Allexer Namundjembo
The Teachers’ Union of Namibia (TUN) has warned that the country’s education system will continue to struggle unless the government urgently addresses the worsening welfare of teachers, arguing that poor working conditions are directly affecting classroom performance and learner outcomes.
Presenting before the National Council’s Standing Committee on Education, Science, ICT and Youth Development on Thursday, TUN vice president Tjandero Tjituka said teachers are under immense financial and emotional pressure, making it increasingly difficult to deliver quality education.
“The challenges affecting teachers have a great impact on teachers’ emotional, psychological and social well-being, consequently hindering effective teaching and learning in schools,” Tjituka said.
The union cited low salaries, inadequate housing, poor health and safety conditions, increasing debt and excessive workloads among the key issues confronting educators.
Tjituka said recent salary increases have done little to improve teachers’ financial circumstances because rising medical aid contributions have effectively erased the gains.
“Teachers don’t feel the benefit of this year’s increment at all. They rather feel the pinch of the massive increase in PSEMAS,” he told the committee.
The union also called on the government to take over community hostels so that supervisory teachers and hostel staff receive the same salaries and benefits as other civil servants.
Housing shortages remain another major concern, particularly in rural areas where some teachers live in poor conditions or are forced to share accommodation.
“There is a serious need for the relevant ministry to allocate housing for needy teachers,” Tjituka said.
Beyond welfare concerns, TUN criticised what it described as inadequate institutional support within the education sector.
The union said subject advisors should spend more time assisting teachers to improve curriculum delivery instead of focusing primarily on administrative responsibilities.
TUN also argued that the transfer of learners who have failed a grade contributes to poor educational outcomes.
“The transfer of learners who failed a grade is the biggest contributing factor to our very high failing rate in our schools. It must be stopped as a matter of urgency if we really strive towards quality education in our country,” Tjituka said.
The union further claimed that teachers are frequently held responsible for poor learner performance even when failures stem from shortages of teaching materials, delayed grievance processes or other systemic challenges.
“Teachers are penalized for the failure from those on top… they always bear the blame of poor performance in schools even if it has been partly caused by those on top,” he said.
Financial stress was another issue highlighted during the presentation.
TUN warned that unregulated microlenders continue to trap many teachers in unsustainable debt through high-interest loans, while unexplained salary deductions further reduce already stretched incomes.
The union also urged the government to introduce stronger financial literacy programmes, saying many indebted teachers face severe mental health challenges.
“Expedite more practical or feasible modalities before teachers commit suicides due to poor mental health,” Tjituka appealed.
The presentation also raised concerns over alleged unfair promotion practices, claiming that some appointments do not adequately reflect regional diversity, while some school principals unfairly deny teachers opportunities to mark national examination papers and gain valuable professional experience.
According to TUN, the cumulative effect of these challenges is declining morale, increased sick leave, burnout and reduced learner performance.
“Some teachers constantly take sick leaves due to severe work-related and financial stress. Some teachers become the victims of alcohol, and neglect learners for days as a result of poor mental health,” Tjituka said.
He concluded by urging lawmakers to recognise that improving teacher welfare is essential to strengthening Namibia’s education system.
