This research study is based on the cluster system model for effective management of
schools in Namibia. with special reference to Erongo Education Region. The cluster
system introduces a new perspective on the way the schools arc managed. It radically
differs from the historically isolated school, employing individualistic approaches and
management practices characterised by strong hierarchical structures and topdown
decision-making.
The cluster system advocates shared decisiommaking, teamwork, collaboration.
integration and networking. In other words clustering provides a superb climate for
teachers, principals, parents and learners to interface with one another within a legitimar:
framework. Clustering is an effective management model that has alsobeen implemented
in developed countries such as England, the Netherlands and the United States of
America.
The research study involved 60 principals as respondents to a questionnaire cn the cluster
system, its problems and prospects. The major findings indicate that clustering enhances
the quality of education through sharing of resources, exchange of ideas among teachers,
and closer cooperation between schools. The study identifies numrous challenges in the
in~plementation of the cluster system. These challenges include disparity between schools
in the rural and urban areas, lack of reliable transport, lack of facilities and teaching
materials in most schools, large distances between sd~ools, teacher isolation and
increased workload among personnel.
However, if the challenges and prospects of clustering are put ona simple scale, the latter
would probably outweigh the former completely. This means that clustering holds
encouraging prospects for the education system in Namibia in general and Erongo
Education Region in particular. An important finding in this regard is that the majority of
the principals in the Erongo Education Region agree that the cluster system has the
potential to champion and transcend in effective management of all schools within cluster
centres.