School cluster system for quality education in rural Namibian schools

Abstract

This study sought to discover the challenges facing the implementation of School Cluster System in Oshikoto region. Five Cluster Centre Principals (CCPs) and twenty eight teachers were sampled as participants. Questionnaires, documentary analysis and focus group interviews were used as research instruments for the study. Questionnaires were administered to CCPs and focus group interviews were carried out to teachers. The documentary analysis provided information from the Circuit office on how schools were clustered. The study established that while the implementation of School Cluster System was a positive move for education decentralisation and sharing of resources between schools, the system did not have a legal policy framework to regulate the system operations, and no resources were made available to schools for the implementation and management of School Cluster System activities. The study recommended that educational planners should pursue the legalisation of School Cluster System. In the meantime, it was necessary for principals and teachers to be provided with rewards and adequate resources for implementing School Cluster System activities.