Culture of Namibia

Last updated

Culture in Namibia is a blend of many different people and its culture and customs have absorbed both African and European elements and fused them into a blend of the two. Although the country is urbanising rapidly, a majority of Namibians still live in rural areas and lead largely impoverished lives. It is among these people, however, that cultural tradition survive most strongly.

Contents

One of the sparsest populated countries in the world, Namibia's different cultures span an impressively diverse population, from the Bantu-speaking Ovambo and Herero tribes (the latter of which are admired for their colorful Victorian dress) to the Damara minorities and nomadic San. German colonisation left its own imprint on Namibia, with German being a widely spoken language today and German architecture and cuisine featuring prominently. Namibia's diverse and, at times, harsh climate has contributed to its colourful history.

Population

Namibia has the second-lowest population density of any sovereign country, after Mongolia. [1] In 2017 there were on average 3.08 people per km2. [2] The current population of Namibia is 2,599,944 based on projections of the latest United Nations data. [3]

Ethnic groups

Namibia has many ethnic groups. The 9 main ethnic groups are:

These groups can be further broken down into smaller tribes with each having a slightly different dialect from the other.

Language

During the apartheid regime in Namibia, the three languages of English, German, and Afrikaans were designated as the official languages of Namibia. After Namibia gained independence from South Africa in 1990, the new government adopted English as the official language, enshrined in the constitution of the country. English is now used in government, and it is the medium of instruction in schools and universities. However, the schools of Namibia are facing a shortage of teachers proficient in the English language, and a report reveals that 98% of the country's teachers lack sufficient training in the language. [4]

The most widely spoken languages used in households are Oshiwambo dialects, by 49% of the population, Khoekhoegowab by 11%, Afrikaans by 10%, RuKwangali by 9%, Otjiherero by 9%, and Silozi by 4.71%. [5] Other native languages include the Bantu languages Setswana, Gciriku, Fwe, Chikuhane, Mbukushu, Yeyi; and the Khoisan Naro, ǃXóõ, Kung-Ekoka, ǂKxʼauǁʼein and Kxoe. [6] English, the official language, is spoken by 3% of people as their native language. Portuguese was spoken by 4–5% of the total population, i.e. 100,000 people, made up mostly of the Angolan community in 2014. [7] The number of Angolans in Namibia declined from 2014 to 2015. The economic crisis in the neighboring country affected the numbers. [8] Among the white population, 60% speak Afrikaans, 32% German, 7% English, and 1% Portuguese.

Main household language2001 [9] 2011 [10]
Oshiwambo 48.548.9
Khoekhoegowab 11.511.3
Afrikaans 11.410.4
Otjiherero 7.98.6
RuKwangali 9.78.5
Silozi 5.04.8
English 1.93.4
German 1.10.9
San languages1.20.8
Other1.82.4

Religion

Namibian religion is dominated by various branches of Christianity, with more than 90% of Namibian citizens identifying themselves as Christian. According to the United States Bureau of Democracy, Human Rights and Labor, in 2007 up to 75% were Protestant, including as much as 50% Lutheran. [11] According to the Namibia Demographic and Health Survey of 2013, the proportions are: [12]

Foreign missionary groups operate in the country. The Constitution provides for freedom of religion, and the government generally respects this right in practice. Islam in Namibia is subscribed to by about 9,000 people, [13] many of them Nama. [14] Namibia is home to a small Jewish community of about 100 people. [15]

Norms and lifestyle

Dress

Herero women in Victorian dresses Herero women.jpg
Herero women in Victorian dresses
Himba adolescents in northern Namibia, wearing traditional attire. The Erembe headdress indicates that they are no longer children. Himba Girls Photo by Sascha Grabow.JPG
Himba adolescents in northern Namibia, wearing traditional attire. The Erembe headdress indicates that they are no longer children.

Women in different areas of Namibia dress differently from each other. Lozi women wear Musisi or wrap themselves with a sarong called Sitenge. Some women wear traditional clothing while others wear Victorian-styled clothing because of the influence of the missionaries in the area. [16] Herero women wear traditional style clothing and dress with traditional jewellery. The hairstyle indicates their rank and social status. Himba people still wear traditional attire and apply otjize to their skin, a cosmetic mixture of butterfat and ochre pigment. It gives Himba people's skin and hair plaits a distinctive texture, style, and orange or red tinge, and is often perfumed with aromatic resin. [17]

Greetings

Greetings are especially important to Namibians. Namibians tend to be indirect communicators. Conversations almost always begin with a hello and how are you doing. It is generally considered impolite to just rush into trying to obtain the specific information you need. Extended greetings and handshakes are very important in most Namibian cultures. When food and drink are offered, it is polite to accept. There is a general emphasis on emotional restraint in public, and public displays of affection between spouses or lovers are frowned upon, especially in rural areas.

Along with a curtsy, another traditional show of respect is for the greeter to shake with his or her right hand while at the same time touching their right elbow with their left hand. The curtsy and the elbow touch performed together are very common in the northern regions, especially the rural areas. It is considered common courtesy to greet people in. It is considered disrespectful to not greet people. When entering a room for a meeting, you should greet everyone with a handshake if possible, before sitting down. When asking someone in a public establishment for help (i.e. directions, prices, etc.), always greet first and ask how they are before proceeding to business. Often after shaking someone's hand, Namibians will continue to hold on to each other's hand while conversing, especially if the two people are friends with one another.

When shaking someone's hand especially when its an elder, males are required to nod their heads while females are required to bend their knees a little bit as a form of respect.[ citation needed ]

Family structure

In Namibia, most households are not nuclear families but contain other kin as well. The head of the household manages domestic finances, makes important decisions, and organizes productive activities. Parents receive substantial help with child-rearing from other family members. It is not unusual for children to live with other relatives if the parents have work obligations, the child needs to be closer to school, or a relative needs a child's help. Most boys and girls attend primary school, although sometimes they stay at home to help with the livestock or crops.

Corporate kin groups are formed by ties traced through women (matrilineal), men (patrilineal), or both (bilateral), depending on ethnicity. These kin groups provide a support network for their members and control joint property, especially livestock; in the past, they also played significant roles in political and religious affairs. There has been a general shift from matrilineal to patrilineal. For example, wives and children in matrilineal communities can now assert rights to the property of deceased husbands and fathers, which has been traditionally inherited by the man's matrilineal relatives (his siblings and sisters' children). In a Namibian culture, the wealth of a family is measured by how much cattle it has, and families live a semi-nomadic life, following grazing and water sources for their livestock. In the rural communal areas, men and boys generally care for livestock, build and maintain homesteads, plow fields, and contribute some agricultural labor, while women and girls do most of the agricultural labor, food preparation, childcare, and household work.

Marriage

Weddings are extremely important social events in Namibia, bringing family and friends together to sing, dance, and feast. Most weddings combine old and new elements. Many Owambo couples, for example, say their vows in a church ceremony accompanied by identically dressed bridesmaids and groomsmen, then exit to a crowd of guests shouting praises, dancing, and waving horsetail whisks.

The South African Marriage Act #25 of 1961 (SA) came into force in Namibia on 1 February 1972 when the Marriage Amendment Act, 1970 was brought into force in South West Africa. Men and women of full age have the right to marry and to be found a family. They shall be entitled to equal rights as to marriage, during the marriage, and at its dissolution. Marriage shall be entered into only with the free and full consent of the intending spouses. The family is the natural and fundamental group unit of society and is entitled to protection by society and the State. [18] Marriage was allowed without any limitation due to race, color, ethnic origin, nationality, religion, creed, or social or economic status, but not between "Whites" and "Non-Whites", as defined by the South African government and formalised by the Prohibition of Mixed Marriages Act, 1949. Only in 1985 was this restriction repealed.

According to the Basic Analysis with Highlights, July 2003 reflect the incidence of customary and common law marriages in Namibia indicates that About 56% of the Namibian population is never married, with about 19% being married at common law. And about 9% is married traditionally while 7% is married consensually. Some 3% is divorced persons while about 4% are widowed. The highest incidence of married persons are found m the Caprivi (54%), Kunene (48%) and Kavango (61%) regions.

Arts

The National Theatre of Namibia serves as a venue for both Namibian and foreign musicians and stage actors, in addition to assisting community-based drama groups. School and church groups create and stage less formal productions. Traditional dance troupes representing the various ethnic groups of Namibia perform at local and national festivals and holiday celebrations and also participate in competitions. Many craftspeople produce objects for local use and the tourist trade; wood carvings (containers, furniture, animals) from the Kavango and basketry from Owambo are the best-known examples. Some craftspeople have formed organizations to assist each other with production and marketing.

Namibia has large numbers of rock art sites scattered across the country, especially rock engraving sites. The best-known rock art areas are the Brandberg Massif in Damaraland (2697m – mainly painting sites), and Twyfelfontein, a UNESCO World Heritage rock art site, also in Damaraland. Both of these sites are in the Erongo region in northwestern Namibia. Another important painting area is the Erongo Mountains southeast of the Brandberg.

One of the richest rock painting areas/sites in the subcontinent, the Brandberg has large numbers of sites scattered across its 750 km2 which are mostly the work of ancestral Bushman/San hunter-gatherers and may be up to 2,000 years old or more in some cases. Meanwhile, Twyfelfontein is one of the most important rock engraving sites in southern Africa. [19] The most celebrated rock painting is The White Lady rock painting, located on a panel, also depicting other artwork, on a small rock overhang, deep within Brandberg Mountain. The giant granite monolith located in Damaraland and called 'The Brandberg' is Namibia's highest mountain. The painting's German name is Weiße Dame [20]

Music

Popular styles of music in Namibia include hip hop, R&B, Soul, reggae, afro-pop, house, and kwaito. Upon Namibia's independence, Jackson Kaujeua and Ras Sheehama had been the most outstanding Namibian performers. Kaujeua had been performing since the 1970s, he performed a mix of Namibia's traditional genres with afro-pop/gospel sounds. Other early Namibian musicians include a Setswana band called People's Choice, that was popular between 1996 and 1998 for their hit single "Don't Look Back (Siwelewele)", a kwaito trio called Matongo Family, Boli Mootseng, X-Plode with members (Jaicee James, Lizell Swarts & Christi Nomath Warner Warner Christi), Oshiwambo indigenous rapper Shikololo and R&B turn-producer Big Ben. Big Ben has eventually become the most respected artist through his Afro-pop and Fusion with his live shows. In fact, he is one of the very few that performs all his shows with a live band while many still perform with backtracks. Namibian stars such as Stefan Ludik, The Dogg, Gazza, EES, Lady May, Sunny Boy, Sally Boss Madam, and Big Ben have become continental celebrities as well as Placa Gang a group of hard-working dream chasers.

Black Vulcanite- Mark Mushiva (Mark Question), Allain Villet (alithatdude) and Nikolai Tjongarero (Okin). A Namibian Music Group. Black Vulcanite group (2014).jpg
Black Vulcanite- Mark Mushiva (Mark Question), Allain Villet (alithatdude) and Nikolai Tjongarero (Okin). A Namibian Music Group.

The Sanlam-NBC Music Awards and the Namibian Music Awards are two separate institutions that give out annual awards respectively. [21] The Namibia Society of Composers and Authors of Music (NASCAM) has helped promote Namibian music within and outside the country. NAMAS ceremony is run by MTC Namibia and the Namibian Broadcasting Corporation. The awards were introduced to replace the Sanlam-NBC Music Awards, which were run by Sanlam Namibia and the Namibian Broadcasting Corporations.

Traditional Music in Namibia is extremely diverse, partly due to the diversity of language groups and the artificial ethnic separation of the past (apartheid), which discouraged people from freely mixing. Namibian musical practices can probably be generalized following three broad (yet culturally mixed) bands across the region. Cultural sharing, migrations, political history, and even agricultural practices are all inscribed upon bodies and revealed in dance and music. Much of the music is sung in groups, mostly with dance and sometimes drums. Most solo songs are either with bows, lamellophones, or unaccompanied. [22] Traditional Namibian dances occur at events such as weddings and at traditional festivals such as the Caprivi Arts Festival. Folk music accompanies storytelling or dancing. The Nama people use various strings, flutes, and drums while the Bantu use xylophones, gourds, and horn trumpets. [23]

Film

Before independence, American anthropologist John Marshall made ethnographic films of the Ju/'hoansi for over four decades from 1950 onwards, resulting in documentary films such as The Hunters (1957) and Nǃai, the Story of a ǃKung Woman (1980). [24]

After independence, Namibian filmmakers have started to assert their own identity. Pioneers included Bridget Pickering, Richard Pakleppa, and Cecil Moller. They have been joined by a younger generation including Joel Haikali, Oshosheni Hiveluah, Perivi Katjavivi, Tim Huebschle, [25] and Krischka Stoffels. [26] In 2000, the Namibian government passed the Namibian Film Commission Act to promote filmmaking in the country.

Literature

Namibian literature before independence was really more an extension of the South African or German literary scene. After independence, at least initially, there was a movement to publish "Namibian" books and create a true "Namibian literature". Examples from that period are the works of Neshani Andreas, Mvula ya Nangolo and Peya Mushelenga. That impetus has since eased off a bit. Most literature in the indigenous languages consists of traditional tales, short stories, and novels written for schoolchildren. Published fiction, poetry, and autobiographical writings appear in both English and Afrikaans. [27]

Cuisine

Kapana stall in Katutura Kapana getting prepared.jpg
Kapana stall in Katutura

In the precolonial period, indigenous cuisine was characterized by the use of a very wide range of fruits, nuts, bulbs, leaves, and other products gathered from wild plants and by the hunting of game. The domestication of cattle in the region about two thousand years ago by Khoisan groups enabled the use of milk products and the availability of meat. However, during the colonial period, the seizure of communal land in Namibia helped to discourage traditional agriculture and reduced the extent of land available to indigenous people.

For agriculturalists, the staple foods are maize, millet and sorghum; for pastoralists, dairy products. Beans and greens are eaten with millet in the north, but otherwise few vegetables are grown or consumed. Hunting and gathering, more important in the past, still provides a dietary supplement for some. Meat is highly desired and eaten. Important occasions are marked by the slaughter of cattle or goats, and the consumption of meat, home-brewed beer, purchased beverages, and other foods. In some cultures, leftover meat is sent home with the guests.

Food in Namibian cultures:

Sport

Football is highly popular in Namibia. Most children grow up playing the game. Track and field is also a popular sport in the country. Many Namibians run daily chores that demand great physical efforts. Children in rural areas walk or run for long distances daily to reach school. The principal sports in Namibia are Football, Rugby, Cricket, Boxing, Track and field. The home stadium for all national teams is the Independence Stadium in Windhoek, while Sam Nujoma Stadium in Katutura is also occasionally used.

Education

Namibia has a controversial education history. During the time when the apartheid system was still in effect, it was designed to profit the territory's resident Whites. When Namibia was able to attain its independence, that was the only time that the government started to provide funding for the natives themselves. There was much improvement in the educational sector when independence was ratified. It was made by the government to be law. It was made compulsory for children between the ages of 6 and 16 to attend school in Namibian. The education that they have is provided for by the Namibian government however, the student's parents are to the front for the expenses of the uniforms, textbooks, and miscellaneous fees of the school. The government also has made provisions to extend education not only to men but also to women. [28]

The Namibian constitution and Education Act (2001) frame the education system as the following: "compulsory school attendance exists for the seven years of primary school, respectively for children between the age of six ( 6 ) and sixteen (16). School fees are not allowed for primary education." These were six levels of education in Namibia: pre-primary, lower primary (grades 1–4), upper primary (grades 5–7), junior secondary (grades 8–10), senior secondary (grades 11 & 12), and tertiary (university) but the curriculum was revised in 2014 and implemented from 2015 .

The revised junior primary curriculum was implemented in January 2015 while the revised curriculum for the senior primary phase (grades 4–7) was implemented in 2016 and implementation of the revised curriculum for the Junior Secondary curriculum was: grade 8 in 2017, grade 9 in 2018. The revised curriculum for the senior secondary Phase for grade 10 was implemented in 2019 and for grade 11 in 2020. In the revised curriculum the junior primary phase is from Grade 1 to 3 while the senior primary phase is from Grade 4 to 7. The junior secondary phase, which consists of Grade 8 and 9, are required to write junior secondary semi-external examinations at the end of Grade 9 – similar to what the Grade 10 results were.

The senior secondary phase starts at Grade 10 and the National Senior Secondary Certificate Ordinary Level (NSSCO) is a two-year course, covered in Grade 10 and 11. Grade 11 is the first exit point in the senior secondary phase. Learners receive an internationally recognized National Senior Secondary Certificate Ordinary. Learners may choose to continue to grade 12, tertiary institutions, vocational education and training institutions, or into the job market. Upon completing grade 12, school leavers have an internationally recognized certificate, National Senior Secondary Certificate Higher Level, which gives them access to higher education institutions, or the job market. [29]

As of 2022, Namibia has 1,947 primary and secondary schools, [30] up from 1,723 schools in 2013. [31] These schools cater for a total of 822,574 pupils [30] (2013: 24,660 teachers, 617,827 pupils). [31] Most of the country experiences a shortage of schools, school hostels, and classroom space. Many Namibian schools are built in a uniform design that was suggested by the Chilean-born (turned Swedish citizen) architect Gabriel Castro, in the 1990s. [32]

Universities and Colleges in Namibia

Vocational Training centers

Related Research Articles

<span class="mw-page-title-main">Namibia</span> Country in Southern Africa

Namibia, officially the Republic of Namibia, is a country in Southern Africa. Its western border is the Atlantic Ocean. It shares land borders with Angola and Zambia to the north, Botswana to the east and South Africa to the east and south. Although it does not border Zimbabwe, less than 200 metres of the Botswanan right bank of the Zambezi River separates the two countries. Its capital and largest city is Windhoek.

<span class="mw-page-title-main">Demographics of Namibia</span>

This is a demography of the population of Namibia including population density, ethnicity, education level, health of the populace, economic status, religious affiliations and other aspects of the population.

<span class="mw-page-title-main">Gymnasium (school)</span> Type of school providing advanced secondary education in Europe

Gymnasium is a term in various European languages for a secondary school that prepares students for higher education at a university. It is comparable to the US English term preparatory high school or the British term grammar school. Before the 20th century, the gymnasium system was a widespread feature of educational systems throughout many European countries.

<span class="mw-page-title-main">Ovambo people</span> Bantu ethnic group in Namibia

The Ovambo people, also called Aawambo, Ambo, Aawambo, or Ovawambo (Kwanyama), are a Bantu ethnic group native to Southern Africa, primarily modern Namibia. They are the single largest ethnic group in Namibia, accounting for about half of the population. Despite concerted efforts from Christian missionaries to wipe out what were believed to be 'pagan practices', they have retained many aspects of their cultural practices. They are also found in the southern Angolan province of Cunene, where they are more commonly referred to as "Ambo". The Ovambo consist of a number of kindred Bantu ethnic tribes who inhabit what was formerly called Ovamboland. In Angola, they are a minority, accounting for about two percent of the total Angolan population.

<span class="mw-page-title-main">Education in Hungary</span>

The educational system in Hungary is predominantly public, run by the Ministry of Human Resources. Preschool kindergarten education is compulsory and provided for all children between three and six years old, after which school attendance is also compulsory until age of sixteen. Primary education usually lasts for eight years. Secondary education includes three traditional types of schools focused on different academic levels: the Gymnasium enrols the most gifted children and prepares students for university studies; the secondary vocational schools for intermediate students lasts four years and the technical school prepares pupils for vocational education and the world of work. The system is partly flexible and bridges exist, graduates from a vocational school can achieve a two years program to have access to vocational higher education for instance. The Trends in International Mathematics and Science Study (TIMSS) rated 13–14-year-old pupils in Hungary among the best in the world for maths and science.

<span class="mw-page-title-main">Education in Botswana</span>

Education in Botswana is provided by public schools and private schools. Education in Botswana is governed by the Ministries of Basic Education. and Tertiary, Research Science and Technology Among sub-Saharan African countries, Botswana has one of the highest literacy rates. According to The World Factbook - Central Intelligence Agency as of 2015, 88.5% of the population age 15 and over can read and write in Botswana were respectively literate.

Education in Kenya refers to the education system in Kenya. It is considered a basic right that should be offered to every individual. Education in Kenya predates to as early as the 18th century among the Swahili people. The earliest school was established by missionaries in Rabai. During colonial rule, a limited number of Kenyans were able to access higher education opportunities abroad.

<span class="mw-page-title-main">Education in Mauritius</span>

Education in Mauritius is managed by the Ministry of Education & Human Resources, which controls the development and administration of state schools funded by government, but also has an advisory and supervisory role in respect of private schools. The Tertiary education is maintained by the Ministry of Tertiary Education, Science, Research and Technology. The government of Mauritius provides free education to its citizens from pre-primary to tertiary levels. Since July 2005, the government also introduced free transport for all students. Schooling is compulsory up to the age of 16. Mauritian students consistently rank top in the world each year for the Cambridge International O Level, International A and AS level examinations. Among sub-Saharan African countries, Mauritius has one of the highest literacy rates. The adult literacy rate was at 91.9% in 2022. According to the 2022 census, the proportion of people with higher education has increased to 8.8%. Mauritius was ranked 57th in the Global Innovation Index in 2023, 1st in Africa.

<span class="mw-page-title-main">Education in Nigeria</span>

Education in Nigeria is overseen by the Federal Ministry of Education. The local authorities take responsibility for implementing state-controlled policy regarding public education and state schools. The education system is divided into Kindergarten, Primary education, Secondary education, and Tertiary education. Nigeria's federal government has been dominated by instability since declaring independence from Britain, and as a result, a unified set of education policies is yet to be successfully implemented. Regional differences in quality, curriculum, and funding characterize the education system in Nigeria. Currently, Nigeria possesses the largest population of out-of-school learning youths in the world. The educational systems in Nigeria are divided into two the public where the student only pays for Parents Teachers Association (PTA) while the private where students pay school fees and some other fees like sports, exam fees, computer fees etc. and they are costly

<span class="mw-page-title-main">Education in Ghana</span>

Education in Ghana uses a dualistic approach encompassing both formal and informal learning systems. The current formal educational system was introduced during European colonisation. However, learning systems existed prior to that. The University of Moliyili is one of the earliest learning centers in Ghana established in the 1700s. During colonisation, European settlers initially introduced a formal education system addressed to the elites, while education of the average citizen was mainly informal, and based on apprenticeship. Economic activities in pre-colonial Ghana were based on farm produce shared within households and members of each household specialized in providing necessities such as cooking utilities, shelter, clothing, and furniture, and trade with other households was therefore practiced on a very small scale. As such there was no need for employment outside the household that would have otherwise called for disciplines, values, and skills through a formal education system. After colonization, Ghana's economy became a hybrid of subsistence and formal economy.

<span class="mw-page-title-main">Education in Tanzania</span>

Education in Tanzania is provided by both the public and private sectors, starting with pre-primary education, followed by primary, secondary ordinary, secondary advanced, and ideally, university level education. Free and accessible education is a human right in Tanzania. The Tanzanian government began to emphasize the importance of education shortly after its independence in 1961. Curriculum is standardized by level, and it is the basis for the national examinations. Achievement levels are important, yet there are various causes of children not receiving the education that they need, including the need to help families with work, poor accessibility, and a variety of learning disabilities. While there is a lack of resources for special needs education, Tanzania has committed to inclusive education and attention on disadvantaged learners, as pointed out in the 2006 Education Sector Review AIDE-MEMORE. The government's National Strategy for Growth and Reduction of Poverty in 2005 heavily emphasized on education and literacy.

Following independence from the Soviet Union, a major economic depression cut "public financing" for education in Kazakhstan, "which dropped from 6% of gross domestic product in 1991 to about 3% in 1994, before rising to 4% in 1999. Elementary- and secondary-school teachers remain badly underpaid; in 1993 more than 30,000 teachers left education, many of them to seek more lucrative employment.

Education in the Philippines is compulsory at the basic education level, composed of kindergarten, elementary school, junior high school, and senior high school. The educational system is managed by three government agencies by level of education: the Department of Education (DepEd) for basic education; the Commission on Higher Education (CHED) for higher education; and the Technical Education and Skills Development Authority (TESDA) for technical and vocational education. Public education is funded by the national government.

<span class="mw-page-title-main">Education in Ethiopia</span>

Education in Ethiopia was dominated by the Ethiopian Orthodox Church for many centuries until secular education was adopted in the early 1900s. Prior to 1974, Ethiopia had an estimated literacy rate below 50% and compared poorly with the rest of even Africa in the provision of schools and universities. After the Ethiopian Revolution, emphasis was placed on increasing literacy in rural areas. Practical subjects were stressed, as was the teaching of socialism. By 2015, the literacy rate had increased to 49.1%, still poor compared to most of the rest of Africa.

<span class="mw-page-title-main">Education in Azerbaijan</span>

Education in Azerbaijan is regulated by the Ministry of Education of Azerbaijan.

<span class="mw-page-title-main">Education in Laos</span>

In 2005, the literacy rate in Laos was estimated to be 73%.

<span class="mw-page-title-main">Education in Namibia</span>

Education in Namibia is compulsory until the year a learner turns 18. There are approximately 1900 schools in Namibia of which 100 are privately owned. Namibian subjects' syllabi are based on the International General Certificate of Secondary Education and Advanced Subsidiary Level which is part of Cambridge International. The Constitution directs the government to provide free primary education; however, families must pay fees for uniforms, stationery, books, hostels, and school improvements. Among sub-Saharan African countries, Namibia has one of the highest literacy rates.

References

  1. Population Division of the Department of Economic and Social Affairs of the United Nations Secretariat (2009). "Table A.1" (PDF). World Population Prospects: The 2008 Revision. New York: United Nations. Retrieved 12 March 2009.
  2. "World Development Indicators (WDI) | Data Catalog". datacatalog.worldbank.org. Retrieved 9 July 2019.
  3. "Namibia Population 2022 (Demographics, Maps, Graphs)".
  4. Nag, Oishimaya Sen (25 April 2017). "Languages Of Namibia". WorldAtlas. Retrieved 5 April 2021.
  5. "Languages Spoken - GRN Portal". www.gov.na. Government of Namibia. Archived from the original on 2017-03-06. Retrieved 2018-04-22.
  6. Lewis, M. Paul (ed.) (2009). Ethnologue: Languages of the World, Sixteenth edition. SIL International.
  7. Sasman, Catherine (15 August 2011). "Portuguese to be introduced in schools". The Namibian . Archived from the original on 22 December 2012. Retrieved 5 April 2021.
  8. "Angolan tourists on the decline". Namibian Sun . 19 December 2017.
  9. "2001 Census" (PDF). Archived from the original (PDF) on September 3, 2014.
  10. "2011 Census" (PDF). Archived from the original (PDF) on October 2, 2013.
  11. International Religious Freedom Report 2007: Namibia. United States Bureau of Democracy, Human Rights and Labor (September 14, 2007). This article incorporates text from this source, which is in the public domain.
  12. "Namibia Demographic and Health Survey" (PDF). Government of Namibia. 2013. p. 30.
  13. "Table: Muslim Population by Country". Pew Research Center. 27 January 2011. Retrieved 13 March 2017.
  14. "Islam in Namibia, making an impact". Islamonline.net. Retrieved 26 August 2017.
  15. "Namibia: Virtual Jewish History Tour". Jewishvirtuallibrary.org. Retrieved 1 August 2013.
  16. Wither, Emily (22 October 2012). "The Namibian women who dress like Victorians". Inside Africa. CNN.
  17. Kamaku Consultancy Services cc., Commissioned by: Country Pilot Partnership (CPP) Programme Namibia (2011). Strategies That Integrate Environmental Sustainability Into National Development Planning Process to Address Livelihood Concerns of the OvaHimba Tribe in Namibia - A Summary (PDF). Windhoek, Namibia: The Ministry of Environment and Tourism, Republic of Namibia. Archived from the original (PDF) on 2016-03-04. Retrieved 2014-08-04.
  18. Marriage Act, 1961 | Namibia Legal Information Institute
  19. "Namibia – Trust For African Rock Art". 17 December 2022.
  20. Cowley, cap. 9
  21. The Namibian. "Raphael and Pele to reunite on NAMAs stage". The Namibian. Retrieved Mar 29, 2020.
  22. "Traditional music in Namibia". 29 May 2015.
  23. "Ama Daz Floor release album number two". New Era. 29 May 2015.
  24. Apley, Alice, and David Tamés. (June 2005) Remembering John Marshall (1932–2005) newenglandfilm.com Retrieved 1 Aug 2008.
  25. Mahnke, Hans-Christian (2018). "Reading Namibian film". In Krishnamurthy, Sarala; Vale, Helen (eds.). Writing Namibia: Literature in Transition. University of Namibia Press. p. 211. ISBN   978-99916-42-33-8.
  26. Jule Selbo (2015). Jill Nelmes; Jule Selbo (ed.). Women Screenwriters: An International Guide. Springer. p. 29. ISBN   978-1-137-31237-2.
  27. Mwiya, Munukayumbwa (20 February 2017). "Finding a nation's voice". Development and Cooperation.
  28. "The Education System in Namibia". SpainExchange Country Guide.
  29. Information moe.gov.na [ dead link ]
  30. 1 2 Petersen, Shelleygan (9 March 2022). "N$2,5 billion needed for 4 479 classrooms". The Namibian .
  31. 1 2 Miyanicwe, Clemans (20 August 2013). "Nine regions need 55 schools". The Namibian .
  32. Immanuel, Shinovene (9 June 2014). "Mass Housing Expert Lifts Lid". The Namibian .