REPUBLIC OF NAMIBIA

KUNENE REGIONAL COUNCIL

DIRECTORATE: EDUCATION, ARTS & CULTURE
DIVISION: PROGRAMMES & QUALITY ASSURANCE
OFFICE OF THE DEPUTY-DIRECTOR
Tel: 09 264 67 331167
Fax: 088649308
Cell: 081 277 2315
Enquiries:

Private Bag 2007

Khorixas
E-mail: swartbooiaibes@yahoo.com

Ms. A.S. !Aibes

0812772315

DD: PQA

3rd August 2016

ORUMANA COMBINED SCHOOL

EPUPA Circuit

TEAM VISIT REPORT (RISE)

Date of visit: 3rd - 4th August 2016

Team Leader: Ms. A.S. !Aibes (DD: PQA)
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TEAM REPORT: RISE VISIT TO ORUMANA CS

1

GENERAL INFORMATION

1.1
1.2
1.3
1.4
1.5
1.6

Code and Name of the School: 7420 Orumana CS

File number: Region and Circuit:
Kunene, Epupa
Circuit Inspector: Mr. L. S. Musilika
Principal: Ms. J. Kahambundu
Date of visit: 3-4 August 2016

THE RISE EVALUATION

2.1 Introductory Remarks

Orumana CS is one of the well-performing JSC Schools in the Kunene Region topping the regional
schools on many occasions. Many of the subject teachers have scored promotion rates of over
80% consistently. The school has a vacancy for a School Principal and managed by the ActingPrincipal since January 2016.
2.2 Team Leader, Evaluators and their Responsibilities
NAME

RANK

RESPONSIBILITY

Mrs. A.S. !Aibes

Deputy-Director:PQA

Key Area 1- Provision of resources

provision of teaching /support staff;
provision of communication services,
buildings, learning support materials,
Hostel & NSFP.
Key Area 5 School Management
Management/Leadership of school and
management of finances

Ms. E.I.Veii

SEO:English Second Language

Mr. R. U. Tjazapi

Acting-SEO:Social Sciences

Key Area 2- Curriculum Attainment

Adherence to national policies, quality
of year plans and schemes of work,
quality of lesson/assessment plans;
achievement of literacy and numeracy
skills, basic competencies,
development of values, attitudes, social
skills and life skills.
Key Area 3 Teaching and Learning
Quality of teaching, suitability to
learners needs, quality of learning
process, quality of assessment and
evaluation
Key Area 7 Links with Regional Office
and other stakeholders
Key Area 2- Curriculum Attainment
Adherence to national policies, quality
of year plans and schemes of work,

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NAME

RANK

Ms. A. !Hoaeb

SEO:Regional School Counsellor

Mr. F. Silas

Human Resource Practitioner

Mr. H. Doeseb

Senior Administrative Officer: Hostels

RESPONSIBILITY

quality of lesson/assessment plans;

achievement of literacy and numeracy
skills, basic competencies,
development of values, attitudes, social
skills and life skills.
Key Area 3 Teaching and Learning
Quality of teaching, suitability to
learners needs, quality of learning
process, quality of assessment and
evaluation
Key Area 6 Links with community
and other schools
Key Area 4- The School as a Social
Unit Morale of the school, effective
use of time, attendance, punctuality,
time on task, values and norms, work
ethics, self-discipline, pastoral care and
guidance
Key Area 7 Links with Regional
Office and other stakeholders
Key Area 1- Provision of resources
provision of teaching /support staff;
provision of communication services,
buildings, learning support materials,
Hostel & NSFP.
Key Area 1- Provision of resources
provision of teaching /support staff;
provision of communication services,
buildings, learning support materials ,
Hostel & NSFP.

2.3 Purpose of the RISE visit

The two-day school visit to Orumana CS on the instruction of the Regional Directors Office covered all
the seven key areas of the National Standards and Performance Indicators. The purpose was to
establish fact on the teaching and learning situation at the school as well as the infrastructural and
human resources challenges faced
3

THE SCHOOL IN ITS CONTEXT

Orumana CS is situated 30 kilometres outside Opuwo, the learners are mainly from the surrounding
villages of Otuvelo, Omitumbirua, Okavare, Omakurutuntu, Ombombo, Ondore and Ourumana Village
as well as outlying villages such as Etanga.
3.1 Nature of catchments area
The school gets learners from the surrounding villages with mainly subsistence rural farming
communities. Although most learners at the school hail from rural settings they are very neatly groomed
and well looked after. The school board and parents are involved in school activities.
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3.2 Statistics
Learners
GRADES Preprimar
y
BOYS
9
GIRLS
13

Gr.
1

Gr.
2

Gr.
3

Gr.
4

Gr.
5

Gr.
6

Gr.
7

Gr.
8

Gr.
9

Gr.
10

TOTAL

20
20

15
15

21
14

16
20

41
35

35
25

39
45

70
59

58
63

39
49

363
358

12
1
3

88

721

19

TOTAL

22

40

30

35

36

76

60

84

129

CLASS
GROUPS

Teachers
PRINCIPAL
TEACHERS
TOTAL

MALE
0
14
14

Non-teaching staff
SECRETARY
CLEANERS
TOTAL

FEMALE
1
10
11

MALE
0
3
3

TOTAL
1
24
25
FEMALE
1
3
4

TOTAL
1
6
7

School Establishment
NAMES

MALE
/FEMALE

GRADE

SUBJECTS

1. Ms. J. Kahambundu (A/P)

SP

Eng GD 7
Soc/st GD7

2.Amoongo T.T.

JS

3.Hepute M.U.

SP

Hist, Geo GD 8
BIS
NSHE GD
Agric
Arts

4.Hungua U.

SP

5.Kakuva L.M.

JP

6.Kasengo R.

JS

Mathematics GD 9& 10
P/Education GD 10

7.Kavari V.C

SP

Otjihereo GD 5-7

8.Kavari V.U

SP

Maths GD 4-5
Home/Ec GD 5-6
Arts GD 4-5

EXPERIENCE

Maths
NHSE
P/Educ
Pre-primary
Class teaching

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QUALIFICATIONS
HEC, Dip.
In Edu,
DEAL
BETD
BETD +
ACE in
Learner
sup
BETD +
ACE in
Maths
BETD +
ACE
In Learner
sup
BETD
+ACE in
Maths
BETD +
ACE In Life
Orientation
BETD

9.Kazombaruru V.

JP

Class teaching GD1

BETD

10.Mumbuu K.

JP

Class teaching GD 3

BETD

11.Muundjua T.

JS

Otjiherero GD 8-10

12.Mupia T.K.

JS

13.Negumbo S.K
14.Ndjiitjike U.V.
15.Nghishongua V.O.

M
F
F

JS
JP
JS

16.Ruhuna M.M.

JP

17. Thom K.

SP

18.Tjaurovandu J.N.

JS

Geography Gd 9 &10
Life Skills Gd 8-10
History GD 9& 10
Class teaching GD 2
Entrepreneurship
8-10
Eng GD 1-3
RME GD1-3
Eng 5-6, L/Skills 5-7
ICT 5-7
L/Science GD 8-10

BETD +
ACE in Life
Orient
BETD

19.Tjijombo U.

JS

20.Tjindjou R.U.

JS

21.Tjiuma U.
22.Tjivikua B.J.K.

M
M

JS
JS

23.Undari J.

SP

24.Kulunga D.

JS

25.Mbeerauina T.

SP

Eng GD 8
Otjih GD 8, P/E GD 9
Eng GD 9 & 10
Agric 8-10
Maths GD 8
P/Science GD 8
Soc/st GD 5-6
E/Agric GD 5-6
P/Educ GD 7
RME 5-6
P/science 9-10
Eng, Soc/st GD 4,
Otjiherero GD 5, L/Sk GD 4, RME
4-7
P/Educ GD 4-7

Hostel Establishment
NAMES

MALE
/FEMALE

POSITION

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BETD
B Ed in
Adult Edu
BETD
BETD
BETD +
ACE in
learner sup
BETD
BETD +
ACSE in
English
BETD
BET
BETD

Dip. in Edu
ACE L/S

3.3 Socio-economic circumstances of learners

Not fully established
3.4 Standard of learners
The general standard of learners is very good to well, the level of spoken English, written activities and
the schools history of promotion at the end of Grade 10 being considered.
3.5 Languages offered at the school
English Second Language & Otjiherero First Language
3.6 Other features of the school
The school buildings (were Grades 4-10 are taught) were erected in 1959, very old and posing serious
challenges and danger for learners, roofs, ceilings, walls need urgent renovations. The school has an
unfurnished computer laboratory, no library or science laboratory. The other buildings where the JP
Phase is (pre-primary- Grade 3) taught are new buildings . The hostel block was erected 1992, recently
fenced off by the school
4.

MAIN FINDINGS AND RECOMMENDATIONS

KEY AREA 1: Provision of resources for school and hostel

Performance indicator 1.1: Provision of human resources

The school is well staffed with 25 teachers in the three phases (JP,SP, JS) and adequate support staff.
Performance indicator 1.2: Provision of physical resources
The school has school buildings and a GRN Hostel. The ablution facilities (toilets) are no-functional and
no running water (tap) on the school premises. There is a telephone line, no fax or internet
communication facilities. There are no science laboratories, no library and one unfurnished computer
laboratory. The school has acute shortages of textbooks as learners are sharing or having none in the
SP and JS Phases. Consumables were delivered on time by Regional Office
Performance indicator 1.3: Provision of finance
The school has adequate funding from GRN (Primary Education Grant & Senior Education Grant) as
well as from hostel development fund and hostel fees.
The fundraising from school includes parents contributions such as.

Performance indicator 1.4: Provision of resources for hostel

Team Report
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Mr H. Doeseb acknowledged the clean and neat environment, staffed with appropriate staff; however
there are some shortages, 16 supervisors with 14 of them teachers and two institutional staff1x Chief
Hostel Matron
6 x Matrons
4x Institutional staff
.. The importance of teachers to assist learners with tasks and studies was stressed. Floors of
dormitories fine but the toilet floors workmanship, ceiling of girls block fine, at the boys side it poses a
health risk, broken beds as if they are vandalised possible repairs to strengthen
Geysers out of order- non-functional
Kitchen
From the 6 oil jacket pots only one functional; staff to start shift at 2:00 to prepare food daily
Small freezer only
Cooler or freezer room but not accessible; unsecure ; burglar bars needed
Kitchen utensils are home-made (the big spoons etc)
Food nicely covered
Shortages of serving spoons
Hostel Development Fund and containers money to supplement the utensils
Hostel Management: the books used (issuing and receiving vouchers, pro-forma nicely covered and
completed)
Daily registers completed properly
Condition of hostel moderate, two major cracks in walls, doors not lockable, few broken windows
KEY AREA 1:
STRENGHTS
The school has most syllabuses and
Subject Policies.
Schemes of Work exist.
Learners participate in a wide range of
activities sport and cultural activities.
Majority of learners are making
progress in the acquisition of positive
values and attitudes.
In general learners behaviour is good.

AREAS FOR IMPROVEMENT

Obtain outstanding policies.
Develop Internal Policies
Establish a continuous monitoring system
Plan and establish a Learning Support Programme
Ensure that all teachers prepare daily/weekly lesson
preparations with all the necessary components.
Lesson plans should include a variety of teaching strategies,
assessment, homework and provisions for learners with
special needs.
Ensure functional literacy, numeracy and life skills.

Recommendations:
The ablution blocks of boys and girls to be attended to for improved hygiene and safety of learners.
(school)
Matrasses (709) urgently needed
Cooler room and freezer room to be aactivated
Roof and ceilings at boys blocks to be fixed
Fire extinguishers on boys side be fixed
Hose pipes
Repair of geysers
Bulbs to be fixed in all the rooms (boys) supervised properly
Electrical wires and plugs broken (live wires)
Management to arrange activities to disseminate information on HIV/AIDS issues and its impact for
hostel boarders
Staff shortages and norms for laundry workers, lead cleaners
Fix (service) the oil jacket pots urgently as workers labour is exploited
The sick-bay to be activated on both sides of the boys and girls
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A burner for girls block toilets not to block the sewage system
Meetings held to look at the shifts
Protective clothing and orders; well-ordered
NSFP
Storage not conducive and needs to be in an air-ventilated space; together with consumable items and
be stored at hostel rather
Maize blend not cook on Monday; cook absent, fire-wood brought along by cook.rather day scholars
to bring a stick at least once a week
Recycling of maize bags advised to be considered
On-site training on completion of School level report, food order
Focal teacher doing a great job
5.2

KEY AREA 2: Curriculum and attainment

KEY AREA 2:
STRENGHTS
Syllabi
Schemes of Work available but not
practical

AREAS FOR IMPROVEMENT

Recommendations:
Obtain a copy of the National Curriculum for Basic Education from NIED.
Ensure each teacher has access to the curriculum and are committed to implement what is relevant.
Ensure ALL the aspects of the curriculum are implemented in the school and the time-table.
Acquire from NIED the following and provide to teachers:
The latest available teachers manuals;
The document Towards improving Continuous Assessment in schools.
DNEA Circular 37/2001: Guidelines for teachers on setting and marking assessments.
Use this information acquired from NIED and:
Develop an internal subject policy for every subject / phase (use the Guidelines received
from PQA);
Develop practical year plans for every promotional and non-promotional subject;
Develop an internal assessment plan for the school (use the syllabi, Towards improvement
of CA and Guidelines on setting and marking of assessments).
Establish a continuous monitoring system in the school.
Plan and establish a compensatory teaching programme for the school.
Establish Operational files
Establish written lesson preparation by all teachers:
Establish daily / weekly written lesson preparation as a compulsory activity for ALL teachers. Ensure
prepared lessons include at least the following:
Monitor daily / weekly lesson preparation by teachers at least once a week (continuous monitoring system).

5.3

KEY AREA 3: The teaching and learning process No rating -----

KEY AREA 3:

STRENGHTS

AREAS FOR IMPROVEMENT

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Recommendations:
Team Members
5.4

KEY AREA 4: The school as a social unit

KEY AREA 4:

STRENGHTS

Proud to be associated with school

General discipline

AREAS FOR IMPROVEMENT

Learners views not sought when decisions are made
Some teachers not committed
Learners and teachers not on time
Ill-discipline
No teaching of non-promotional subject at the school
No reward system in place to motivate the learners
Knowledge of background of learners not requested
Learners in need of support for learners to support in
identificattion

Recommendations:
Team members
5.5
KEY AREA 5: Management and Leadership of school and hostel
The school has a School Board, Management, Teaching and Institutional Staff taking charge of the
affairs of the school
* Subject allocation
Teaching load: 100% teachers; 75% HODs
Space for sick bay at Girls Block--- Furniture
Performance indicator 5.1: Policy, planning and implementation
The goals, objectives and policies are in place and implemented.
Performance indicator 5.2: Curriculum and attainment
There is a need for continuous provision of the relevant information, policies and guidelines to teachers
Effectiveness of timetabling was observed, as the three phases are clearly demarcated and controlled
by the Phase-Head. The school offers a good choice of subjects in line with the National Curriculum
Performance indicator 5.3: Administration
Lines of delegation and responsibility
Storage and retrieval of information
Compliance with Government requirements
Management of absenteeism
Performance indicator 5.4: Leadership
Professional competence, commitment and perceived quality
Ability to direct, inspire and motivate
Inter-personal relationships and teamwork
Performance indicator 5.5: Management of staff
Precise definition of the schools staffing needs
Optimum allocation of staff to duties
Definition of the duties of all staff
Ensuring compliance
Monitoring of performance and identification of their needs
Staff development
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 Grievance procedure
Performance indicator 5.6: Management of physical resources
Utilisation of resources
Maintenance
Inventory control
Management of resources for teaching and learning
Performance indicator 5.7: Management of finance
Utilisation of funds received
School Board involvement
Budgeting and accounting
KEY AREA 5:

STRENGHTS

AREAS FOR IMPROVEMENT

Recommendations: The Inspector of Education to guide school and School Management as there is
a need for proper induction of Acting-Principal and Heads of Department on strengthening the
monitoring and control at the school.
5.6

KEY AREA 6: Links with parents and the community

KEY AREA 6:

STRENGHTS

AREAS FOR IMPROVEMENT

Parent-teacher meetings to be encouraged
Noted an existing and functional School Board not yet trained
School Board
Feedback to parents be encouraged, to assist learners
Involved
Communication
with
parents
happening
Behavioural discussion with parents
Parent meetings
Recommendations:
5.7
KEY AREA 7: Links with other schools and the region
KEY AREA 7:
STRENGHTS
AREAS FOR IMPROVEMENT
Belong to a Cluster
Organogram
Attend and active in cluster activities
Cluster plan
Quality of communication from and to RO. KRC and other
schools be improved
Recommendations:
6.

CONCLUSION

A feedback session was done with School Management, School Board and the teaching and
institutional staff. A follow-up visit by the Inspector of Education and the Deputy: Director to be
conducted with Building and Maintenance & Hostels Divisions to attend to urgent recommendations.
Ms. Alwina S. !Aibes

4th August 2016

10 | E n s u r i n g t h a t e v e r y l e a r n e r h a s a c c e s s t o q u a l i t y e d u c a t i o n

TEAM LEADER

DATE

Comments:..

ACTING- REGIONAL DIRECTOR: KUNENE REGIONAL COUNCIL

11 | E n s u r i n g t h a t e v e r y l e a r n e r h a s a c c e s s t o q u a l i t y e d u c a t i o n