Rethinking literacy education in Kavango West

Abstract

This article explores the low literacy pass rates among Grades 4–10 English as a Second Language (ESL) learners in Kavango West, Namibia, which stood at 34.7% in 2023. It attributes this significant shortfall, compared to the national Vision 2030 goal of 70%, to the predominant use of the autonomous literacy teaching model. Through 80 classroom observations, this study highlights the adverse impacts of the autonomous model, characterised by traditional teaching methods, lack of learner-centred education (LCE) strategies, repeated lesson plans, and insufficient differentiation. The research suggests a transition to the ideological model, which aligns with Namibia’s National Curriculum for Basic Education. The ideological model emphasises cultural relevance, learner agency, and critical thinking, aiming to democratise education and address the unique sociocultural challenges in Kavango West. The article concludes with recommendations for policy shifts and professional development to incorporate more inclusive and effective literacy education.