Namibian teachers’ understanding of education for all issues Roderick Fulata Zimba, Pempelani Mufune, Gilbert Likando and Pamela February University of Namibia Abstract The purpose of this study was to find out Namibian teachers’ understanding of their work circumstances, goals of education for all (EFA) and quality of education. To obtain data on these issues, a structured questionnaire was administered to a proportional representative sample of 1611 primary and secondary school teachers from six regions. Some of the study’s main findings were that several sampled teachers taught under difficult circumstances in which their schools lacked classroom furniture, electricity, water, teaching and learning materials; had problems communicating with parents of their learners; had difficulties managing overcrowded classrooms; were given heavy administrative loads that prevented them from effectively undertaking their teaching duties and that they knew little about the existence of EFA goals. These and other findings are discussed in the paper and developed into insights for enhancing educational practice in Namibia and for identifying issues on which to base further research. Roderick Fulata Zimba is a full Professor of Educational Psychology and Research Methodology at the University of Namibia. With University teaching, research and administration experience of over 30 years, he has published widely in Early Childhood Development, Moral Development, Youth Development, Inclusive Education, Values Education, Education for All, HIV/AIDS prevention and Discipline in Schools. E-mail address:
[email protected] Pempelani Mufune is a full Professor of Sociology at the University of Namibia. He specialises in the sociology of development. His research interests include youth, environment and rural development.