Oshana: Oshana Governor Hofni Iipinge has stressed the need for an academic turnaround plan for the region after it ranked bottom in the 2025 Namibia Senior Secondary Certificate Ordinary (NSSCO) Grade 11 and Advanced Subsidiary (NSSCAS) Grade 12 results. Iipinge in his address at the annual education conference, organised by the education directorate in the region on Friday, said the results marked a decisive moment for the region.
According to Namibia Press Agency, the governor stated, "The recent Grade 11 and AS Level (Grade 12) results have placed Oshana Region at the bottom compared to other regions in our country. This is not a statistic we can ignore. It is not a position we accept as permanent. And it is certainly not a reflection of the potential of our learners." Iipinge rejected the notion that poor performance reflected a lack of ability among learners, saying that the region is facing a crisis of systems, exposure, commitment and coordination.
'Oshana is not a region of low ability. We are a region of immense promise. What we are facing is not a crisis of intelligence - it is a crisis of systems, exposure, commitment, and coordination. Today must therefore mark a turning point,' he said. He emphasised the urgent need to modernise learning opportunities for students, saying that learners should be exposed to updated curriculum support materials, digital learning platforms and online resources.
Iipinge further highlighted the importance of exposing learners to science, technology, engineering and mathematics (STEM) enrichment, research skills and critical thinking methodologies, as well as career guidance aligned to emerging economic sectors. 'Transforming outcomes requires transforming how teaching and learning take place. Our teaching approaches must also change. Innovative education means using interactive learning methods; the use of technology where available; a peer-to-peer tutoring system; and data-driven performance analysis,' he added.
He proposed school-based improvement plans tailored to each institution, school-community mentorship programmes, corporate school adoption initiatives, university and vocational training outreach programmes, and learner motivational seminars involving professionals and alumni. These should form part of the new teaching approaches to improve learner outcomes.