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 sudden shift emergency remote teaching highlighted importance of (1) understanding goals objectives for how they were communicated internalized by stakeholders (context); (2) considering existing internal resources necessary supporting transition another form learning delivery (input); (3) asking which aspects system affected feasibility effectiveness (process), (4) reflecting on interactions responses regarding their experiences with move fully online (product). In this chapter, use CIPP explore educational response during in Namibia. We aim unpack decisions, processes, employed lockdown country.