The government has finally clarified what it means by “free education”. While the clarification may have disappointed some who expected full coverage of every education-related cost, from tuition to accommodation, transport, and registration, it deserves acknowledgement for its honesty and fiscal realism. In a time when public expectations often outpace the limits of public resources, this is a bold and mature move by the government.
For years, “free education” has been a politically loaded term, used loosely and often misunderstood. Many citizens equated it with “everything free”, but in truth, no education system in the world is ever entirely free. Someone, somewhere, has to pay. Whether it is through taxes, donor funding, or the reallocation of national resources, the cost of education is always borne by society. In Namibia’s case, that cost falls squarely on the shoulders of taxpayers, many of whom already carry the heavy weight of a fragile economy.
It is important, therefore, to appreciate the fiscal context in which this clarification has been made. Namibia’s tax base remains narrow. A large percentage of the population is either unemployed or underemployed, meaning fewer citizens are contributing to state coffers. At the same time, public demand for social services, education, healthcare, housing, and infrastructure continues to rise. Against this backdrop, the fact that the GRN continues to prioritise education funding at all levels, despite economic headwinds, is worthy of commendation.
However, this does not mean that the conversation ends here. The clarification by the government should be seen not as a retreat but as an opportunity to refocus our collective understanding of what “free education” really means in the Namibian context. It is not a blank cheque. It is a shared responsibility between the state, parents, and learners. The state can provide access and opportunity, but it cannot manufacture discipline, hard work, or commitment. Those must come from the learners themselves, supported by parents and communities who value education not as an entitlement, but as an investment.
The GRN’s move also invites a broader discussion about sustainability. Even partial free education is expensive. The cost of maintaining schools, paying teachers, buying textbooks, and expanding infrastructure continues to climb each year. In a country where revenue is under pressure and debt levels are rising, maintaining “free education” as a permanent feature of our national policy requires careful planning, monitoring, and accountability. It cannot be business as usual.
The government’s courage in clarifying this issue should now be matched by an equal commitment to improving the quality of education. Access alone is not enough if the product itself is weak. Too often, Namibia’s education debate has focused on whether education is free, while ignoring whether it is effective. If our schools are underperforming, if teachers are unmotivated, and if learners are not acquiring the skills required in a modern economy, then the “free” part becomes meaningless.
This is where both the government and citizens have roles to play. The government must continue to invest in teacher training, curriculum reform, and modern learning infrastructure. But equally, parents must play their part. Free education does not absolve families from involvement. Children still need emotional support, encouragement, and discipline. Teachers cannot do it alone. A child who is given the opportunity to learn without financial constraint but fails to take it seriously wastes not only time but also public money.
In the same breath, universities and vocational training institutions must strengthen their internal accountability. Waste, inefficiency, and poor governance in educational institutions undermine the spirit of free education. Every cent allocated from the national budget must be spent wisely and transparently. The tax-paying public deserves no less.
To the learners and students who will benefit from this initiative: the responsibility now lies with you to justify this investment. You are, after all, the future taxpayers of this country. Each textbook, classroom, or meal subsidy represents a contribution from the national collective to your success. The least that can be asked in return is diligence, focus, and respect for the opportunity presented. Education remains the most powerful equaliser in society, but it only works if those who receive it take it seriously.
At the same time, the government must guard against complacency in communication. Clarity on policy matters such as this must be consistent, proactive, and transparent. The initial confusion around “free education” was avoidable. Citizens have a right to clear and timely information about how such policies affect their daily lives. The sooner government learns to communicate such policies more effectively, the better it will manage public expectations and strengthen trust.
Critics who dismiss this move as political spin miss the larger picture. In truth, the clarification marks a maturing of Namibia’s governance culture, one that values honesty over populism. It would have been easy for the government to continue promising “free everything”, but such rhetoric would only erode credibility over time. By setting realistic expectations and drawing a line between what the state can afford and what it cannot, the GRN has signalled fiscal prudence, a sign of leadership, not weakness.
Of course, there is still room for improvement. A more comprehensive framework for student support, particularly for the most vulnerable, is needed. Targeted bursaries, better-managed loan schemes, and strengthened partnerships with the private sector can complement the government’s efforts. After all, education is not merely a cost; it is an investment in Namibia’s human capital, the foundation upon which every future industry, invention, and innovation will stand.
In the final analysis, the GRN’s clarification on free education should not divide the nation but unite it around a shared understanding: that education is everyone’s business. The taxpayer funds it, the government facilitates it, the parents support it, and the learner must make it count.
Namibia’s future will not be built on promises of “free” things, but on the responsible use of the freedoms and opportunities we already have. In that sense, the GRN’s clarification is not just about money; it is a call to national responsibility. And that, perhaps, is the most valuable lesson of all.
