Namibia PDNA 2009 - GFDRR

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The 2008 EFA Global Monitoring Report notes that the Gross Enrolment Ratio (GER) in pre-primary education has improved substantially since 1999, Namibia being a country with previously low or moderate level of participation. Literacy The 2008 MDG Progress Report also indicated that the literacy rate (93 percent) has not seen much progress, and it is unlikely that the target of 100 percent will be reached by 2012. Furthermore, based on the Southern and Eastern African Consortium for Monitoring Education Quality (SACMEQ) reports, the general competence level of learners in Namibia is low as compared to other southern and eastern African countries. As a result, both NDP3 and ETSIP are targeting for pro-poor expansion of secondary education and increased enrolments. NDP3 is especially committed to improving the NER for primary education to 99.1 percent and for secondary education to 65.4 percent by 2012. Table 79: Number of schools in the affected Regions Education Region School level and number of children enrolled Primary Combined Secondary Total Schools Children Schools Children Schools Children Schools Children Caprivi 47 18,620 38 12 8,154 97 26,774 Kavango 266 54,891 52 12 14,815 330 69,706 Ohangwena 127 23,740 90 18 23,740 235 47,480 Omusati 147 60,731 98 24 25,837 269 86,568 Oshana 66 33,164 50 16 18,410 132 51,574 Oshikoto 121 39,617 52 15 16,845 188 56,462 Total 774 230,763 380 97 107,801 1,251 338,564 The NDP3 is a five-year strategic plan for the entire nation, aimed at making progress towards achieving the national long-term development goals. Within the framework of NDP3, the education sector is tasked to provide an increased supply of middle to high level skilled labour to meet market ands over the next five years. Orphans and vulnerable children Even though the Education Sector Policy for orphans and vulnerable children is in place, there are only 1,070 handicapped children registered in Namibian schools. An estimated 27,000 of the handicapped children are still out of school. Furthermore, children of the most marginalized group of the Namibian communities, the San, are still out of school (ETSIP Technical Discussions, May 28, 2009). Education for sustainable development For Namibia, education for sustainable development (ESD) is key to a comprehensive education sector response to natural disasters. Sustainable development is understood as development that meets the needs of the present without compromising the ability of future generations to meet their own needs. An integrated approach to disaster risk reduction should include capacity building activities for Education Officers and Government officials on disaster preparedness, prevention and mitigation in order to avoid and/ or reduce the negative effects of future disaster situations. Education financing The Government has invested in the education sector over many years, and about 25 percent of the national budget is allocated to education in 2008/2009 and 21 percent for 2009/2010 financial year. For the 2008/2009 financial year, 50 percent of the education budget was allocated to pre-primary and primary education. The 2008 MDG Progress Report notes that this investment has led to higher accessibility of schools and better facilities even though teachers’ salaries absorb most of the funds. 103
Table 80: Budget for 2008/2009 and 2009/2010 Budgeted amounts (N$ million) 2008/2009 2009/2010 Operational budget 4,514,601 4,904.310 Development budget 172,960 313,761 Contribution from development partners 95,200 156,800 Total 4,782,761 5,374,871 (Source: ETSIP Technical Discussion, May 28, 2009) Table 81: Programme allocation for 2008/2009 and 2009/2010 Programme Financial Year (N$ million) 2008/2009 2009/2010 General Education (Grades 1 – 12) 3,756,432 4,112,555 Adult Education and Lifelong Learning 138,425 158,029 Vocational Education and Training 134,027 164,746 Knowledge and Innovation 11,186 11,054 Tertiary Education and Training 736,251 923,087 HIV and AIDS 6,440 5,400 Pre-primary/ECD 2,000 Capacity Building 1,000 Total 4,782,761 5,377,871 Table 82: Government expenditure 2008/2009 by February 28, 2009 Sub-programme 2008/2009 Budget (N$ million) Expenditure (N$ million) Percentage disbursed General education 125,316 102,969 82 ICT in education and training 25,087 24,952 99 Adult education and lifelong learning 8,960 5,836 65 Vocational education and training 17,919 8,305 46 Knowledge and innovation 1,356 409 10 Tertiary education and training 7,168 1,963 27 HIV and AIDS 3,584 3,449 96 Pre-primary 1,792 1,792 100 Early childhood development 1,792 410 23 Capacity building 1,790 298 16 Total 195,200 150,153 77 Despite the investment in education, the numbers of learners dropping out of school and the repetition rates are causes for concern. In 2000, more than 54 percent of learners had repeated a grade, and in 2006 about 10,000 learners dropped out of school. The main reasons for dropping out of school were cited as pregnancy, demands from parents, and distance to school, a situation which is exacerbated by flooding. Large proportions of schools do not have toilets, water, telephones or electricity. The Ministry of Education has put in place a policy to reduce the overcrowding of classrooms, replace “traditional” structures, and to provide sanitary facilities and the basic services at all schools. Parental involvement in the education of their children At this stage parental involvement in the education of their children, especially children with special needs, is minimal. Even though there are policies stipulating that each school should have a school board, whose membership is drawn from its immediate community, in the affected Regions not all schools managed to establish functional school boards. Government 104 Namibia POST-DISASTER NEEDS ASSESSMENT
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POST-DISASTER NEEDS ASSESSMENT FLOO
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Foreword In March of 2009, torrenti
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Table of Contents Foreword ii Ackno
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Table 51 Indication of losses incur
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List of Abbreviations AIDS Acquired
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Executive Summary In March 2009, fl
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The recommendations for recovery an
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Strengthened Community Awareness Co
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1.1 The 2009 Floods Omusati Oshana
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In addition, the President called u
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prolonged dry spells and droughts),
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2.1 Methodology In the aftermath of
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Figure 10: Distribution of damage (
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The average value of damage in the
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3.1 Sector Impacts: Infrastructure
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Rail and Air Transport There was no
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3.2 3.2.1 Sector Impacts: Productiv
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Needs/Timeline Table 16: Summary of
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worst, some in Oshikoto, Kavango an
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Private sector reconstruction using
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not have to provide food to learner
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Needs The needs of the environment
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4.1 Macro-economic Impact This sect
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Impact on the balance of payment Th
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4.2 Impact on Income and livelihood
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HIV/AIDS The floods caused consider
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5.1 Introduction The most likely sc
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Box: 2: Early Recovery: Guiding pri
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Housing, shelter and settlements Th
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5.4 Recommendations on when to move
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6.1 Recovery and Reconstruction Str
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Figure 36: Long-term reconstruction
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6.5 The way forward The medium and
Page 67 and 68: 7.1 Situation during the Disaster T
Page 69 and 70: of 2-6oC by end of the century, a l
Page 71 and 72: could involve flags, megaphones or
Page 73 and 74: 7.3 On-going interventions While th
Page 75 and 76: Annex 1 Water Supply and Sanitation
Page 77 and 78: access. It was observed that if the
Page 79 and 80: water. Similarly, access roads from
Page 81 and 82: Table 44: Roads proposed for improv
Page 83 and 84: Annex 3 Energy Pre-disaster Situati
Page 85 and 86: Table 50: Losses incurred due to 20
Page 87 and 88: Annex 4 Agriculture, Livestock and
Page 89 and 90: System (NEWFIS), reported concerns
Page 91 and 92: and affect both urban and rural vul
Page 93 and 94: In 1998, the Government launched a
Page 95 and 96: Annex 5 Industry and Commerce Pre-d
Page 97 and 98: In Namibia, small businesses can be
Page 99 and 100: Needs In light of the vulnerability
Page 101 and 102: Table 66: Total damages and lost re
Page 103 and 104: Governance Issues Namibia is one of
Page 105 and 106: constructed elevated roads increase
Page 107 and 108: epresents 31 percent. In comparison
Page 109 and 110: Table 73: Early and medium and long
Page 111 and 112: and reproductive health. This was f
Page 113 and 114: Provision of safe water was done by
Page 115 and 116: Intensive capacity-building activit
Page 117: The Table below indicates the numbe
Page 121 and 122: The total damages and losses are su
Page 123 and 124: displacement and often impact girls
Page 125 and 126: Needs The education sector response
Page 127 and 128: The major long-term environmental c
Page 129 and 130: paltry in comparison to ongoing thr
Page 131 and 132: Table 90: Environment sector needs
Page 133 and 134: Annex 11 Food Security Pre-disaster
Page 135 and 136: mahangu and maize meal must be mutu
Page 137 and 138: Figure 42: Maize Meal Prices in Urb
Page 139 and 140: The total amount of food commoditie
Page 141 and 142: Food distributions • To strengthe
Page 143 and 144: Annex 12 GIS Mapping Background One
Page 145 and 146: spectrum (and roughly comparable to
Page 147 and 148: Useful web links and References For
Page 149 and 150: Activities Key Outputs Time Frame R
Page 151: Activities Key Outputs Time Frame R
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