The Evaluation Of Teacher Professional Competencies In Former Non-White Namibian Schools

Abstract

The relationship between teacher competence and learner progress has been a subject of lively debate for several decades, particularly in the first world countries. This subject has also attracted widespread attention in Namibia, especially after independence because it has been suggested that teacher competence, particularly in former black schools is ineffective and encourages rote learning and little thinking. The national examination low pass rates continue to be an area of great concern. With the examination reforms currently under way in the country in which continuous assessment mil play a major role in evaluation, concern has been raised regarding teacher competence in educational assessment of students. The study discusses the integration of theory and practice by teachers in former non-white schools and the impact this has on the evaluation of their professional competencies in teaching and educational assessment of their students.