The paradox of public education in Namibia: Rising costs despite the promise of free education
Education as a fundamental right for Namibian children is enshrined in the Constitution of our Republic, with free education at the primary level guaranteed under subsection 2 of Article 20.
And yet Namibian parents are burdened by expensive school activities every month, including school fees, despite government having introduced a policy on free education. Shortly after its independence, the Namibian government began an incredible adventure to provide free education for its inhabitants, beginning at the pre-primary level in 2013 and at the secondary level in 2016; this also applied to visitors, as it is known that Namibia is home to a significant number of foreigners. Article 20(1) of the Namibian Constitution declares that “all persons shall have the right to education”.
This section of our supreme law certifies that education is, in fact, a fundamental right. As a result, the Namibian government adopted policies that place a high priority on ensuring that all people have access to high-quality education. Thus, reducing financial stress on families and ensuring equal access to high-quality education were the two objectives of Namibia's transition to free education. However, despite the promise of accessibility and affordability, a paradoxical scenario has emerged as the costs of public education continue to climb inexorably, surpassing the expenses incurred prior to the implementation of free education. This article critically examines the paradox of free education in Namibia.
Despite being free by design, education in Namibia has sadly turned into a costly venture for many families due to a variety of factors. These include hidden expenses, inadequate government funding, challenges in the admission process, and socio-economic disparities. Unlike our parents' generation, who did not face the same financial burden, the rising costs of education have become a foremost challenge and a severe quandary for many parents today.
The government's commitment to free education is commendable, but limited financial resources and budgetary constraints have made it difficult to provide sufficient funding for schools. Schools, consequently, suffer from inadequate infrastructure, an increased dropout rate, a lack of learning materials, insufficient support services, and the absence of pre-primary development, forcing families to pick up the tab on their own. This echoes the words of the late Abraham Iyambo, former minister of education, who succinctly defined the state of Namibia's educational system as "crippled" and cited the aforementioned causes. Thus, insufficient government funding disintegrates, pulverises and erodes the notion of free education.
Despite the elimination, or rather the abolition, of tuition fees, Namibian families still frequently incur additional costs for their children's education. Costs associated with extracurricular activities, textbooks, educational materials and uniforms for students are among them, not to mention school-initiated initiatives such as learners and/or student excursions, which demand extra sums of money from parents. Particularly for those with low incomes, these unanticipated expenses create considerable financial adversity or strain for families, evidently contradicting the notion of free education. Thus, there is an illusion of free education.
Cycle of ‘false hope’
In Namibia, the procedure for securing a student's placement in a government school has evolved into an unfair and onerous experience for parents. Even if their child cannot be placed at a certain school, parents are required and obliged to purchase admission forms, yet the government policy is that no admission forms should be sold. The requirement to purchase admission forms with the implicit hope of securing placement is a disheartening practice that exploits parents' aspirations. Advising parents to collect forms from multiple schools further compounds the financial burden. However, this practice could be fair if schools distributed forms for free to the number of students they could accommodate, ensuring transparency and reducing false expectations. The current system perpetuates a cycle of false hope and financial hardship for families.
The distressing reality of spending nights in queues to acquire admission forms cannot be overlooked. It is unacceptable that parents, like my colleagues and family members, have had to endure sleepless nights in the pursuit of education for their children. The emotional impact of such an experience is significant, causing anxiety, stress, and disappointment. Parents should not be subjected to such emotional strain while seeking educational opportunities for their children. A free Namibia deserves better, and certainly the educational planners must do better to ensure admission forms are distributed in a manner that is less chaotic. Perhaps one must consider distributing such forms from regional offices of the education ministry, sending copies to various schools around the country at appropriate times of the year.
The exorbitant costs associated with public education placement force families to consider private schools as an alternative. However, this option is only viable for those who can afford it, exacerbating socio-economic disparities. Less privileged families are left with limited choices, as the financial burden of education places them in a position where sacrifices must be made. The resulting consequences compromise their overall well-being and perpetuate the cycle of inequality.
To remedy this situation, the government and education authorities must take proactive measures to eliminate costs, improve the placement process, and provide necessary support to underprivileged families. By doing so, Namibia can move closer to achieving a truly equitable and inclusive education system that is free.
Socio-economic inequalities at play
Namibia also experiences socio-economic inequalities, like many other nations, where families from underprivileged backgrounds struggle to cover the costs of education. The cycle of inequality is sustained by the inability to pay for additional educational costs, depriving all students of equal opportunity. Simply put, parents who are better off financially would pay for extra classes available at schools and in communities, but what about those from less privileged families? They are left to suffer the consequences of not being able to subsidise the gap left by government funding.
Prior to the introduction of free education, one could not distinguish between students from wealthy backgrounds and those from less wealthy backgrounds because government provided them with similar educational materials. The only burden on parents was the provision of school uniforms, whereas today, in the period of free education, parents are obliged to supply educational materials for their children, and this is a requirement for all students.
Parents are burdened with borrowed costs related to education. Due to the fact that no parent wants their child to feel uncomfortable in front of the entire class, parents are left with little choice but to borrow or beg. Most parents cannot afford the regular list that government schools provide, which can total N$900. In the early years of our schooling, when it wasn't free, we just had to pay around N$50 per semester. In a nutshell, government supplied people with books, pens, rulers and other educational supplies. The social inequities already present are made worse by the inability to pay for educational fees. A cycle of poverty and constrained opportunity is sustained due to the disproportionate impact on learners from underprivileged backgrounds.
Let me conclude by saying: the rising costs associated with public education in Namibia are real and unmanageable for many parents, despite the promise of a free education policy, and this may be viewed as a critical paradox. While the government's intention to ensure equal access to education is commendable, the reality and hidden costs faced by families from disadvantaged backgrounds cannot be ignored. The burden of providing learning materials places an unjustifiable financial strain on parents, perpetuating inequalities in the Namibian communities further and denying equal opportunities to the most vulnerable students.
To address this paradox, comprehensive reforms are necessary. The government must not only provide free education but also ensure that the necessary learning materials, direct and indirect, are accessible to all students, regardless of their socio-economic backgrounds. Moreover, adequate financial support and assistance programmes should be established to alleviate the burden on disadvantaged families. Additionally, efforts should be made to improve the quality of education, as access alone does not guarantee equal opportunities for all Namibian children.
* Shangeelao Taukondjele is an MBA student at the University of Namibia.
And yet Namibian parents are burdened by expensive school activities every month, including school fees, despite government having introduced a policy on free education. Shortly after its independence, the Namibian government began an incredible adventure to provide free education for its inhabitants, beginning at the pre-primary level in 2013 and at the secondary level in 2016; this also applied to visitors, as it is known that Namibia is home to a significant number of foreigners. Article 20(1) of the Namibian Constitution declares that “all persons shall have the right to education”.
This section of our supreme law certifies that education is, in fact, a fundamental right. As a result, the Namibian government adopted policies that place a high priority on ensuring that all people have access to high-quality education. Thus, reducing financial stress on families and ensuring equal access to high-quality education were the two objectives of Namibia's transition to free education. However, despite the promise of accessibility and affordability, a paradoxical scenario has emerged as the costs of public education continue to climb inexorably, surpassing the expenses incurred prior to the implementation of free education. This article critically examines the paradox of free education in Namibia.
Despite being free by design, education in Namibia has sadly turned into a costly venture for many families due to a variety of factors. These include hidden expenses, inadequate government funding, challenges in the admission process, and socio-economic disparities. Unlike our parents' generation, who did not face the same financial burden, the rising costs of education have become a foremost challenge and a severe quandary for many parents today.
The government's commitment to free education is commendable, but limited financial resources and budgetary constraints have made it difficult to provide sufficient funding for schools. Schools, consequently, suffer from inadequate infrastructure, an increased dropout rate, a lack of learning materials, insufficient support services, and the absence of pre-primary development, forcing families to pick up the tab on their own. This echoes the words of the late Abraham Iyambo, former minister of education, who succinctly defined the state of Namibia's educational system as "crippled" and cited the aforementioned causes. Thus, insufficient government funding disintegrates, pulverises and erodes the notion of free education.
Despite the elimination, or rather the abolition, of tuition fees, Namibian families still frequently incur additional costs for their children's education. Costs associated with extracurricular activities, textbooks, educational materials and uniforms for students are among them, not to mention school-initiated initiatives such as learners and/or student excursions, which demand extra sums of money from parents. Particularly for those with low incomes, these unanticipated expenses create considerable financial adversity or strain for families, evidently contradicting the notion of free education. Thus, there is an illusion of free education.
Cycle of ‘false hope’
In Namibia, the procedure for securing a student's placement in a government school has evolved into an unfair and onerous experience for parents. Even if their child cannot be placed at a certain school, parents are required and obliged to purchase admission forms, yet the government policy is that no admission forms should be sold. The requirement to purchase admission forms with the implicit hope of securing placement is a disheartening practice that exploits parents' aspirations. Advising parents to collect forms from multiple schools further compounds the financial burden. However, this practice could be fair if schools distributed forms for free to the number of students they could accommodate, ensuring transparency and reducing false expectations. The current system perpetuates a cycle of false hope and financial hardship for families.
The distressing reality of spending nights in queues to acquire admission forms cannot be overlooked. It is unacceptable that parents, like my colleagues and family members, have had to endure sleepless nights in the pursuit of education for their children. The emotional impact of such an experience is significant, causing anxiety, stress, and disappointment. Parents should not be subjected to such emotional strain while seeking educational opportunities for their children. A free Namibia deserves better, and certainly the educational planners must do better to ensure admission forms are distributed in a manner that is less chaotic. Perhaps one must consider distributing such forms from regional offices of the education ministry, sending copies to various schools around the country at appropriate times of the year.
The exorbitant costs associated with public education placement force families to consider private schools as an alternative. However, this option is only viable for those who can afford it, exacerbating socio-economic disparities. Less privileged families are left with limited choices, as the financial burden of education places them in a position where sacrifices must be made. The resulting consequences compromise their overall well-being and perpetuate the cycle of inequality.
To remedy this situation, the government and education authorities must take proactive measures to eliminate costs, improve the placement process, and provide necessary support to underprivileged families. By doing so, Namibia can move closer to achieving a truly equitable and inclusive education system that is free.
Socio-economic inequalities at play
Namibia also experiences socio-economic inequalities, like many other nations, where families from underprivileged backgrounds struggle to cover the costs of education. The cycle of inequality is sustained by the inability to pay for additional educational costs, depriving all students of equal opportunity. Simply put, parents who are better off financially would pay for extra classes available at schools and in communities, but what about those from less privileged families? They are left to suffer the consequences of not being able to subsidise the gap left by government funding.
Prior to the introduction of free education, one could not distinguish between students from wealthy backgrounds and those from less wealthy backgrounds because government provided them with similar educational materials. The only burden on parents was the provision of school uniforms, whereas today, in the period of free education, parents are obliged to supply educational materials for their children, and this is a requirement for all students.
Parents are burdened with borrowed costs related to education. Due to the fact that no parent wants their child to feel uncomfortable in front of the entire class, parents are left with little choice but to borrow or beg. Most parents cannot afford the regular list that government schools provide, which can total N$900. In the early years of our schooling, when it wasn't free, we just had to pay around N$50 per semester. In a nutshell, government supplied people with books, pens, rulers and other educational supplies. The social inequities already present are made worse by the inability to pay for educational fees. A cycle of poverty and constrained opportunity is sustained due to the disproportionate impact on learners from underprivileged backgrounds.
Let me conclude by saying: the rising costs associated with public education in Namibia are real and unmanageable for many parents, despite the promise of a free education policy, and this may be viewed as a critical paradox. While the government's intention to ensure equal access to education is commendable, the reality and hidden costs faced by families from disadvantaged backgrounds cannot be ignored. The burden of providing learning materials places an unjustifiable financial strain on parents, perpetuating inequalities in the Namibian communities further and denying equal opportunities to the most vulnerable students.
To address this paradox, comprehensive reforms are necessary. The government must not only provide free education but also ensure that the necessary learning materials, direct and indirect, are accessible to all students, regardless of their socio-economic backgrounds. Moreover, adequate financial support and assistance programmes should be established to alleviate the burden on disadvantaged families. Additionally, efforts should be made to improve the quality of education, as access alone does not guarantee equal opportunities for all Namibian children.
* Shangeelao Taukondjele is an MBA student at the University of Namibia.
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