0%Khoekhoegowab First Language 26 100.0% 0.0% 3.8% 7.7% 7.7% 23.1% 3.8% 0.0% 0.0% 53.8% 0.0%Life Science 4,782 100.0% 0.1% 1.1% 5.2% 14.1% 23.5% 20.1% 14.3% 8.6% 13.0% 0.0%Mathematics 1,394 100.0% 0.6% 1.4% 4.2% 11.0% 19.7% 20.7% 18.7% 6.6% 17.1% 0.0%Oshikwanyama First Language 187 100.0% 0.0% 2.7% 8.6% 20.9% 42.2% 11.8% 2.7% 1.1% 10.2% 0.0%Oshindonga First Language 288 100.0% 0.0% 3.1% 5.6% 21.2% 43.1% 14.2% 0.7% 0.7% 11.5% 0.0%Otjiherero First Language 144 100.0% 2.8% 6.9% 11.8% 18.8% 22.9% 14.6% 0.7% 0.7% 20.8% 0.0%Physical Science 2,040 100.0% 0.2% 2.1% 5.6% 13.7% 17.4% 20.2% 13.6% 12.2% 14.7% 0.2%Rukwangali First Language 118 100.0% 0.0% 1.7% 9.3% 17.8% 51.7% 9.3% 0.8% 0.0% 9.3% 0.0%Rumanyo First Language 27 100.0% 3.7% 0.0% 22.2% 3.7% 55.6% 0.0% 0.0% 0.0% 14.8% 0.0%Silozi First Language 45 100.0% 0.0% 4.4% 11.1% 22.2% 37.8% 13.3% 0.0% 0.0% 11.1% 0.0%Thimbukushu First Language 1 100.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 100.0% 0.0%


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

RegionNumber of candidates Points scored

Total 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 37,441 846 561 2,062 6,096 9,884 9,027 5,123 2,659 1,183 17,123 20,318

//Kharas 1,388 2.5% 3.3% 11.4% 21.0% 26.6% 18.7% 9.7% 5.3% 1.4% 59.9% 40.1%

Erongo 2,123 1.8% 1.4% 5.3% 18.7% 26.1% 21.8% 13.5% 8.8% 2.7% 43.8% 56.2%

Hardap 1,283 2.7% 4.5% 10.1% 23.1% 24.6% 21.1% 8.7% 4.0% 1.2% 55.2% 44.8%

Kavango East 2,686 2.7% 1.7% 5.2% 25.3% 23.5% 22.9% 9.5% 5.3% 4.0% 47.3% 52.7%

Kavango West 1,362 1.0% 1.0% 4.6% 18.5% 31.6% 24.3% 12.1% 5.2% 1.7% 51.3% 48.7%

Khomas 5,267 3.5% 4.9% 11.7% 19.2% 22.3% 18.1% 10.5% 6.8% 2.9% 52.3% 47.7%

Kunene 784 3.3% 4.1% 8.2% 16.6% 25.0% 25.8% 12.4% 4.2% 0.5% 51.4% 48.6%

Ohangwena 5,589 0.0% 2.6% 3.4% 16.6% 29.8% 25.4% 14.1% 5.8% 2.3% 40.9% 59.1%

Omaheke 862 2.1% 1.2% 4.6% 25.1% 35.0% 20.1% 8.4% 2.6% 1.0% 55.2% 44.8%

Omusati 4,888 0.5% 1.1% 1.6% 10.7% 27.5% 29.6% 17.2% 8.4% 3.5% 28.4% 71.6%

Oshana 3,305 1.7% 0.6% 2.6% 11.8% 23.7% 26.4% 17.8% 10.0% 5.7% 29.3% 70.7%

Oshikoto 3,309 1.1% 1.0% 2.1% 8.1% 20.3% 26.5% 20.6% 13.4% 6.9% 23.2% 76.8%

Otjozondjupa 2,125 2.9% 2.4% 9.9% 20.2% 24.9% 20.4% 10.9% 5.6% 2.8% 50.2% 49.8%

Zambezi 2,470 0.1% 1.0% 3.8% 18.1% 30.6% 28.8% 12.9% 4.0% 0.8% 41.1% 58.9%

National 100.0% 2.3% 1.5% 5.5% 16.3% 26.4% 24.1% 13.7% 7.1% 3.2% 45.7% 54.3%Source: Directorate of National Examinations and Assessment (DNEA), 2015

Points were calculated for each can-didate 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 2015, 54.3% of the JSC candidates scored 23 points or more.

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 102,563 subject entries by 20,301 full-time learners in 2015, In 2015, 92.9% were graded compared to 93.4% in 2014, which shows a decline of 1.2%.

Figure 37 shows the symbol distributions graphically for the six subjects with the highest enrolments. High percentages of candidates were ungraded in Economics (15.8%), English Second Language (14.0%), Biology (13.5%) and Accounting (12.2%). The cumulative percentages for scores A*-D in the ETSIP priority subjects are English Second Language 29.6%, Physical Science 45.4% and Mathematics 42.1%. For Biology, a science subject, the cumulative percentage is 32.4%, which is even less than the other science subjects.

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 2,304 100.0% 0.9% 2.6% 7.6% 17.4% 15.8% 17.4% 13.9% 11.6% 12.2% 0.6%Afrikaans as a Second Language 2,782 100.0% 0.5% 1.7% 7.2% 20.4% 36.1% 21.9% 8.3% 1.0% 1.5% 1.3%Agriculture 6,962 100.0% 0.1% 0.4% 6.1% 18.6% 29.9% 24.2% 17.4% 2.3% 0.1% 0.8%Art and Design 73 100.0% 11.0% 8.2% 13.7% 32.9% 4.1% 6.8% 6.8% 11.0% 2.7% 2.7%Biology 12,530 100.0% 0.3% 1.1% 5.0% 11.1% 14.7% 17.0% 19.9% 16.7% 13.5% 0.4%Business Studies 2,296 100.0% 0.5% 1.7% 6.6% 14.0% 16.9% 18.7% 22.0% 14.6% 4.4% 0.7%Computer Studies 278 100.0% 3.2% 10.4% 12.6% 25.9% 18.0% 13.3% 5.0% 5.4% 1.8% 4.3%Design and Technology 64 100.0% 6.3% 9.4% 14.1% 23.4% 29.7% 12.5% 4.7% 0.0% 0.0% 0.0%Development Studies 7,650 100.0% 0.6% 1.6% 5.3% 13.0% 16.4% 18.3% 26.5% 14.1% 3.3% 0.9%Economics 1,796 100.0% 0.1% 0.2% 1.8% 19.0% 19.5% 25.9% 9.3% 7.5% 15.8% 0.9%English as a Second Language 17,947 100.0% 0.2% 0.6% 3.2% 7.4% 18.1% 24.2% 21.4% 10.1% 14.0% 0.7%Fashion and Fabrics 38 100.0% 0.0% 0.0% 18.4% 31.6% 21.1% 23.7% 0.0% 0.0% 0.0% 5.3%First Language Afrikaans 231 100.0% 0.0% 0.0% 4.8% 28.1% 39.4% 22.5% 3.5% 0.0% 0.0% 1.7%First Language English 75 100.0% 2.7% 6.7% 28.0% 48.0% 14.7% 0.0% 0.0% 0.0% 0.0% 0.0%First Language German 10 100.0% 0.0% 0.0% 60.0% 20.0% 0.0% 20.0% 0.0% 0.0% 0.0% 0.0%First Language Khoekhoegowab 275 100.0% 1.1% 3.3% 17.1% 28.0% 32.4% 15.3% 0.7% 0.7% 0.4% 1.1%First Language Oshikwanyama 837 100.0% 0.4% 1.4% 7.4% 23.5% 46.0% 18.2% 2.4% 0.2% 0.0% 0.5%First Language Oshindonga 1,140 100.0% 0.2% 0.5% 7.9% 28.6% 41.2% 16.8% 3.2% 0.0% 0.0% 1.6%First Language Otjiherero 748 100.0% 0.0% 0.0% 2.0% 25.5% 40.9% 23.4% 5.7% 0.9% 0.0% 1.5%First Language Rukwangali 86 100.0% 0.0% 0.0% 4.7% 17.4% 43.0% 25.6% 9.3% 0.0% 0.0% 0.0%First Language Rumanyo 377 100.0% 0.0% 0.3% 12.5% 27.1% 41.4% 14.9% 3.2% 0.0% 0.0% 0.8%First Language Setswana 18 100.0% 0.0% 5.6% 27.8% 33.3% 27.8% 5.6% 0.0% 0.0% 0.0% 0.0%First Language Silozi 415 100.0% 0.5% 0.7% 15.2% 34.2% 40.2% 8.0% 0.7% 0.0% 0.0% 0.5%First Language Thimbukushu 145 100.0% 2.1% 1.4% 14.5% 35.9% 35.9% 9.0% 0.7% 0.7% 0.0% 0.0%Foreign Language German 484 100.0% 2.1% 6.0% 22.3% 25.8% 27.1% 11.6% 2.9% 0.8% 0.2% 1.2%Geography 7,850 100.0% 0.2% 0.8% 2.8% 7.6% 14.4% 21.8% 28.6% 16.7% 6.3% 0.7%History 3,273 100.0% 0.3% 0.8% 2.2% 5.9% 11.5% 18.9% 35.7% 19.4% 4.3% 1.1%Home Economics 145 100.0% 2.1% 2.8% 20.0% 43.4% 23.4% 5.5% 0.0% 0.0% 0.0% 2.8%Mathematics 19,701 100.0% 0.3% 0.8% 1.9% 18.2% 21.0% 21.0% 19.1% 10.8% 6.4% 0.6%Namibian Sign Language 1 100.0% 0.0% 0.0% 0.0% 100.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%Office Admin & Keyboard Application 289 100.0% 1.4% 3.8% 12.1% 23.5% 12.5% 16.3% 17.3% 8.7% 3.8% 0.7%Physical Science 11,743 100.0% 1.2% 3.9% 7.9% 14.2% 18.1% 20.3% 22.8% 10.1% 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)

Subject Learners Total%

Grade/Score Ungraded Incomplete1 2 3 4 U I

Accounting 364 100.0% 17.6% 29.7% 28.3% 19.0% 5.5% 0.0%Afrikaans as a Second Language 295 100.0% 7.5% 28.1% 48.1% 14.2% 1.4% 0.0%Art and Design 49 100.0% 46.9% 10.2% 8.2% 16.3% 12.2% 0.0%Biology 1,490 100.0% 12.8% 28.8% 36.3% 15.0% 6.7% 0.0%Business Studies 582 100.0% 6.2% 19.8% 28.7% 28.4% 16.5% 0.0%Computer Studies 95 100.0% 13.7% 25.3% 38.9% 12.6% 8.4% 0.0%Design and Technology 104 100.0% 13.5% 36.5% 35.6% 9.6% 3.8% 0.0%Economics 467 100.0% 5.1% 16.3% 30.4% 35.1% 13.1% 0.0%English as a Second Language 1,846 100.0% 4.3% 30.3% 46.0% 17.1% 1.5% 0.0%First Language Afrikaans 235 100.0% 6.0% 28.1% 40.9% 18.7% 4.7% 0.0%First Language English 384 100.0% 3.9% 30.7% 52.3% 11.5% 0.3% 0.0%First Language German 51 100.0% 35.3% 45.1% 15.7% 0.0% 0.0% 0.0%First Language Oshikwanyama 3,203 100.0% 0.2% 5.5% 54.1% 38.0% 1.6% 0.0%First Language Oshindonga 5,304 100.0% 0.2% 6.3% 46.2% 44.2% 2.3% 0.0%First Language Rukwangali 992 100.0% 0.0% 12.5% 58.2% 28.7% 0.1% 0.0%First Language Silozi 682 100.0% 0.7% 41.2% 49.4% 8.4% 0.0% 0.0%Foreign Language German 61 100.0% 11.5% 32.8% 37.7% 14.8% 1.6% 0.0%Geography 936 100.0% 5.2% 15.9% 35.8% 21.9% 20.8% 0.0%History 685 100.0% 7.7% 16.6% 26.0% 36.5% 12.4% 0.0%Mathematics 642 100.0% 21.3% 31.0% 26.5% 14.0% 6.4% 0.0%Physical Science 989 100.0% 14.3% 26.1% 34.1% 18.9% 6.3% 0.0%Source: Directorate of National Examinations and Assessment (DNEA), 2015

A total of 13,172 out of 61,159 Grade 12 can-didates wrote one or more NSSC-H subjects. The 2015 results show that the percentage of candidates obtaining Grades 1, 2, 3 and 4 decreased to 95.4% from 96.0% in 2014. This is due to the increase of ungraded entries from 4.0% in 2014 to 4.5% in 2015.

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 rela-tively 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 are English Second Language 97.6%, Physical Science 93.3% and Mathematics 92.8%. Biology and Computer Studies, which are also science subjects, scored 92.8% and 90.5% respectively.

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 obtain 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.

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 30.5 in Kavango East. Lesser differences were observed in the Secondary learner : teacher ratios.

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 919 648 271 532 303 67 17 23.1 25.7 20.0 22.4Erongo 1,469 1,102 367 875 496 77 21 24.9 27.1 20.6 35.0Hardap 948 616 332 585 279 76 8 24.6 26.5 21.9 22.5Kavango East 1,930 962 968 1,217 597 87 29 27.5 30.5 23.3 24.2Kavango West 1,417 662 755 990 336 83 8 25.6 27.1 22.2 23.6Khomas 3,326 2,498 828 1,849 1,175 238 65 24.5 27.7 21.7 19.9Kunene 1,130 622 508 811 231 80 9 22.9 23.8 21.0 21.5Ohangwena 3,866 2,450 1,416 2,328 1,344 162 32 24.9 27.0 22.2 22.1Omaheke 819 524 295 549 209 52 9 25.4 27.3 22.4 21.8Omusati 3,962 2,659 1,303 2,331 1,433 151 47 22.3 24.4 19.6 24.4Oshana 2,297 1,611 686 1,251 920 118 8 22.6 24.4 19.9 27.5Oshikoto 2,739 1,756 983 1,602 944 154 39 23.6 25.9 21.0 22.2Otjozondjupa 1,565 1,070 495 992 447 106 21 26.6 29.3 22.8 22.9Zambezi 1603 936 667 892 586 112 13 20.9 22.6 18.8 20.5National 27,990 18,116 9,874 16,803 9,300 1,561 326 24.1 26.4 21.1 23.2

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 919 34 184 701 172 25 132 15 747 9 52 686Females 648 29 145 474 132 22 103 7 516 7 42 467Males 271 5 39 227 40 3 29 8 231 2 10 219

Erongo Total 1,469 21 138 1,310 102 11 76 15 1,367 10 62 1,295Females 1,102 17 108 977 81 9 61 11 1,021 8 47 966Males 367 4 30 333 21 2 15 4 346 2 15 329

Hardap Total 948 33 147 768 133 16 98 19 815 17 49 749Females 616 30 113 473 104 15 76 13 512 15 37 460Males 332 3 34 295 29 1 22 6 303 2 12 289

Kavango East Total 1,930 68 325 1,537 286 36 230 20 1,644 32 95 1,517Females 962 28 202 732 173 17 146 10 789 11 56 722Males 968 40 123 805 113 19 84 10 855 21 39 795

Kavango West Total 1,417 83 308 1,026 304 56 241 7 1,113 27 67 1,019Females 662 36 182 444 184 28 153 3 478 8 29 441Males 755 47 126 582 120 28 88 4 635 19 38 578

Khomas Total 3,326 51 238 3,037 176 18 118 40 3,150 33 120 2,997Females 2,498 42 190 2,266 134 14 91 29 2,364 28 99 2,237Males 828 9 48 771 42 4 27 11 786 5 21 760

Kunene Total 1,130 37 298 795 231 15 205 11 899 22 93 784Females 622 27 190 405 149 11 131 7 473 16 59 398Males 508 10 108 390 82 4 74 4 426 6 34 386

Ohangwena Total 3,866 32 585 3,249 559 8 479 72 3,307 24 106 3,177Females 2,450 20 412 2,018 394 5 334 55 2,056 15 78 1,963Males 1,416 12 173 1,231 165 3 145 17 1,251 9 28 1,214

Omaheke Total 819 33 158 628 153 16 125 12 666 17 33 616Females 524 22 113 389 113 14 91 8 411 8 22 381Males 295 11 45 239 40 2 34 4 255 9 11 235


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 27,990 teachers, 3,135 (2,223 female and 912 male) had no teaching qualification. This translates to 11% of all teachers (8% female and 3% male) having no teaching qualification. Looking at the gender perspective, 12% of all female teachers and 9% of all male teachers had no teaching qualification. Of all teachers, 24,855 (89%) had a teaching qualification of more than two years’ tertiary education, of whom about 64% 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 3,962 57 407 3,498 300 7 250 43 3,662 50 157 3,455Females 2,659 44 307 2,308 229 7 186 36 2,430 37 121 2,272Males 1,303 13 100 1,190 71 0 64 7 1,232 13 36 1,183

Oshana Total 2,297 31 180 2,086 100 2 91 7 2,197 29 89 2,079Females 1,611 27 132 1,452 73 2 67 4 1,538 25 65 1,448Males 686 4 48 634 27 0 24 3 659 4 24 631

Oshikoto Total 2,739 30 448 2,261 384 5 335 44 2,355 25 113 2,217Females 1,756 25 326 1,405 288 5 252 31 1,468 20 74 1,374Males 983 5 122 856 96 0 83 13 887 5 39 843

Otjozondjupa Total 1,565 51 219 1,295 172 25 133 14 1,393 26 86 1,281Females 1,070 34 162 874 124 16 102 6 946 18 60 868Males 495 17 57 421 48 9 31 8 447 8 26 413

Zambezi Total 1,603 20 208 1,375 63 3 56 4 1,540 17 152 1,371Females 936 11 163 762 45 2 41 2 891 9 122 760Males 667 9 45 613 18 1 15 2 649 8 30 611

National Total 27,990 581 3,843 23,566 3,135 243 2,569 323 24,855 338 1,274 23,243Females 18,116 392 2,745 14,979 2,223 167 1,834 222 15,893 225 911 14,757Males 9,874 189 1,098 8,587 912 76 735 101 8,962 113 363 8,486


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.

There were still great disparities in the qualifications of primary teachers between regions. The region with the lowest proportion of adequately trained primary teachers was Ohangwena, where 18% of these teachers had no formal teacher training. The region with the highest proportion of adequately trained primary teachers was Khomas, where 90% had formal teacher training and at least three years’ tertiary education. The regions with the fewest adequately trained primary teachers were Kunene, Kavango West and Omaheke, where 78%, 77% and 79% respectively had less-than-adequate teacher training.

Region




Grade 12 or 1-2 years’

tertiary




tertiary




tertiary


//Kharas 532 18 115 399 98 12 82 5 434 6 33 395Erongo 875 14 96 766 62 7 50 5 814 7 46 761Hardap 585 23 110 452 93 9 77 7 492 14 33 445Kavango East 1,217 58 227 932 195 29 162 4 1,022 30 66 927Kavango West 990 71 228 691 232 48 183 1 758 23 45 690Khomas 1,849 33 149 1,667 102 12 79 11 1,747 21 70 1,656Kunene 811 27 226 558 176 11 160 5 635 16 66 553Ohangwena 2,328 27 396 1,905 373 4 324 45 1,955 23 72 1,861Omaheke 549 25 117 408 115 12 96 7 434 13 20 401Omusati 2,331 48 261 2,022 198 6 172 21 2,133 42 90 2,001Oshana 1,251 23 136 1,092 75 2 70 3 1,176 21 66 1,089Oshikoto 1,602 25 294 1,283 248 4 224 20 1,353 21 69 1,263Otjozondjupa 992 37 154 801 115 17 92 6 877 20 62 795Zambezi 892 17 107 767 29 3 25 1 863 14 82 766National 16,803 443 2,617 13,743 2,112 174 1,797 141 14,691 269 820 13,602

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 (Table 41). In all regions except //Kharas, Kavango East, Kavango West and Omaheke, more than 91.0% of the secondary teachers had at least three years’ tertiary education. About 6.0% of all secondary teachers had no formal professional qualifications.

Figure 42: Qualifications of secondary teachers

Region





tertiary




tertiary




tertiary


//Kharas 303 3 31 269 35 2 22 10 268 1 9 258Erongo 496 1 14 481 16 1 7 8 480 0 7 473Hardap 279 1 12 267 19 1 7 12 260 0 5 255Kavango East 597 1 47 549 54 0 38 16 543 1 8 534Kavango West 336 2 37 298 29 0 23 6 307 2 14 292Khomas 1,175 1 34 1,140 41 1 15 25 1,133 0 19 1,114Kunene 231 0 18 213 18 0 11 6 213 0 6 207Ohangwena 1,344 1 117 1,226 117 1 94 22 1,227 0 23 1,204Omaheke 209 2 20 186 18 0 13 5 191 2 8 181Omusati 1,433 2 88 1,343 80 0 59 20 1,354 2 29 1,322Oshana 920 3 19 899 10 0 6 4 910 3 13 895Oshikoto 944 1 72 871 71 0 50 21 873 1 23 850Otjozondjupa 447 1 19 426 21 1 13 7 425 0 6 419Zambezi 586 1 28 558 18 0 15 3 568 1 13 555National 9,300 21 557 8,723 547 8 373 165 8,754 13 184 8,557


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 - - - - - - - - - - 525 9 27 57 432Afrikaans 1st or Home Language 126 2 16 19 89 9 - 1 - 8 68 1 6 7 54Afrikaans 2nd Language 401 25 95 50 231 18 - 1 3 14 253 3 37 43 170Agriculture - - - - - - - - - - 1,026 81 124 47 774Art and Design - - - - - - - - - - 16 2 1 - 13Art of Entertainment - - - - - 4 3 - 1 - 10 - 3 2 5Arts (non-productive) 1,912 352 329 247 984 66 15 10 6 35 - - - - -Arts in Culture - - - - - 34 2 7 3 22 676 131 107 79 359Basic Information Science 1,200 271 223 152 554 197 30 54 38 75 643 146 153 57 287Basic Techniques 4 2 - - 2 - - - - - 1 1 - - -Biblical Studies 1 - - 1 - - - - - - - - - - -Biology - - - - - 3 - 1 - 2 362 1 3 21 337Book Education 2 - - - 2 - - - - - - - - - -Bricklaying and Plastering - - - - - - - - - - 1 - - 1 -Business Economics - - - - - - - - - - 6 - - 1 5Business Studies - - - - - - - - - - 140 3 14 20 103Catering 1 - 1 - - - - - - - 3 1 - 1 1Chemistry - - - - - - - - - - 2 - - - 2Communication and Deportment - - - - - 1 - - 1 - 1 - - 1 -Computer Literacy 104 12 13 28 51 40 4 4 11 21 100 16 8 30 46Computer Practice - - - - - - - - - - 2 - - - 2Computer Studies 6 - 1 2 3 5 - - 1 4 107 1 10 24 72Craft Design and Development - - - - - - - - - - 1 - - - 1Design and Technology 191 49 29 18 95 11 - 1 - 10 56 3 4 2 47Development Studies - - - - - - - - - - 211 7 22 16 166Economics 2 - - 1 1 - - - - - 113 3 6 10 94Electronics - - - - - - - - - - 1 - 1 - -Elementary Agriculture 1,681 325 379 140 837 27 2 6 4 15 11 - 3 1 7Engineering Science 1 - - - 1 - - - - - 1 - - - 1English 1st Language 175 6 29 25 115 17 - 2 1 14 71 2 6 3 60English 2nd Language 2,203 36 305 181 1,681 278 4 38 17 219 1,560 9 116 92 1,343Entrepreneurship 4 - 2 - 2 7 1 2 - 4 1,153 97 190 133 733Environmental Studies 275 33 54 32 156 - - - - - 1 - - - 1Fashion and Fabrics - - - - - - - - - - 5 - - - 5French Foreign Language 4 - - 1 3 4 - - 1 3 19 - - 4 15General Science - - - - - - - - - - 2 - - 1 1Geography 6 - 1 - 5 11 - - 1 10 1,376 35 122 76 1,143German 1st or Home Language 20 - - 4 16 5 - - - 5 18 - - 2 16German 3rd or Foreign Language 10 - 2 1 7 3 - - - 3 46 - 3 4 39Grade 0 class teaching 1,458 165 389 246 658 - - - - - - - - - -Grade 1 class teaching 2,514 145 389 200 1,780 - - - - - - - - - -Grade 2 class teaching 2,295 124 376 196 1,599 - - - - - - - - - -Grade 3 class teaching 2,177 94 405 179 1,499 - - - - - - - - - -Grade 4 class teaching 1,864 65 308 127 1,364 - - - - - - - - - -Grade 5 class teaching 44 2 3 4 35 - - - - - - - - - -Grade 6 class teaching 13 1 2 - 10 - - - - - 1 - - - 1Grade 7 class teaching 10 - 2 - 8 - - - - - - - - - -


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

Hairdressing 1 - - - 1 - - - - - 2 - - - 2Handwriting 7 2 2 - 3 - - - - - - - - - -History 1 - - - - - - - - - 1,289 48 129 113 999Home Ecology 283 64 35 35 149 3 1 - - 2 - - - - -Home Economics 2 1 - - 1 - - - - - 75 4 6 5 60Individual Learning 9 1 1 - 7 - - - - - 1 - - 1 -Integrated Performing Arts 8 - - - - - - - - - 14 4 - 2 8Ju/`hoansi 1 - - 1 - - - - - - - - - - -Keyboard and Word Processing 2 - - 1 1 - - - - - 76 5 10 7 54Khoekhoegowab 143 20 19 23 81 10 1 2 1 6 62 4 5 5 48Languages 2 - - - 2 - - - - - 3 - 1 - 2Life Science 8 2 2 2 2 13 2 5 1 5 1,386 37 122 73 1,154Life Skills 884 175 232 118 359 405 46 64 65 230 450 52 108 64 226Mathematics 2,311 84 235 214 1,778 223 - 15 13 195 1,528 10 56 88 1,374Natural Science and Health Education 2,286 120 257 178 1,731 11 - 1 2 8 3 - 2 - 1Needlework and Clothing 5 - - - 5 - - - - - 3 - 2 - 1Office Administration and Keyboard - - - - - - - - - - 5 2 3 - -Office Practice 1 - - - 1 1 - - - 1 9 - - 1 8Oshikwanyama 377 21 102 32 222 93 - 31 9 53 61 4 40 1 16Oshindonga 592 20 137 66 369 143 4 16 14 109 44 2 42 - -Otjiherero 139 17 19 15 88 6 1 1 1 3 23 5 5 2 11Performing Arts 5 - - - 5 4 - - - 4 249 1 1 19 228Physical Education and Health Awareness 6 1 2 - 3 - - - - - 386 - - 23 363Physical Education 1,667 193 325 209 940 167 21 39 19 88 375 127 182 4 62Physical Science 8 - 3 - 5 10 1 2 1 6 100 15 85 - -Physics 5 2 - 1 2 - - - - - 4 - - 1 3Plumbing and Sheetmetal Work - - - - - - - - - - - - - - -Portuguese 3 - 1 - 2 3 - - 1 2 576 - 1 96 479Religious and Moral Education 1,563 339 332 225 667 158 35 42 11 70 368 204 163 - 1Remedial Teaching 16 - 3 2 11 2 - 1 - 1 9 - - 2 7Rukwangali 130 15 21 8 86 14 - 1 2 11 7 - 6 - 1Rumanyo (Rugciriku) 65 6 14 2 43 10 - 4 - 6 409 1 7 85 316School Art 1 1 - - - 3 1 2 - - 3 3 - - -School Music 8 1 1 - 6 1 - - - 1 2 - - - 2Sciences 2 1 - - 1 - - - - - 66 - - 11 55Setswana 7 - 3 - 4 1 - 1 - - 31 - 2 1 28Sign Language 13 2 2 - 9 2 1 1 - - 8 - 3 1 4Silozi 112 2 19 20 71 17 - - 3 14 8 1 6 - 1Social Sciences 10 2 1 2 5 - - - - - 1 - - - 1Social Studies 2,045 178 254 174 1,439 8 - 3 - 5 6 - 2 - 4Special Education 19 - 2 - 17 1 1 - - - 75 - - 11 64Technical Drawing - - - - - - - - - - 4 - - - 4Thimbukushu 26 3 7 2 14 2 - - - 2 3 1 2 - -Tourism - - - - - 1 - - 1 - 3 1 1 1 -Typing or Typing and Office Administration - - - - - - - - - - 1 - - - 1Visual Arts 2 - - - 2 1 - - - 1 6 2 2 - 2


Table 44: Ages and professional and academic qualifications of teachers

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 27,990 581 3,843 23,566 3,135 243 2,569 323 24,855 338 1,274 23,243Less than 20 73 3 65 5 63 3 60 0 10 0 5 520 - 24 1,978 29 1,021 928 973 23 871 79 1,005 6 150 84925 - 29 4,431 53 1,079 3,299 1,029 35 851 143 3,402 18 228 3,15630 - 34 4,643 32 539 4,072 425 20 361 44 4,218 12 178 4,02835 - 39 3,719 32 328 3,359 214 14 184 16 3,505 18 144 3,34340 - 44 3,286 47 224 3,015 159 31 114 14 3,127 16 110 3,00145 - 49 3,866 95 212 3,559 108 35 60 13 3,758 60 152 3,54650 - 54 3,582 130 190 3,262 79 38 34 7 3,503 92 156 3,25555 - 59 1,997 141 134 1,722 73 43 25 5 1,924 98 109 1,71760 or older 415 19 51 345 12 1 9 2 403 18 42 343Average age 39.7 46.6 32.3 40.7 30.0 42.1 28.9 30.2 40.9 49.8 39.3 40.9

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 2015, 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 2015, was entered into the calculations as 44 years of age.

There were 24,855 teachers with formal training and 3,135 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 differ significantly. Among the teachers without teacher training, the distribution of those with a qualification lower than Grade 12 peaks at the age groups 20-24 and 25-29. This group has a very wide age distribution.

Teachers with three or more years of tertiary education constitute the largest group among teachers with teacher training. Most of these teachers are between 25 and 54 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


Table 45: Attrition rates of teachers from 2014 to 2015

Region




tertiary




tertiary




tertiary


//Kharas 15.3% 0.3% 61.6% 12.1% 30.7% 0.3% 2.1% 33.3% 12.5% 0.3% 193.0% 11.9%Erongo 12.1% 0.3% 125.5% 11.1% 25.3% 0.3% 9.3% 31.3% 11.3% 0.2% 237.5% 10.8%Hardap 12.5% 0.2% 63.8% 11.8% 17.6% 0.3% 2.2% 12.5% 11.7% 0.1% 183.3% 11.8%Kavango East 9.8% 0.2% 31.0% 6.4% 28.6% 0.1% 2.0% 33.3% 6.8% 0.2% 91.7% 6.2%Kavango West 11.4% 0.2% 31.9% 8.4% 21.5% 0.2% 1.0% 40.0% 8.9% 0.2% 136.7% 8.2%Khomas 10.8% 0.2% 132.3% 10.0% 21.8% 0.1% 3.4% 14.3% 10.3% 0.3% 216.5% 9.9%Kunene 13.8% 0.2% 30.8% 10.1% 23.7% 0.1% 0.6% 25.0% 11.6% 0.2% 90.1% 10.0%Ohangwena 10.3% 0.1% 43.5% 7.3% 33.1% 0.1% 2.6% 34.5% 7.3% 0.1% 163.2% 7.0%Omaheke 12.0% 0.1% 40.7% 9.4% 24.1% 0.1% 1.0% 25.0% 9.8% 0.1% 133.3% 9.3%Omusati 9.0% 0.2% 63.8% 7.1% 34.0% 0.5% 2.2% 35.7% 7.3% 0.1% 157.3% 7.0%Oshana 8.4% 0.1% 86.4% 7.4% 32.1% 0.3% 2.5% 100.0% 7.4% 0.1% 154.6% 7.3%Oshikoto 10.2% 0.2% 47.6% 8.1% 25.6% 0.3% 1.9% 13.2% 8.1% 0.1% 154.0% 8.0%Otjozondjupa 11.9% 0.2% 70.3% 10.4% 23.6% 0.3% 2.7% 17.6% 10.4% 0.1% 176.4% 10.3%Zambezi 7.1% 0.2% 42.6% 6.0% 22.0% 0.8% 2.4% 25.0% 6.6% 0.0% 53.7% 5.9%National 10.4% 0.2% 56.9% 8.4% 27.0% 0.2% 2.2% 24.5% 8.7% 0.1% 147.4% 8.3%

Figure 45: Total attrition rates of teachers in the regionsAttrition rates of teachers are defined as the percentage of teaching staff in 2014 who left the teaching profession by 2015.

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 2014, 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 0.2% 0.0% 0.7% 0.1% 0.7% 0.0% 0.0% 0.0% 0.1% 0.0% 2.3% 0.1%Erongo 0.6% 0.0% 6.4% 0.6% 1.3% 0.0% 0.0% 0.0% 0.5% 0.0% 12.5% 0.6%Hardap 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%Kavango East 0.3% 0.0% 1.3% 0.3% 0.0% 0.0% 0.0% 0.0% 0.3% 0.0% 4.2% 0.3%Kavango West 0.1% 0.0% 0.0% 0.0% 0.7% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%Khomas 0.4% 0.0% 5.9% 0.4% 0.8% 0.0% 0.0% 0.0% 0.4% 0.0% 9.8% 0.4%Kunene 0.2% 0.0% 0.4% 0.1% 0.5% 0.0% 0.0% 0.0% 0.1% 0.0% 1.2% 0.1%Ohangwena 0.1% 0.0% 0.8% 0.1% 0.2% 0.0% 0.0% 0.0% 0.1% 0.0% 3.0% 0.1%Omaheke 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%Omusati 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%Oshana 0.1% 3.2% 0.6% 0.0% 0.0% 0.0% 0.0% 0.0% 0.1% 3.6% 1.0% 0.0%Oshikoto 0.3% 0.0% 2.1% 0.4% 0.0% 0.0% 0.0% 0.0% 0.3% 0.0% 7.1% 0.4%Otjozondjupa 0.1% 0.0% 0.5% 0.1% 0.6% 0.0% 0.0% 0.0% 0.1% 0.0% 1.4% 0.1%Zambezi 0.1% 0.0% 0.5% 0.1% 0.0% 0.0% 0.0% 0.0% 0.1% 0.0% 0.7% 0.1%National 2.6% 3.2% 19.3% 2.3% 5.0% 0.0% 0.0% 0.0% 2.2% 3.6% 43.2% 2.3%

Figure 46: Total transfer rates of teachers in the regionsTransfer rates of teachers are defined as the percentage of teaching staff in 2014 who were teaching at a different school in 2015.

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 2014, 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. Although the introduction of the unique salary reference number improved the data for calculating the transfer rates, this improvement has been 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 4.4% 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 3.9% from 2014 to 2015.

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 2009-2015

Percentage change

2014-20152009 2010 2011 2012 2013 2014 2015

Total – all teachersTotal 21,607 22,072 23,039 24,660 26,012 26,749 27,990 4.4% 4.6%Less than Grade 12 1,094 919 774 724 733 623 582 -10.0% -6.6%

Grade 12 or Grade 12 plus 1 or 2 years’ tertiary 3,255 2,919 2,884 3,365 2,727 3,436 3,843 2.8% 11.8%

Grade 12 plus 3 or more years’ tertiary 17,258 18,234 19,381 20,571 22,552 22,690 23,566 5.3% 3.9%

Teachers without teacher trainingTotal 845 721 749 1,207 2,070 2,567 3,135 24.4% 22.1%Less than Grade 12 279 240 227 225 344 276 243 -2.3% -12.0%

Grade 12 or Grade 12 plus 1 or 2 years’ tertiary 470 380 430 863 1,536 2,103 2,569 32.7% 22.2%

Grade 12 plus 3 or more years’ tertiary 96 101 92 119 190 188 323 22.4% 71.8%

Teachers with teacher trainingTotal 20,762 21,351 22,290 23,453 23,942 24,182 24,855 3.0% 2.8%Less than Grade 12 815 679 547 499 389 347 338 -13.6% -2.6%

Grade 12 or Grade 12 plus 1 or 2 years’ tertiary 2,785 2,539 2,454 2,502 1,191 1,333 1,274 -12.2% -4.4%

Grade 12 plus 3 or more years’ tertiary 17,162 18,133 19,289 20,452 22,362 22,502 23,243 5.2% 3.3%


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

Region GenderPrimary Secondary

2009 2010 2011 2012 2013 2014 2015 2009 2010 2011 2012 2013 2014 2015//Kharas Total 68.4% 70.6% 73.5% 69.3% 72.8% 96.8% 74.2% 88.9% 89.7% 90.8% 89.2% 90.2% 99.1% 85.2%

Females 64.0% 65.3% 68.1% 65.4% 68.7% 99% 73.9% 86.8% 88.4% 89.8% 89.6% 90.6% 98.9% 83.1%Males 81.1% 86.8% 89.9% 81.1% 85.2% 93% 75.2% 91.3% 91.4% 91.8% 88.7% 89.7% 99.6% 88.3%

Erongo Total 81.0% 82.6% 83.5% 83.7% 87.9% 94.3% 86.9% 93.3% 94.9% 95.9% 94.4% 95.4% 97.9% 95.3%Females 82.3% 83.3% 83.5% 83.5% 87.7% 97.6% 87.1% 93.0% 95.1% 96.9% 95.0% 96.0% 97.6% 96.2%Males 76.2% 80.1% 83.6% 84.6% 88.8% 96.1% 85.9% 93.7% 94.5% 94.5% 93.5% 94.5% 98.3% 93.8%

Hardap Total 79.6% 81.4% 81.0% 79.6% 83.6% 99.1% 76.0% 93.6% 95.2% 96.7% 93.1% 94.1% 99% 91.3%Females 76.7% 78.1% 78.9% 76.5% 80.3% 98.6% 72.4% 93.6% 96.6% 98.2% 93.7% 94.7% 99.4% 91.2%Males 86.3% 88.8% 85.5% 86.7% 91.0% 99.2% 83.6% 93.6% 93.9% 95.4% 92.5% 93.5% 98.6% 91.4%

Kavango East Total 0.0% 0.0% 0.0% 0.0% 0.0% 100% 76.2% 0.0% 0.0% 0.0% 0.0% 0.0% 99.3% 89.4%Females 0.0% 0.0% 0.0% 0.0% 0.0% 100% 75.9% 0.0% 0.0% 0.0% 0.0% 0.0% 99.7% 86.9%Males 0.0% 0.0% 0.0% 0.0% 0.0% 100% 76.5% 0.0% 0.0% 0.0% 0.0% 0.0% 99% 90.7%

Kavango West Total 0.0% 0.0% 0.0% 0.0% 0.0% 97.5% 69.8% 0.0% 0.0% 0.0% 0.0% 0.0% 99.3% 86.7%Females 0.0% 0.0% 0.0% 0.0% 0.0% 98.5% 68.0% 0.0% 0.0% 0.0% 0.0% 0.0% 99.4% 81.7%Males 0.0% 0.0% 0.0% 0.0% 0.0% 95.4% 71.4% 0.0% 0.0% 0.0% 0.0% 0.0% 99.1% 89.2%

Khomas Total 89.7% 89.5% 89.6% 89.3% 93.8% 98.8% 89.6% 93.3% 94.8% 93.5% 93.5% 94.5% 99.7% 94.9%Females 89.5% 89.1% 89.1% 89.0% 93.5% 96.4% 89.7% 93.2% 94.3% 94.1% 93.8% 94.8% 99.3% 94.9%Males 90.4% 90.9% 91.4% 90.4% 94.9% 100% 89.1% 93.6% 95.8% 92.4% 92.9% 93.9% 100% 94.8%

Kunene Total 73.8% 77.7% 74.7% 70.7% 74.2% 90.9% 68.2% 90.5% 93.1% 91.6% 91.8% 92.8% 84.3% 89.6%Females 70.0% 74.7% 68.7% 64.3% 67.5% 89.9% 66.1% 84.0% 87.6% 89.8% 92.4% 93.4% 83.7% 84.6%Males 78.5% 81.3% 82.6% 79.5% 83.5% 92% 70.8% 94.6% 96.9% 92.7% 91.4% 92.4% 85.5% 93.2%

Ohangwena Total 75.4% 79.3% 81.8% 79.0% 83.0% 98.8% 79.9% 91.0% 93.8% 94.5% 93.4% 94.4% 99.2% 89.6%Females 71.7% 75.9% 78.3% 76.7% 80.5% 98.4% 78.6% 89.5% 93.3% 93.7% 92.8% 93.8% 99% 88.6%Males 82.9% 86.1% 88.7% 83.7% 87.9% 99.2% 82.8% 92.3% 94.3% 95.2% 94.0% 95.0% 99.5% 90.5%

Omaheke Total 67% 71.3% 73.7% 73.2% 76.9% 93.5% 72.9% 92.0% 93.2% 94.8% 95.7% 96.7% 99.5% 86.9%Females 67.1% 70.3% 72.5% 70.4% 73.9% 89.8% 71.4% 92.7% 94.0% 92.9% 95.2% 96.2% 99.4% 88.5%Males 66.9% 73.4% 76.3% 79.7% 83.7% 100% 76.2% 91.4% 92.6% 96.3% 96.1% 97.1% 99.5% 85.3%

Omusati Total 64.4% 68.0% 72.4% 74.5% 78.2% 98.9% 85.9% 90.3% 90.7% 93.0% 92.7% 93.7% 99.8% 92.2%Females 60.8% 65.0% 69.5% 72.3% 75.9% 98.2% 85.2% 90.2% 89.8% 92.9% 92.1% 93.1% 99.9% 90.3%Males 74.2% 76.4% 80.3% 80.3% 84.3% 99.8% 87.5% 90.4% 91.6% 93.2% 93.4% 94.4% 99.7% 94.6%

Oshana Total 68.8% 70.8% 76.4% 79.0% 83.0% 100% 87.0% 90.1% 91.6% 92.9% 94.4% 95.4% 99.9% 97.2%Females 67.0% 69.3% 74.7% 77.2% 81.1% 100% 87.4% 91.0% 92.4% 93.3% 95.0% 96.0% 100% 97.2%Males 74.9% 75.7% 82.1% 84.4% 88.6% 100% 85.9% 89.1% 90.5% 92.4% 93.5% 94.5% 99.8% 97.1%


Table 48 continued

Figure 48: Percentages of primary and secondary teachers qualified to teach

Region GenderPrimary Secondary

2009 2010 2011 2012 2013 2014 2015 2009 2010 2011 2012 2013 2014 2015Oshikoto Total 72.5% 75.7% 78.9% 79.1% 83.1% 97.3% 78.9% 91.6% 91.7% 92.8% 93.1% 94.1% 98.5% 90.0%

Females 69.7% 72.7% 76.8% 77.0% 80.9% 95.9% 77.1% 91.8% 92.4% 95.2% 93.7% 94.7% 98.6% 89.4%Males 78.1% 81.7% 82.8% 83.1% 87.3% 98.5% 82.7% 91.3% 90.9% 90.4% 92.5% 93.5% 98.4% 90.7%

Otjozondjupa Total 71.2% 72.8% 75.0% 78.1% 82.0% 95.5% 80.2% 87.4% 87.2% 88.0% 89.2% 90.2% 99.3% 93.8%Females 75.2% 75.8% 77.2% 77.3% 81.2% 94% 80.6% 89.2% 89.4% 91.0% 89.6% 90.6% 99.5% 95.7%Males 62.3% 65.9% 69.8% 80.1% 84.1% 96.9% 79.0% 85.6% 85.0% 84.9% 88.7% 89.7% 98.7% 91.4%

Zambezi Total 74.8% 78.6% 81.9% 82.7% 86.8% 99.5% 85.9% 89.4% 92.0% 93.7% 92.7% 93.7% 99.7% 94.6%Females 78.8% 80.4% 82.3% 82.0% 86.1% 98.8% 84.6% 90.4% 92.0% 94.8% 92.1% 93.1% 99.8% 94.1%Males 68.0% 75.5% 81.3% 83.9% 88.1% 99.9% 88.4% 88.7% 92.0% 93.0% 93.4% 94.4% 99.5% 94.9%

National Total 73.7% 76.8% 78.7% 77.8% 81.7% 97.2% 81.0% 91.1% 92.9% 93.7% 93.2% 94.2% 98.2% 92.0%Females 73.1% 76.1% 77.8% 76.7% 80.5% 96.8% 80.8% 91.1% 93.4% 94.1% 93.2% 94.2% 98.2% 91.6%Males 75.0% 78.3% 80.7% 80.3% 84.3% 97.9% 81.2% 91.1% 92.4% 93.2% 93.2% 94.2% 98.2% 92.5%

Teachers with teacher training and a qualifica-tion equivalent to at least three years’ tertiary education are deemed qualified to teach. The percentages of teachers who met these criteria in the years 2009-2015 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 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 (1% or more) in Kavango West, Khomas, Kunene, Ohangwena and Omusati, where female primary teachers are lagging behind – a situation requiring further attention and action from the Ministry.

Secondary teachers

Primary teachers


Table 49: Numbers of teachers from 2009 to 2015

Table 49 shows that the total number of teachers increased annually in the period 2009 to 2015. Different regions had varying numbers.

The annual growth rate of teachers from 2009 to 2015 is 4.4%, as shown in Figure 49.

Please note that the figures for Kavango West for the years 2009 to 2013 represent the former Kavango Region, therefore the drop observed for Kavango West is artificial.

Figure 49:Numbers of teachers between 2009 and 2015

RegionYear Average annual


Percentage change

2014-20152009 2010 2011 2012 2013 2014 2015//Kharas 729 732 770 826 885 887 919 3.9% 7.3%Erongo 1,037 1,087 1,181 1,280 1,359 1,375 1,469 6.0% 8.4%Hardap 767 786 808 845 893 938 948 3.6% 4.6%Kavango East - - - - - 1,803 1,930 - -Kavango West 2,539 2,589 2,629 2,876 3,031 1,361 1,417 -9.3% 9.4%Khomas 2,653 2,713 2,856 2,983 3,109 3,206 3,326 3.8% 4.4%Kunene 689 695 746 838 949 1,001 1,130 8.6% 12.3%Ohangwena 3,058 3,103 3,202 3,421 3,588 3,671 3,866 4.0% 6.8%Omaheke 561 589 610 706 758 784 819 6.5% 15.7%Omusati 3,298 3,347 3,472 3,632 3,778 3,847 3,962 3.1% 4.6%Oshana 1,938 1,970 2,039 2,137 2,253 2,250 2,297 2.9% 4.8%Oshikoto 2,108 2,128 2,203 2,407 2,518 2,602 2,739 4.5% 9.3%Otjozondjupa 1,159 1,189 1,252 1,315 1,424 1,478 1,565 5.1% 5.0%Zambezi 1,071 1,144 1,271 1,394 1,467 1,546 1,603 7.0% 9.7%National 21,607 22,072 23,039 24,660 26,012 26,749 27,990 4.4% 7.0%


Table 50: Learner : teacher ratios from 2009 to 2015

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

2009 2010 2011 2012 2013 2014 2015 2009 2010 2011 2012 2013 2014 2015//Kharas 26.1 22.0 22.7 24.3 23.3 23.2 23.1 25.3 27.9 27.2 25.9 25.6 24.8 24.7Erongo 27.9 23.9 22.4 25.1 24.9 24.8 24.9 27.3 29.2 28.3 27.2 28.3 27.0 27.2Hardap 27.8 24.8 23.0 25.9 24.9 24.3 24.6 26.9 27.1 27.0 26.2 25.5 24.7 25.1Kavango East - - - - - 27.4 27.6 - - - - - 28.1 28.2Kavango West 28.5 27.2 27.2 26.9 27.3 25.8 25.6 27.8 28.1 28.2 27.3 27.9 26.3 25.4Khomas 26.7 21.8 21.3 24.6 24.4 24.5 24.5 25.5 28.3 28.2 27.4 28.1 27.2 27.2Kunene 25.8 25.7 24.7 24.3 23.4 23.2 22.9 25.8 27.1 25.9 24.4 23.5 23.4 23.3Ohangwena 29.1 28.1 27.8 26.5 25.5 25.4 24.9 28.8 28.5 28.3 26.5 25.5 25.3 24.9Omaheke 27.2 23.2 23.8 26.0 25.7 25.6 25.3 27.8 27.9 28.6 26.4 26.0 25.9 25.7Omusati 28.2 25.5 24.5 23.8 23.1 22.8 22.4 26.3 25.9 25.0 23.8 23.3 22.8 22.5Oshana 28.7 25.4 24.4 23.7 22.9 22.7 22.6 27.0 26.5 25.4 24.0 23.3 22.9 22.8Oshikoto 27.6 26.5 25.8 25.1 24.6 24.1 23.6 27.7 27.8 27.2 25.4 25.2 24.4 23.9Otjozondjupa 29.5 26.1 25.9 27.6 27.0 26.9 26.6 28.7 29.6 29.1 28.6 28.4 27.8 27.5Zambezi 25.7 23.9 24.8 21.4 21.1 20.8 20.9 25.8 24.9 22.8 21.5 21.9 21.0 21.0National 27.8 25.4 24.8 25.1 24.5 24.3 24.1 27.2 27.5 27.0 25.7 25.5 24.9 24.7

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 were 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 recorded a slight decrease in their learner : teacher ratios in the years 2008 to 2011. In terms of all teachers and learners, Ohangwena had the highest ratio and Khomas the lowest. However, taking the State and State-appointed teachers into consideration, Otjozondjupa had the highest ratio and Zambezi the lowest. The discrepancy between regions has narrowed a great deal. The national learner : teacher ratio in state schools was 24.1 in 2015, a slight decrease from 24.3 in 2014.

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 buildings 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 which were available to them – normally poles, mud and thatch or corrugated iron. Government at times provided “prefabricated” buildings, often constructed 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

The numbers of teaching rooms in which 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 regularly or occasionally used for accommodating learners.

Rooms not belonging to schools but used by schools on a daily basis are grouped under the heading “Hired”.

Most of the “Permanent” structures are buildings constructed from bricks.

Many of the “Prefabricated” structures are made of asbestos sheets.

Tents and structures built from cheap locally available materials such as poles and metal sheets are grouped under the heading “Traditional”. Such structures are almost entirely confined to the eight northern regions.

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 778 684 77 - 17 31 30 1 - - 50 46 3 1 - 22 20 - 1 1 17 16 1 - -Erongo 1,244 1,139 97 4 4 48 47 1 - - 42 41 1 - - 30 28 - 2 - 21 21 - - -Hardap 867 790 73 - 4 31 28 3 - - 39 37 2 - - 20 17 1 2 - 23 22 1 - -Kavango East 1,437 1,267 50 115 5 35 35 - - - 24 22 1 1 - 14 9 1 4 - 1 1 - - -Kavango West 1,185 944 54 182 5 21 21 - - - 15 15 - - - 10 3 - 6 1 2 2 - - -Khomas 2,677 2,480 183 10 4 102 101 1 - - 121 120 1 - - 85 82 2 - 1 55 54 1 - -Kunene 777 686 40 19 32 18 17 1 - - 19 19 - - - 20 10 - 10 - 5 5 - - -Ohangwena 3,317 2,651 213 399 54 57 49 4 3 1 43 39 - 3 1 29 4 - 25 - 3 2 - 1 -Omaheke 714 642 52 16 4 20 20 - - - 20 20 - - - 16 15 1 - - 5 5 - - -Omusati 3,439 2,952 244 233 10 74 74 - - - 40 38 - 2 - 36 16 4 16 - 8 8 - - -Oshana 2,060 1,920 64 67 9 48 48 - - - 35 34 - 1 - 30 25 - 5 - 5 5 - - -Oshikoto 2,517 2,062 86 362 7 47 46 - 1 - 44 43 - - 1 19 12 - 7 - 7 6 - 1 -Otjozondjupa 1,293 1,205 70 7 11 43 42 1 - - 42 42 - - - 28 25 2 1 - 10 10 - - -Zambezi 1,127 1,017 19 80 11 20 20 - - - 11 11 - - - 6 3 1 2 - 1 1 - - -National 23,432 20,439 1,322 1,494 177 595 578 12 4 1 545 527 8 8 2 365 269 12 81 3 163 158 3 2 -


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

Outdoor areas used regularly or occasionally for teaching due to a lack of classrooms are grouped under “Outdoor Teaching Area”. The numbers of such areas suggest that there is some misreporting, but there are still schools where groups of learners are taught under trees. In this regard the situation in Otjozondjupa seems to be particularly suboptimal, and this would be due to the mobility of the San peoples (who tend to relocate in search of food) and the number of very small schools which do not warrant the erection of permanent structures.

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 14 14 - - - 20 19 1 - - 75 50 22 2 1 210 192 12 5 1 11Erongo 53 47 6 - - 33 33 - - - 42 41 1 - - 247 230 11 5 1 3Hardap 28 28 - - - 24 24 - - - 46 43 2 1 - 130 122 7 1 - -Kavango East 26 26 - - - 10 10 - - - 33 33 - - - 308 300 2 5 1 3Kavango West 6 1 - 5 - 3 3 - - - 25 23 2 - - 294 272 3 18 1 25Khomas 125 118 6 - 1 74 73 - - 1 100 100 - - - 609 597 9 3 - 2Kunene 14 7 5 1 1 11 10 - - 1 24 24 - - - 147 141 3 2 1 9Ohangwena 10 9 - - 1 23 14 1 1 7 62 58 - 2 2 762 733 8 20 1 16Omaheke 4 4 - - - 10 10 - - - 29 29 - - - 148 139 7 - 2 12Omusati 20 18 1 - 1 13 12 - - 1 67 63 2 1 1 733 718 1 14 - 15Oshana 18 18 - - - 13 12 - 1 - 49 48 1 - - 412 401 3 8 - 38Oshikoto 30 29 - 1 - 25 25 - - - 55 54 - 1 - 559 538 4 17 - 3Otjozondjupa 32 19 1 12 - 23 21 2 - - 62 59 2 - 1 324 317 3 3 1 60Zambezi 17 13 - - 4 5 5 - - - 24 24 - - - 282 276 - 3 3 -National 397 351 19 19 8 287 271 4 2 10 693 649 32 7 5 5,165 4,976 73 104 12 197


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 63 57 5 1 - 136 116 16 - 4 42 38 4 - - 27 26 - - 1 8 8 - - -Erongo 70 68 2 - - 252 252 - - - 79 77 2 - - 47 47 - - - 14 10 - 4 -Hardap 65 62 2 1 - 133 125 8 - - 28 20 7 - 1 36 34 2 - - 32 30 - 2 -Kavango East 52 52 - - - 133 130 1 2 - 31 27 - 4 - 27 27 - - - 19 18 - 1 -Kavango West 30 29 - 1 - 96 87 1 7 1 9 8 - 1 - 28 27 - 1 - 44 38 - 6 -Khomas 160 158 1 - 1 474 470 3 1 - 141 138 2 - 1 81 81 - - - 51 32 15 4 -Kunene 55 52 - 3 - 133 132 - 1 - 13 13 - - - 22 22 - - - 22 19 - 3 -Ohangwena 112 108 - 3 1 286 280 - 1 5 38 34 - 2 2 65 65 - - - 38 30 - 8 -Omaheke 45 44 - - 1 127 125 1 - 1 29 29 - - - 23 23 - - - 20 19 - 1 -Omusati 111 108 1 2 - 238 231 6 - 1 42 33 2 4 3 54 53 - 1 - 45 36 2 7 -Oshana 104 104 - - - 183 180 2 - 1 37 32 1 4 - 46 46 - - - 15 14 - 1 -Oshikoto 87 83 1 3 - 236 228 - 8 - 34 31 - 3 - 47 47 - - - 58 51 1 5 1Otjozondjupa 74 74 - - - 196 194 2 - - 76 74 2 - - 42 41 - - 1 22 21 - - 1Zambezi 88 88 - - - 204 201 - 3 - 26 23 3 - - 40 40 - - - 19 17 - 2 -National 1,116 1,087 12 14 3 2,827 2,751 40 23 13 625 577 23 18 7 585 579 2 2 2 407 343 18 44 2


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

The total numbers of the different types of facilities in the years 2009-2015 are reported in Table 54 (which continues on the next page). Some data is not available. These numbers include permanent, prefabricated, traditional and hired structures. All administrative facilities (offices, storerooms etc.) have been counted under one heading.

Please note that as from 2009, rooms were reclassified according to the specific purposes that they serve in schools, and four categories were added to assist this reclassification. It might therefore appear that some facilities have either decreased or increased in number, whereas in fact they have only been reclassified, thus Table 54 must be read together with Tables 51-53.

Table 54 continues

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

Figure 54 continues

Region Classrooms Laboratories Special Teaching Rooms Workshops

2009 2010 2011 2012 2013 2014 2015 2009 2010 2011 2012 2013 2014 2015 2009 2010 2011 2012 2013 2014 2015 2009 2010 2011 2012 2013 2014 2015//Kharas 743 763 735 763 742 785 778 41 49 40 40 30 29 31 119 134 119 119 72 73 68 22 46 25 25 13 13 17Erongo 938 986 1,035 1,093 1,115 1,105 1,244 61 55 62 65 47 48 48 194 159 170 170 73 68 71 43 34 45 45 26 23 21Hardap 785 806 814 819 836 835 867 42 49 42 42 34 31 31 118 121 112 112 54 53 57 33 31 39 39 25 26 23Kavango East - - - - 1,410 1,396 1,437 - - - - 39 35 35 - - - - 55 55 36 - - - - 4 8 1Kavango West 2,274 2,295 2,326 2,443 1,112 1,174 1,185 92 119 134 134 20 19 21 199 221 218 218 22 27 25 42 42 76 76 1 2 2Khomas 2,132 2,177 2,296 2,381 2,417 2,601 2,677 112 120 124 124 102 98 102 413 476 479 479 189 200 205 111 112 151 151 58 66 55Kunene 694 721 731 669 675 723 777 73 80 81 81 17 18 18 100 101 107 107 40 27 39 15 17 26 26 14 5 5Ohangwena 2,809 2,885 2,913 3,038 3,039 3,177 3,317 64 86 89 89 46 55 57 136 181 131 131 51 62 68 26 43 24 24 3 4 3Omaheke 587 568 568 620 663 656 714 23 36 34 34 21 19 20 91 88 105 105 51 62 36 15 21 24 24 7 6 5Omusati 3,123 3,176 3,262 3,270 3,228 3,336 3,439 96 128 131 134 68 74 74 256 162 188 188 48 49 74 48 51 67 67 11 6 8Oshana 1,838 1,808 1,882 1,965 2,025 2,005 2,060 69 101 93 94 49 46 48 150 134 152 152 69 71 64 41 46 49 49 5 5 5Oshikoto 2,002 2,073 2,147 2,209 2,283 2,336 2,517 51 80 72 72 48 44 47 112 127 153 153 62 63 62 32 45 36 36 14 9 7Otjozondjupa 985 1,030 1,080 1,092 1,127 1,228 1,293 81 62 55 55 48 42 43 152 162 153 153 65 58 70 55 42 42 42 13 13 10Zambezi 949 982 951 1,012 1,026 1,063 1,127 34 46 60 60 21 20 20 80 68 75 75 14 16 17 33 24 24 24 - - 1National 19,859 20,270 20,740 21,374 21,698 22,420 23,432 839 1,011 1,017 1,024 590 578 595 2,120 2,134 2,162 2,162 865 884 892 516 554 628 628 194 186 163


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 and Media or Resource Centres All Administrative Facilities Outdoor Teaching Areas

2009 2010 2011 2012 2013 2014 2015 2009 2010 2011 2012 2013 2014 2015 2009 2010 2011 2012 2013 2014 2015 2009 2010 2011 2012 2013 2014 2015//Kharas 38 26 24 24 31 30 20 22 39 34 55 31 30 75 409 394 408 456 493 506 500 8 4 9 - 3 9 5Erongo 38 26 24 24 51 47 33 43 52 80 81 51 47 42 426 476 555 584 683 653 762 4 1 4 - 3 2 -Hardap 51 46 39 39 41 33 24 33 58 48 48 41 33 46 348 335 361 381 432 455 452 35 - 5 1 - 1 2Kavango East - - - - 39 41 10 - - - - 39 41 33 - - - - 654 516 596 - 3 - 12 25 14Kavango West 74 18 30 30 22 24 3 19 56 53 57 22 24 25 660 619 627 929 384 471 507 23 2 28 4 13 59 34Khomas 125 109 132 132 106 70 74 107 140 188 188 106 70 100 1,220 1,104 1,180 720 132 122 1,641 19 6 13 7 2 1 54Kunene 23 23 23 23 28 21 11 107 140 188 188 28 21 24 221 239 240 316 354 374 406 7 22 16 55 9 6 55Ohangwena 40 15 17 17 44 52 23 15 36 37 58 44 52 62 730 685 701 818 1,137 1,207 1,311 12 29 87 2 16 12 8Omaheke 46 28 28 28 29 28 10 30 34 43 43 29 28 29 267 298 318 324 381 360 396 41 32 8 - 12 10 6Omusati 58 23 24 24 64 62 13 33 44 47 55 64 62 67 604 692 646 947 1,054 1,111 1,243 37 - 22 32 15 24 63Oshana 37 21 17 17 41 44 13 27 36 36 46 41 44 49 440 499 518 637 97 98 815 15 - 7 - 38 2 -Oshikoto 42 35 30 30 47 55 25 34 32 48 48 47 55 55 498 502 542 765 942 956 1,051 18 - 6 14 3 14 14Otjozondjupa 97 28 37 37 59 48 23 45 63 60 60 59 48 62 452 470 543 653 686 739 766 4 - 11 40 60 21 20Zambezi 17 8 9 9 22 25 5 5 22 20 22 22 25 24 382 378 388 622 121 122 676 6 1 11 16 11 39 17National 710 418 448 448 624 580 287 435 635 715 785 624 580 693 6,657 6,691 7,027 8,152 7,550 7,690 11,122 229 100 227 171 197 225 292


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 2009 to 2015. There were 3,573 more classrooms in 2015 than there were in 2009. The number of permanent structures increased by a total of 3,209 over the seven years, and the other structures and numbers of hired rooms show a slight increase after a decrease in some years.

These changes are reflected in Figure 55, which shows that the permanent structures constituted 86.8% of all classrooms in 2009 and 87.2% in 2015.

The figures in this table and chart are indicative of incremental progress in the Ministry’s capital building programme, and determination to provide a conducive learning environment for all learners.

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

RegionTotal Permanent Prefabricated Traditional Hired

2009 2011 2013 2015 2009 2011 2013 2015 2009 2011 2013 2015 2009 2011 2013 2015 2009 2011 2013 2015//Kharas 743 735 763 778 622 641 641 684 103 84 113 77 4 4 2 - 14 6 7 17Erongo 938 1,035 1,093 1,244 893 987 1,015 1,139 45 46 66 97 - - 9 4 - 2 3 4Hardap 785 814 819 867 713 745 763 790 70 67 54 73 - - 1 - 2 2 1 4Kavango East - - - 1,437 - - - 1,267 - - - 50 - - - 115 - - - 5Kavango West - - - 1,185 - - - 944 - - - 54 - - - 182 - - - 5Khomas 2,132 2,296 2,381 2,677 1,966 2,099 2,226 2,480 130 134 147 183 29 52 - 10 7 11 8 4Kunene 694 731 669 777 558 583 628 686 74 86 20 40 61 58 21 19 1 4 - 32Ohangwena 2,809 2,913 3,038 3,317 2,250 2,364 2,465 2,651 145 172 188 213 377 348 366 399 37 29 19 54Omaheke 587 568 620 714 532 555 600 642 14 12 17 52 - 1 2 16 41 - 1 4Omusati 3,123 3,262 3,270 3,439 2,566 2,699 2,776 2,952 239 255 229 244 290 272 234 233 28 36 31 10Oshana 1,838 1,882 1,965 2,060 1,674 1,729 1,815 1,920 92 85 74 64 60 56 67 67 12 12 9 9Oshikoto 2,002 2,147 2,209 2,517 1,638 1,728 1,765 2,062 84 96 110 86 276 302 312 362 4 21 22 7Otjozondjupa 985 1,080 1,092 1,293 900 1,002 1,002 1,205 61 68 60 70 12 1 9 7 12 9 21 11Zambezi 949 951 1,012 1,127 889 895 948 1,017 1 8 1 19 58 48 63 80 1 - - 11National 19,859 20,740 21,374 23,432 17,230 18,103 18,800 20,439 1,098 1,147 1,132 1,322 1,363 1,350 1,303 1,494 168 140 139 177


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 932 8 99.1% 4 46 92.0% 6 44 88.0% 6 44 88.0%Erongo 1,223 27 97.8% 4 59 93.7% 4 59 93.7% 3 60 95.2%Hardap 965 4 99.6% 2 55 96.5% 2 55 96.5% 1 56 98.2%Kavango East 420 514 45.0% 59 99 62.7% 75 83 52.5% 55 103 65.2%Kavango West 107 674 13.7% 69 107 60.8% 79 97 55.1% 61 115 65.3%Khomas 2,400 6 99.8% 18 90 83.3% 20 88 81.5% 15 93 86.1%Kunene 404 288 58.4% 10 58 85.3% 18 50 73.5% 13 55 80.9%Ohangwena 428 1,672 20.4% 14 237 94.4% 39 212 84.5% 41 210 83.7%Omaheke 537 38 93.4% 1 42 97.7% 3 40 93.0% 2 41 95.3%Omusati 595 1,445 29.2% 34 242 87.7% 60 216 78.3% 24 252 91.3%Oshana 540 773 41.1% 11 127 92.0% 27 111 80.4% 7 131 94.9%Oshikoto 608 922 39.7% 35 177 83.5% 55 157 74.1% 29 183 86.3%Otjozondjupa 1,248 44 96.6% 3 72 96.0% 7 68 90.7% 4 71 94.7%Zambezi 266 375 41.5% 30 77 72.0% 35 72 67.3% 30 77 72.0%National 10,673 6,790 61.1% 294 1,488 83.5% 430 1,352 75.9% 291 1,491 83.7%

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

There has been a remarkable improvement in the provision of the sanitary services to schools countrywide. Kavango East and Kavango West remain the most poorly serviced regions, with respectively 62.7% and 60.8% of schools having toilets, and these are the only regions where such services have reached less than 70% of the schools.

There has also been an increase in water supply to the schools in general. Again, Kavango East and Kavango West remain the most poorly serviced regions, with respectively 65.2% and 65.3% of schools having a water supply. 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 housing for teachers remains very poor in the northern regions, with less than 50% of the schools in Kavango East, Kavango West, Ohangwena, Oshikoto, Omusati, Oshana and Zambezi offering teachers’ housing. In contrast, more than 50% of the schools in Kunene, Otjozondjupa, Omaheke, Hardap and //Kharas offered teachers’ housing. The disparities in the supply of teachers’ housing are also evident in the numbers of housing units. The lack of teachers’ housing was often cited as a constraint to attracting qualified teachers to schools in northern Namibia. Lower numbers in Khomas and Erongo make evident that more teachers in these regions benefit from the Government Housing Scheme. This is because the majority of these regions’ schools are in proclaimed areas – a benefit that rural teachers cannot enjoy.

Although there has been gradual improvement in the provision of electricity to the schools, many schools in the northern regions still have no electricity supply. The situation is especially alarming in Kavango West where half of the schools have no electricity. The absence of 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 (e.g. inspectors, advisory teachers and personnel officers) and, importantly, with parents and service providers. Kavango East, Kavango West and Zambezi are the most poorly serviced regions in this regard, with telephone services provided in less than 50% of the schools.

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 186 89 97 21 29 58.0% 5 45 90.0% 5 45 90.0%Erongo 184 136 48 32 31 49.2% 5 58 92.1% 4 59 93.7%Hardap 216 121 95 14 43 75.4% 2 55 96.5% 4 53 93.0%Kavango East 176 87 89 125 33 20.9% 54 104 65.8% 86 72 45.6%Kavango West 93 68 25 152 24 13.6% 87 89 50.6% 115 61 34.7%Khomas 302 184 118 65 43 39.8% 16 92 85.2% 18 90 83.3%Kunene 265 180 85 20 48 70.6% 19 49 72.1% 17 51 75.0%Ohangwena 273 146 127 162 89 35.5% 68 183 72.9% 105 146 58.2%Omaheke 300 139 161 5 38 88.4% 3 40 93.0% 5 38 88.4%Omusati 319 196 123 217 59 21.4% 59 217 78.6% 132 144 52.2%Oshana 119 79 40 111 27 19.6% 14 124 89.9% 36 102 73.9%Oshikoto 219 144 75 146 66 31.1% 79 133 62.7% 91 121 57.1%Otjozondjupa 373 180 193 24 51 68.0% 8 67 89.3% 12 63 84.0%Zambezi 119 73 46 71 36 33.6% 27 80 74.8% 62 45 42.1%National 3,144 1,822 1,322 1,165 617 34.6% 446 1,336 75.0% 692 1,090 61.2%


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 situations in different regions and changes from 2010 to 2015.

Fair progress was made in providing sanitary facilities in more than half of the 14 regions. However, there was a steep decline in about seven regions, namely //Kharas, Erongo, Kavango East, Kavango West, Hardap, Khomas and Zambezi, probably due to new schools established in deep remote areas as well as floods in the northern and north-eastern regions. It is highlighted that a large number of sanitary facilities are not ‘permanent’ and easily collapse in harsh weather conditions.

The percentage of schools with a water supply decreased over recent years in all regions except Kavango East, Kavango West and Ohangwena.

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

2010 2011 2012 2013 2014 2015 2010 2011 2012 2013 2014 2015 2010 2011 2012 2013 2014 2015//Kharas 100.0% 100.0% 100.0% 102.1% 98.0% 98.0% 100.0% 100.0% 100.0% 100.0% 95.8% 95.9% 98.0% 100.0% 100.0% 100.0% 100.0% 94.0%Erongo 95.2% 95.2% 92.4% 96.9% 96.7% 93.7% 98.3% 101.7% 100.0% 98.4% 98.3% 103.4% 100.0% 100.0% 97.0% 96.9% 95.1% 98.4%Hardap 100.0% 100.0% 100.0% 100.0% 100.0% 96.5% 100.0% 100.0% 100.0% 100.0% 96.4% 100.0% 100.0% 100.0% 100.0% 100.0% 98.2% 100.0%Kavango East - - - - 61.4% 57.0% - - - - 92.6% 92.2% - - - - 58.2% 67.1%Kavango West - - - - 53.5% 56.3% - - - - 100.0% 100.0% - - - - 58.7% 66.5%Khomas 99.0% 99.0% 100.0% 98.1% 96.2% 94.4% 95.0% 98.0% 97.0% 96.0% 99.0% 99.0% 97.0% 100.0% 100.0% 89.3% 92.5% 97.2%Kunene 89.1% 87.3% 80.0% 76.2% 96.8% 91.2% 95.9% 100.0% 100.0% 100.0% 86.9% 85.5% 90.9% 100.0% 91.7% 85.7% 88.9% 86.8%Ohangwena 82.4% 82.6% 82.3% 82.3% 92.0% 91.7% 95.9% 95.0% 95.0% 95.0% 93.9% 93.1% 66.5% 69.0% 68.7% 76.1% 80.3% 84.9%Omaheke 97.6% 97.6% 95.2% 95.2% 100.0% 100.0% 97.5% 102.5% 102.5% 102.5% 95.3% 95.3% 100.0% 100.0% 100.0% 92.9% 90.7% 97.7%Omusati 75.5% 78.8% 78.8% 78.5% 86.5% 88.0% 97.1% 93.1% 93.5% 94.0% 91.6% 91.8% 91.6% 93.1% 93.1% 90.2% 93.1% 94.6%Oshana 94.8% 95.6% 95.6% 95.7% 96.4% 92.8% 93.0% 93.8% 93.1% 92.5% 91.7% 89.1% 99.3% 99.3% 97.8% 95.7% 97.1% 98.6%Oshikoto 66.7% 66.3% 65.0% 64.4% 79.8% 76.4% 101.6% 103.8% 103.8% 103.8% 100.0% 98.1% 86.5% 87.2% 85.5% 85.1% 90.1% 88.7%Otjozondjupa 95.7% 94.3% 91.7% 91.7% 98.6% 97.4% 94.0% 97.0% 97.0% 97.0% 91.7% 94.6% 100.0% 100.0% 97.2% 88.9% 94.5% 96.1%Zambezi 73.0% 72.0% 70.6% 70.6% 74.5% 68.2% 101.4% 104.2% 105.6% 106.9% 96.2% 98.6% 73.0% 78.0% 76.5% 62.7% 77.4% 72.9%National 78.4% 74.5% 73.8% 77.7% 79.5% 82.4% 76.2% 72.8% 72.0% 71.7% 75.2% 78.1% 79.6% 78.3% 77.5% 79.9% 84.1% 86.6%


Table 58 continued

Some progress was made with the provision of electricity to schools in the northern regions from 2010 to 2015. The three regions with the lowest percentages of schools with electricity from 2010 to 2015 – 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 relatively poorly serviced with telecommunications.

All regions apart from //Kharas, Omaheke and Otjozondjupa had relatively low percentages of schools with teachers’ housing.

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

RegionSchools with electricity Schools with telephone Schools with teachers' housing

2010 2011 2012 2013 2014 2015 2010 2011 2012 2013 2014 2015 2010 2011 2012 2013 2014 2015//Kharas 98.0% 98.0% 98.0% 108.3% 100.0% 96.0% 100.0% 100.0% 100.0% 66.7% 100.0% 96.0% 65.3% 71.4% 71.4% 72.9% 63.3% 60.0%Erongo 98.4% 95.2% 90.9% 96.9% 95.1% 95.2% 100.0% 100.0% 95.5% 98.4% 93.4% 96.8% 38.7% 39.7% 39.4% 42.2% 44.3% 44.4%Hardap 100.0% 96.4% 98.2% 100.0% 98.2% 96.5% 100.0% 100.0% 100.0% 100.0% 96.4% 93.0% 73.2% 75.0% 76.4% 76.4% 73.2% 70.2%Kavango East - - - - 64.7% 68.4% - - - - 45.8% 48.7% - - - - 17.6% 20.3%Kavango West - - - - 44.8% 51.7% - - - - 36.0% 35.8% - - - - 12.8% 11.9%Khomas 100.0% 98.0% 98.0% 89.3% 91.5% 96.3% 95.0% 96.0% 96.0% 88.3% 94.3% 94.4% 39.6% 40.0% 41.0% 40.8% 37.7% 39.3%Kunene 76.4% 78.2% 71.7% 73.0% 73.0% 77.9% 87.3% 87.3% 80.0% 74.6% 71.4% 80.9% 80.0% 80.0% 73.3% 69.8% 63.5% 67.6%Ohangwena 41.4% 44.2% 44.0% 60.9% 65.5% 74.6% 53.6% 54.1% 53.9% 51.4% 57.4% 59.1% 22.6% 22.7% 22.6% 22.6% 32.5% 31.3%Omaheke 100.0% 95.1% 92.9% 90.5% 88.4% 97.7% 97.6% 97.6% 95.2% 90.5% 88.4% 93.0% 85.4% 87.8% 85.7% 85.7% 86.0% 83.7%Omusati 46.4% 49.6% 49.6% 68.0% 75.2% 82.2% 56.6% 59.5% 59.5% 47.3% 54.0% 54.7% 13.1% 13.5% 13.5% 13.5% 17.9% 21.0%Oshana 70.4% 65.2% 64.2% 87.8% 89.1% 93.5% 72.6% 74.1% 73.0% 70.5% 75.2% 76.1% 15.6% 15.6% 15.3% 15.1% 16.1% 18.8%Oshikoto 50.5% 52.6% 52.0% 59.9% 67.5% 64.2% 45.3% 46.4% 45.5% 56.4% 61.1% 59.0% 23.4% 24.0% 23.5% 23.3% 29.6% 27.8%Otjozondjupa 90.0% 87.1% 84.7% 84.7% 93.2% 90.8% 90.0% 94.3% 91.7% 80.6% 86.3% 85.5% 57.1% 60.0% 58.3% 58.3% 58.9% 60.5%Zambezi 49.0% 59.0% 57.8% 59.8% 70.8% 75.7% 63.0% 62.0% 60.8% 56.9% 42.5% 43.0% 27.0% 29.0% 29.4% 30.4% 30.2% 25.2%National 61.0% 58.3% 57.6% 69.2% 73.9% 78.0% 63.5% 60.7% 60.0% 59.6% 63.1% 63.9% 28.5% 27.6% 27.4% 29.1% 31.6% 32.0%


Chapter 7: ADULT LEARNINGChapter 7 provides a compilation of the limited information available on adult education. Enrolments and pass rates in the National Literacy Programme are reported for the

years 2009-2015. The 2015 test results of learners in the Programme are given for the different education regions.

Chapter 7: ADULT LEARNING 79

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

Programme Stage TotalYear of Enrolment

2009 2010 2011 2012 2013 2014 2015Stage 1 Enrolment 41,763 5,543 5,222 5,153 6,352 6,087 5,342 8,064

Tested 27,308 3,728 3,690 3,393 3,804 4,200 3,659 4,834Passed 22,112 3,079 2,779 2,847 3,171 3,417 2,859 3,960% Passed 81.0% 82.6% 75.3% 83.9% 83.4% 81.4% 78.1% 81.9%

Stage 2 Enrolment 46,509 6,909 6,830 6,231 6,561 6,854 7,046 6,078Tested 29,614 5,023 4,267 3,990 4,436 4,435 4,211 3,252Passed 24,281 4,125 3,229 3,334 3,682 3,639 3,479 2,793% Passed 82.0% 82.1% 75.7% 83.6% 83.0% 82.1% 82.6% 85.9%

Stage 3 Enrolment 54,907 7,329 7,815 7,633 8,350 8,410 8,362 7,008Tested 32,556 4,535 5,352 4,824 4,877 4,625 4,242 4,101Passed 27,421 4,009 3,988 4,130 4,224 4,037 3,529 3,504% Passed 84.2% 88.4% 74.5% 85.4% 86.6% 87.3% 83.2% 85.4%

The number of learners who enrolled for the different stages of the National Literacy Programme, those who were tested and those who passed the examination are reported in Table 59.

Pass rates have been calculated as the percentages of the numbers who were examined. The “Total” column shows the total numbers for the whole period 2009-2015. The same individuals may have been counted several times if they enrolled for the same stage in different years.

Changes in the numbers from Stages 1 to 3 are shown graphically in Figure 59, which provides an overview of the relative numbers enrolled, tested and passed.

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


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 4,834 67.0% 85.3% 3,252 67.0% 82.7% 4,101 67.1% 85.6%

//Kharas 73 75.3% 86.3% 13 76.9% 100.0% 52 69.2% 84.6%

Erongo 105 61.0% 91.4% 204 52.9% 89.2% 265 54.0% 84.9%

Hardap 101 78.2% 89.1% 39 64.1% 100.0% 110 68.2% 92.7%

Khomas 99 51.5% 86.9% 170 48.8% 87.1% 335 58.2% 82.1%

Kunene 601 58.4% 64.2% 298 69.8% 85.2% 424 53.8% 69.3%

Ohangwena 823 78.5% 87.2% 658 74.6% 85.7% 621 82.3% 88.4%

Kavango East 828 79.0% 84.1% 290 79.7% 94.5% 488 73.4% 88.1%

Kavango West 539 83.5% 75.3% 169 82.8% 88.8% 296 76.0% 93.6%

Omaheke 180 57.2% 98.3% 170 58.8% 94.1% 149 47.0% 86.6%

Omusati 410 55.9% 79.8% 509 64.4% 74.1% 254 77.6% 83.9%

Oshana 72 77.8% 97.2% 79 77.2% 87.3% 177 84.7% 88.7%Oshikoto 306 54.6% 91.5% 299 63.9% 88.3% 294 61.9% 95.9%Otjozondjupa 392 56.9% 80.1% 203 53.2% 83.3% 407 55.5% 74.0%Zambezi 305 70.5% 82.3% 151 70.9% 86.1% 229 77.7% 85.6%

Figure 60a: Number of learners tested in each region

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

Chapter 8: EDUCATIONAL TRAINING SECTOR IMPROVEMENT PROGRAMME (ETSIP) 81

Chapter 8: EDUCATIONAL TRAINING SECTOR IMPROVEMENT PROGRAMME (ETSIP)Chapter 8 contains data on ETSIP, which is a 15-year plan to facilitate the use of education as a vehicle for transforming Namibia into a knowledge-based economy as

stipulated in Vision 2030.

In this report for 2015, Chapter 8 includes a new set of data to expand the coverage of the EMIS report on ETSIP. This chapter now provides the following key statistics: 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 670 9 111 1 133 5 50 125 66 19 20 114 - 17Females 319 6 60 1 75 3 36 39 27 8 9 49 - 6Males 351 3 51 - 58 2 14 86 39 11 11 65 - 11

Erongo Total 1,088 67 228 9 146 5 44 242 69 23 34 107 13 101Females 528 33 147 7 90 2 28 79 28 10 16 38 4 46Males 560 34 81 2 56 3 16 163 41 13 18 69 9 55

Hardap Total 1,134 14 192 14 98 24 35 194 184 10 35 269 6 59Females 530 8 103 8 50 15 24 68 76 6 21 128 2 21Males 604 6 89 6 48 9 11 126 108 4 14 141 4 38

Kavango East Total 3,083 128 470 28 690 83 96 596 311 49 133 455 16 28Females 1,442 78 245 14 379 34 53 223 141 14 57 187 5 12Males 1,641 50 225 14 311 49 43 373 170 35 76 268 11 16

Kavango West Total 2,228 96 300 5 479 12 41 407 269 83 98 388 14 36Females 989 45 156 1 224 6 23 142 112 48 42 171 5 14Males 1,239 51 144 4 255 6 18 265 157 35 56 217 9 22

Khomas Total 3,927 124 1,014 64 382 150 132 606 347 131 97 629 24 227Females 1,936 74 596 38 190 68 84 181 152 50 36 334 7 126Males 1,991 50 418 26 192 82 48 425 195 81 61 295 17 101

Kunene Total 1,620 43 206 3 232 27 43 472 109 31 68 337 15 34Females 756 30 110 - 125 11 22 168 52 11 26 180 4 17Males 864 13 96 3 107 16 21 304 57 20 42 157 11 17

Ohangwena Total 4,475 54 795 18 884 77 111 755 436 162 196 845 22 120Females 2,023 26 431 9 494 34 71 245 179 63 82 335 6 48Males 2,452 28 364 9 390 43 40 510 257 99 114 510 16 72

Omaheke Total 915 26 142 6 130 9 56 152 81 19 66 194 3 31Females 429 18 73 2 69 6 34 61 38 6 30 82 1 9Males 486 8 69 4 61 3 22 91 43 13 36 112 2 22


Table 61 continued

The figures on enrolments of female and male learners with disabilities are recorded in Table 61. The disability figures are further disaggregated by gender and region.

A total of 30,873 learners were reported to have some form of disability, of whom 14,366 or 46.5% are females.

Ohangwena, Khomas, Omusati and Kavango East had the highest percentages of learners with disabilities: out of the total of 30,873 learners with disabilities, 48.2% are from these four regions.

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 3,403 66 522 10 554 27 147 582 414 117 189 625 49 101Females 1,551 38 286 5 318 16 78 205 177 47 86 240 18 37Males 1,852 28 236 5 236 11 69 377 237 70 103 385 31 64

Oshana Total 1,878 21 441 48 365 169 59 224 129 60 75 245 16 26Females 856 8 245 23 201 81 36 59 33 26 37 87 5 15Males 1,022 13 196 25 164 88 23 165 96 34 38 158 11 11

Oshikoto Total 2,526 36 515 4 488 11 67 337 274 81 147 472 18 76Females 1,137 19 285 4 263 6 41 105 111 35 56 175 5 32Males 1,389 17 230 - 225 5 26 232 163 46 91 297 13 44

Otjozondjupa Total 1,817 40 367 3 313 8 65 311 139 50 79 374 21 47Females 855 23 200 1 201 5 40 72 64 25 52 144 12 16Males 962 17 167 2 112 3 25 239 75 25 27 230 9 31

Zambezi Total 2,109 149 530 4 617 37 109 135 220 51 83 120 8 46Females 1,015 70 274 3 320 14 81 44 85 26 31 48 3 16Males 1,094 79 256 1 297 23 28 91 135 25 52 72 5 30

National Total 30,873 873 5,833 217 5,511 644 1,055 5,138 3,048 886 1,320 5,174 225 949Females 14,366 476 3,211 116 2,999 301 651 1,691 1,275 375 581 2,198 77 415Males 16,507 397 2,622 101 2,512 343 404 3,447 1,773 511 739 2,976 148 534


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 446 176 270 23 5 18 198 77 121 53 30 23 31 9 22 102 39 63 8 3 5 31 13 18Grade 1 2,005 742 1,263 65 29 36 692 228 464 310 112 198 97 42 55 688 282 406 34 12 22 119 37 82Grade 2 1,597 550 1,047 73 30 43 525 154 371 223 72 151 55 18 37 601 235 366 34 10 24 86 31 55Grade 3 1,585 569 1,016 82 39 43 490 164 326 218 75 143 103 45 58 594 220 374 22 8 14 76 18 58Grade 4 1,408 507 901 89 52 37 384 118 266 294 113 181 83 33 50 482 164 318 25 7 18 51 20 31Grade 5 1,793 658 1,135 133 82 51 485 124 361 396 150 246 135 55 80 557 218 339 10 2 8 77 27 50Grade 6 1,312 539 773 115 78 37 391 123 268 236 89 147 48 18 30 436 196 240 25 11 14 61 24 37Grade 7 967 422 545 92 68 24 281 67 214 199 86 113 51 25 26 290 156 134 7 - 7 47 20 27Grade 8 1,875 876 999 123 89 34 658 247 411 472 222 250 92 46 46 396 187 209 10 5 5 124 80 44Grade 9 1,276 598 678 114 81 33 412 147 265 237 120 117 60 30 30 359 171 188 19 1s0 9 75 39 36Grade 10 616 310 306 51 45 6 274 115 159 119 74 45 18 8 10 127 59 68 5 1 4 22 8 14Grade 11 365 189 176 33 24 9 103 38 65 38 19 19 1 1 - 126 69 57 9 1 8 55 37 18Grade 12 289 134 155 22 14 8 130 50 80 35 17 18 9 3 6 67 36 31 - - - 26 14 12Other grades 941 412 529 40 15 25 115 39 76 218 96 122 103 42 61 349 166 183 17 7 10 99 47 52National 16,475 6,682 9,793 1,055 651 404 5,138 1,691 3,447 3,048 1,275 1,773 886 375 511 5,174 2,198 2,976 225 77 148 949 415 534

Table 62 shows the numbers of learners with disabilities, disaggregated by grade, 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 Male30,873 14,366 16,507

Percentage 46.5% 53.5% Visual and Hearing Partially Blind Totally Blind Hard of Hearing Deaf MotorGrade Total Female Male Total Female Male Total Female Male Totasl Female Male Total Female Male Total Female Male Total Female Male

Pre-Primary 184 78 106 3 - 3 36 14 22 3 - 3 48 23 25 44 21 23 50 20 30Grade 1 709 319 390 5 1 4 139 63 76 15 4 11 307 141 166 49 20 29 194 90 104Grade 2 756 337 419 21 17 4 191 78 113 7 4 3 344 165 179 48 25 23 145 48 97Grade 3 1,009 483 526 65 31 34 259 114 145 8 4 4 515 261 254 54 30 24 108 43 65Grade 4 1,183 585 598 58 34 24 359 172 187 26 9 17 567 295 272 53 21 32 120 54 66Grade 5 1,538 791 747 100 53 47 529 276 253 25 16 9 707 367 340 47 22 25 130 57 73Grade 6 1,371 736 635 67 42 25 575 306 269 14 6 8 556 310 246 54 25 29 105 47 58Grade 7 1,156 627 529 86 48 38 477 252 225 15 9 6 451 259 192 41 23 18 86 36 50Grade 8 2,035 1,156 879 116 59 57 928 538 390 35 22 13 767 439 328 50 29 21 139 69 70Grade 9 1,644 943 701 160 78 82 786 469 317 39 25 14 525 315 210 41 16 25 93 40 53Grade 10 1,099 619 480 107 68 39 556 318 238 24 16 8 316 173 143 50 22 28 46 22 24Grade 11 915 572 343 73 38 35 578 370 208 3 1 2 227 143 84 3 3 - 31 17 14Grade 12 576 332 244 10 6 4 371 218 153 3 - 3 153 91 62 8 4 4 31 13 18Other grades 223 106 117 2 1 1 49 23 26 - - - 28 17 11 102 40 62 42 25 17National 14,398 7,684 6,714 873 476 397 5,833 3,211 2,622 217 116 101 5,511 2,999 2,512 644 301 343 1,320 581 739


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 2015 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 2,551 12.0% 2.0% 3,730 17.6% 5.2%Females 1,319 12.2% 2.1% 1,855 17.1% 5.2%Males 1,232 11.9% 2.0% 1,875 18.0% 5.2%

Erongo Total 3,716 10.1% 2.9% 4,379 12.0% 6.1%Females 1,952 10.4% 3.1% 2,115 11.2% 5.9%Males 1,764 9.9% 2.8% 2,264 12.7% 6.3%

Hardap Total 3,194 13.7% 2.5% 5,119 22.0% 7.1%Females 1,656 14.1% 2.6% 2,539 21.7% 7.1%Males 1,538 13.3% 2.5% 2,580 22.2% 7.2%

Kavango East Total 8,809 16.6% 7.0% 11,286 21.2% 15.8%Females 4,246 16.1% 6.7% 5,518 20.9% 15.5%Males 4,563 17.1% 7.3% 5,768 21.6% 16.0%

Kavango West Total 5,760 15.9% 4.6% 13,144 36.3% 18.3%Females 2,645 15.0% 4.1% 6,469 36.8% 18.1%Males 3,115 16.7% 5.0% 6,675 35.8% 18.6%

Khomas Total 6,959 8.5% 5.5% 7,772 9.5% 10.8%Females 3,732 8.9% 5.9% 3,839 9.1% 10.8%Males 3,227 8.2% 5.2% 3,933 10.0% 10.9%

Kunene Total 3,255 12.6% 2.6% 6,085 23.5% 8.5%Females 1,505 11.7% 2.4% 2,884 22.4% 8.1%Males 1,750 13.5% 2.8% 3,201 24.7% 8.9%

Ohangwena Total 19,784 20.5% 15.7% 16,112 16.7% 22.5%Females 9,844 20.5% 15.4% 7,735 16.1% 21.7%Males 9,940 20.6% 15.9% 8,377 17.4% 23.3%

Omaheke Total 2,643 12.7% 2.1% 5,173 24.8% 7.2%Females 1,351 12.9% 2.1% 2,579 24.7% 7.2%Males 1,292 12.4% 2.1% 2,594 25.0% 7.2%

Omusati Total 17,773 20.1% 14.1% 15,786 17.8% 22.0%Females 8,774 20.0% 13.8% 7,553 17.2% 21.2%Males 8,999 20.2% 14.4% 8,233 18.4% 22.9%


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 10,057 19.3% 8.0% 6,697 12.9% 9.3%Females 5,126 19.4% 8.0% 3,263 12.4% 9.1%

Males 4,931 19.2% 7.9% 3,434 13.4% 9.5%Oshikoto Total 11,784 18.2% 9.3% 15,509 24.0% 21.6%

Females 5,841 18.3% 9.2% 7,453 23.3% 20.9%Males 5,943 18.2% 9.5% 8,056 24.6% 22.4%

Otjozondjupa Total 4,459 10.7% 3.5% 5,839 14.0% 8.1%Females 2,300 10.9% 3.6% 2,871 13.6% 8.0%

Males 2,159 10.5% 3.4% 2,968 14.4% 8.2%Zambezi Total 7,320 21.9% 5.8% 7,739 23.1% 10.8%

Females 3,532 21.4% 5.5% 3,804 23.0% 10.7%Males 3,788 22.3% 6.1% 3,935 23.2% 10.9%

National Total 108,064 16.0% 124,370 18.4%Females 53,823 15.9% 60,477 17.9%

Males 54,241 16.1% 63,893 19.0%


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 108,064 53,823 54,241 124,370 60,477 63,8935 or less 340 171 169 1,757 890 8676 to 9 15,239 7,688 7,551 45,521 22,374 23,14710 to 14 39,831 20,278 19,553 49,461 24,163 25,29815 to 19 45,704 22,824 22,880 24,969 11,961 13,00820 to 24 6,855 2,828 4,027 2,628 1,079 1,54925 or older 95 34 61 34 10 24


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 237 5 7 11 16 - 28 13 2 - 21 1 1 1 - - 1 130Females 113 4 6 4 8 - 28 5 1 - 7 - 1 - - - - 49Males 124 1 1 7 8 - - 8 1 - 14 1 - 1 - - 1 81

Erongo Total 347 13 13 21 13 2 30 21 7 - 29 2 - 2 1 - - 193Females 169 6 7 8 5 2 30 8 2 - 7 2 - 2 - - - 90Males 178 7 6 13 8 - - 13 5 - 22 - - - 1 - - 103

Hardap Total 524 10 22 26 16 - 34 19 8 3 42 3 5 3 1 - 2 330Females 215 6 9 3 7 - 33 9 4 - 9 3 4 - - - 2 126Males 309 4 13 23 9 - 1 10 4 3 33 - 1 3 1 - - 204

Kavango East Total 1,373 89 118 55 188 6 207 102 21 - 59 32 12 5 1 68 2 408Females 756 51 54 18 84 3 204 39 14 - 17 15 3 1 - 62 2 189Males 617 38 64 37 104 3 3 63 7 - 42 17 9 4 1 6 - 219

Kavango West Total 1,236 50 150 51 129 6 198 103 9 2 55 9 18 4 3 31 - 418Females 667 30 60 17 74 4 196 34 5 - 13 4 5 1 2 29 - 193Males 569 20 90 34 55 2 2 69 4 2 42 5 13 3 1 2 - 225

Khomas Total 966 28 122 19 15 7 68 9 55 2 87 16 - 3 1 - 6 528Females 458 13 63 9 6 2 67 2 23 - 17 11 - 1 - - 2 242Males 508 15 59 10 9 5 1 7 32 2 70 5 - 2 1 - 4 286

Kunene Total 1,012 49 174 21 106 5 102 38 22 2 44 9 7 3 2 3 1 424Females 460 29 69 6 35 3 101 15 11 1 9 2 1 1 2 3 1 171Males 552 20 105 15 71 2 1 23 11 1 35 7 6 2 - - - 253

Ohangwena Total 1,415 57 35 106 51 2 358 77 30 1 53 15 3 3 7 2 1 614Females 790 31 15 31 28 2 350 25 9 - 14 9 2 2 4 1 - 267Males 625 26 20 75 23 - 8 52 21 1 39 6 1 1 3 1 1 347

Omaheke Total 600 7 44 31 25 3 72 36 9 2 61 - 6 1 2 2 - 299Females 284 6 23 3 11 1 71 19 3 1 19 - 2 - 1 2 - 122Males 316 1 21 28 14 2 1 17 6 1 42 - 4 1 1 - - 177


Table 65 continued

The numbers of learners who dropped out of school are reported in Table 65 by region, gender and reason. Note that there are learners who have dropped out of school for known reasons who are not included in this chapter on the ETSIP, hence the numbers in this table do not correspond with dropout numbers reported elsewhere in this report.

A total of 12,183 learners were counted, of whom 6,294 (51.7%) are female and 5,889 (48.3%) are male. The major reason for female learner dropout is learner pregnancy, at 29.3% 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” may result in overestimation of some causal factors at the expense of others. A reasonably large number of learners (919) dropped out because of the long distance between school and home, especially in Ohangwena, Omusati, Kavango West, Kavango East and Otjozondjupa. 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.

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 1,366 57 37 60 30 6 290 84 44 - 69 8 - 2 5 - 3 671Females 748 30 22 20 12 5 282 27 20 - 19 3 - - 1 - 2 305Males 618 27 15 40 18 1 8 57 24 - 50 5 - 2 4 - 1 366

Oshana Total 476 24 12 28 10 2 105 37 33 - 26 5 - 4 1 - - 189Females 260 15 6 1 5 2 103 12 16 - 7 3 - 1 - - - 89Males 216 9 6 27 5 - 2 25 17 - 19 2 - 3 1 - - 100

Oshikoto Total 990 28 59 59 38 - 199 81 21 1 35 9 1 6 3 2 1 447Females 515 12 32 13 24 - 196 23 7 - 3 5 1 4 - 1 - 194Males 475 16 27 46 14 - 3 58 14 1 32 4 - 2 3 1 1 253

Otjozondjupa Total 1,110 26 92 40 49 - 95 62 20 - 32 18 8 2 1 7 4 654Females 546 13 40 10 21 - 87 27 8 - 3 11 2 - 1 7 1 315Males 564 13 52 30 28 - 8 35 12 - 29 7 6 2 - - 3 339

Zambezi Total 531 35 34 21 36 - 96 29 22 4 28 9 8 1 1 16 5 186Females 313 23 11 6 19 - 96 11 9 1 10 2 5 - - 14 3 103Males 218 12 23 15 17 - - 18 13 3 18 7 3 1 1 2 2 83

National Total 12,183 478 919 549 722 39 1,882 711 303 17 641 136 69 40 29 131 26 5,491Females 6,294 269 417 149 339 24 1,844 256 132 3 154 70 26 13 11 119 13 2,455Males 5,889 209 502 400 383 15 38 455 171 14 487 66 43 27 18 12 13 3,036


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 4 4 1 3 0 0 0 0 0 0 0 0 0

25-29 5 2 1 1 2 2 0 1 0 1 0 0 0

30-34 1 1 0 1 0 0 0 0 0 0 0 0 0

35-39 5 5 4 1 0 0 0 0 0 0 0 0 0

40-44 5 5 3 2 0 0 0 0 0 0 0 0 0

45-49 12 10 2 8 1 0 1 1 0 1 0 0 0

50-54 8 8 4 4 0 0 0 0 0 0 0 0 0

55 and older 4 2 2 0 2 1 1 0 0 0 0 0 0

National 44 37 17 20 5 3 2 2 0 2 0 0 0

Figure 67: Teacher mortality by region and reason

Tables 66 and 67 show the numbers of deaths of teachers in 2015 per age group and per region respectively, clustered according to the reported cause of death.

Out of the total of 44 deaths, 37 or 84% 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 5 4 1 3 1 1 0 0 0 0 0 0 0

Erongo 2 1 0 1 1 1 0 0 0 0 0 0 0

Hardap 1 1 1 0 0 0 0 0 0 0 0 0 0

Kavango 8 7 3 4 1 0 1 0 0 0 0 0 0

Khomas 5 3 3 0 1 0 1 1 0 1 0 0 0

Kunene 0 0 0 0 0 0 0 0 0 0 0 0 0

Ohangwena 8 7 2 5 1 1 0 0 0 0 0 0 0

Omaheke 1 1 1 0 0 0 0 0 0 0 0 0 0

Omusati 4 4 3 1 0 0 0 0 0 0 0 0 0

Oshana 0 0 0 0 0 0 0 0 0 0 0 0 0

Oshikoto 4 3 0 3 0 0 0 1 0 1 0 0 0

Otjozondjupa 3 3 2 1 0 0 0 0 0 0 0 0 0

Zambezi 3 3 1 2 0 0 0 0 0 0 0 0 0

National 44 37 17 20 5 3 2 2 0 2 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 6 2 1 1 4 2 2 0 0 0 0 0 0Grade 1 18 6 3 3 12 6 6 0 0 0 0 0 0Grade 2 12 6 3 3 6 3 3 0 0 0 0 0 0Grade 3 2 2 1 1 0 0 0 0 0 0 0 0 0Grade 4 10 2 1 1 4 2 2 4 2 2 0 0 0Grade 5 8 6 3 3 2 1 1 0 0 0 0 0 0Grade 6 8 0 0 0 6 3 3 2 1 1 0 0 0Grade 7 8 6 3 3 2 1 1 0 0 0 0 0 0Grade 8 8 4 2 2 4 2 2 0 0 0 0 0 0Grade 9 14 6 3 3 2 1 1 2 1 1 4 2 2Grade 10 4 0 0 0 2 1 1 2 1 1 0 0 0Grade 11 2 0 0 0 0 0 0 2 1 1 0 0 0Grade 12 2 0 0 0 0 0 0 2 1 1 0 0 0Other Grades 2 0 0 0 2 1 1 0 0 0 0 0 0National 104 40 20 20 46 23 23 14 7 7 4 2 2

As Table 68 indicates, a total of 104 learners were reported dead during the year under review. The highest proportion of them, 46 or 44%, died as a result of accidents, and 40 or 38% died due to illness.

Of all deaths due to violence and homicide, 2 or 50% were deaths of females.

Figure 68: Learner mortality by grade


Table 69: Learner mortality by region and reason

A total of 104 learners were reported dead during 2015. The largest proportion of these learners, 46 or 44%, died as a result of accidents and 40 or 38% due to illness. Omusati and Zambezi, each with 16 deaths or 15.3% of all deaths, had the highest learner mor tality rates in 2015, followed by Khomas with 14 deaths. Of all deaths due to violence and homicide, 2 or 50% were deaths of females.

The highest suicide rate was recorded in Oshikoto, where 28.5% of all suicide cases occurred.

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 0 0 0 0 0 0 0 0 0 0 0 0 0Erongo 6 0 0 0 2 1 1 4 2 2 0 0 0Hardap 6 2 1 1 4 2 2 0 0 0 0 0 0Kavango East 6 4 2 2 2 1 1 0 0 0 0 0 0Kavango West 10 6 3 3 4 2 2 0 0 0 0 0 0Khomas 14 10 5 5 4 2 2 0 0 0 0 0 0Kunene 4 0 0 0 4 2 2 0 0 0 0 0 0Ohangwena 6 4 2 2 2 1 1 0 0 0 0 0 0Omaheke 2 0 0 0 0 0 0 0 0 0 2 1 1Omusati 16 2 1 1 12 6 6 2 1 1 0 0 0Oshana 6 2 1 1 2 1 1 0 0 0 2 1 1Oshikoto 8 2 1 1 2 1 1 4 2 2 0 0 0Otjozondjupa 4 0 0 0 2 1 1 2 1 1 0 0 0Zambezi 16 8 4 4 6 3 3 2 1 1 0 0 0National 104 40 20 20 46 23 23 14 7 7 4 2 2

ministry of education, arts and culture namibia...less than grade 12 581 243 338 grade 12 or 1-2...

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