FAQs

Yes, there is an age limit to learners out-of- formal school who wish to enrol for Grade 11. Only NAMCOL or part-time students who are not yet 21 years and qualify for admission to Grade 11 are expected to approach the Regional Admission Committee, Circuit Offices or the Directors of Education in their respective regions in which they wish to enrol for Grade 11 and submit the application form C to the Regional Admission Committee. The process is guided by a circular that is issued to all regions at the time deemed fit every year.

In this case, the student is advised to complete and their studies through NAMCOL or registered tuition centre.

Curriculum review is a renewal process which is regularly carried out to continuously adjust and improve the existing education practices in light of emerging national and global economic trends. Curriculum in most education systems is predicated on 5-7 year renewal cycle.   The curriculum review was informed by the NDP 4, 2011 Education Conference and international trends in basic education. The overall goal was to meet the demands of the Namibian society and keep abreast with international trends.

The Basic Education reforms were initiated to contribute towards the realisation of Namibia Vision 2030.  Vision 2030 sees Namibia as developing from a literate society to a knowledge-based society, a society where knowledge is constantly being acquired and renewed and used for innovation to improve the quality of life.

Furthermore, the reforms are informed by the Cabinet directives on the outcomes of the 2011 National Education Conferenceand the Fourth National Development Plan (NDP4).The Cabinet directives tasked the Ministry of Education to: review the curriculum to respond to the challenges and needs of the Namibian society; reduce the number of subjects in the Junior Secondary phase; expand the subjects offered on Higher Level in the Senior Secondary phase; strengthen learning support; strengthen the teaching of Life Skills as subject and make provision for learners with special needs; review the curriculum and learning support materials for national languages; re-introduce technical/vocational subjects in the school curriculum; strengthen the teaching of English from grade 1 onwards and review the Promotion and Language in Education policies.

The school counsellors are recruited to serve at   regional level.

To ensure the social welfare of learners are taking care of, the Ministry employed Life Skills teachers serve at school-level.

To ensure the well-being of learners, Life Skills teachers, at community level, the circles of support include parents and non-governmental organisations.

At schools, there are Counselling Support Groups as well as peer counsellors.

Furthermore, through the intervention of our life skills teachers, learners are assisted. Cases in which the school counsellors or the life skills teachers encounter difficulties, the learners are referred to a social worker.

Furthermore, the Ministry has a strong support system/ structure for school counsellors such as training. The Counsellors also have support from inspectors, who work hand-in hand with the school Counsellors. In addition, clusters also have facilitators for counselling.

In 1994 when the JSC was introduced, the framework was to allow that learners can only progress to grade 11 with a minimum of 27 points. After realizing that the system was new, the progression to grade 11 was pitched at 19 points. The Ministry empirically established that a learner who gets 27 points in grade 10 will likely have a high degree of possibly succeeding to grade 12 with ease. According to NDP4, by 2017, the Education sector would have seen an increase of 17.9% to 25% in respect of Grade 10 learners achieving 30 points overall and F for English. Also 29.5% to 45.0% for Grade 12 achieving 25 points overall. To achieve the above outcomes, the Ministerial Strategic Plan under the Strategic objective on ensuring relevant and quality learning content envisage improvement in Mathematics, Science and English. Therefore, everyone should collectively work towards the improvement of the learner(s) achievement. So for the Ministry to lift the points from 23 should not scare the public as it is not a new development. In fact the Ministry’s target was to progress from 19 to 27 points. The Ministry is not planning to jump from 23 to 27 points all of a sudden but a steady progression will be looked at. The Ministry is aware of the unsatisfactory performance of the schools and learners in the grade 10 (JSC) examinations since 1994. The Ministry’s proposal as pronounced by the Minister to lift the bar above 23 points is to encourage schools and learners  to work even harder and also to avoid complacency or getting comfortable with the 23 points as a requirement for Gr. 11 entry. It is important that schools, teachers and learners aim high and set high targets that will enable the learners to score quality grades and eventually improve the standard of learning outcomes. The Ministry has noted that there are schools which have done better from which the poor or non-performing schools can learn from. Sharing best practices and getting out of our comfort zones should be the order of the day if we want to attain the expected results. Please note that indeed, we are busy with the curriculum reform and our emphasis is most definitely on improving the quality of learning and teaching that takes place in the classroom.

Candidates may face barriers to exams if they have:

• a permanent or long-term disability, illness or learning difficulty.
• a temporary disability or illness.

 Access arrangements are pre-exam arrangements that allow candidates to access the assessment and remove unnecessary barriers, without changing the demands of the assessment.

 

There are two groups of access arrangements:

• access arrangements (School Principal must inform DNEA if plan to use these).
• modified question papers (School Principal must apply for these).

A learner who would like to enrol for Advanced Subsidiary must take a minimum of three (3), but not more than five (5) subjects which were completed at NSSCO level, and are offered at NSSCAS level.

 

Therefore, a learner may proceed to NSSCAS Level if he or she achieved three (3) ‘C’ symbols or better at NSSCO level. In light of the challenges experienced during the 2020 school year, permission will be granted for learners to proceed to NSSCAS level if they have received 2 (two) ‘C’ symbols or better (excluding English) and a ‘D’ symbol in English.

 

The only subject that will be permitted to proceed to NSSCAS with a ‘D’ symbol at the NSSCO level, is English. However, extra effort such as special tutorials and extra hours must be provided to improve English at this level.

 

(It is advisable that learners improve English at NSSCAS level, as most universities require a minimum of ‘C’ symbol at Ordinary level).

 

For more information, please refer to the amended Formal Education Circular 3/2021.

A learner-parent is strongly encouraged to complete his or her education as it allows the learner a better chance of having a happy, healthy and successful life. Learners with more education are usually better able to keep themselves healthy and look after themselves when they get sick. By continuing their education, both the learner-parent and the child will have a long and healthy life. Learners who complete their education are more likely to get a good job. When you increase your education by returning to school, you increase your chances of finding a good job and being financially able to take care of yourself, your baby and other children you may have in the future.

For more information, please refer to the Information package – For the management of  Learner pregnancy (2012) and the Education Sector Policy on the Prevention and Management     of Learner pregnancy.

Any suspension from a state school or hostel is considered with the best interests of the child in mind. A learner can be suspended when:

 

• the behaviour of such learner is of such a nature that it is putting the lives of learners, teachers and other staff members at risk or poses a threat to their safety;
• the possibility exists that the learner may interfere or tamper with witnesses or evidence;
• poses a threat to the safety of property of the school or hostel; or
• is detrimental or possibly detrimental to the good order and discipline of the school or hostel and the progress of other learners.

 

In any such instance, an investigation must be carried out and evidence availed.

 

For more information, please refer to the Education Act 16 of 2001.

Only after a thorough investigation has been carried out and evidence against a learner has been made available regarding the misconduct, can such action be effected by the Executive Director.

 

For more information, please refer to the Education Act 16 of 2001.

A learner can approach their Life Skills Teacher for advice regarding Career options. Alternatively, please contact your regional psychosocial support staff member (i.e. Regional School Counsellor and/or RACE co-ordinator) to guide you on whom to contact at your school.

 

The Ministry of Labour, Industrial Relations and Employment Creation has been running Vocational Counselling Services since 2003. Anyone needing Career Counselling and Guidance from Grade 7 up are wellcome to call 061 – 2066111 in Windhoek and ask for Career Counselling, they will be put through to whoever is on intake that week. Currently there are two (2) permanent staff in Windhoek, two (2) in Oshakati, one (1) in: Mariental, Otjiwarongo, Swakopmund, Katimamulilo, Opuwo and Eenhana.

 

Payments for goods and services are processed within 14 working days, upon receipt of an invoice provided that they comply with rules and regulations.