Ministry of Education cautious on permanent school buildings amid population shifts
'We just need to balance that with practicality.'
The education ministry is increasingly cautious about constructing permanent school buildings in areas with low or unstable learner numbers, a concern that officials say stems from population movement and economic migration in rural Kavango East.
Regional education inspector Pontianus Kamunima told Namibian Sun this week that before approving permanent structures, the ministry first studies enrollment trends to determine whether communities are likely to remain in one area long enough to justify the investment.
“We look at enrollment every year,” Kamunima said. “If numbers are growing and the community appears stable, we can recommend permanent structures. But where learner numbers remain low, or parents move away frequently, we have to be cautious. Otherwise, we end up with white elephants.”
He explained that economic pressures often drive families to relocate in search of better opportunities, leaving behind empty schools.
“In some cases, permanent classrooms were built, but when people moved to towns or other settlements, the schools were abandoned,” he said.
One such example is Pikinini Primary School, which still operates from temporary corrugated iron structures a decade after opening.
Kamunima said government plans to construct new classrooms there once enrollment stabilises.
While the approach aims to prevent wastage of public funds, education experts warn it can also disadvantage children in poorer, mobile communities — who often remain in makeshift classrooms for years.
“Education is a long-term investment,” Kamunima said. “We just need to balance that with practicality. We do not want to build schools that end up empty, but we also cannot let learners study under trees forever.
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Regional education inspector Pontianus Kamunima told Namibian Sun this week that before approving permanent structures, the ministry first studies enrollment trends to determine whether communities are likely to remain in one area long enough to justify the investment.
“We look at enrollment every year,” Kamunima said. “If numbers are growing and the community appears stable, we can recommend permanent structures. But where learner numbers remain low, or parents move away frequently, we have to be cautious. Otherwise, we end up with white elephants.”
He explained that economic pressures often drive families to relocate in search of better opportunities, leaving behind empty schools.
“In some cases, permanent classrooms were built, but when people moved to towns or other settlements, the schools were abandoned,” he said.
One such example is Pikinini Primary School, which still operates from temporary corrugated iron structures a decade after opening.
Kamunima said government plans to construct new classrooms there once enrollment stabilises.
While the approach aims to prevent wastage of public funds, education experts warn it can also disadvantage children in poorer, mobile communities — who often remain in makeshift classrooms for years.
“Education is a long-term investment,” Kamunima said. “We just need to balance that with practicality. We do not want to build schools that end up empty, but we also cannot let learners study under trees forever.
[email protected]
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