Job Summary
- Type: full-time
- Location: Mariental
- Category: Education
- Closing Date: 2026-09-10
Key Responsibilities
- Teach Life Skills to Grade 8-10 learners at Mariental Secondary School.
Requirements
- Teacher (Grade 8): A recognized 4-year qualification on NQF level 7 OR an appropriate 4 year tertiary non-teaching qualification on NQF level 7 plus 1 year teaching qualification.
- Teacher E (Grade 9): A recognized 3 year teaching qualification on NQF level 6 OR an appropriate 3 year tertiary non-teaching qualification on NQF level 6 plus 1 year teaching qualification.
Salary
N$22,453-271,828 (Grade 8) / N$185,920-222,994 (Grade 9)
How to Apply
Address: The Director, Hardap Regional Council, Hardap Education Directorate, Awob Circuit, P/Bag 2122, Mariental
About the Company
Mariental Secondary School is a government‑run secondary school situated in the town of Mariental, Hardap Region, Namibia. It provides education for learners in Grades 8 through 12, following the national curriculum set by the Ministry of Education, Arts and Culture. The school offers a range of academic subjects alongside extracurricular activities such as sports, music and cultural clubs. It serves students from Mariental and the surrounding communities, contributing to regional education development.
Quality education for Namibia's youth
Frequently Asked Questions
What qualifications or certifications do I need to become a Life Skills teacher for Grades 8–10 in Namibia?
You typically need a recognised teaching qualification such as a Bachelor of Education (B.Ed.) or a diploma in education with a specialisation in Life Skills, Guidance, or a related social science field. Registration with the Namibian National Council for Higher Education (NCHE) and the Ministry of Education, Arts and Culture is usually required before you can teach in a public secondary school.
What are the common day-to-day responsibilities of a Life Skills teacher at a Namibian secondary school?
You will plan and deliver lessons on topics such as personal health, relationships, career guidance, civic responsibility, and study skills for learners in Grades 8 to 10. Daily duties also include marking assignments, keeping learner progress records, and communicating with parents or guardians about learner wellbeing and behaviour.
What is the local work culture and what expectations do Namibian schools have for Life Skills teachers?
Namibian schools generally expect teachers to be punctual, professional, and actively involved in extracurricular or pastoral activities beyond classroom teaching. Life Skills teachers are often seen as mentors, so you may be expected to support learners with personal challenges and work closely with school counsellors or heads of department.
What career progression or growth paths are realistic for a Life Skills teacher in Namibia?
With experience and further study, you can progress to Head of Department for Life Skills or Guidance, then to Deputy Principal or Principal roles. Some teachers also move into curriculum development, educational counselling, or teacher training positions within the Ministry of Education or private institutions.
What typical benefits can a Life Skills teacher expect in Namibia, such as leave, medical aid, or pension?
Public school teachers in Namibia generally receive annual leave aligned with school holidays, membership in the Government Institutions Pension Fund (GIPF), and access to the Public Service Employee Medical Aid Scheme (PSEMAS). Private schools may offer different packages, so benefits can vary by employer and contract type.
How do I apply for a Life Skills teacher post at a school like Mariental Secondary School, and what do employers look for?
Applications are usually submitted through the Ministry of Education's regional office or the specific school's advertised process, often requiring a cover letter, CV, certified copies of qualifications, and proof of registration with the relevant teaching body. Employers in Namibia typically look for strong subject knowledge, classroom management skills, a clean disciplinary record, and a genuine interest in learner development.
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