Education in Namibia

The Complexities of Punishing Students

Namibia, a country known for its diverse cultural heritage and breathtaking landscapes, has also made significant strides in improving education since its independence in 1990. However, the topic of punishing students, particularly corporal punishment, remains contentious and continues to stir debate across different societal groups. In this blog post, we delve into the perspectives of the Namibian government, teachers, parents, and students on this issue, highlighting the complexities that define it.

The impetus for the outright ban of corporal punishment in schools through the Education Act 2001 came from a Namibian government committed to ensuring children's rights and aligning its legislation with international human rights standards. A movement towards an environment filled with love and safety, where bans were placed on the physical punishments. This position of the government is based on international obligations like The United Nations Convention on Rights of Child, which prohibits corporal punishment and states it as an act causing severe pain to children. Namibia's Vision 2030 also seeks to establish an education through which Namibian children may be nurtured into peaceful, equal and human rights-respecting individuals. However, the government has its task cutout in this policy being adhered to on all grounds within and across regions of India.

 

In remote parts of the country, where development is low and traditional practices high, rural schools find it difficult to implement this ban due to cultural reasons or lack of awareness on other methods that can be adopted for discipline. Finally, lack of capacity to teach teachers non-violent disciplinary practices limit enforceability and realization.

This is the dilemma faced by educators in Namibia. While, on the one hand, they are legally required to refrain from hitting their pupils and, on the other, there is a crushing demand for more discipline in overcrowded (overstretched) classrooms. That's why teachers who have large classes and are often working alone or with minimal support feel that they need to not only control the class but also meet academic outcomes. One even said that Without Corporal punishment there are no appropriate discipline tools for educators to use, so they feel frustration. 

They say staff do not always have the time or resources to be more nuanced about dealing with behaviour, such alternatives could include verbal warnings or detention/ counselling. Professionals who are used to the more punitive responses that have been normal for so many years, in this day of traditional discipline, may find it difficult to move into non-punitive approaches. Additionally, the coming with emotional burden for a teacher to tackle indiscipline without proper institutional support would often result in burnout and worse teaching efficiency.

So, from a parent perspective often what we are talking about is disciplining students and culturally we have that belief of disciplinarian practices. Many Namibian parents still believe that corporal punishment is a reasonable way of disciplining children. Even parents who do not believe in physical punishment for their own children, especially those living in rural areas, persist that the threat of corporal discipline is necessary to establish respect and obedience on part of a child. They may regard the government's banning of such practices as an equally retrograde and culturally imperialist interference with time-honored customs surrounding childrearing. There is, on the other hand, a movement which advocates for what I do  understanding that physical punishment harms children's emotional and mental health. This group of parents may preach about the virtues of humor or for different forms of positive discipline such as prizes, stickers and simply good old-fashionedcommunication. However, in bridging the divide between these disparate views of rural vs. city life lies any real challenge to achieving this goal.

 

The perspective of students themselves is equally varied. For many students, the ban on corporal punishment represents a positive shift toward a more respectful and supportive learning environment. They feel safer at school and are more willing to engage with their teachers and peers. Research has shown that non-violent disciplinary methods are linked to improved academic performance and psychological well-being. However, some students, particularly those from homes where corporal punishment is the norm, may struggle to understand the new expectations of discipline in school. In some cases, the absence of corporal punishment has been linked to increased instances of indiscipline, as students test the boundaries of authority in environments where consequences are less immediate or severe.

The issue of disciplining students in Namibia requires a balanced approach that considers the country's cultural, legal, and practical realities. The government should invest more in teacher training, providing educators with the tools and resources to implement effective and non-violent disciplinary practices. Public awareness campaigns aimed at educating parents and communities about the benefits of alternative forms of discipline can help change societal attitudes away from corporal punishment. Ultimately, resolving this issue depends on collaboration. Government, teachers, parents, and students must work together to create a school environment that is both disciplined and compassionate, allowing learning to thrive without fear of physical harm. By promoting a culture of respect and mutual understanding, Namibia can continue its journey toward a more progressive and inclusive education system. Namibia has made significant progress in reforming its education system, yet the issue of disciplining students showcases the complexities that arise when tradition meets modernity. While corporal punishment is banned, its continued prevalence in some areas suggests the need for deeper engagement with the root causes of indiscipline and the development of more sustainable, child-centered disciplinary practices. Through ongoing dialogue and concerted efforts from all stakeholders, Namibia can ensure that its schools are not only places of learning but also of safety and growth.