THE latest Southern and Eastern Africa Consortium for Monitoring Educational Quality (SEACMEQ) study has revealed that learners in SADC nations are still facing difficulties in mathematics and reading despite improvements in average examination scores.
The findings of the study were unveiled at the recent SEACMEQ Assembly of Southern African Development Community (SADC) ministers’ meeting, which is currently underway in Windhoek.
According to minister of education, arts and culture, Katrina Hanse-Himarwa, whose speech was read on her behalf by the deputy minister, Ester Anna Nghipondoka, Namibian learners are still scoring very low in high level competency questions in both mathematics and reading.
“SEACMEQ study has helped us detect problems within our education system and address them accordingly. These problems include the low mathematics and reading scores for learners, absenteeism among teachers and leaners,” she said.
Erastus Sheyavali, a teacher at Hochland High School, agrees with the findings, adding that learners are not committed in mathematics and are at times discouraged to progress with the subject.
“Learners are not committed to learning the subject. Math is a subject that requires a piece of paper, pen and calculator and many times, learners do not revise or remind themselves after school,” he said.
He also said that the attitudes of some learners would derail them in learning the subject, as they do not see the importance of it.
“Attitude of some learners towards the subject is not right. They will end up discouraging themselves through asking funny questions in class. We as teachers need to motivate them to engage in group studies,” he concluded.