By: Loise Shiimi
Unemployed qualified teachers are expressing their discontent with the Ministry of Education’s response to their request for the abolition of the interview process.
This is after the Education Minister, Sanet Steenkamp, emphasised that the interview process is essential for ensuring transparency, merit-based selection, and the appropriateness of candidates for specific teaching environments.
“While we recognise the challenges associated with this process, any changes to the recruitment framework must adhere to principles of fairness and public accountability,” she stated.
Furthermore, Steenkamp noted that the Office of the Prime Minister had sought legal advice from the Office of the Attorney-General via a letter dated February 10, 2021, regarding the draft response to the concerns of unemployed teaching graduates.
Steenkamp stated that the legal advice received from the Attorney-General on February 18, 2021, indicated that abolishing interviews and implementing mass recruitment would be inconsistent with the Namibian Constitution and the Labour Act of 2007 (Act No. 1 of 2007) when read in conjunction with the Public Service Recruitment Policy Framework.
The legal counsel further advised that “in order to align with the Namibian Constitution and laws, proposed measures must provide all qualified unemployed teachers a fair and reasonable opportunity to compete for positions, irrespective of their employment history in the teaching profession.”
As a result, Steenkamp concluded that abolishing interviews is not feasible, as this demand contradicts the aforementioned legal provisions.
Marian Kalola, an unemployed qualified teacher, shared her frustration with Eagle FM about the ministry’s rejection of their petition, stating their dissatisfaction with the response, as the ministry declined all 14 of their requests. “It is disheartening that our ministry dismissed all our requests without guiding us on how best to address our situation. What we seek is a more constructive approach,” she explained.
Kalola added that the teachers proposed the removal of interviews due to perceived inequities within the process. “Many positions are being sold, leaving us hopeless, as we cannot afford to pay for opportunities. We urge the government to develop a better solution,” she remarked.
Regarding the teacher to learner ratio, Kalola pointed out that while the ministry has set specific ratios of 25 learners for primary grades, 35 for junior grades, and 30 for secondary school classes, it fails to adhere to these standards. “This non-compliance is detrimental to our children’s education. Why is the ministry not maintaining these ratios or allowing two teachers per class?” she questioned.
In response, the ministry stated that accommodating two teachers per class is not feasible due to resource limitations.
Another unemployed teacher, Ndapandula Kalola, highlighted the financial burden of the interview process. “Currently, I apply for positions across the country, even in locations where I have no connections, requiring funds for accommodation. It is exhausting to travel repeatedly without positive outcomes. Our parents are becoming weary of continuously making sacrifices while time passes without job opportunities,” she said.
She also noted that securing alternative employment for survival is challenging, as they are often called for interviews at a moment’s notice, leading to frequent absences. “No employer will tolerate an employee who constantly has to make excuses for being absent,” she said .
While the ministry has rejected the idea of eliminating interviews, Kalola suggested that they could conduct interviews once or twice a year, allowing teachers to manage their applications more effectively until they secure a position.
Teofelus Joolokeni Naambo, also an unemployed teacher, questioned the basis of the legal framework that purportedly prohibits the abolition of interviews. “If the ministry claims that removing interviews contradicts the law, who established this law? Why can’t it be revised to better reflect the realities faced by unemployed teachers?” she queried.
Naambo proposed that all regional education offices take the initiative to inform applicants about interview schedules instead of requiring them to continuously submit applications. She clarified that their concern is not about facing interviews, but rather the financial strain imposed by the current system.
In response to Steenkamp’s encouragement for unemployed teachers to explore other job vacancies, Naambo noted that she has applied for several positions in sectors such as defence, police, and electoral bodies, but has had no success.
The teachers called on employed educators to engage in discussions and share their insights on how they can support their unemployed colleagues. They also encouraged parents to persist in their support, particularly by offering ideas on how best to move forward, promising to continue advocating for change.
