Day in the Life
Placements in Namibia have spanned at 13 regions of the country, allowing volunteers to assist in a wide range of communities in need. For 2011, volunteers are clustered in northern regions of the country as well as a few placements on and near the coast.
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Coming to think of my village/school as 'home' was a great feeling. It was great to be instantly incorporated as a regular staff member with equal rights and responsibilities. |
Kandjimi Murangi Secondary School
Dr. Kleopas Dumeni Combined School
Ogongo Combined School
by Rachel Manley
Ogongo Combined School is named after the small, rural community that it serves, in Northern Namibia. Rachel Manley was the first yearlong WorldTeach volunteer to serve at this site, and loved it so much that she extended her service for a second year.
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U.B. Dax Primary School
By Kristen Burns
U.B. Dax Primary School is situated in the town of Arandis in Namibia's Erongo Region. Arandis is located along the main highway between Windhoek and Swakopmund and is, relatively speaking, a larger town in the country.
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Sitopogo Combined School
By Ari Renoni
Sitopogo Combined School is located in the village community of Sitopogo, in the Kavango Region of northern Namibia. Nestled along the Kavango River, Sitopogo CS teaches students in Grades 1-10 from the surrounding homesteads.
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Oukongo Primary School
By Ayoola Kellar
Community
I am teaching at a primary school 15km from Opuwo in the Kunene Region. Opuwo is a small town where basic necessities (a small-but-modern grocery store, ATM and internet access, home furnishings) and a bit more (a luxurious lodge and a disco equipped with a mirror ball and dug-out dance floor) are available. Oukongo Primary School is in the village of Ovinyange. It is one of a handful of schools facilitating the education of the Herero, Himba and Thimba traditional groups concentrated in the region. The Himba are also one of the few remaining semi-nomadic groups in Africa. It is the home of meat, milk (or omaere as it is called here), mountains, and echoing voices of Himba women singing and clapping in the night.
Host School
Oukongo Primary School started under a tree in 1995 with ten learners and one teacher. In 1999 the government constructed formal classrooms, informal hostels for learners and teacher housing. Today, the school has 280 learners, ten teachers, and one principal (the one-time teacher under the tree). The school has become an informal bridge in the gap between tradition and modernization. Many of the learners are the first in their families to be formally educated.
Teaching Assignment
I teach fifth through seventh grade English, Home Ecology, (Namibia’s version of Home Economics), and Religious and Moral Education. When the principal first approached me about teaching Home Ecology, I was extremely hesitant for numerous reasons but she said, “Don’t worry, you can teach them and they will also teach you.” This was comforting and I accepted the challenge. Now I’m still learning to crochet, while the girls are busy crocheting hats and tablecloths for the community as part of a micro-finance project I helped them begin. Working in an environment with limited resources allows me to be all that I can be for the community of learners and teachers. It’s an incredible environment that tests my abilities, nurtures my skills and encourages me to go beyond my limits. Some days are stressful, frustrating, and challenging, but seeing the sheer excitement to learn painted on these children’s faces and teeming in their eyes is all the motivation I need to keep me going.
Living Arrangement
Teacher housing is located on the school grounds and has most of the basic amenities: a kitchen, indoor toilet, shower, and bedroom area. There is no running water, but I specifically requested a school or region with water issues and came prepared with a 30-litre solar heated “shower in a bag.” There are two water tanks located on the school premises that are usually, but not always, filled when they run out. There’s also a borehole well nearby that put my biceps and triceps to the test until I saw a fourteen-year-old girl hammer down on the lever and show me the technique. Living without running water has given me the opportunity to bond with the learners and the community, and to learn some of the local language at the ‘watering hole.’ It is quite an enjoyable experience
Language Issues
Each traditional group speaks its own language, but the languages are similar enough that communication among groups is not too difficult. The introductory language classes at orientation were extremely helpful, and knowing the basic greetings goes a long way. I learnt that showing an interest in learning the native language increased the desire of the people to learn my language.
Greatest Challenges
Living in a developing country can be extremely challenging. The greatest challenge has probably been diverging from some of the normalities of Western city life like the efficient use of time, set administrative procedures, and reliable and frequent transportation−all a work-in-progress in Namibia. Yet when the sun sets and I am serenaded by the voices of these truly beautiful children giving thanks for their day, the issues of time, administration, and transportation become minor, especially when I think of the lengths these children and their parents go for the sake of education and learning. Living in a village with a stellar view of the Milky Way and Southern Cross, unhampered by city lights and smog, also helps to put the experience into perspective.
Greatest Rewards
Nothing compares to the joy of watching my learners grow, learn and excel! It is one of the most incredible feelings.
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Onesi Senior Secondary
By Tomas Gold
Community
Onesi is a small but growing village in the western side of north-central Namibia, in the heart of the land of the Ovambo people. Although situated in the middle of a dirt road, it is hardly isolated; people from smaller villages nearby come to Onesi to pick up goods, and there is traffic enough to get to Oshakati, the biggest town in north-central Namibia, to shop when needed. Onesi Secondary School is located in the heart of the village, next to a clinic, a post office, and a computer-training center which are always bustling.
Host School
Onesi Senior Secondary School is an average secondary school in northern Namibia, with around 600 learners and 25 teachers. Being a secondary school, it is also a hostel school: the majority of learners live on campus. This is great for learners, as they are full time students and have the opportunity to study in the afternoon and evening during study sessions. Because Onesi is a secondary school – Namibia has far fewer secondary schools than schools that do not offer grades 11 and 12 –, Onesi is equipped with continual electricity, copiers, textbooks, and a decent stock of other supplies. Thus, there is a nice school community at Onesi, and plenty of opportunity to interact with and enrich the learners.
Teaching Assignment
For the past 2 years, I have taught grades 8, 9, 11, and 12 English. The learners who attend Onesi are mostly from rural areas and have not had a great education up until their enrollment at Onesi. Thus, the challenge of the volunteer is to determine what level the students' understanding is, and what the expectations are of those learners, and attempt to bridge that gap. Learners are eager to meet this challenge when inspired by their teachers to achieve, and so teaching and engaging learners at Onesi has been both a great and difficult experience. This sentiment is also felt by other volunteers who teach at more rural secondary schools like Onesi.
Living Arrangement
Like the majority of learners, all teachers at Onesi live in teacher house on campus. These are small but nice houses with 2 or 3 bedrooms, a living room area, and a kitchen area. While most are located together in one corner of campus, a few are located closer to the hostels. I live in one of the houses closer to the hostels, in a 2 bedroom house with another teacher as a roommate. While roommate situations differ on a case by case basis, I have had a good experience so far, a nice mix of having a shared space to cook and plan and a separate space for myself when I need to unwind. The other teachers and the principal at the school are understanding and are supportive of all teachers having comfortable living situations.
Language Issues
When going out in the community or traveling, languages issues are encountered. Many people have a good grasp of English and conversations in English can be had; the other teachers at Onesi all know English very well, and all meetings are conversations are conducted in English. It is helpful to know greetings and courtesies, and employ them as much as possible! Namibians are big with greetings: all conversations begin with a nice, long greeting. While it is not necessary to know the local language, it is helpful to be open to learning it, as you will come across people who really do not know English.
Greatest Challenges A great challenge while being here is getting used to the flow and routine of the school. There is generally less organization than schools at home, the way things are done may seem nonsensical (such as having a long exam period without holding classes), and the system may seem resistant to change. What must be remembered is that the current system was put in place by the government as what is seen as the optimal way for school to be conducted; while sometimes it is good to challenge the way schools are operated, volunteers are ultimately here to try to understand and work within the system to better the education of the learners who are part of that system.
Greatest Rewards
The greatest reward is working with the learners, and especially to see them engaged, interested, and learning all at the same time! It is possible to positively effect the lives of these learners, and in doing so, hopefully providing them with a step that will help them live the life they wish for.
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Kandjimi Murangi Secondary School
By Justine Rogoff
Community
Nankudu is a small town located along the Kavango River. It has a fairly large hospital and a small store where you can buy some basics, depending on how recently they've had a delivery. Nankudu is about 120k from Rundu which is a fairly large town with a few very nice grocery stores. 15k in the other direction is the town of Nkurenkuru, which is smaller, but also has a grocery store and a bank. Nankudu has a few bars that locals go to frequently.
Host School
Kandjimi Murangi is the only senior secondary school in the circuit, so it gets students for grades 11 and 12 from all of the surrounding schools. The location has been a school for a long time, it was originally a colonial school. There are roughly 450 students. Kandjimi struggles with poor test performance, but currently has an acting principal who is very committed to changing that.
Teaching Assignment
I teach grades 11 and 12 in History, Geography, Development Studies, Physical Education and Life Skills. Next year I will probably transition to teaching English, since many of the students have a fairly weak base, and I hope as a native speaker to improve their level.
Living Arrangement
The living arrangements here are wonderful. I live in teacher housing with a VSO volunteer who is finishing her placement this year. My commute is a grueling minute and a half. The best part of my house by far is that a previous volunteer bought and left a washing machine here. No hand washing for us!
Language Issues
Can I just answer yes to this? English is a problem. Students are overall very comfortable communicating with each other in English, but when it comes to writing or even grammatically correct speech, they tend to struggle. They also had/have a huge problem with my accent. I have tried to adjust it and they have also gotten more used to it.
Greatest Challenges
The language issues are definitely up there. Also, learning to tell the difference between what teachers say about how things work and then how things actually work. For example there was a day when it seemed that I was one of the few teachers running classes. I asked if classes were not being held, but was told that they were. Still, most of the students were standing outside of class talking . . . very confusing.
Greatest Rewards
Getting to know the students better and having that one lesson out of twenty that really seems to work.
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Dr. Kleopas Dumeni Combined School
By Adam J. Martin
Community
I live and teach in a remote village in Ombalantu, seven kilometers south of the Angolan border. The vast majority of people in Onawa live on traditional homesteads and are subsistence farmers. Life in the village is quiet, but a 15 kilometer taxi ride (or walk, during rainy season) brings me to OutapiTown, the capital of the Omusati Region, where some more modern amenities can be found. People in my village are reserved and, sometimes, suspicious of foreigners; however, upon extending the hand of friendship I have found myself surrounded by many kind and informative locals.
Host School
Dr. Kleopas Dumeni Combined School has 600 learners in grades 1 through 10 and is a "school of concern." This presents a special challenge to someone who does not speak Oshiwambo, as most learners do not understand English very well. I have found that speaking slowly and simply and having more advanced learners translate for the class has been a good way to engage the learners. Despite (for some) two-hour walks to school and not having much food in their stomachs, the learners are eager to learn and rely on school as a social outlet. Over the weeks they have become more and more comfortable with me, and let me know daily how happy they are to learn new things. Likewise, they have eagerly taught me much about Owambo culture, their favorite Kwaito artists, and their hopes for the future.
Teaching Assignment
I am teaching grade 8 English, Arts-In-Culture, and Life Skills; Grade 9 Life Skills and Physical Education; and Grade 10 Basic Information Sciences. I teach Grade 8 six periods a week, and after two months of teaching, have seen great improvement in my learners' speaking, listening, and writing abilities!
Living Arrangement
I live alone in one half of a government duplex directly next to the school that is shared by two colleagues. I have running water, electricity, and basic amenities.
Language Issues
Very few people in the village speak English beyond a basic level, but people are eager to communicate with me when I greet them in Oshiwambo. Spelling English and Oshiwambo words in the sand quickly became a daily occurrence. Perhaps just as big as the language barrier is an "accent barrier". Americans' voices are "deep" and it is not uncommon for me to repeat a word several times before it is understood.
Greatest Challenges
The greatest challenge has been the wariness of locals towards me, as a foreigner. Understandably, my neighbors are resentful of colonization in the past. Unfortunately, white people are seen by some as being the children of colonizers or spies for the American government. With a smile and a question or a good joke, it is not difficult to set a positive example of foreigners.
Greatest Rewards
The learners are really trying to improve their English and are turning in their homework at record highs. They are excited to learn new things, and express to me daily how thankful they are to have a teacher who believes in them. I'm in turn thankful to have learners who believe in me.
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Brandburg Primary School
By Christina Baum
Community
I teach at Brandberg Primary school in Uis. Uis is in Damaraland, but mostly feels like it’s in the middle of the desert and is in the shadow of Brandberg Mountain, the tallest mountain in Namibia. Uis has about 3,000 inhabitants and in the town you can find a small but convenient grocery store with an ATM, a few rest camps, and a gas station. The location, which is about 5km from town is where the school is located and has several smaller shops, including a china shop. Because there’s not a lot around Uis it feels like a cohesive town and community (and trust me, everyone knows everyone else’s business).
Host School
Brandberg Primary is an institution in the community because about 99% of the inhabitants of Uis attended it. Almost all of the teachers were learners at Brandberg themselves at one point and if you know the learners there, you know every kid in town. There are currently just under 300 learners and the school ranges from pre-primary (unbelievably cute) to grade 7.
Teaching Assignment
I teach grade 6 Math and Natural Science and Health education, grades 5 to 7 Religious and Moral Education and Basic Information Skills (basically library and computers if the school has them) and grades 5 and 7 Art. The range of grades is fun because I get to work with kids who barely speak English as well as kids who are starting to really want to ask questions and discuss everything they are learning. Teaching art in a situation with very limited supplies is a challenge, but it pushes my creativity as well as theirs. Math is simultaneously frustrating and incredibly rewarding because learners are frequently missing necessary building blocks, but students’ progress is also very tangible and it’s very fun to actually see it “click” when new material suddenly makes sense. Also Science was a great welcome, since the first topic on the syllabus was sexual education so it was a chance for me to get comfortable with my class and test myself as a teacher right off the bat.
Living Arrangement
The school rents a house just next to the school grounds. It has a kitchen, indoor toilet, spout/shower, living room and bedroom. It is generally a very comfortable living situation and I have had several roommates ranging from other teachers at the school to a woman who works at the electricity company.
Language Issues
Almost everyone in my community speaks Damara/Nama (khoekhoegowab) as their primary language, but due to the big Afrikaaner influence in town, most people also speak Afrikaans and everyone usually assumes that I do too. Most people can speak English fairly well, or at least well enough to communicate in necessary situations (shopping, asking for help, greeting) but unless I’m being directly addressed everyone usually sticks to Damara. That being said, khoekhoe is a really interesting language because it has four click sounds (I have mastered three and still get laughed at every time I attempt the fourth). It has been interesting learning pieces of two languages and seeing how and when each one is used here.
Greatest Challenges
My greatest challenge has been discipline. The learners here are not used to a teacher who is trying to be both an authority figure and a friend. Blurring that line (and not hitting my learners!) sometimes manifests itself as a lack of respect. The school has started having detention, which is helpful, but setting up clear punishments for bad behavior from the very beginning is a good idea.
It can also be very challenging to be so isolated as an outsider in a new community. When my housemate first arrived she told me she, “knew no one in Uis” which actually meant she had an uncle and his family and three friends from grade school living here. Because Namibia has such a small population, most people in my community can’t grasp what it means to go somewhere and know literally no one, and that means that meeting people and forming actual relationships can be difficult. That being said, I definitely think it is a challenge and not a barrier- I challenged myself to find creative ways to meet people and spent a lot of time with my learners at first
Greatest Rewards
The greatest reward is getting to know, understand, and love your learners. Building relationships with them and watching them grow and develop is an incredible experience.
I also love that being here is an opportunity to slow down a bit. While “African time” and a third world pace of life can come with plenty of frustrations, it’s very freeing to know that most of the stress you feel comes from yourself. Or that taking time to just sit and do nothing but look at the sunset and drink coffee (every single day) is completely acceptable.