Continuous learning to become law for teachers

Teachers in Namibia will no longer be able to rely on a single qualification to remain in the classroom.

Under the proposed Teachers Professionalisation Bill, every registered educator will be legally required to undergo continuous professional development (CPD) and refresher training to ensure their teaching licence remains active.

The reform lies at the heart of government’s broader education transformation agenda, which seeks to professionalise teaching, enforce accountability and align Namibia’s education sector with international standards.

This was explained by Basilius Haingura, a member of the steering committee developing the bill’s regulations, during a regional stakeholders’ consultation held in Windhoek on Friday in collaboration with Unicef.

Haingura described the draft law as a “decisive step” towards restoring dignity in the teaching profession, strengthening education quality and establishing national performance standards.

“Once you are registered as an educator, you will be legally required to undergo continuous professional development and refresher training to maintain your licence,” he said.

“Education is evolving, and teachers must evolve with it. We can no longer afford a system where someone qualifies once and never updates their skills.”



Regulatory body

A key feature of the bill is the creation of a Professional Teaching Council, a statutory body mandated to regulate entry into the profession, set national standards and monitor teacher conduct.

The council will also handle disciplinary cases, including investigations, hearings, sanctions and appeals.

“If a teacher violates professional standards or ethical codes, the council will investigate and take appropriate action,” Haingura explained. “Sanctions can range from warnings to suspension, and in serious cases, deregistration, meaning the teacher cannot continue teaching.”

Currently, disciplinary matters involving teachers are handled by the Public Service Commission or labour authorities, which are not specialised in education-related issues. The proposed council will provide profession-specific oversight, enforce performance benchmarks and ensure transparency.



Quality and accountability

The bill introduces national performance standards to assess whether educators are delivering quality teaching. At present, there is no formal mechanism for evaluating teacher performance, leading to uneven outcomes across schools.

Under the new framework, teachers must meet defined professional benchmarks before entering the classroom, and their performance will be continuously monitored.

Those who fail to meet the standards or neglect mandatory CPD will lose their right to teach until compliance is restored.

“This ensures that classrooms are led by competent, accountable educators,” Haingura said, adding that it also "aligns teacher performance with national and global best practices.”

The proposed law also establishes a national code of ethics governing teacher behaviour in both public and private schools.



Professional pride

Entry requirements for teacher training institutions will be standardised to ensure that only qualified and motivated candidates enter the profession.

“We want to attract the best candidates into teaching,” Haingura noted.

“It can no longer be treated as a fallback option. This is about excellence, accountability and professional pride.”

All teachers, both public and private, will be required to hold certificates of practice, renewed periodically based on adherence to ethical standards, training and CPD.

“We are saying no registration, no teaching,” Haingura stressed. “For too long, the status of teachers has been too low. This bill is about changing that once and for all.”

Haingura emphasised that the Teachers Professionalisation Bill aligns Namibia with African and global standards, particularly through the work of the African Federation of Teaching Regulatory Authorities (AFTRA), which supports African countries in setting up professional teacher councils.

“We are not just changing rules,” Haingura concluded. “We are changing the future of teaching – protecting learners, uplifting teachers and ensuring education is taken seriously.”



High aspirations

Khomas regional education director Paulus Nghikembua welcomed the bill, saying it is not merely about rules but about strengthening the profession and protecting learners.

“Linking registration to ethics and continuous upskilling ensures that our classrooms are led by competent and accountable educators,” he said.

Nghikembua added that the reform would offer teachers structured career pathways, recognition and opportunities for growth – ultimately restoring pride in the profession.

He noted that nationwide consultations with teachers, unions, training institutions and civil society, conducted with Unicef’s support, were critical in shaping a draft law that reflects classroom realities and educators’ aspirations.