Allexer Namundjembo
NANSO spokesperson Junias Haufiku has identified students’ reluctance to study key subjects as a major contributor to high failure rates.
In an interview with the Windhoek Observer last week, Haufiku noted that this trend is particularly noticeable in languages like English and Afrikaans, where many learners believe they can pass without putting in the necessary effort to study.
“The assumption that they can succeed without diligent study creates a gap between their expectations and the reality of the exam’s challenges. As a result, the level of difficulty in the exams often comes as a shock to many students, who find themselves unprepared,” he said.
According to Haufiku, students who invest time in properly preparing for their language exams tend to perform exceptionally well.
“These learners approach the subject with the seriousness it deserves, studying the material thoroughly and understanding the exam’s challenges. Those well-prepared for the exams tend to perform exceptionally well in language exams,” Haufiku noted.
National Africa Students’ Association (NASA) spokesperson, Muzani Muzani, also highlighted the difficulties learners face in mastering English and Afrikaans.
He stressed the need for greater effort in teaching English, acknowledging that it is not the first language for many learners.
“We must put in more effort to teach English effectively, stressing its significance for students’ future success,” he remarked.
Muzani warned that without focused intervention, many students will continue to settle for mediocre grades, such as C or D, simply to meet tertiary entry requirements.
He also pointed to challenges with Afrikaans, particularly for learners who begin studying it in Grade 8 and must take exams in the language by Grade 10.
Muzani argued that this short timeframe puts students, especially non-native speakers, at a disadvantage when faced with the more advanced demands of the language in senior grades.
To address these issues, Muzani proposed that schools, particularly in urban areas like Windhoek, incorporate more local languages into the curriculum.
He suggested that a Grade 5 learner transferring from rural areas such as Zambezi to Windhoek should not be required to take Afrikaans but should instead have access to local languages like Silozi.
“It should be mandatory for all schools in the capital to offer at least one local language,” Muzani concluded.
The Affirmative Repositioning’s Students Command leader, Onesmus Iyambo expressed concern over the decline in language performance, not only in English and Afrikaans but also in indigenous languages such as Oshindonga and Oshikwanyama.
He attributed the decline to a lack of focus on and recognition of the importance of these languages.
Iyambo stressed the need to return to the basics, with teachers, learners, and parents working together to promote the value of native languages.
“We must promote programs that encourage the use of our languages, not just in schools but also within our communities,” Iyambo stated.
At the official announcement of the NSSCO and NSSCAS results, Education Minister Anna Nghipondoka confirmed a decline in performance for both Afrikaans and English as second languages.
She noted that the number of Grade A* students in Afrikaans second language dropped from 1.8% to 0.6%, while English 2nd language also experienced a decrease in top grades.
“Both subjects saw a drop in the A* to D average, with the national average falling from 70.2% to 58.9% in 2024. This emphasises the importance of targeted efforts to enhance language skills and achieve better results in these critical areas,” Nghipondoka said.
