Education development in Namibia

New teaching and learning methods for two schools

The project’s main goal was to establish new teaching and learning methods in creative environments and lay a foundation for early-stage entrepreneurial development in Namibia.

Fixing the non-functional classrooms, supporting the teachers’ self-development, and updating digital learning tools can provide a great effect on schools’ future strategies, teacher satisfaction, and student learning outcomes.

Project was collaboration of consortium of companies from Finland and Namibia. Project was coordinated by University Properties of Finland and Dololo Operations together with Polar Partners. Our team’s role was education development and implementation of the teacher training as well as organizing the final seminar and creating the Active learning handbook – publication of the project.

Country:	Namibia, pilot schools Berg-Op Academy and Faith Primary School
Size of the project:	Over 1000 learners and 20 teachers from public and private schools
Actions:	– Providing learners with better e-learning tools and learning environments – Training and mentoring teachers – Providing training in Namibia and a 2-week visit to Finland
Results:	– Learners received more individual support and active learning experiences – Teachers’ overall satisfaction increased – Equality improved
Period:	January 2018 – April 2020

The project focused on three key areas with specific goals:

Active learning pedagogy and teacher training – building capacity in new methods and making learning more student-centered
Modern learning environments – changing learning environment and supporting new ways of teaching and learning
E-learning – testing new tools and technologies to improve learning outcomes, engagement, and modern pedagogy

Improving teacher satisfaction and equality

The project’s impact and the implemented changes were measured using Social Impact Assessment (SIA). The results revealed an increase in the teachers’ overall satisfaction with their work inspiration, daily working hours, and effectiveness. Teachers felt that their personal goals had become clearer, collaboration is easier, and equality had improved in their school.

By providing new chances for personal development to the teachers, they have become more committed to making improvements in their classrooms. Collaboration and ownership have been key drivers for creating meaningful change. Students have also received new and fun ways for learning math, coding, and basic ICT skills.

Project partners with Polar Partners: Dololo Operations, Tablet Namibia, University Properties of Finland Ltd, Mehackit, Eduten, Southern African Innovation Support (SAIS), Business Finland, Ministry of Education, Arts and Culture of Namibia.

I learned that digital literacy is lacking in Namibian schools. All Faith Primary School teachers that participated in our computer sessions can now use computers and had acquired the know-how and skills of ICT and digital literacy.
Elizabeth John, Dololo Operations

Publication of the project: Active Learning Handbook