RURAL COMMUNITIES, PRESCHOOL AND PARENT INVOLVEMENT IN NAMIBIA

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PROVISION OF BASIC EDUCATION IN NAMIBIA SINCE 1990

Wesley and Snyder (1991:7) show that when Namibia achieved independence in 1990, educational provision was polarised. Thus, on the one end of the pole there were former white schools with superior educational facilities while on the other end, there were former black schools with inferior and inadequate facilities. In this regard, independent Namibia inherited an education system which is highly fragmented and designed on the basis of race and ethnicity (MEC 1990:3). Further, in 1990, the provision of basic education was still being administered by eleven ethnic directorates, with the white ethnic directorate having the advantages over the black ethnic directorates in terms of funding, facilities and qualified staff members (Wesley & Snyder 1991 :5; White-Kaba 1996:14). This meant that the provision of education remained unequal and that many black Namibians were denied formal educatio.

EARLY CHILDHOOD EDUCATION IN NAMIBIA SINCE 1990

The provision of early childhood education in Namibia is historically a social responsibility (MEC 1993d:70; GRN 1996: 10). In this respect, community involvement in early childhood provision has been the foundation of most such endeavours. Thus, the National Early Childhood Development Policy (GRN 1996: 10) shows that Christian missionaries took the first initiative in providing education programmes to the young people ofN amibia. Such education programmes were in the form of kindergartens (preschools) for children between the ages of three and six years. These programmes provided educational experience within the context of centre-based programmes (GRN 1996:10). The missionary churches such as the Lutheran Church, Catholic Church, and the Anglican Church are some of the older private institutions in Namibia which provided early childhood education well before 1990, and have continued doing so after independence (GRN 1996:11

MINISTERIAL POLICY ON PARENT INVOLVEMENT IN EDUCATION

In the light of the expanding educational needs, and the need to achieve the educational goals, the Ministry of Basic Education and Culture in Namibia is constantly issuing directives which spell out ministerial policy on parent involvement in education, and the rationale for having parent involvement entrenched in the Namibian education system. At present the policy emphasises that the relationship between the home and school should be based on an equal partnership (MEC 1993d:l 79; MEC 1995). In terms of parental role in the education of their child, Circular no. 001/016/095 of the Ministry of Basic Education and Culture stresses that parents should encourage children to attend school; show interest in their child’s achievement and progress; provide in the basic needs of their children, and take part in the election of school boards. Parents should also become involved in the general management of the school, and act as partners of teachers in particular, and the government in general in all aspects of education provisi

THE SITUATION OF YOUNG CHILDREN IN NAMIBIA

Many people around the globe face similar daunting problems such as poverty, hunger, unemployment, poor health and inadequate educational opportunity (Otaala et al 1999: 104). Thus, the situation of the young children in Namibia is impacted on by the socio-economic condition of their parents. N ghiitwika and N owaseb ( 1994: 8) show that almost half ( 4 7%) of Namibian households live in poverty, and 34 percent are ranked as poor while 13 percent are classified as very poor. In rural households close to 60 percent can be classified as poor, while in urban areas only 22 percent of households are poo

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EARLY CHILDHOOD DEVELOPMENT PROGRAMMES IN NAMIBIA

In terms of the National Early Childhood Development Policy (GRN 1996:22), programmes for young children can take a variety of forms. Moreover, such programmes can include parent education programmes which are offered individually to parents through home visits, or in the form of parents’ groups. This is in line with global trend regarding early childhood provision (Berger 2000:281 ). Thus, early childhood programmes can take place in centres for children (centre-based) or in parental homes (home-based). Further, early childhood programmes are aimed at both the parents and their children. In accordance to GRN (1996:22), ECD programmes refer to all educational interventions with young children and their fami.

The role of the churches and non-governmental organisations in ECD

As indicated above, the Namibian churches have historically been involved in early childhood provision (GRN 1996:10,11,52-53). Thus, churches such as the Lutheran Church, Catholic Church and Anglican Church were involved in ECD programmes prior to independence. These local churches provided formal programmes, generally referred to as preschool programmes, for children of three to six years of age. The involvement of churches in early childhood provision continued after Namibia achieved independence in 1990 (MRLGH 1996b:9

TABLE OF CONTENTS :

CHAPTERl BACKGROUND, PROBLEM FORMULATION AND AIMS
- 1.1 INTRODUCTION
- 1.2 PARENT INVOLVEMENT IN EDUCATION
- 1.3 RURAL COMMUNITIES, PRESCHOOL AND PARENT INVOLVEMENT IN NAMIBIA
  - 1.3.1 Contemporary rural communities
  - 1.3.2 Rural communities in the Kavango region
  - 1.3.3 Preschool education in rural Namibia
- 1.4 CLARIFICATION OF TERMS
  - 1.4.1 Parent
  - 1.4.2 Rural Namibia
  - 1.4.3 Preschool
- 1.5 PROBLEM FORMULATION
- 1.6 AIMS OF RESEARCH
- 1. 7 RESEARCH METHODOLOGY
- 1.8 THE USE OF A QUALITATIVE APPROACH
- 1.9 LIMITATION OF THE STUDY
- 1.10 THE SIGNIFICANCE OF THE STUD
CHAPTER2 PARENT INVOLVEMENT IN PRESCHOOL EDUCATION
- 2.1 INTRODUCTION
- 2.2 PARENT INVOLVEMENT IN PRESCHOOL EDUCATION
- 2.3 PARENT INVOLVEMENT IN PRESCHOOLS IN RURAL AREAS
- 2.4 IMPROVING PARENT INVOLVEMENT IN RURAL PRESCHOOLS
- 2.5 APPROACHES TO PARENT INVOLVEMENT PROGRAMMES
  - 2.5.1 Home-based parent involvement programmes
CHAPTER3 EARLY CHILDHOOD EDUCATION PROVISION IN NAMIBIA
- 3.1 INTRODUCTION
- 3.2 PROVISION OF BASIC EDUCATION IN NAMIBIA SINCE
- 3.3 EARLY CHILDHOOD EDUCATION IN NAMIBIA SINCE
- 3.4 MINISTERIAL POLICY ON PARENT INVOLVEMENT IN EDUCATION
- 3.5 THE SITUATION OF YOUNG CHILDREN IN NAMIBIA
- 3.6 EARLY CHILDHOOD DEVELOPMENT PROGRAMMES IN NAMIBIA
  - 3.6.1 Centre-based ECD programmes
  - 3.6.2 Home-based ECD programmes
  - 3.6.3 The role of the churches and non-governmental organisations in ECD
  - 3.6.4 The role of parents in the provision of ECD programmes
  - 3.6.5 Role of the government in the provision of ECD programmes
- 3. 7 GOVERNMENTAL RESEARCH ON ECD PROVISION IN NAMIBI
CHAPTER4 RESEARCH METHODOLOGY
- 4.1 INTRODUCTION
- 4.2 QUALITATIVE RESEARCH
  - 4.2.1 The choice of qualitative research for this study
    - 4.2.1.1 The researcher works in natural settings and tries to understand people from their own frame of reference
    - 4.2.1.2 The researcher is the key instrument
    - 4.2.1.3 Qualitative research is hypothesis-generating and descriptive
    - 4.2.1.4 Qualitative research is concerned with process rather than outcomes
    - 4.2.1.5 Small samples are used
    - 4.2.1.6 Qualitative research aims to extend understanding within the context of a particular situation
    - 4.2.1.7 Studies may be designed and redesigned
  - 4.3 DATA COLLECTION STRATEGIES FOR THIS RESEARCH
  - 4.3.1 Observation
  - 4.3.2 Interview
CHAPTERS PRESENTATION AND DISCUSSION OF KEY THEMES
CHAPTER6 OVERVIEW OF THE INVESTIGATION AND GUIDELINES ON IMPROVING PARENT INVOLVEMENT IN RURAL COMMUNITIE