Ministry of Youth, National Youth Services, Sport and Culture

Private Bag 13391, Windhoek, Tel. +264-61-270-6111 Fax. +264-61-253-672

The realisation that the portfolios of higher education, vocational education and training, research, science and technology should get more prominence, led to the establishment of a separate ministry in 1995.

The ministry immediately embarked upon programmes to jump-start the economy and to make Namibia competitive in the global market. National technical and technological competence to a large extent depends upon a strong, diversified and high quality vocational education and training system. National human resource capacity building is predicated on a planned, well functioning and innovative education system. Community development and improvement of the quality of life at a household level will greatly be enhanced by the introduction of appropriate technology. The social dynamite of youth unemployment can only be diffused by a comprehensive system of skills development. The quality of general education is dependent on innovative Teacher Education Programmes. For these reasons, and many others, investment in the programmes of this ministry is an investment in the future welfare of the nation.

Since its establishment the ministry has concentrated on information gathering; establishment of networks of contacts; familiarization with current state of affairs as far as Higher Education, Training And Employment Creation policies and programmes are concerned; development of policies; establishment of the necessary structures in higher and technical education.

Structure of the Ministry

Four directorates, the Directorate of Higher Education and Human Resource Development Planning, the Directorate of Vocational Education and Training, the Directorate Student Financial support and Namibia Qualifications Authority and the Directorate of Science and Technology, Research and Development, were established in order to work towards the realisation of the mission of the ministry. General Services is providing the support that the directorates need to fulfill their goals.

The Directorate of Higher Education and Human Resource Development Planning aims to work closely together with the Ministry of Basic Education, Sport and Culture in order to strengthen the Senior Secondary Level with a view to producing school leavers who are capable of facing the challenges of higher education by:

1.      Developing a strong teacher education programme for Senior Secondary Level teachers, in collaboration with the Faculty of Education at UNAM;

2.      Developing programme differentiation at the Senior Secondary Level by identifying national Senior Secondary Schools for Science and Mathematics, Art and Culture, Sports, Agriculture, Technical Education, Commerce, etc. These schools will be identified as schools of excellence and shall attract talent nationwide.

The directorate is also facilitating the development of the Polytechnic of Namibia as the apex institution in the vocational training and career education system, collaborating with the University of Namibia and other higher education institutions for the development of higher education in general and UNAM in particular, and facilitating linkages among higher education institutions, regionally and internationally.

The Directorate of Vocational Education and Training embarked upon three major programmes to develop a comprehensive and integrated system of Mass Vocational Skills Development, Technical Training and Technological Education.

The Mass Skills Development and Education with Production will be based on the developmental needs of communities, the rural areas as well as small enterprises and micro industries. The Vocational Education and Training system needs to be developed into a comprehensive system of artisan training in a variety of vocational and commercial skills areas. Technological Education will be provided at the Polytechnic of Namibia and other institutions associated with it.

The Directorate of Science and Technology, Research and Development is tasked to facilitate the realistic development and integration of science and technology in education and culture, and through focused research, to promote the fullest utilisation of human talents, and of finite and renewable economic resources in order to enhance:

1.      the quality of life of all Namibians;

2.      rural and regional development;

3.      formal and self-employed opportunities;

4.      the role and impact of small and medium enterprises;

5.      traditional and micro-industries; and

6.      the management of environmental resources and the traditional knowledge system, and the contribution of women in science and technology.

Any nation’s primary resource is its people – their creativity, ingenuity, capabilities, competencies, knowledge, skills, willpower, and so forth. Thus, Namibia’s developmental goals can only be achieved if the creative and intellectual potentialities of the Namibians are developed to their full capacity. Therefore, the Directorate of Student Financial Support and Namibia Qualifications Authority aims to provide opportunities to youth to acquire productive skills through vocational education and training or to achieve higher academic qualifications through higher education institutions. To achieve this, the Students Financial Assistance Scheme is based on the concepts of study loans, partial loans and grants depending on the circumstances of individual applicants or fields of study.

The Namibia Qualifications Authority will define Namibia’s standards in all sectors where education and training take place, which will establish policy and procedures for the evaluation and accreditation of qualifications in education and training and which will establish policy and procedures for accrediting providers of courses aimed

at national standards.

The directorate is also liaising with other governmental agencies, offices and ministries in order to establish priorities in human resource development, allocation of study fellowships and bursaries and the development of the higher education system as well as vocational and technical education.

Achievements

Higher Education

1.      The establishment in 1992, consolidation and growth of the primary institution of higher learning, the University of Namibia (UNAM) could be seen as the culmination of the academic aspirations of the Namibian people.

2.      Subsequently, the establishment of the Polytechnic of Namibia in 1994, the national institution for technological development, paved the way for Namibia’s entry into the global world of technological development and growth.

3.      The four colleges of education are striving to erase the disparities of the past by providing pre- and in-service training for teachers who will be the agents of change in the basic education system.

4.      The development and introduction of the Basic Education Teacher Diploma (BETD) in collaboration with the National Institute for Educational Development (NIED) in 1993 in the colleges of education replaced the fragmented system of preparing teachers for basic education with a unified Namibianised teacher education programme. A total of 4 795 teachers have graduated since 1993.

5.      The Higher Education Policy Document, Investing in People, Developing a Country, was adopted in 1998. This will help the ministry to lead and co-ordinate efforts aimed at developing an equitable and sustainable system of financing higher education. Such a system should recognise and give value to higher education programmes.

6.      A total number of 14 924 students graduated from higher education institutions since 1990. See tables 1-3 for detailed statistics on  higher education. 

Vocational Education and Training

1.      The National Vocational Training Act was promulgated in 1994. The Act has since been amended to accommodate not only apprenticeships, but also to cater for institutional, community and industry based training. This means that a broader scope has been set for the system to meet the ever-increasing demand.

2.      The Act resulted in the establishment of the National Vocational Training Board (NVTB). The Board advises the ministry on issues pertaining to vocational education and training.

3.      Sixteen Occupational Standards and twenty-five Training Standards were developed. The standards were implemented in the vocational training centres on the recommendation of the National Vocational Training Board.

4.      The Namibia Training and Testing Centre (NTTC) was established and equipped and is operational in Khomasdal.

5.      Five registered government vocational training centres are operational in the country. Sixteen technical trades and five commercial, hospitality and craft trades are on offer at these centres.

6.      Two levels of training are currently certified by the NTTC. The levels are Level Two and Level Four where the graduates are issued with the National Vocational Certificate and the National Vocational Diploma, respectively. The latter is the highest national vocational qualification. It accords the holder the status of a qualified Artisan.

7.      Seven Community Skills Development Centres (COSDECs) cater for the community training needs with the view to empower communities with appropriate skills, create employment opportunities and improve the standard of living within various Namibian communities. The COSDECs are run by the communities and coordinated by the ministry through the Namibia Community Skills Training Fund (NCSTF).

8.      A number of 1 259 students graduated from Vocational Training Centres since 1992. See tables 4-6 for more detailed statistics on VTCs and COSDECs.  

Science, Technology and Research Development

1.      Attempts to evolve national policy on research, science and technology was concluded at the National Conference in 1998 with broad public consensus and which subsequently, in June 1999, received the final approval of the Cabinet. The Legislation procedure to promulgate the Science and Technology Act is now in motion.

2.      Two national databases have been developed by the ministry to focus on: (a) the critical issue of mathematics and science teachers in Namibia, and (b) science and technology experts, professionals and technicians operating in Namibia. Further refinement is ongoing.

3.      A third database is in progress to assess the institutional capacity and competence of existing science and technology institutions.

4.      Several new science and technology initiatives have been established to further sector specific science and technology developments. These include The Namibian Biotechnology Alliance (NABA) and through it Namibia’s first biotechnology policy and guidelines. The drafting of the Biotechnology Safety Act is in progress. A country study on the use and dangers of biotechnology was completed.

5.      In compliance with the S&T Policy, significant work progress has been achieved in relation to the establishment, composition, structure and functioning of the National Commission on Research, Science and Technology (NCST) as well as for the establishment of the National Fund for Innovation in Science and Technology.

6.      In order to stimulate and develop a national innovation system and production the ministry has completed a national study to determine “factors that have contributed to the success of a number of Namibian entrepreneurs”. A similar study to determine factors that contribute to the success in a number of countries with similar resources and concerns as Namibia is currently underway. This will be followed by a national conference to determine a Namibian specific approach to the promotion of knowledge based value added production.

7.      The ministry in consultation with all its partners has developed a concept National System for the co-ordination and facilitation of scientific and technical development. In short the system will consist of a Policy Body, the National Commission for Research, Science and Technology, which will have a National Foundation for Research, Science and Technology. On the technical level, activities will be co-ordinated through forums referred to as councils. The Council for Research and Industrial Innovations will co-ordinate and facilitate the activities of research centres and innovation centres, while the Council for Science Education will be responsible for science and technical education issues.

Human Resource Development

1.      The Student Financial Assistance Scheme (SFAS) was established under which loans and/or grants could be given for tertiary and vocational qualifications. Over the period, more than 12 000 Namibians have been enabled to gain first qualifications under this scheme.

2.      A total of 12 329 bursaries and loans were awarded since 1990.

3.      Namibia ratified the SADC Protocol on Education and Training.

Namibia Qualifications Authority

1.      The service of evaluating the qualifications of almost 40 000 Namibians who have obtained qualifications abroad was established. This service enabled these Namibians to find jobs and to play a full role in the economic and social development of Namibia.

2.      The Namibia Qualifications Authority was established with the express mandate to put in place a comprehensive and flexible National Qualifications Framework, which will provide for multiple pathways for Namibians to gain qualifications and to redress the injustices of the past by recognising the competencies of Namibians regardless of where they learnt these.

Namibia National  Commission for  UNESCO

1.      The purpose of UNESCO is to contribute to peace and security throughout the world by encouraging collaboration between people and nations through education, science, culture and communication. UNESCO therefore carries out, through National Commissions for UNESCO, programs and activities in all these four fields of competence in its member states – an action geared to the achievement of a sustainable development and a gradual building of a culture of peace.

2.      Namibia participates in many programmes and activities organised by UNESCO in its four fields of competence. These programs and activities are organised at local, sub-regional, regional and international levels e.g. training workshops and seminars, meetings, fellowships, conferences and projects.

3.      Among so many activities in which UNESCO has participated in Namibia, the programme of street children is a shining example. The program aims to re-integrate street children in the families, schools and society. The establishment of the interim night shelter to address the material needs of street children in 1996, the establishment of the Windhoek day centre to address the educational needs of the street children in 1997 and the sub-regional training workshop that was held for social workers and educators for street children are some of the successes of the programme.

Vision  2030

The vision of the ministry is to provide hope and instil faith in the future to the youth and citizens of Namibia through:

1.      strengthening the capacity of the Senior Secondary Level of the system to deliver quality and differentiated programmes;

2.      developing an integrated and comprehensive vocational, training and career-education system;

3.      enhancing the national human resource capacity;

4.      harnessing science and technology in the service of rural and community development, improvement of quality of life, job creation and small scale industry development;

5.      coordinating the planning and development of a higher education system relevant to the needs of Namibia and individual students; and

6.      promoting the national research and development capacity.

The overarching roles of the ministry are seen as co-ordinating, catalysing, initiating and developing. In the sub-sector higher education, the Polytechnic of Namibia aims to provide accessible high-quality, affordable post-secondary career-education with respect to the human resource requirements of the country. The University of Namibia is to serve as a centre of higher learning and research and to train high level specialists in critical areas for national development. The strengthening of the BETD Programme in the Colleges of Education will lead to the establishment of a strong pool of teachers for basic education.

The Mass Skills Development Programme aims at providing opportunities to the youth, especially those youth who are out-of-school, with production, business and employable skills through the concept of “schools without walls”. The Vocational Training and Technical education programme is geared toward meeting the needs of the formal economy. The system is based upon the concept of apprenticeship and trade testing.   Vocational Training and Technical Education Institutions are expected to expand in order to meet both the economic and social demands.

From a science and technology perspective the ministry sees Namibia to be a newly industrialised country in 2030, where social and economic programmes have been developed based on having adequate technical and institutional capacity to harness, use and apply science technology for the country’s continuous development, in such ways that citizens, as a whole, will fully share in the science and technology process and its benefits.

Up to this point the government has not as yet developed a coherent Human Resource Development Plan. This situation creates formidable problems for the ministry that is charged with the coordination of education and training. The Students Financial Assistance Scheme should be strengthened to support such an HRD plan. The Namibia Qualifications Authority aims at establishing the evaluation and accreditation of national qualifications in all sectors where education and training takes place. The NQA will also establish policies and procedures for the setting and dissemination of knowledge about national standards in education and training and will promote the recognition of national and international qualifications. To carry out these functions the NQA will be established as a Statutory Body.

Challenges for the New Millennium

Higher Education

1.      Namibia has experienced a continued demand for access into higher education institutions. The ministry is increasingly faced with the challenge of offering higher education to all who qualify to enter the institutions.

2.      The government will have to impose increasingly stricter accountability measures on institutions of higher learning. Institutions will have to be innovative in finding financing if they have to survive.

3.      Although there is a likelihood of reduction in financial resources from the government, the provision and maintenance of quality and relevance must be upheld. This problem will pose a big challenge to the institutions as student numbers are on the increase.

4.      Other countries have experienced a steady growing problem of graduate employment. Namibia will follow this trend too. A reassessment of academic degrees and diplomas will be needed. More emphasis will have to be directed to technical and entrepreneurial qualifications.

5.      The growing reality of internationalisation in higher education, training and research that promotes the shared creation and transfer of knowledge and know-how will impact on institutional management, curriculum and the profiles of professors and student alike. In this area, higher education is reflecting a new approach to social policy where analysis and formulation must take global issues into account.

6.      The value of women’s contribution to society has not been adequately recognised. Women graduates must be seen as part of the essential human resource base of the country.  Higher education circles must strive to remove discriminatory practices, which are not only unjust, but also wastage of valuable expertise.

Vocational Education and Training

The new millennium is coming with many challenges. To face these challenges, the VET system requires coordinated efforts with the stake holders such as training institutions/organisations, industries, unions, to mention but a few. The system needs further development and with the consideration of the following aspects:

1.      relevancy of skills to be provided;

2.      competence of trainees;

3.      youth unemployment;

4.      availability of resources;

5.      providing basic skills to those who were left out by the formal education system;

6.      deal with the continuous education and training of the vocational instructors;

7.      vocational education and re-training to prepare trainees to be multi-skilled to meet the demands of market economies;

8.      the need for a uniform system;

9.      flexible training;

10.  VET to set standards for development;

11.  provide access to training;

12.  transparency and transferability;

13.  quality assurance;

14.  global competition on vocational education and training;

15.  address current mismatches.

Science and Technology, Research and Development

1.      The development of a core of competitive and competent science, technology and research human and institutional resources that can fulfil the needs of the Namibian economy and society.

2.      Set up a National Commission for Research, Science and Technology, that will successfully co-ordinate, prioritise, document, and circulate all research, science and technology information.

3.      Inculcate a culture of science into the lifestyles of all Namibian people.

4.      Set up an operationalised Namibian innovation system that will cover the regions of the country.

5.      Encourage and stimulate Namibian businesses to process most of Namibia’s natural/raw resources, into high value added products.

6.      Introduce information and communications technology as a major tool in education, industry, government, and the society at large.

Namibia Qualification Authority and Students’ Financial Assistance Scheme

1.      The NQA is faced with the task of establishing and maintaining a comprehensive and flexible National Qualifications Framework and to ensure that the benefits of this framework and the recognition of learning that can be done under it are available to all Namibians.

2.      The ministry must establish the SFAS as an independent fund for the funding of individuals to pursue qualifications and to ensure that the fund is run effectively. The major challenge is to institute effective systems for collecting loan repayments to ensure that the fund is consistently replenished.

Table 1: Enrolment in tertiary institutions

Table 2: Lecturers in tertiary institutions