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Namibia
NAMIBIA

National report presented to the 45th session of
the International Conference on Education,
Geneva, 30 September - 5 October 1996
TABLE OF CONTENTS
Section l: Year in Review

Section 2: Policy Developments in 1996

DIRECTORATE AND DIVISIONAL SERVICES
Section 3: General Services

Section 4: Bursaries and Qualifications

Section 5: Namibia Qualifications Authority

Section 6: Senior Secondary/Higher Education and Human Resource Development
Planning

Section 7: Science and Technology

Section 8: Vocational Education and Training

Section 9: Namibia National Commission for UNESCO

Section 10: The Way Forward

SECTION 1

YEAR IN REVIEW

1.1 1996 was the second year for the independent existence of the Ministry of Higher
Education, Vocational Training, Science and Technology. During the year the Policy
Framework which was approved by the Cabinet as per Decision No.
91St/18.07.9~/001 was translated into concrete programmes and plans. Howe ver,
human and financial resources proved a formidable barrier to the implementation
process. Of importance, however, is the realization by the Government that the
programmes of this Ministry are critical to the countrys effort to jump start the
economy and to make Namibia competitive in the global market place. The 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
higher 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
1.2 Progress in the implementation of the programmes has been slow, but systematic
nonetheless. New staff members have joined the Ministry. However, due to budgetary
constraints, a number of critical posts remained unfilled. Lack of working and office
space has further affected the productivity of the staff. In some instances two to three
staff members share offices. This situation is further compounded bs a limited number of clerical and support staff. Senior officials sometimes have to spend their time doing
clerical work instead of carrying out their professional duties. Parking space and a
shortage of labour saving devices are additional inconveniences, which do not
promote a working environment conducive to productivity.
1.3 A number of policy development initiatives were undertaken. These included
activities leading to the development of a Government White Paper on Higher
Education; the changing of the Government Bursary Scheme to a Student Financial
Support Scheme; the enactment of the Namibia Qualifications Authority Act; the
amendment to the National Vocational Act, activities aimed at developing Mass Skills
Training Programmes and reports on Science and Technology. These activities will be
elaborated further in the body of the Report.
1.4 Education and Training need to go in tandem with quality control measures.
Quality control and quality assurance are priority issues which the Ministry has
seized. Staff development, instructor training, development of appropriate training
systems, testing and assessment procedures are all issues which impact on quality. In
the system of Vocational Education and Training (VET), efforts were made to
develop further a system of cooperative education. Cooperative education promotes
institutional as well as industrial training. Though Namibia's industrial base is small, a
number of private companies, municipalities, and parastatals have participated in the
programme. More companies are invited to join the Ministry in its crusade of skilling
the Nation. The Ministry highly values industry-Ministry collaboration. We hope
these bonds of collaboration will be strengthened in the years to come.
1.5 The issue of human relations in the management and administration of public
institutions came to the fore during the year. Public manifestations by students against
management were noted at Rundu College of Education and the Polytechnic of
Namibia. Most of these demonstrations were the result of lack of communication and
misinformation. There is a need, therefore, to strengthen students' self governance,
and communication between the student body and management.
1.6 All in all, 1996 has opened new windows of opportunity for the Ministry. The
coming year should witness a leap into the future through innovation and creative
Problem solving.

SECTION 2

POLICY DEVELOPMENTS IN 1996

2.1 The broad policy frame of the Ministry was set out in the "Mission Statement and
Investment Plan" of 1995. These broad policy goals aimed at promoting the
following objectives:
"To provide hope and instill faith in the future to the youth and citizens of Namibia
through:
strengthening the capacity of the Senior Secondary Level of the
General Education System to deliver quality and differentiated
programmes

developing an integrated and comprehensive vocational
education and training and a career education system

enhancing the national human resource capacity

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

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

and promoting the national research and development
capacity." (p.2)
During the year the Ministry has endeavoured to pursue the development of these
goals.
2.2 In particular. the areas of Vocational Education and Training; Higher Education;
Student Financial Support; the National Qualifications Framework; and Science and
Technology received enhanced attention.
Vocational Education and Training was recognized as the field which could enable
the national education and training system to be diversified. Policy development in
this field focused on:
(a) diversification
(b) quality control and
(c) expansion
The diversification process focused on the development of comprehensive training
levels. In this regard a multi-skills level system is being developed consisting of:
a) Institutional Training based on Vocational Training Centres.
b) Apprenticeship done in cooperation with industry.
c) Mass Skills Development Program based on community initiatives.
d) Employer Based Training Program which utilizes the government
voucher system.
The newest programme is the employer based system which aims at encouraging the
private sector to provide training to job-seekers. The Cooperative Artisan Training
Programme will be a joint venture between the Vocation and Training Colleges and
Industry. In order to promote programme articulation and interfacing, a system of
quality assurance and control is being developed. The National Vocational Training
Board is currently dealing with this important issue. Moreover, the expansion of
Vocational Training Centres is being undertaken in order to accommodate more
artisan trainees.
2.3 The policy on Higher Education is being revisited, building on the Report of the
Presidential Commission on Higher Education of 1991. The issues of priorities in higher education, costs, growth and programme articulation are being addressed. It is
expected that a Government White Paper on Higher Education will be issued in 1997.
2.4 The cost of higher education is ever escalating. This, coupled with the social
demand for higher education, has placed tremendous pressure on the Government
Bursar! Scheme. The Ministry decided, therefore, to introduce a new Student
Financial Support scheme as from 1997. In order to promote equity in resource
allocation and promote value for money, the Bursary Scheme will henceforth be
converted into a Loan/Grant Scheme. A law to govern the operations of the scheme is
being drafted.
2.5 The Namibia Qualifications Authority Act has been promulgated by Parliament.
The NQA Act will guide quality assurance, the accreditation process, the evaluation
of qualifications, standard setting procedures, the Recognition of Prior Learning and
matters incidental thereto.
2.6 The Science and Technology policy development initiative has moved a step
further. Three reports were issued in this regard. These are: D