Exploring Namibia’s Educational Emergency Response Teaching: A Policy and Practice Perspective

Abstract

The COVID-19 pandemic challenged educators and education systems globally to rethink education. Using the Context, Input, Process, Product (CIPP) evaluation model we argue that the sudden shift to emergency remote teaching highlighted the importance of (1) understanding the goals and objectives for emergency remote teaching and how they were communicated to and internalized by stakeholders (context); (2) considering the existing internal resources necessary for supporting the transition to another form of learning delivery (input); (3) asking which aspects of the education system affected the feasibility and effectiveness of the transition (process), and (4) reflecting on the interactions and responses of stakeholders regarding their experiences with the sudden move to fully online learning (product). In this chapter, we use the CIPP to explore the educational response during emergency teaching in Namibia. We aim to unpack the decisions, and processes, employed during the COVID-19 lockdown in the country.