Study of educational resources and problems of allocation in the Namibian school system

Abstract

Abstract provided by author:

It is against this background that this study undertakes to analyze what the democratic Government of the Republic of Namibia, through the Ministry of Basic Education and Culture, has achieved in allocating educational resources to the seven education regions and schools in Namibia. The study looks at disparities and inequities in educational provision that existed during the pre-independence period, and compares the situation to the post-independence period in Namibia

This study also draws some comparative examples from other countries that undertook the similar trend in reforming their education systems. This comparative analysis helps to provide lessons for Namibia, the last colony in Africa to gain political independence. All countries regarded education as an important agent in addressing the economic, social and political developments of the nation. Therefore, countries wanted to make their education systems suit the needs of their people. And to achieve this goal, educational policy reform was a necessary strategy undertaken by many countries

The most important aspect of educational reform in most countries is aimed at making educational resources easily accessible and fairly distributed throughout the country, so as to enable all children of school-going age to attend school. The study gives both an historical account of the main developments and implications, as well as an analysis of trends, policies, problems and other related issues that are encountered in the process of developing an equitable education system of high and acceptable standards

The study attempts to indicate that education cannot be separated from political and economic ideologies of those in power at a given time. It further analyses how other national policies impact on the process of distributing educational resources to schools, and how the former colonial legacies of apartheid affect the major goals of equity and access in education

The study takes a critical look into what the present Ministry of Basic Education and Culture has achieved in terms of introducing and implementing some educational policies which are aimed at equalizing the allocation of educational resources to educational regions in Namibia. The study examines implications and risks involved in introducing and implementing new educational policies in an economically unequal society like Namibia