Only one hostel for 25 schools in Oshana’s Eheke Circuit

Only one of the 25 schools catering for more than 5 000 learners in the Eheke Circuit in the Oshana region has hostel facilities, able to accommodate only 400 learners.

This emerged during the inaugural meeting of an education advisory committee held in Ondangwa on 21 May, which was appointed to investigate the causes of poor performance at schools in the Oshana region.

The region ranked last among all 14 regions in last year’s national examinations. In response, Oshana governor Hofni Iipinge established advisory committees, assigning two members to each circuit to investigate the causes of underperformance and improve results in this year’s examinations.

The Eheke Circuit committee has begun engagements with principals and inspectors, while four other circuits are expected to launch similar initiatives soon.

Spokesperson for the advisory committee for the Eheke Circuit, Robby Amadhila, said it is concerning that only one of the 25 schools has hostel facilities.

“Addressing this is our primary priority," he said.

"We plan to construct at least four hostels before the end of our tenure. It is feasible,” he added.

Amadhila said hostels provide students with opportunities to study collaboratively and develop teamwork skills, benefits that are less achievable at home, where homework may be neglected.

He added that the construction of hostels does not solely rest on government initiatives; the private sector could also contribute. "I do not wish to make promises, but I intend to seek partnerships with local businesspeople for intervention. In the past, many hostels were built by private sector entities. Why not now?"

Amadhila underscored the importance of securing funding through community support and collaboration to develop the requisite infrastructure.

Sakaria Nghipotelwa, principal of Eheke Primary School, pointed out deficiencies within the career guidance system, underscoring the need for effective monitoring to diversify learner pathways, which often neglects skilled trades.

"It is disheartening that learners who do not succeed academically are simply sent home, with little encouragement to pursue vocational training," he said. "Society tends to focus only on nursing and teaching careers. This system must evolve," he added.

Amadhila proposed that at the end of the committee's tenure, schools specialising in arts, music, and agriculture should be identified, where students can acquire practical skills alongside academic knowledge. 

In addition to the shortage of hostel facilities in Eheke, education inspector Silas Mulongeni said poor road conditions in the area hinder learners during the rainy season, with some schools temporarily closing or becoming inaccessible.

Collective efforts

Last week, Iipinge told Namibian Sun his region consists of five circuits.

“Assigning two members to each circuit allows them to meet with inspectors and school principals to identify challenges that contribute to academic failures," the governor said.

"The committee's tenure will last for one year, with the possibility of extension if results are positive," he added.

Iipinge underlined that "we cannot fully understand the causes of failure without first-hand observation".

Guided by Vision 2030, he said the region aims for quality education, improved infrastructure, and a conducive learning environment.

"Collective efforts are essential to achieving these objectives," he noted.