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NAMCOL • StatiStical DigeSt • 2013 - 2014 anD 2014 - 2015 • 15 th eDition 1 1 NAMCOL • StatiStical DigeSt • 2013 - 2014 anD 2014 - 2015 • 15 th eDition

NAMCOL STATISTICALDIGESTNAMCOL STATISTICALDIGEST

Prepared by:

Research, Development and Quality Assurance Unit

NAMCOL

15th Edition

2013/14 and 2014/15

NAMCOL

NAMCOL • StatiStical DigeSt • 2013 - 2014 anD 2014 - 2015 • 15 th eDition

NAMCOL • StatiStical DigeSt • 2013 - 2014 anD 2014 - 2015 • 15 th eDition 3

Compiled by: The Research, Development and Quality Assurance Unit

Layout and Design: Fransina A Matsi

ALL CORRESPONDENCE SHOULD BE ADDRESSED TO:

The DirectorNamibian College of Open LearningPrivate Bag 15008KatuturaWindhoekNamibia

©Namibian College of Open Learning

Printed in Namibia

ISSN No: 2026-7916

Publication Date: March 2016

ACKNOWLEDGEMENTS

NAMCOL acknowledges the contribution of all those who participated in producing this document. This includes the Research, Development and Quality Assurance Unit, Database Unit, and the Academic Advisory Team.

NAMCOL • StatiStical DigeSt • 2013 - 2014 anD 2014 - 2015 • 15 th eDition

4 NAMCOL • StatiStical DigeSt • 2013 - 2014 anD 2014 - 2015 • 15 th eDition

MISSION

We are committed to providing wider access to quality educational services for our learners and other customers, using a variety of open learning methods.

VISION

We strive to be a world-class institution of excellence, accessible to all, with a committed professional staff, educating people through an innovative range of ODL programmes, and providing quality services in a sustainable manner.


INSTITUTION VALUES:

ACCESSIBILITY: To provide opportunities for adults and out-of-school youth to further their education or develop new skills.

SUSTAINABILITY: To ensure the College has sufficient resources to continue developing and offering programmes in the future.

QUALITY: To strive for the highest standard of service delivery.

EFFICIENCY: To make the best use of available resources.

ACCOUNTABILITY: To provide our stakeholders with convincing evidence of the value of what we do.

RELIABILITY: To provide accurate and trustworthy information on our activities.

RESPONSIVENESS: To address emerging challenges and training needs in a timely fashion.

TRANSPARENCY: To be open and fair in all our business operations.

CONTINUITY: To create pathways for our students to pursue lifelong learning.

EXCELLENCE: To pursue the goal of continuous improvement in everything we do.


NAMCOL STRUCTURE

Company Secretary

Private Secretary Manager: Strategic Planning

Receptionist

Secretary

Marketing & Sales

Human Resources

Research, Development& Quality Assurance

Materials Production& Dispatch

Secretary

Administration &Logistics

Finance

Information Technology

South - Windhoek

Central - Otjiwarongo

North - Ongwediva

North-East - Rundu

MINISTER OF EDUCATIONARTS & CULTURE

OFFICE OF THE DIRECTOR(DIRECTOR)

BOARD OF GOVERNORS

Support Services(Deputy Director)

Finance & Administration

(Deputy Director)

Programmes & MaterialsDevelopment

(Deputy Director)

REGIONAL OFFICESSouthern RegionCentral Region

Northern RegionNorth-Eastern Region(Regional Managers)

Internal Auditor

Secretary

Tertiary LevelProgrammes

Technical, Vocational Education & Training

Secondary Education

Learner Support (Deputy Director)

Secretary

Open Schooling

Vocational

E - Learning

Tertiary


CONTACT DETAILS

SWITCHBOARD:Tel: +264 61 320 5111Fax: +264 61 216 987Fax2mail: 0886 200 69

OFFICE OF THE DIRECTOR (OD):Tel: +264 61 320 5233Fax2mail: 0886 200 68

DIVISION: FINANCE AND ADMINISTRATION (F&A):Tel: +264 61 320 5254Fax2mail: 0886 201 21

DIVISION: PROGRAMMES AND MATERIALS DEVELOPMENT (PMD):Tel: +264 61 320 5217Fax2mail: 0886 200 78

DIVISION: SUPPORT SERVICES (SS):Tel: +264 61 320 5246Fax2mail: 0886 201 05

DIVISION: LEARNER SUPPORT (LS):Tel: +264 61 320 5246Fax2mail: 0886 201 05


BOOKSHOPS:

Windhoek Ongwediva Tel: +264 61 320 5202/85 Tel: +264 65 233 780Fax: +264 61 320 5211 Fax: +264 65 233 793

Fax2mail: 0886 201 13

COMPUTER-BASED LEARNING CENTRES:Computer-based Learning Centre Computer-based Learning Centre Windhoek OngwedivaTel: +264 61 320 5279 Tel: +264 65 233 780 Fax2mail: 0886 207 23Fax: +264 65 233 793

Computer-based Learning Centre Computer-based Learning Centre Keetmanshoop GobabisTel: 063-222 100 Tel: 062-564 [email protected] [email protected]

Computer-based Learning Centre Computer-based Learning Centre Otjwarongo Katima MuliloTel: 067-304 379 Tel: 066-253 [email protected] [email protected]

Computer-based Learning Centre Computer-based Learning Centre Outapi EenhanaTel: 065-233 794 Tel: 065-233 [email protected] [email protected]

Computer-based Learning Centre Computer-based Learning Centre Ondangwa RunduTel: 065-233 794 Tel: 066-255 [email protected] [email protected]


REGIONAL OFFICES:

Southern Region (SR)2030 Independence Avenue, KatuturaPrivate Bag 15008, Katutura, WindhoekTelephone: 061-320 5272/5 Fax: [061] 216 987E-mail: [email protected]

Central Region (CR)Bahnhof Street 44, P. O. Box 2006, OtjiwarongoTelephone: 067 304 379, Fax: 067 303 170E-mail: [email protected]

North-Eastern Region (NER)Independence Avenue, Private Bag 2123, RunduTelephone: 066 255 545, Fax: 066 255 386E-mail: [email protected]

Northern Region (NR)Marula Street, P.O.Box 80002, OngwedivaTelephone: 065 233 780, Fax: 065 233 793E-mail: [email protected]

SUB-REGIONAL OFFICES:Walvis BayTel: 264 67 304 379Fax: 264 67 303 170Email: [email protected]

KeetmanshoopTel: 264 63 222 100Fax: 264 63 222 100Email: [email protected]

Katima MuliloTel: 264 66 253 065Fax: 264 66 252 710Email: [email protected]

GobabisTel: 264 62 564 321Fax: 264 62 564 321Email: [email protected]


NAMCOL TUITION CENTRES IN NAMIBIA


FOREWORD

This edition of the Statistical Digest is the 15th in the series of publications initiated by NAMCOL since it’s inception in 1998.

The primary purpose of the NAMCOL Statistical Digest is to provide a compilation of statistical information covering learners’ profiles, enrolment statistics, examination results, staffing and physical facilities. It also serves as an important tool to inform strategic planning and decision-making at the College in order to forecast and ensure optimal use of the physical, financial and human resources of NAMCOL.

The primary sources of data for the Statistical Digest are NAMCOL’s Learner Record Database and the Ministry of Education, Arts and Culture, Directorate of the National Examinations and Assessment (DNEA).

On behalf of NAMCOL, I would like to acknowledge the work of those who took part in preparing the Statistical Digest. In addition, I would like to take this opportunity to assure stakeholders and the public that every effort has been made to ensure the accuracy of this information and that the information reflects a true picture of NAMCOL’s activities during the periods under review.

.......….......………

Heroldt V. MurangiDirector


TABLE OF CONTENTS Page #LIST OF GRAPHS I

LIST OF TABLES II

ACRONYMS AND ABBREVIATIONS III

DEFINITION OF TERMS IV

1. INTRODUCTION 1

2. NAMCOL PROGRAMMES 3 2.1 Secondary Education 3 2.2 Professional Courses 3 2.3 Technical Vocational, Education and Training Programmes (TVET) 4

3. LEANERS’ ENROLMENT 5 3.1 JSC and NSSCO 5 3.2 Professional and Vocational Programme 6 3.3 Technical, Vocational Education and Training Programmes 8 3.4 All Programmes 9

4. EXAMINATION RESULTS 10 4.1 JSC 10 4.2 NSSC (O) 13 4.3 TVET 16 4.4 Professional Programmes 16 4.4.1 CED 16 4.4.2 DYD 17 4.4.3 CLGS 18 4.4.4 CBM 19 4.4.5 CECD 20 4.4.6 DED 21 4.4.7 DECPPE Year 1 Semester 2 22 4.4.8 DECPPE Year 3 Semester 1 24 4.4.9 ECC 24 4.4.10 Eros Girls School CECD 25

5. STAFFING AND PHYSICAL FACILITIES 26

6. CONCLUSION 28


Graph 1: Enrolment: JSC, NSSC (O/H) - 2003 to 2015

Graph 2: Combined Enrolment: JSC and NSSC (O/H) - 1999 to 2015

Graph 3: Enrolment: JSC, NSSC (O/H) per gender- 2014 and 2015

Graph 4: Enrolment as per Professional Programmes including ECC, 2006-2015

Graph 5: Enrolment: All Professional Programmes including ECC, 2003-2015

Graph 6: Professional Programmes Enrollment - Gender 2014/15

Graph 7: Enrolment: Technical Vocational Educational and Training 2013, 2014 and

Graph 8: TVET 2014 and 2015

Graph 9: Percentage (%) Enrolment: All Programmes 2014 and 2015

Graph 10: Enrolment – All Programmes

Graph 11: JSC Part-time/NAMCOL Candidates 2014/15

Graph 12: JSC Part-time/NAMCOL Candidates – Grouping 2014/15

Graph 13: JSC Part-time/NAMCOL and Full-time Candidates – Comparison 2014/15

Graph 14: JSC, Part-time and full-time Comparison over 5 years

(2010 – 2014)

Graph 15: NSSC Part-time/NAMCOL Candidates 2014/15

Graph 16: NSSC Part-time/NAMCOL Candidates – Grouping 2014/15.

Graph 17: NSSC Part-time/NAMCOL and Full-time Candidates – Comparison 2014/15

Graph 18: NSSC (O) Part – time and Full-time Comparison over 5 years (2010-2014)

Graph 19: TVET Results 2015

LIST OF GRAPHS

2015

I


LIST OF TABLES

Table 1: JSC Grading per Subject

Table 2: NSSC (O) Grading per Subject

Table 3: CED

Table 4: DYD

Table 5: CLGS

Table 6: CBM

Table 7: CECD

Table 8: DED

Table 9: DECPPE Year 1 Semester 2

Table 10: DECPPE Year 3 Semester1

Table 11: ECC

Table 12: Eros Girls School CECD

Table 13: Full-time staff 2015

Table 14: Part-time staff for 2015

Table 15: NAMCOL Physical Facilities 2015

II


AM Automotive MechanicsBCLC Basic Computer Literacy CourseCBM Certificate in Business ManagementCED Certificate in Education for DevelopmentCLGS Certificate in Local Government StudiesCWCY Certificate in Community-based Work with Children and YouthDECPPE Diploma in Early Childhood and Pre-Primary EducationDED Diploma in Education for DevelopmentDNEA Directorate of National Examinations and AssessmentDYD Diploma in Youth DevelopmentECC English Communication CourseF&A Finance and Administration DivisionICDL International Computer Driving Licence IGCSE International General Certificate of Secondary EducationJSC Junior Secondary CertificateCLGS Certificate in Local Government StudiesMSS Management and Support Services DivisionNAMCOL Namibian College of Open Learning NSSCH Namibia Senior Secondary Certificate (Higher Level)NSSCO Namibia Senior Secondary Certificate (Ordinary Level)OA Office Administration OD Office of the Director PMD Programmes and Material Development DivisionPETE Pre-entry to Tertiary Education ProgrammePP Professional ProgrammePPF Plumbing and Pipe FittingTVET Technical, Vocational Education and Training ProgrammesVoc. Vocational WMF Welding and Metal Fabrication

ACRONYMS AND ABBREVIATIONS

III


DEFINITION OF TERMS

Enrolment refers to the level of study (JSC, NSSCO, or Professional and Vocational programmes) into which a learner’s record falls. Thus a single learner who enrols for three subjects at Secondary Education Level, plus the ICDL or a Professional Programme, would be counted as two enrolments.

Junior Secondary Certificate (JSC) is the examination taken by Grade 10 Namibian learners, which is set and marked nationally.

Level refers to the type of certification, e.g. JSC, NSSCO.

Mode refers to the method of study, i.e. open (contact) or open (non-contact), and applies only to JSC and NSSCO learners. All learners are provided with self-study materials and tutor-marked assignments. They can enrol in either of the following modes of study: Open (contact) - learners who take this option attend weekly tutorials, or Open (non-contact) learners who take this option only attend the one-week workshop offered twice a year, during school holidays.

NAMCOL Regions: NAMCOL operations in the country are divided into four ‘regions’, namely Central (Kunene, Erongo, and part of Otjiozondjupa); North-Eastern (Kavango West, Kavango East and Zambezi); Northern (Omusati, Oshana Ohangwena and Oshikoto); and Southern (Khomas, Hardap, Karas, Omaheke and part of Otjiozondjupa).

Namibia Secondary Certificate (Ordinary Level) NSCCO is the externally accredited school-leaving examination, taken by Grade 12 learners in Namibia. NAMCOL learners studying towards this qualification follow the same syllabi and sit for the same examinations as their counterparts in formal schools.

IV


Open (non-contact) refers to learners who attend the one-week workshop offered twice a year during school holidays.

Part-time learners refer to learners registered with institutions that are not part of the formal school system. Nevertheless, these learners sit for the same examinations as the full-time learners. Note: this term is used by DNEA to differentiate between formal school learners and all other learners who write their examinations, including - but not restricted to – those at NAMCOL.

Professional and Vocational Programmes refer to any courses offered by NAMCOL other than the Secondary Education Programmes. For example: Certificate in Education for Development (CED), Diploma in Youth Development Work (DYD), International Computer Driving Licence (ICDL), English Communication Course (ECC), TVET Programmes, etc.

Registered Learner (or simply ‘Learner’) refers to the individuals who register to study with NAMCOL, irrespective of the mode and level. For example, a person who enrols to study for subjects at different levels at different modes would be counted as a single registered learner.

Subject Enrolment refers to each subject that a learner has enrolled for, regardless of the level or mode of study.

V


1. INTRODUCTION

The Namibian College of Open Learning (NAMCOL) is a semi-autonomous educational institution established by an Act of Parliament (Act 1 of 1997) and it falls under the jurisdiction of the Ministry of Education, Arts and Culture. The College can trace its roots back to various Continuing and Distance Education Programmes available to Namibians before Independence. Late in 1994, these programmes were consolidated under a single directorate within the Ministry, which can be regarded as the first step in NAMCOL’s transformation into an autonomous institution. In April 1998, the newly-established College took over responsibility for the programmes that were formerly provided by the (then) Ministry of Basic Education, Sport and Culture.

The NAMCOL Head Office is situated in Windhoek at the YetuYama Centre. The College has four regional offices - in Ongwediva, Otjiwarongo, Rundu and Windhoek - and four sub-regional offices (in Gobabis, Walvisbay, Katima Mulilo and Keetmanshoop). Learner-enrolment has grown tremendously from 10 882 learners in 1996 to 37475 for NSSC (O) and JSC in 2015 and for Professional Programmes from 104 in 2003 to 2429 in 2015.

NAMCOL offers study opportunities for adults and out-of-school youth in three categories:• Secondary Education;• Professional Education; and • Technical and Vocational Training.

The Secondary Education Programmes consist of the Junior Secondary Certificate (JSC), Grade 10 and the Namibia Senior Secondary Certificate (NSSCO/H). The Professional and Vocational categories offer the following qualifications: Certificate in Education for Development (CED); Certificate in


Local Government Studies (CLGS); Diploma in Youth Development Work (DYD); Certificate in Community-based Work with Children and Youth (CWCY); Certificate in Early Childhood Development (CECD); Diploma in Education for Development (DED); Diploma in Early Childhood and Pre-Primary Education (DECPPE) ; Automotive Mechanics (AM); Welding and Metal Fabrication (WMF); Plumbing and Pipe Fitting (PPF); Office Administration (OA); Basic Computer Literacy Course (BCLS); the International Computer Driving Licence (ICDL); and the English Communication Course (ECC).

The College programmes are accredited by the Namibia Qualifications Authority (NQA).


2. NAMCOL Programmes

Summary of NAMCOL Programmes:

2.1 Secondary Education: These programmes are intended for learners who wish to improve their secondary education grades through open and distance mode. These learners are allowed to study at their own pace and at a convenient time in order to complete their JSC and NSSCO certificates:

• The Junior Secondary Certificate ( JSC); and• The Namibian Senior Secondary Certificate- Ordinary Level

(NSSCO) and Higher Level, NSSCH.

2.2 Professional Courses:• English Communication Course (ECC)

This course aims to improve learners’ communication skills, enabling them to communicate and study more effectively through the medium of English.

• Certificate in Education of Development (CED)The aim of this course is to provide learners with practical skills to increase their effectiveness as community workers and also to prepare them for aspects of adult education at community level.

• Diploma in Youth Development Work (DYD)This programme aims to provide learners with practical skills to enhance their effectiveness as youth workers and to prepare them as practitioners in aspects of youth education.

• Certificate in Local Government Studies (CLGS)This programme is aimed at the capacity-building of regional councils, officers working in local and regional government offices, municipalities, local authorities and other interested members of the general public.

• International Computer Driving Licence (ICDL)This certificate programme certifies one’s ability and competency to use a computer and its most popular applications.

• Certificate in Early Childhood Development (CECD)The aim of this certificate programme is to provide learners with an opportunity to gain training in early childhood development, so that all children at pre-school level in Namibia have access to well-trained staff who offer suitable and appropriate services at ECD Centres.

• Certificate in Community-based Work with Children and Youth (CWCY)This programme aims to enhance the skills and practice of people taking care of, and supporting communities who are put at risk through the AIDS pandemic, poverty, conflict and displacement.

• Diploma in Education for Development (DED)This diploma aims to provide an opportunity for Certificate in Education for Development (CED) graduates to further their studies in the field of community development and related fields.

• Diploma in Early Childhood and Pre-Primary Education (DECPPE)The aim of this diploma is to address the critical shortage in early childhood educators and pre-primary teachers, who should lay a solid foundation for lower primary learning.

2.3 Technical Vocational Education and Training Programmes (TVET): The aim of these programmes is to alleviate the high unemployment rate in the country with the development of business management and entrepreneurial skills for self-employment:

• Automotive Mechanics (AM);• Welding and Metal Fabrication (WMF);• Plumbing and Pipe Fitting (PPF); and• Office Administration (OA).


• International Computer Driving Licence (ICDL)This certificate programme certifies one’s ability and competency to use a computer and its most popular applications.

• Certificate in Early Childhood Development (CECD)The aim of this certificate programme is to provide learners with an opportunity to gain training in early childhood development, so that all children at pre-school level in Namibia have access to well-trained staff who offer suitable and appropriate services at ECD Centres.

• Certificate in Community-based Work with Children and Youth (CWCY)This programme aims to enhance the skills and practice of people taking care of, and supporting communities who are put at risk through the AIDS pandemic, poverty, conflict and displacement.

• Diploma in Education for Development (DED)This diploma aims to provide an opportunity for Certificate in Education for Development (CED) graduates to further their studies in the field of community development and related fields.

• Diploma in Early Childhood and Pre-Primary Education (DECPPE)The aim of this diploma is to address the critical shortage in early childhood educators and pre-primary teachers, who should lay a solid foundation for lower primary learning.

2.3 Technical Vocational Education and Training Programmes (TVET): The aim of these programmes is to alleviate the high unemployment rate in the country with the development of business management and entrepreneurial skills for self-employment:

• Automotive Mechanics (AM);• Welding and Metal Fabrication (WMF);• Plumbing and Pipe Fitting (PPF); and• Office Administration (OA).


3. Learners’ Enrolment

3.1 JSC and NSSCO

The total number of enrolments (for both JSC and NSSC(O/H) for the past 13 years, i.e. since 2003 is provided in the graph below:

Graph 1: Enrolment: JSC, NSSC (O/H) - 2003 to 2015

There has been a general decline in JSC enrolments since 2003 and a general increase in NSSC since then. However, both levels experienced an increase in enrolments, from 2011 and 2012.

Graph 2: Combined Enrolment: JSC and NSSC (O/H) - 1999 to 2015

The graph shows an overall steady growth in the number of enrolments from 1999 to 2015. The highest enrolment was recorded in 2015. Besides 2012, the past highest enrolment was recorded in 2002 with the decline in 2003 and 2004, respectively.


ENROLMENT - GENDER

Graph 3: Enrolment: JSC, NSSC (O/H) per gender- 2014 and 2015

Female enrolment was more than male enrolment in both years. The gap/differences between male and female for both years account to an average of 30%.

3.2 PROFESSIONAL AND VOCATIONAL PROGRAMMES

Professional Programmes and ECC

Graph 4: Enrolment as per Professional Programmes including ECC 2006-2015

The highest enrolment was for CECD in 2015. CECD also dominated the enrolment in the years 2012, 2013 and 2014. CED followed CECD with the second highest enrolment.


Graph 5: Enrolment: All Professional Programmes including ECC 2003-2015

There has been a steady increase in enrolment since 2011. Overall there has been an increase in enrolment in all professional programmes since 2005. A slight drop was experienced in 2008, 2009 and 2011. The highest enrolment was in 2015.

Enrolment - Gender

Graph 6: Professional Programmes Enrolment - Gender 2014/15

Females dominate all the Professional Programmes enrolments.


3.3 Technical Vocational Education and Training

Graph 7: Enrolment: TVET 2013, 2014 and 2015

All NAMCOL programmes are dominated by females except for TVET (PPF, AM, WMF).

TVET - Gender

Graph 8: TVET 2014 and 2015

The enrolments in all trades are being dominated by males except for office Administration.


3.4 All Programmes

Graph 9: Percentage (%) Enrolment: All Programmes 2014 and 2015

The secondary education programme enrolls more learners than the other programmes. For the secondary education programmes, the highest enrolment was for NSSC (O/H).

All Programmes - Gender

Graph 10: Enrolment – All Programmes

The majority of the enrolment for all programmes are females except for TVET (PPF, AM, and WMF).


4. EXAMINATION RESULTS

4.1 JSCGraph 11: JSC Part-time/NAMCOL Candidates 2014/15

Part-time candidates scored more in the lower grades (E, F, G and U). None of the part-time candidates scored in the ‘A’ category and only 1.8 scored in the ‘B’ category.

Graph 12: JSC Part-time/NAMCOL Candidates –Grouping 2014/15

The majority of the learners scored more in the Intermediate and low grades.


Graph 13: JSC Part-time/NAMCOL and Full-time Candidates –Comparison 2014/15

The full-time candidates have the highest percentage scores in the ‘High’ and ‘Intermediate’ grades while the part-time candidates scored the highest in the ‘Low’ and ‘Ungraded bands. However, there is a small margin of difference in the intermediate grades between part-time and full-time candidates. It should also be noted that the trends are the same between these two groups.

Graph 14: JSC Part-time and Full-time - Comparison over 5 years (2010-2014)

Full-time candidates did well in higher grades over the period of five years. It should also be noted that the trends are the same between these two groups over the years and among the two groups.


JSC Grading per Subject

Table 1: JSC Grading per Subject (%)

Subject Symbol

A B C D E F G U I X

Afrikaans 1stLanguage

0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0

Khoekhoegowab 1st Language

14.3 4.7 0 19.1 38.1 19 4.8 4.8 34 0

Oshikwanyama 1st Language

0.6 3 7.7 26.20 54.8 7.1 0.6 0 12 0

Oshindondonga 1st Language

0.0 4.0 6.7 17 60.7 11.6 0 0 14 0

Otjiherero 1st Language

0.0 6.4 11.7 14.9 37.2 22.4 5.3 2.1 25.4 0

Rukwangali 1st Language

1.3 2.5 11.6 15.4 53.8 14.1 1.3 0 25 0

Rumanyo 1st Language

0 0 27.6 13.8 44.8 13.8 0 0 14.7 0

Silozi 1st Lan-guage

0 3.3 16.7 36.7 33.3 7 0 0 28.5 0

Thimbukushu 1st Language

33.3 0 0 33.4 33.3 0 0 0 0 0

Afrikaans 2nd Language

1.7 13.6 20.3 20.3 28.8 11.9 0 3.4 31 0

English 2nd Language

0 0.5 1.4 7.6 22.9 36 25.3 5 20.8 0

Agriculture 1.1 4.1 7.7 20.6 21.7 19 13 12.8 15.8 0

Physical Science 0.1 1.1 2.9 12.8 18.9 21.1 21.1 22 19.4 0

Mathematics 0.5 2.4 4.2 11.5 25.5 27.9 19.2 8.8 21.5 0.1

Geography 0.1 1.6 6.9 18.4 35.1 25.8 9.8 2.3 15.7 0

History 0.4 1.6 4.1 17.4 22.2 29.1 16.9 8.3 19.6 0

Accounting 0 0 0.7 9.1 8.8 17.9 19.9 43.60 24.8 0

Entrepreneurship 0.1 0.4 2.3 11.6 19.1 20.6 23.8 22.1 16 0.1

Life Science 0.2 1.5 5.2 16.3 27.8 26.1 16.8 6.1 15.6 0

The highest scores (A) were in Thimbukushu 1st language and Khoekhoegowab 1st language. The lowest scores were in Accounting and Entreprenuership.


4.2 NSSC (O)

Graph 15: NSSC Part-time/NAMCOL Candidates 2014

The majority of candidates scored more in the lower grades. Part-time candidates scored more in the lower grades (E, F, G and U). Only 0.3% candidates managed to score in the ‘A*’ and ‘A’ categories.

Graph 16: NSSC Part-time/NAMCOL Candidates –Grouping 2014

The majority of the candidates scored in the Intermediate and low grades.


Graph 17: NSSC Part-time/NAMCOL and Full-time Candidates –Comparison 2014/5

The full-time candidates have the highest percentage scores in the ‘high’ and ‘Intermediate’ grades while the part-time candidates scored the highest in the ‘low’ grades. However, there is a small margin of difference in the ‘intermediate grades between part-time and full-time candidates. It should also be noted that the trends are the same between these two groups.

Graph 18: NSSC (O) Part-time and Full-time Comparison over 5 years (2010-2014)

Full-time candidates did well in the high and Intermediate grading. It should also be noted that the trends are the same between these two groups over the years and among the two groups.


Table 2: NSSC (O) Grading per Subject (%)

Subject Symbol

A* A B C D E F G U I

Afrikaans 1st Language 0 0 0 0 0 0 0 0 0 100

English 1st Language 0 0 0 0 0 0 0 0 0 100

Khoekhoe-gowab 1st Language

3.85 3.8 15.3 7.6 42.3 26.92 0 0 0 29.7

Oshikwanya-ma 1 st Language

0.85 3.42 8.55 28.2 33.3 23 1.7 0.85 0 13.3

Oshindon-donga 1st Language

0 0.70 9.8 19.7 37.3 24.6 7.75 0 0 21.5

Otjiherero 1st Language 0 0 3.19 26.6 43.6 19.1 6.39 1.06 0 25.

Rukwangali 1st Language 0 0 0 0 57.14 28.5 14.29 0 0 36.3

Rumanyo 1st Language 0 0 14.29 21.42 35.7 21.4 7.14 0 0 26.3

Afrikaans 2nd Language 1.9 1.9 4.7 27.6 29.52 25.7 3.8 0.9 3.8 23.3

English 2nd Language 0. 0.06 0.34 1.58 9.21 24.4 25.3 14.5 24.41 13.3

Agriculture 0.05 0.13 1.32 7.6 18.45 28.8 33.34 9.2 0.9 21.9

Biology 0.01 0.15 0.88 3.7 8.7 13.5 19 19.9 33.4 13.4

Physical Science 0.11 0.75 2.8 8 11.6 19.3 26.4 19.78 11.1 16.7

Mathematics 0.04 0.16 0.76 8.5 14.15 21.7 21.61 15.58 17.36 15.7

Development Studies 0.05 0.44 2.1 7.9 11 17.4 26.3 20.9 11.4 16

Geography 0 0.29 1.59 3.7 10.6 19.76 25 20.9 18.04 16

History 0 0.18 0.9 2.9 9.49 16.2 31.2 26.1 12.83 19.2

Accounting 0.13 0.25 3.4 8.8 12.4 16.1 13.9 17 20 26.8

Entrepre-neurship 0.1 0.4 2.3 11.6 19.1 20.6 23.8 18.5 16 0

The highest grading was in Khoekhoegowab and the lowest in Biology.


4.3 EXAMINATION RESULTS –TVET 2015

Graph 19: TVET Results 2015

Office Administration 1 & 2 and PPF1 were found ‘Not Yet Competent’. The rest of the trades were found to be competent.

4.4 EXAMINATION RESULTS - PROFESSIONAL PROGRAMMES - 2014

4.4.1 Certificate in Education for DevelopmentTable 3: CED

Subject Code & Name

Regis-tered

Submitted Ass.

Admit-ted to Exams

Passed Failed Incom-plete

Not Admitted

Dropped out

1702 Development Studies

110 106

(96.3%)

79

(74.5%)

44

(56%)

27

(34%)

8

(10%)

27

(25.5%)

4

(5%)

1703 Theory & Practice of Adult Learning

140 133

(95%)

126

(94.7%)

25

(20%)

90

(71%)

11

(9%)

7

(5%)

7

(0%)1704 Theory & Practice of Community Development

101 101

(100%)

95

(94.0%)

18

(19%)

75

(79%)

2

(2%)

6

(6%)

0

(0%)

1705 Project Development & Management

119 119

(100%)

114

(95.8%)

74

(64.9%)

38

(33.3%)

2

(1.8%)

5

(4.2)

0

(0%)

1706 Commu-nication and Language Skills

90 90

(100%)

87

(97%)

49

(56.3%)

30

(34.5%)

8

(9.2%)

3

(3%)

0

(0%)

Average pass rate was 43%, lowest rate was in Project Development and Management.


4.4.2 Diploma in Youth Development

Table 4: DYD

Subject Code & Name

Regis-tered

Submit-ted Ass.

Admit-ted to Exams


Not Admit-

ted

Dropped out

1803 Principles & Practice of Youth in Development. Work

2221

(95.5%)

18

(85.7%)

11

(61%)

4

(22. %)

3

(17%)

3

(14.3%)

1

(4.5%)

1805 Gender and Develop-ment

2323

(100%)

21

(91.3%)

10

(47.6%)

10

(47.6%)

1

(4.8%)

2

(8.7%)

0

(0%)

1808 Project Planning, Monitoring and Evaluation

1715

(88.2%)

13

(86.7%)

11

(84.6%)

0

(0%)

2

(15.4%)

2

(13.3%)

2

(11.8%)

1812 Youth and Health 17

16

(94%)

16

(100%)

10

(62.5%)

2

(12.5%)

4

(25%)

0

(0%)

1

(6%)

Subject Code & Name

Regis-tered

Submit-ted Ass.

Admit-ted to Exams


Not Ad-mitted

Dropped out

1813 Sustain-able Devel-opment. and Environmental Issues

2121

(100%)

20

(95%)

13

(65%)

6

(30%)

1

(5%)

1

(5%)

0

(0%)

1814Orphans and Vulnerable Children Pro-gramme

1818

(100%)

17

(94%)

15

(88%)

2

(12%)

0

(0%)

1

(6%)

0

(0%)

1815 Psycho-social Support of Orphans and Vulnerable Children

2018

(90%)

18

(100%)

15

(83%)

3

(17%)0%)

0

(0%)

2

(10%)

Overall average pass rate was 64%, lowest rate was in Sustainable Development.

Overall average pass rate was 79%, lowest rate was in Sustainable Development and Environment Issues.


4.4.3 Certificate in Local Government Studies

Table 5: CLGS

Subject Code & Name

# Regis-tered

Submit-ted Ass.

Admitted to Exams Passed

FailedIncom-plete

Not Ad-

mitted

Dropped out

1901 English for General Communication

10494

(90.4%)

94

(100%)

74

(78.7%)

6

(6.3%)

14

(15%)

0

(0%)

10

(9.6%)

1902 Regional and Local Government in Namibia

102

97

(95%)

95

(98%)

61

(64.2%)

11

(11.6%)

23

(24.2%)

2

(2%)

5

(5%)

1903 Founda-tion of Local Government Administration

111

105

(94.6%)

102

(97%)

53

(52%)

25

(24.5%)

24

(23.5%)

3

(3%)

6

(5.4%)

1907 Intro-duction to Community Development

117

92

(78.6%)

91

(99%)

70

(77%)

5

(5.5%)

16

(17.5%)

1

(1%)

25

(21.4%)

1908 Basics of Econom-ics for Local Government Practitioners

136

125

(92%)

117

(93.6%)

71

(61%)

27

(23%)

19

(16%)

8

(6.4%)

11

(8%)

1909 Local Government Finance and Accounting

147

138

(94%)

126

(91.3%)

25

(19.8%)

80

(63.5%)

21

(16.7%)

12

(8.7%)

9

(6%)

1910 Regional and Local Government Management

120

103

(85.8%)

93

(90.3%)

33

(35.5%)

54

(58%)

6

(65%)

10

(9.7%)

17

(14.2%)

Overall average pass rate was 55%, lowest rate was in Local Government Finance and Accounting.


4.4.4 Certificate in Business Management

Table 6: CBM

Subject Code & Name #

Regis-tered

Sub-mitted

Ass.

Admitted to Exams


Not Ad-mitted

Dropped out

2301 Self Develop-ment 0 0 0 0 0 0 0 0

2302 Introduction to Business 1

1

(100%)

1

(100%)

1

(100%)

0

(0%)0 0 0

2303 Marketing and Selling 0 0 0 0 0 0 0 0

2304 Managing Hu-man Resources 4

4

(100%)

4

(100%)

4

(100%)

0

(0%)0 0 0

2305 Financial Man-agement 3

3

(100%)

3

(100%)

2

(66.7%)

1

(33.3%)0 0 0

2306 Managing Operation 4

4

(100%)

4

(100%)

3

(75%)

1

(25%)0 0 0

2307 Business Plan 2

1

(50%)

1

(100%)

1

(100%)

0

(0%)0 0

1

(50%)

Overall average pass rate was 88%, lowest rate was in Financial Management.


4.4.5 Certificate in Early Childhood Development

Table 7: CECD

Subject Code & Name#

Regis-tered

Sub-mitted

Ass.

Admitted to Exams Passed Failed Incom-

pleteNot Ad-mitted

Dropped out

2101 Early Childhood Development within the Namibian Context 686

666

(97%)

635

(95.3%)

292

(46%)

299

(47%)

44

(7%)

31

(4.7%)

20

(2.9%)

2102 Management and Administration

663

632

(95.3%) 614

(97.2%)

475

(77.4%)

120

(19.5%)

19

(3.1%)

18

(2.8%)

31

(4.7%)

2103 Hygiene and Safety

616

587

(95.3%)

560

(95.4%)

496

(88.6%)

39

(7%)

25

(4.5%)

27

(4.8%)

29

(4.7%)

2104

Nutrition and Health

590 579

(98%)

563

(97.2%)

462

(82%)

56

(10%)

45

(8%)

16

(2.8%)

11

(2%)

2105

Development Areas and Stages of a Child

588 574

(97.6%)

562

(98%)

417

(74.2%)

107

(19%)

38

(6.8%)

12

(2%)

14

(2.4%)

2106

Foundation Level ICT Literacy

545 526

(96.5%)

526

(100%)

495

(94.1%)

1

(0.2%)

30

(5.7%)

0

(0%)

19

(3.5%)

2107

Basic Word Processing

545 526

(96.5%)

526

(100%)

495

(94.1%)

1

(0.2%)

30

(5.7%)

0

(0%)

19

(3.5%)

2108

Pedagogy

583 540

(92.6%)

499

(92.4%)

456

(91.4%)

35

(7%)

8

(1.6%)

41

(7.6%)

43

(7.4%)

Overall average pass rate was 80%, lowest pass rate was in Early Childhood Development with the Namibian Context.


4.4.6 Diploma in Education Development

Table 8: DED

Subject Code & Name

#Regis-tered

#Submit-ted Ass.

#Admitted to Exams

#Passed

#Failed

#Incom-plete

#Not

Admit-ted

#Dropped

out

2201 Adult Teaching and Learning 76

74

(97.4%)

74

(100%)

46

(62%)

17

(23%)

11

(15%)

0

(0%)

2

(2.6%)

2202 Development Studies

9695

(99%)

95(100%)

67

(70.5%)

12

(12.6%)

16

(16.8%)

0

(0%)

1

(1%)

2203 Research Methods 80

80

(100%)

80(100%)

15

(19%)

52

(65%)

13

(16 %)

0

(0%)

0

(0%)

2204 Research Project 84

59

(70.2%)

- 57

(96.6%)

2

(3.4%)

- - 25

(29.8%)

2205 Teaching/Training 78

52

(66.7%)

- 52

(100%)

0(0%)

- - 26

(33.3%)

Overall average pass rate was 70%, lowest pass rate was in Research Methods.


4.4.7 Diploma in Early Childhood and Pre-Primary Education

Table 9: DECPPE Year 1 Semester 2

Subject Code & Name

#Regis-tered

#Submitted

Ass.

#Admitted to Exams

#Passed

#Failed

#Incom-plete

#Not Ad-mitted

# Dropped

out

2501 English for General Communication 211

197

(93.4%)

185

(94%)

117

(63.2%)

64

(34.6%)

4

(2.2%)

12

(6%)

14

(6.6%)

2502 Mother Tongue Literacy: Otjiherero 33

33

(100%)

31

(94%)

24

(77.4%)

6

(19.4%)

1

(3.2%)

2

(6%)

0

(0%)

2502 Mother Tongue Literacy: Khoekhoegowob

86

(75%)

5

(83.3%)

2

(40%)

3

(60%)

0

(0%)

1

(16.7%)

2

(25%)

2502 Mother Tongue Literacy: Afrikaans

88

(100%)

8

(100%)

8

(100%)

0

(0%)

0

(0%)

0

(0%)

0

(0%)

2502 Mother Tongue Literacy: Rumanyo

88

(100

8

(100%)

8

(100%)

0

(0%)

0

(0%)

0

(0%)

0

(0%)

2502 Mother Tongue Literacy: Silozi

4646

(100%)

46

(100%)

45

(97.8%)

0

(0%)

1

(2.2%)

0

(0%)

0

(0%)

2507 Child Development and Learning A

180174

(96.7%)

174

(100%)

130

(74.7%)

38

(21.8%)

6

(3.4%)

0

(0%)

6

(3.3%)

2508 Life Orienta-tion B

197

182

(92.4

182

(100%)

147

(80.8%)

34

(18.7%)

1

(0.5%)

0

(0%)

15

(7.6%)

2510 Workplace Learning Phase 1

177

167

(94.4%)

167

(100%)

150

(89.8%)

17

(10.2%)

0

(0%)

0

(0%)

10

(5.6%)


Subject Code & Name

#Regis-tered

Submitted Ass.

Admitted to Exams Passed Failed Incom-

pleteNot Ad-mitted

Dropped out

2515 Physical Development for ECE A

6967

(97%)

65

(97%)

34

(52%)

29

(45%)

2

(3%)

2

(3%)

2

(3%)

2516 Numeracy and Mathematics for ECE B

5656

(100%)

56

(100%)

21

(37.5%)

32

(57%)

3

(5.4%)

0

(0%)

0

(0%)

2517 Environ-mental Learning B 71

68

(95.8%)

66

(97%)

63

(96%)

2

(3%)

1

(2%)

2

(3%)

3

(4.2%)

2518 Mother Tongue Literacy: English B

1313

(100%)

12

(92%)

5

(42%)

3

(25%)

4

(33%)

1

(8%)

0

(0%)

2518 Mother Tongue Literacy: Oshindonga B

3131

(100%)

31

(100%)

20

(65%)

11

(35%)

0

(0%)

0

(0%)

0

(0%)

2518 Mother Tongue Literacy: Oshikwanyama B

1010

(100%)

10

(100%)

7

(70%)

3

(30%)

0

(0%)

0

(0%)

0

(0%)

2519 Workplace Learning Phase 2 116

105

(90%)

105

(100%)

102

(97%)

3

(3%)

0

(0%)

0

(0%)

11

(9.5%)

The highest pass rate put in where in Mother Tongue Literacy: Afrikaans (100%) and Mother Tongue Literacy: Rumanyo (100%). The highest fail rate were in Mother Tongue Literacy: Khoekhoegowab (60%) and Numeracy and Mathematics for ECEB (57%).


4.4.8 Diploma in Early Childhood and Pre-Primary Education Table 10: DECPPE Year 3 Semester 1

Subject Code & Name

Regis-tered

Submitted Assignment

Admitted to Exams


Not Ad-mitted

Dropped out

2520 Physical Development for ECE B

3931 30 25 5 0 1 8

-79.50% -97% -83% -17% 0% -3% -20.50%

2522 Integrat-ed Arts A 54

50 50 41 5 4 0 4

-92.60% -100% -82% -10% -8% 0% -7.40%

2528 Profes-sional Devel-opment

5549 49 30 19 0 0 6

-89% -100% -61% -39% 0% 0% -11%

4.4.9 English Communication Course Table 11: ECC

Subject Code & Name

No. of Enrolled learners

Admitted to Exams

Not Admitted Passed Failed Did not write Exams

ECC:

Core

37 28

(76 %)

9

(24%)

14

(50%)

12

(43%)

2

(7%)

ECC: Extended 110 84

(76%)

26

(24%)

32

(38%)

36

(43%)

16

(19%)

Overall average pass rate was 75%, lowest pass rate was in Professional Development.

Overall average pass rate was 44%, lowest pass rate was in English Communication Course Extended


4.4.10 Eros Girls School Certificate in Earl Childhood Development Table 12: Eros Girls School CECD

Subject Code & Name

#Registered

# Submitted

assignments

#Admitted to

Exams

#Passed

#Failed

#Did not write

Exams

2101 History of ECD within the Namibian Context

1010

100%

9

90%

6

67%

2

22%

1

11%

2102 Management and Administration 11

11

100%

11

100%

3

27%

5

45%

3

27%

2103 Hygiene and Safety 10

10

100%

10

100%

7

70%

1

10%

2

20%

2104 Nutrition and Health 10

10

100%

10

100%

8

80%

2

20%

0

0%

2105 Development Areas and Stages of a Child

1111

100%

10

91%

8

80%

1

10%

1

10%

2106 Foundation Level ICT Literacy 5

5

100%

5

100%

4

80%

0

0%

1

20%

2107 Basic Word Processing 5

5

100%

5

100%

4

80%

0

0%

1

20%

2108 Pedagogy 55

100%

5

100%

3

60%

1

10%

1

20%

2109 Resources 55

100%

5

100%

3

60%

1

20%

1

20%

2110 Learning Areas: Part A 5

5

100%

5

100%

4

80%

0

0%

1

20%

2111 Learning Areas: Part B 5

5

100%

5

100%

1

20%

4

80%

1

20%

2112 Practicums 44

100%

4

100%

2

50%

2

50%

0

0%

Overall average pass rate was 63%, lowest pass rate was in Learning Areas: Part B.


5. STAFFING AND PHYSICAL FACILITIES

NAMCOL employs a full-time complement of 99 staff members to carry out its operations. These employees are deployed at the Head Office complex in Katutura and the eight regional and sub-regional offices.

Demographic Profile of Full-time Staff – 2015The demographic profile of full-time staff 2015 by affirmative action categories is given as a percentage (in parentheses) of the total number for occupational category.

Table 13: Full-time staff, 2015

Job Category Paterson Job Grade

Total Employees

Designated categories as per Affirmative Action

Race Gender Disability

Total Permanent Employees 99 96 (97%) 52 (52%) 2(2%)

Executive Director E5 1 1 (100%) 0 (0%) 0 (0%)

Senior Management D4-D5 8 7 (88%) 3 (38%) 0 (0%)

Middle Management D3 9 9 (100%) 6 (67%) 0 (0%)

Specialized/Skilled/Senior Supervisory

C1-D2 52 51 (98%) 27 (52%) 1 (2%)

Skilled B2-B4 21 20 (95%) 13 (62%) 1 (5%)

Semi-skilled A3-B1 6 6 (100%) 3 (50%) 0 (0%)

Unskilled A2 2 2 (100%) 0 (0%) 0 (0%)

Demographic Profile of Part-time Staff – 2015In addition to the full-time staff complement, NAMCOL employs numerous part-time workers, such as tutors, course writers, content editors, tutor-markers and casual/contract staff to carry out specific functions in support of its educational programmes.


Table 14: Part-time: Consultants, Part-time and fixed-term Employees engaged by NAMCOL 2015

Office/Division/Region

Consul-tants/

Advisors

EO/Head

of Centre

Tutors/Tutor

markers

Course/Assign-ment

writers

Edi-tors/Proof read-

ers

Mod-erators

(SE)

Tutor markers

(PP)

Course revisers

Narrators

Fixed term

employ-ees

Office of the Director 0 0 0 0 0 0 0 0 0

Management and Support Services

4 0 0 0 0 63 67 0 14

Finance and Administra-tion

2 0 0 0 0 0 0 0 2

Programmes and Material Development

3 0 0 53 7 0 0 22 27

Northern region 11 62 756 0 0 0 0 0 15

Southern region 2 22 348 0 0 0 0 0 31

North eastern region 1 22 172 0 0 0 0 0 5

Central region 1 24 217 0 0 0 0 0 7

Total 14 130 1493 53 7 63 67 22 101

Grand total 1950

NAMCOL Physical facilities – 2015

NAMCOL does not own physical facilities apart from the Yetu Yama Centre in Katutura, Otjiwarongo, Rundu and the regional office in Ongwediva. However, NAMCOL utilised schools after hours for contract tutorials and during vacation periods for vacation workshops.

Table 15: NAMCOL physical facilities 2015

Total number of Tutorial Centres 86Total number of Class Groups 1544


6. CONCLUSION

NAMCOL is continuously monitoring and evaluating its programmes and services in order to make improvements that will be of benefit to the College and its various stakeholders. Improving service delivery is key to NAMCOL’s strategic plans, therefore the institution invests a significant portion of its resources in the delivery of quality services to its learners.

With respect to NAMCOL’s success in carrying out its mandate in providing educational opportunities to the youth and adults, the College has conducted a ‘tracer study’ of former learners to determine what happens to them after they have completed their courses.

In relation to its continuous expansion, policy considerations, and strategic direction, NAMCOL has conducted the Roles and Function study. The aim of this study was to review the roles and functions of NAMCOL, including the possible diversification of its programmes.

Finally, it is NAMCOL’s sincere wish that the information provided in this 2014 and 2015 Statistical Digest will be optimised for the benefit of the nation and that the statistics available will comprise a valuable tool for use by policy-makers .


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Published by: The Namibian College of Open Learning (NAMCOL)

P/Bag 15008, Katutura, NAMCOL Head Office

Independence Avenue 2030Katutura, Windhoek

Private Bag 15008, KatuturaTel: +264 61 320 5111Fax: +264 61 216 987www.namcol.edu.na

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