Union flags new teaching profession bill

The Teachers Union of Namibia (TUN) has raised concerns over the recently tabled teaching profession bill, arguing that it limits the voice of the practitioners.

The bill, tabled by minister of education, innovation, youth, sport, arts and culture Sanet Steenkamp earlier this month, aims to restore the status and image of the teaching profession by establishing the Teaching Profession Council of Namibia, which will regulate the teaching profession, register all teachers and enforce standards.

The bill further makes it illegal for unqualified persons to teach and those who commit misconduct could face disciplinary action such fines, suspension or dismissal.

TUN secretary general Mahongora Kavihuha, while welcoming the professionalisation of Namibian teachers, has poked holes at the draft, arguing that it lacks the representation of the practitioners.

“It is in composition with the board which is completely limiting the voices of the practitioners themselves, the board is dominated by ‘experience and knowledge’ but is limiting the members from the trade unions,” he told The Namibian.

He also argues that the bill does not set obligations on the part of the employer making use of professionalised or licenced teachers.

“It has to say something. We can’t leave the issues of conditions of employment, safety of professions and making sure that licenced teachers carry out their professional mandate in a professional environment,” he says.

He also says the bill is problematic as it does not allow a mass participation in the development of standards, with these powers only accorded to the council of the board.

The bill, he says, makes continuous professional development and skills training compulsory.

“The standards, the ethics whether amended or developed must ensure that the process becomes participatory. Now, in the current form, it is completely making it secret and exclusive to those that are sitting in the board which we believe is undermining the principal social dialogue in the education sector,” Kavihuha adds.

He emphasises that the bill is not clear on the issue of professional development.

Namibia National Teachers Union (Nantu) secretary general Loide Shaanika says the union has been calling for the establishment of a regulatory body for the teaching council in Namibia since 2011.

“As a union we are ready, because this vision is long overdue. Not only will the regulatory body regulate the profession, but it will also register and regulate the teacher training providers in the country,” she says.

Shaanika says that institutions will have to meet certain standards to train teachers according to national and international standards.

She adds that once regulated, the profession will restore its status, dignity, and respect in society.

“As a union we see it as an opportunity to our education system to ensure quality education, now that standards and specific requirements will be set, that are aligned to the curriculum offered not only in Namibia, but regionally and internationally.

“Our teachers will not only be trained for Namibia but also to be able to teach elsewhere in the world,” Shaanika says.

She notes that Nantu, in collaboration with the sister countries under the African Federation of Teaching Regulatory Authority, is busy working on a continental framework which allows teacher mobility across member countries.

“We continue to support the bill, to ensure that no one is compromised. We continue to do member education in order to establish a positive and strong understanding within our teachers and members in particular,” she says.

Nantu serves on the ministry’s steering committee, which is consulting to ensure that the legislation and policies align and support the international framework of teachers in achieving the fourth Sustainable Development Goal.

She urges the union’s members to attend the ongoing consultations in the regions and provide their input.

Steenkamp said the initiative is a component of the Swapo manifesto’s broader vision for education.

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