Democracy and Education in Namibia and Beyond

Description

Democracy and Education in Namibia and beyond debates the education–democracy nexus in Namibia and the southern African context. It defines and explores the meaning of democracy and related concepts. It also looks at what democracy means in the context of human rights and access to education. The ten chapters in this collection interrogate the strengths and limitations of education as an instrument of social change and question whether or not the Namibian educational objectives and practices do develop and help to sustain a democratic culture in Namibia. The authors in the collection have drawn material from their own teaching and research experience across the fields of education and social science in Namibia and beyond, and present their findings in a pedagogical framework suitable as a challenging text for tertiary students. At a time when education is in crisis, especially in South Africa where strident calls for free tertiary education and Africanisation of the curriculum are spreading like wildfire, this book gives scholarly insight into the history and social conditions that gave rise to our current predicament.

Sujets

• Éducation
• Education

Informations

• Publié par: University of Namibia Press
• Date de parution: 19 juillet 2017
• Nombre de lectures: 2
• EAN13: 9789991642321
• Langue: English
• Poids de l'ouvrage: 5 Mo

Extrait

Democracy and Education in Namibia and Beyond A critical appraisal

EditEd By Elizabeth Magano Amukugo

University of Namibia Press www.unam.edu.na/unam-press [e-mail] Private Bag 13301 Windoek Namibia

© ‘Introduction: Exploring democracy, education and social justice’, Elizabet Magano Amukugo, 2017 © Individual capters, stated autors, 2017

All rigts reserved. No part of tis publication may be reproduced, stored in any retrieval system or transmitted in any form, or by any means, e.g. electronic, mecanical, potocopying, recording or oterwise witout prior permission of te publiser.

First publised: Cover design: Copy-editing: Design and layout: Printed by:

2017 Nambowa Malua Tara Elyssa, Cyntia Murray, Sara Taylor Vivien Barnes, Handmade Communications Jon Meinert Printers, Windoek

ISBN 978-99916-42-30-7

UNAM Press as no responsibility for te persistence or accuracy of URLs for external or tird- party internet websites referred to in tis publication, and does not guarantee tat any content on suc websites is, or will remain, accurate or appropriate.

Distribution In Namibia by Namibia Book Market: www.namibiabooks.com Internationally by te African Books Collective: www.africanbookscollective.com

CoNteNtS

Foreword Acknowledgements

Abbreviations and acronyms

1Exploring democracy, education and social justice Introduction: Elizabet Magano Amukugo

2education and social justice: heoretical perspectives Democracy, Elizabet Magano Amukugo

3 Education and democracy: Some general conceptual issues Pempelani Mufune†

4aims of education: Some general conceptual issues he Elizabet Magano Amukugo

5 Democratic values, norms and education in post-colonial societies Tangeni C. K. Iijambo

6in te Namibian context Education Elizabet Magano Amukugo

7uman rigts and freedom in Namibian education Democracy, Jon Makala Lilemba

8 Inclusive education as a democratic imperative Antony Brown & Cynty K. Haiambo

9 Sexual arassment in institutions of iger learning: Breaking te silence Lucy Edwards-Jauc and Ndesi Namupala

10 Conclusion: Democracy, education and social justice acieved? Elizabet Magano Amukugo

Contributors Index

iii

v vii viii 1

8

24

40

51

68

100

116

132

147

153 155

ForeWord

I welcome tis contribution to te literature on education and democratic emancipation in society, wit special reference to Namibia. It is an important reflection on te essential elements of democracy and differing pilosopical approaces to education, providing context for a broad-based assessment of key aspects of te Namibian education environment. Education creates knowledge, and knowledge is empowering. Wen people ave te knowledge to emancipate temselves, tey can articulate and advocate for teir democratic uman rigts. In fact, education plays a critical role as an instrument of democracy te world over – in our omes, societies and governments. Education nurtures, promotes, and facilitates rational tinking during te process of soul-searcing to solve individual, societal and national callenges. UNESCO’s World Conference on Higer Education, eld in October 1998, unanimously recommended tat societal callenges sould define te missions of iger education institutions, to enable tose societies to attain sustainable economic and social development based on uman rigts, democracy, tolerance and mutual respect (UNESCO, 2003). Structural callenges witin Namibia, inequality, and ig levels of poverty inerited from te colonial period, are reflected in all aspects of our society, including te education system. hus, a olistic approac is required to maximise te impact of efforts to cange tose structures. Namibia’s education system faces some critical callenges tat need to be dealt wit to ensure tat we acieve te best for our students/learners and teacers alike. Most of tese callenges date back to te time before te country attained its independence. Since ten, education as enjoyed particular attention from government, in terms of dismantling te previous, etnically based education system and setting fort a uniform national system based on te principle of Education for All. At te tertiary level, te government establised te University of Namibia in 1992, wit te clear focus of producing internationally competitive graduates and ensuring tat it is part of te international networking family of institutions of iger learning. he Polytecnic of Namibia, establised in 1996, was transformed into te country’s second university, te Namibia University of Science and Tecnology (NUST), in 2016. Enrolment of Namibian cildren at primary and junior secondary level is ig, but it is important tat te provision of universal primary education and universal secondary education does not empasise te quantity of learners before te quality of graduates. Similarly, our universities need to be careful not to produce graduates wo are insufficiently trained and cannot find employment. he family also as a role in grooming cildren witin our omes, to develop a culture of curiosity, of wanting to read and discover more of te world around tem. It is prudent tat we continue to undertake targeted interventions to expedite furter reform in te education system. It is in tis respect tat a new Education Bill will be tabled before te National Assembly in 2017; tis Bill takes stock of te issues igligted in tis book in addition to oter callenges witin our education sector. he proposed new Bill covers key elements of te Sustainable Development Goals (SDGs) and includes,inter alia: bencmarking on national and international policies and legislations tat guarantee inclusive quality education for all cildren; targeted intervention for learners

v

wit disabilities and special needs; ensuring a compreensive and compulsory provision for Early Cildood Development (ECD) and pre-primary education; and appropriate educational infrastructure including accommodation for bot learners and teacers, as well as Information and Communication Tecnology (ICT). he issues discussed by te editor and autors in tis book speak directly and indirectly to te callenges we face in Namibia. his is an important contribution to te Namibian education landscape, and it will certainly stimulate furter debate and igligt key deficits tat we must deal wit to ensure meaningful reform in our education system. An educated person is likely to interrogate and seek a better governed environment. herefore, cildren wo receive good education are more likely to strive for good governance and democracy. In tis regard, it is wortwile remembering te words of one of te world’s greatest pilosopers, Plato, wen e said: ‘If you do not take an interest in te affairs of your government, ten you are doomed to live under te rule of fools’. I commend te editor and autors for teir efforts in producing tis book and te manner in wic tey ave reflected upon various classical and contemporary writings on education and democracy. his is indeed wortwile reading for all tose wo aspire to empower temselves and advocate for a democratic existence for temselves and te wider society.

RefereNce

Hon. Prof. Peter H Katjavivi, MP Speaker of te National Assembly of te Republic of Namibia Founding Vice Cancellor of te University of Namibia (1992–2003) Cancellor of te Namibia University of Science and Tecnology (2016– )

UNESCO. (2003).he African University at te tresold of te new millennium: potential, process, and prospects.Publication from te Meeting of Higer Education Partners, Paris, 23–25 June 2003, p. 14.

vi

AckNoWLedGemeNtS

A book of tis nature wic focuses on te tree broad concepts of democracy, education and social justice, would not ave been possible witout many ands tat contributed in one way or anoter. hus, altoug tis book was initiated and coordinated by me, its wide-ranging topics required me to draw on te knowledge and expertise of colleagues wo produced several information-ric capters. heir ingenuity, co-operation and encouragement provided muc needed inspiration trougout te production of tis work. he late Professor Pempelani Mufune needs a special mention. In addition to producing one capter, e agreed wit muc entusiasm to serve as co-editor of tis book. Altoug ill-ealt and eventually is passing prevented im from taking is passion for tis project to its final conclusion, is partial contribution deserves a distinctive credit. A scolar of note, Professor Mufune went too soon and left a vacuum not only in terms of tis book’s production, but even more importantly, at te University of Namibia and in te African academic fraternity as a wole. I would also like to express my appreciation to UNAM Press staff under te leadersip of te former Publiser, Mrs Jane Katjavivi and er successor Dr Jill Kinaan, for teir advice, encouragement and untiring support for tis project. I am indebted to my two sons Hainyeko and Tjivingurura Mbuende, wose steadfast support and reassurance trougout provided te necessary fortitude to me to make it troug tose long working ours. In te final analysis, owever, I owe my work etics to my late parents, Rev. Armas and Hilma Amukugo.

vii

Elizabeth Magano Amukugo Associate Professor, University of Namibia Windoek, April 2017