Lawmakers demand more classrooms to end overcrowding in Kavango East
The visit revealed a critical need for additional infrastructure,
A parliamentary standing committee has called for urgent action to address overcrowded classrooms and poor learning conditions in several schools in the Kavango East Region following an inspection tour on Monday.
Deputy chairperson of the parliamentary standing committee on education, Austin Samupwa, said the visit revealed a critical need for additional infrastructure, particularly at schools operating under the platoon system.
At Sauyemwa Junior Primary School, which accommodates learners from pre-primary to Grade 3, Samupwa described the conditions as “commendable” but stressed that the shortage of classrooms forces younger pupils to attend classes in the afternoon, affecting their concentration and learning outcomes.
“To alleviate this problem, parliament will push for the construction of at least 12 additional classrooms at Sauyemwa,” he said, adding that storm damage to several classroom blocks and the administration building had worsened the situation.
At Ndiyona Project School, also known as Augustinus Mashika, the committee found that the new school remains unoccupied while final touches — mainly the completion of toilets — are being done. The school was built to decongest Ndiyona Secondary School, where class sizes exceed 65 learners per room.
“The government’s plan to decongest overcrowded schools is good, but it must be supported by adequate funding,” Samupwa said. “Even with four new classrooms at Augustinus Mashika, space remains insufficient for all the learners who are meant to move from Ndiyona Secondary.”
Biggest challenge
Pikinini Primary School, established in 2015, was found to be in dire condition. Learners there still study in corrugated iron structures that leak during the rainy season.
“These are not fit for education,” Samupwa noted, adding that the education ministry has begun the process of appointing a contractor to construct permanent classrooms.
At Edward Muhoka Secondary School, built to relieve overcrowding at Divundu Secondary School, the committee discovered that the latter is currently housing over 1 600 learners — nearly triple its capacity.
Samupwa praised the government’s decongestion plan but said resources remain too limited to meet the needs.
Mutjiku Junior Primary School presented a particularly distressing picture, with 110 pre-primary learners reportedly attending school without a teacher.
“These children are coming to school but not learning,” Samupwa said, urging the education ministry to address staffing, water, and sanitation challenges urgently.
He said the committee would report to parliament, recommending stronger budget allocations for school infrastructure and teaching resources.
Meanwhile, Kavango East education inspector Pontianus Kamunima said overcrowding remains the region’s biggest challenge, leading to frustration among teachers.
“When there are 65 learners in one classroom, teachers cannot move around or give individual attention,” he said.
Kamunima added that while the government is making progress through the decongestion initiative, “schools still need more staff, more classrooms, and reliable infrastructure to ensure meaningful learning.”
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Deputy chairperson of the parliamentary standing committee on education, Austin Samupwa, said the visit revealed a critical need for additional infrastructure, particularly at schools operating under the platoon system.
At Sauyemwa Junior Primary School, which accommodates learners from pre-primary to Grade 3, Samupwa described the conditions as “commendable” but stressed that the shortage of classrooms forces younger pupils to attend classes in the afternoon, affecting their concentration and learning outcomes.
“To alleviate this problem, parliament will push for the construction of at least 12 additional classrooms at Sauyemwa,” he said, adding that storm damage to several classroom blocks and the administration building had worsened the situation.
At Ndiyona Project School, also known as Augustinus Mashika, the committee found that the new school remains unoccupied while final touches — mainly the completion of toilets — are being done. The school was built to decongest Ndiyona Secondary School, where class sizes exceed 65 learners per room.
“The government’s plan to decongest overcrowded schools is good, but it must be supported by adequate funding,” Samupwa said. “Even with four new classrooms at Augustinus Mashika, space remains insufficient for all the learners who are meant to move from Ndiyona Secondary.”
Biggest challenge
Pikinini Primary School, established in 2015, was found to be in dire condition. Learners there still study in corrugated iron structures that leak during the rainy season.
“These are not fit for education,” Samupwa noted, adding that the education ministry has begun the process of appointing a contractor to construct permanent classrooms.
At Edward Muhoka Secondary School, built to relieve overcrowding at Divundu Secondary School, the committee discovered that the latter is currently housing over 1 600 learners — nearly triple its capacity.
Samupwa praised the government’s decongestion plan but said resources remain too limited to meet the needs.
Mutjiku Junior Primary School presented a particularly distressing picture, with 110 pre-primary learners reportedly attending school without a teacher.
“These children are coming to school but not learning,” Samupwa said, urging the education ministry to address staffing, water, and sanitation challenges urgently.
He said the committee would report to parliament, recommending stronger budget allocations for school infrastructure and teaching resources.
Meanwhile, Kavango East education inspector Pontianus Kamunima said overcrowding remains the region’s biggest challenge, leading to frustration among teachers.
“When there are 65 learners in one classroom, teachers cannot move around or give individual attention,” he said.
Kamunima added that while the government is making progress through the decongestion initiative, “schools still need more staff, more classrooms, and reliable infrastructure to ensure meaningful learning.”
[email protected]
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