School leadership
2.1. Leadership standards and roles
2.2. Selection and working conditions
2.3. Leadership preparation and training
3. Teachers, parents and students
3.1. School management committees and boards
4.1. Autonomy of school leaders
4.2. Assessment and accountability of school leaders
4.3. Teacher assessment by school leaders
1. Terminology
The head of a school is referred to as the ‘principal’ in national legislation and standards. The 2020 Basic Education Act defines a ‘principal’ as a ‘teacher who holds the post as the head of the school, and includes an acting principal’.
According to the National Professional Standards for Teachers, a manager is defined as a ‘person who has control or direction of an institution, or a part, division, or phase of it. In the standards, the term is used to describe those with management function in a school – such as Principals, Deputies and Heads of Department’.
2. School principals
2.1. Leadership standards and roles
Competency standards and leadership frameworks and guidelines
The National Standards and Performance Indicators for Schools in Namibia include specific standards on the management and leadership of a school (including standards for school principals). According to the National Professional Standards for Teachers, the government additionally aims to develop specific National Standards for School Managers, which will focus on the competencies expected of school principals.
The Guidelines for School Principals, published by the Ministry of Education, Arts and Culture, offer guidance on school management, while the roles of school principals are additionally outlined in the 2020 Basic Education Act (Article 47), 2023 Basic Education Regulations, and 2018 National Safe Schools Framework: Practical Guide for Building Safe Schools (‘effective principal and leadership qualities’). The Ministry of Education, Arts and Culture has additionally published the job description and duties of school principals.
Roles
Setting expectations/objectives: According to the 2020 Basic Education Act, the principal of a state school must prepare an annual plan of action for the improvement of academic performance as well as a school development plan once every three years. The principal is additionally responsible for providing accurate data to the regional director when requested (Article 47). The National Standards and Performance Indicators for Schools in Namibia additionally state that school managers (which include principals) must have a clear vision, the ability to communicate it, and be determined to enhance the performance of the school. Similarly, one of the five key responsibilities of effective school principals in the 2018 National Safe Schools Framework: Practical Guide for Building Safe Schools is shaping a vision of academic success for all learners based on high standards. Principals are similarly expected to create and implement a School Development Plan and generate a vision, ethos and policies for the school which promote high levels of achievement, as listed in the duties of school principals by the Ministry of Education, Arts and Culture.
Developing teaching and learning: One of the functions of state school principals is to prepare and submit reports on the academic performance of the school in relation to minimum outcomes and standards and ensure that the parent of each student at the school is provided with regular on their academic progress, general behaviour and conduct. Principals must additionally ensure the effective implementation of all educational programmes and curriculum activities; and the efficient management and use of learning support material and other equipment, as stipulated in the 2020 Basic Education Act (Article 47). The 2018 National Safe Schools Framework: Practical Guide for Building Safe Schools additionally states that effective principals should improve instructional methods, and enable teachers to do their best and learners to learn to their utmost potential.
The duties of school principals include creating an environment that secures effective learning for all learners and promotes high standards of achievement, behaviour and discipline; creating an environment that secures effective teaching in each classroom; accounting for the school’s performance through the continuous analysis of performance data; meeting parents concerning learners’ academic progress; creating a positive culture that promotes quality teaching and learning; and monitoring the quality of teaching and learners’ achievements including the analysis of performance data.
Promoting collaboration: Principals must ensure the well-being and safety of learners, teachers, and other staff members (Basic Education Act, Article 47). Similarly, in accordance with the 2015 Child Care and Protection Act, teachers and principals have the responsibility to maintain children’s safety at school. The principal is considered central to the safety and well-being of learners, staff, and the broader school community. One of the five key responsibilities of an effective principal in the 2018 National Safe Schools Framework: Practical Guide for Building Safe Schools is ‘creating a climate hospitable to education, so that safety, a cooperative spirit and other foundations of fruitful interaction prevail’. The framework additionally emphasises that it is important for the principal and the school board to take the lead in engaging parents and considering how to achieve greater parent involvement in school life. Principals are expected to create a climate conducive to securing effective parent-staff working relationships. Similar standards are set in the National Standards and Performance Indicators for Schools in Namibia, which state that school managers must foster good inter-personal relations and promote teamwork among staff.
According to the duties of school principals published by the Ministry of Education, Arts, and Culture, principals are expected to encourage collaborative decision-making; develop positive working relationships with and between all staff members; establish links with parents, other schools, clusters, and the wider community; create an effective partnership with parents; and administer policies that provide a safe school environment and promote learner health and welfare.
Supporting staff development: According to the 2020 Basic Education Act, one of the functions of principals is the management of teachers and other staff members (Article 47). Similarly, one of the five key responsibilities of effective principals listed in the 2018 National Safe Schools Framework: Practical Guide for Building Safe Schools includes cultivating leadership in others so that teachers and other adults take responsibility for realising the school vision. Principals are expected to manage people, data, and processes to foster a culture of excellence in the school. The National Standards and Performance Indicators for Schools in Namibia additionally highlight that school managers should ensure that all staff know what is expected of them, that effort on their part is expected and worthwhile, and convince them to follow their lead. Principals must generally evaluate teaching programmes, teaching, administration and in-service development, inspection, as well as supervise and guide teachers at the school, as emphasised in their job description outlined by the Ministry of Education. They are also expected to implement and sustain effective strategies for the management of all staff; guide the professional development of staff in all educational issues; plan, evaluate and support the work of subject groups and other groups of staff; ensure that workloads are equitably distributed among the staff; coordinate and provide staff development activities; sustain staff motivation; and ensure the proper induction of new staff members.
Acting in accordance with the ethical principles of the profession: The 2018 National Safe Schools Framework: Practical Guide for Building Safe Schools highlights the universally valued leadership qualities of integrity and commitment; respect and trust; and courage. According to the framework, when principals have strongly upheld personal values of honesty, commitment, and respect for others, they gain the respect of staff, learners, parents, and the community. Principals are specifically responsible for creating an ethical environment at a school. The published duties of school principals similarly emphasise that principals must lead by example, be committed to high ethical standards of behaviour and discipline, and provide inspiration and motivation to the school community.
Others: Principals must ensure that the school is managed efficiently, professionally and satisfactorily and in compliance with applicable legislation, regulations and personnel administration measures, as included in their job description outlined by the Ministry of Education. They must additionally ensure that the education of the learners is promoted in a proper manner and in accordance with approved policies and be responsible for various administrative duties (including timetabling, admissions, inspections, and fund-raising). According to the 2020 Basic Education Act, principals are additionally responsible for school admissions in state schools (Article 20), learner suspension (Article 23), and the provision of student academic and progress reports to parents (Article 25). School principals also teach.
2.2. Selection and working conditions
Degree requirements and prior teaching experience
According to the 2020 Basic Education Act, principals are qualified teachers who hold the post of the head of the school. Candidates must have at least three years of teacher training and seven years of teaching experience. The recruitment criteria are based on their years of teaching experience and their successful presentation of knowledge of Namibian education policies and processes. All teachers (including heads) must have a Bachelor's Honours Degree in Education or an equivalent qualification at NQF Level 8 (such as a three‐year diploma in education) and a minimum of three years of working experience in an educational institution. Teachers are allowed to apply for both academic posts and leadership positions.
School principals are not required to have a qualification in school management, although the Ministry is considering the introduction of such a requirement.
Appointment decision
All members of the public service (including school principals) are appointed in accordance with the Recruitment Policy Framework of the Public Service of Namibia and 1995 Public Service Act (as amended in 2015). Appointments are made by the Prime Minister based on the recommendation of the Public Service Commission, which is delegated to regional directors. The recruitment and selection process is based on advertising, written tests, and interviews. All posts of the public service are filled through open competition, meaning that posts that become vacant are filled through the advertising and selection of the best suitable candidate from those who applied. Posts are advertised under official designations coupled to the grade, level, and salary scale of the post as approved by the Public Service Commission.
Employment equity measures
The 2010–20 National Gender Policy aims to ensure, through affirmative action, that female educators, teachers and professors take up management roles at various levels in the education hierarchy. The 2020-20 National Gender Plan of Action similarly supports ensuring gender equity in all areas and at all levels of the teaching profession (including in education decision-making at all levels and all areas). The plan additionally aims to offer leadership courses to women in education and provide scholarships on educational leadership and management to women.
According to the Recruitment Policy Framework of the Public Service of Namibia, the Permanent Secretary is responsible for recruiting members of the public service appropriately, with due regard to transparency, fairness, and affirmative action plans, including the 1998 Affirmative Action (Employment) Act. The Act is designed to ensure that people in designated groups (including women, people with disabilities and racially disadvantaged persons) enjoy equal employment opportunities at all levels of employment and are equitably represented in the workforce of a relevant employer.
Working conditions
All teachers (including principals) are part of the public service, with their working conditions governed by the 1995 Public Service Act (as amended in 2015) and the 2007 Labour Act. All members of the public service may be employed on a permanent, temporary or contract basis, full-time or part-time, or under a special contract.
Teacher salaries are subject to regular negotiations between public sector unions (of which the teachers’ union is the strongest) and the Office of the Prime Minister. By policy, teachers are paid according to their qualifications. In 2016, principal’s salaries ranged from 349,499 (18,349.48 USD) to 417,683 (21,929.30 USD) per year. Principal salaries were substantially improved as a result of the restructuring of public service remuneration structures.
The 2007 Labour Act recognises the formation of trade unions to protect workers’ rights and interests. Principals may be part of the National Principal’s Association.
2.3. Leadership preparation and training
Pre-service training
While there is no dedicated and systematic national preparatory training for principals and aspiring principals, preparatory short courses and induction workshops are organized at the regional level for newly appointed school principals. Additional courses, some certificated, are additionally offered by private companies at the national level, which are often sponsored by external funders. There are a number of donor-funded projects to train school principals, while a full-time course is available at the University of Namibia.
Induction and in-service training
According to the 2017/18 – 2021/22 Education Strategic Plan, the motivation and professional knowledge and skills of teachers and school managers must be improved, particularly through continuing professional development. The job description of school principals additionally highlights that principals should participate in ministerial and professional committees, seminars and courses. However, participation is not mandatory.
The Public Service Commission requires Ministries to have training plans for their staff members, who may receive formal and non‐formal training free of charge.
3. Teachers, parents and students
3.1. School management committees and boards
The 2020 Basic Education Act provides for the establishment (Article 49), functions (Article 50), constitution (Article 54), and election (Article 56) of school boards. All state schools are required to establish a school board. Its functions include promoting the best interest of the school; adopting a constitution; developing a vision and mission statement for the school; adopting a code of conduct for learners; supporting the principal and teachers in the performance of their functions; administering and controlling school finances; and ensuring the meaningful participation of the community in school governance.
School boards consist of the principal and elected members of parents, teachers, other staff members, learners, and any other person with appropriate skills and expertise. The Minister determines the election process and code of conduct of school boards, while the Executive Director must ensure that appropriate training of the school board is conducted. The Act additionally aims to ensure that the participation of learners in school board activities must include both learners’ representative councils and other learner committee members to ensure a democratic character of learner representation on committees and boards.
School boards of state schools for learners with special education needs should additionally consist of learners attending the seventh grade or higher grade; representatives of organisations of parents of learners with special education needs; representatives of organisations of people with disabilities; and persons with disabilities (Article 54).
According to the National Standards and Performance Indicators for Schools in Namibia, school boards must be fully established, meet regularly, have trained members, conduct their business efficiently, and take every opportunity to establish links with the community and to invite them to attend suitable school functions and events.
3.2. Middle leaders
The roles of middle leaders, including mentor teachers, subject heads, heads of department, subject advisors, and support teachers are outlined in national standards and documents. According to the National Professional Standards for Teachers, mentor teachers are ‘excellent teachers’ who are responsible for the professional growth of Intern Teachers, as well as assisting colleagues to maintain their professional status, where required. Support teachers are teachers who wish to work in support roles with learners and are skilled to provide this ongoing support. There are possibilities for these teachers to work in counselling roles, and to grow eventually into counselling and support service professionals. The career path for teachers provides for promotion to specialized teacher, head of department, (deputy) school principal, inspector of education or subject advisory teacher, and various management posts at regional and national levels.
The Ministry of Education, Arts and Culture has published the job description and duties of heads of department and subject heads. The duties of the Head of Department include assisting the principal in managing the school and promoting the education of learners in a proper manner; being responsible for the effective functioning of the department; and being involved at the school management level with responsibilities relative to grade implementation, evaluation of teaching programmes, teaching, supervision, administration and in-service development, inspection, and guidance of teachers at the school.
Subject Heads are responsible for planning, organising, leading and guiding and monitoring of subject matters, with detailed duties listed in their job description.
3.3. Parents
Schools can have Parent-Teacher Associations, although this is not a requirement. The 2018 National Safe Schools Framework: Practical Guide for Building Safe Schools states that parents should be included in school governance. All schools should encourage parents to join the school board, invite parents to be members of the Committee for School Health and Safety, hold parent-teacher forums through which the parents’ issues and ideas can be relayed back to school management for action, and seek support and guidance from parents and community members who work in related fields or positions of community leadership, to gain an external perspective and ensure that the school is operating as part of the larger community. The 2020 Basic Education Act further establishes that the number of parents on the school board must constitute the majority of all the members of the board who have voting rights.
3.4. Students
The 2020 Basic Education Act provides for learner participation in school governance (Article 16). According to the Act, all schools must create appropriate spaces, platforms, and environments where learners meaningfully participate from early childhood development through the highest grade in the school system according to their evolving age and capacity. Every school must include as part of its core curriculum and extracurricular activities, governance principles such as accountability, transparency and participation, and leadership. Learners should additionally be encouraged to participate in sports for development, school prefects programmes, learners’ representative councils, peer support groups, school clubs, school committees or sub-committees and in other major related activities.
A ‘learner’s representative council’ is defined as a body of learners established to represent learners at a secondary school in terms of section 27(2). All state schools offering primary education are required to elect prefects, while all state schools offering secondary education must establish a body of learners to be known as the learners’ representative council. The 2023 Basic Education Regulations and 2023 General Rules of Conduct for Learners provide for the powers and functions of prefects and learners’ representative councils. A prefects or learners’ representative council must be constituted by an equal number of elected boys and girls, and a teacher designated by the principal from amongst the senior staff members of the school. The teacher act as the liaison person between the prefects or learners’ representative council and the school management and may attend any meeting of the prefects or learners’ representative council, but does not have a right to vote.
According to the 2018 National Safe Schools Framework: Practical Guide for Building Safe Schools, learners are encouraged to be leaders, with all schools encouraged to engage learners in school governance and decision-making bodies; as school ambassadors or representatives at events outside the school; in peer support, buddying, mentoring or coaching programmes; and as participants in key school decision-making processes.
As part of the Social Accountability and School Governance Programme, learners are additionally encouraged to join learner governance groups called EDU Circles. These groups promote learner leadership and encourage learners both to take responsibility at their school and to engage with the wider community. An Edu Circle is a small group of learners that works together with other learners to improve their school. The Edu Circle meets once each week to plan activities that can help to improve the school, and the quality of education and wellbeing in the school. It works together with the various school stakeholders (principals, teachers, the School Board, parents, and community members) to make the school a better place for all and helps promote a shared vision for the school, while also empowering learners to play a meaningful role in school governance.
4. Governance
4.1. Autonomy of school leaders
According to the 2020 Basic Education Act, principals assist the school board with the management of the school development fund and disciplinary matters pertaining to teachers and other staff members. They are responsible for the overall management and implementation of the officially prescribed courses of study (curriculum implementation), which includes time-tabling, and compiling school internal policies such as the School Development Plan and Plan of Action for Academic Improvement.
As part of their job description, principals are expected to develop a realistic budget that includes the priorities of the Ministry and the school by involving the staff, the parents and the community, in addition to performing efficient budget control. They must additionally ensure that the financial accounts of the school are maintained according to financial regulations. The school principal is held accountable for the use of school funds in accordance with the Guidelines for the Administration of School Finances. The school board of each state school has the responsibility to exercise broad control over the proper administration of the School Development Fund including Education Grant within the parameters of the Education Act, Regulations and Guidelines to the benefit of the learners and the school. Principals are responsible for the day-to-day administration of such funds and accounts.
School principals are not responsible for hiring and dismissing teachers, which is carried out in accordance with public service-related policies and legislation. School boards may advise and assist the regional director with the recruitment, and disciplinary actions of teachers and other staff members at the school, subject to these policies and regulations.
4.2. Assessment and accountability of school leaders
The regional director supervises the management of a state school by the principal, as stipulated in the 2020 Basic Education Act (Article 46).
The National Professional Standards for Teachers state that formal performance appraisals will be applied to school managers. Similarly, the 2017/18 – 2021/22 Education Strategic Plan supports the development and implementation of a school-based leadership and accountability mechanism.
4.3. Teacher assessment by school leaders
School principals are responsible for evaluating and supervising teachers at the school and evaluating outcomes to ensure quality education.
