Namibia intends to develop as a knowledge-based economy (KBE). In such an economy, people require access to both initial and ongoing education and training. This is often referred to as lifelong learning. Vocational Education and Training [VET] plays a key role in assisting people to acquire the skills needed in this new economy. Besides promoting skills in traditional trades such as engineering, Namibia’s VET system will foster skills development in emerging areas of employment such as tourism, as well as in new areas of learning required in a KBE, such as computing and design.
Over the past decade the VET system has experienced difficulties in responding to changing economic conditions due to factors such as isolation from the private sector, centralized management systems and limited institutional autonomy.
This has led to mismatches in the demand and supply of skills, inadequate training in key industries resulting in acute skill shortages and diminishing private sector confidence in the public VET system. These problems have been compounded by the low entry levels of early school leavers and Grade 10 and Grade 12 graduates into VET programmes. In general, the efficiency in the VET system, in terms of both human and capital resources, is very low and there is little accountability for the use of public resources. This has produced a situation in which relatively few young people are able to access training, many trainees drop out of VET programs and training costs per student are exceptionally high in most public institutions.
Although many workers in industry and business gain competency and skills through work and on-the-job training, there are few opportunities for these people to have their skills formally recognized and obtain the additional training required to become fully qualified and be remunerated accordingly.
Removal of barriers to training, employment, and economic and social development is a key priority of Government. To this end, Government has identified the following priority actions:
1. Engagement of the private sector in training;
2. Establishment of the Namibia Training Authority;
3. Devolution of the management of the Vocational Training Centers [VTCs];
4. Introduction of reforms to the financing of skills development through the establishment of a training levy; and the funding of training providers on the basis of performance and output;
5. Expansion of the number of student places and improvement of facilities in training institutions;
6. Curriculum reform through the introduction of competency-based education and training;
7. Enhanced access to certification and qualifications through streamlining arrangements for the recognition of prior learning and enhanced articulation between community training centres, schools, VET providers and institutions of higher learning (Namibia Vocational Education Training (VET) Policy: 2005)
The move to a competency-based training system – the role of Government in developing curriculum based on National Competency Standards, including cooperation with industry in terms of developing and applying NQF
The move to a competency-based training system gained momentum in 2005 as part of a national strategy to reform the training system. Industry/organisations and unions have been part of a national movement towards a training system that is more relevant to industry’s needs. Our aim has been to integrate more closely education and training with the use of skills in employment, and enhance the skills base of the industry.
The whole essence of the National Qualifications Framework (NQF) which is managed and maintained by the Namibia Qualifications Authority is to open up the NQF and access to training and qualifications to different target groups at workplace (company), national and local levels and the fostering of articulation and linkages between the different evolving qualifications.
The Namibia Vocational Education and Training Policy (2005) provides for the establishment of the Namibia Training Authority (NTA) (ACT 1 of 2008) to coordinate the development and implementation of a flexible competence based VET system based on the Namibia Qualifications Framework (NQF). The NQA is legally responsible for the development and maintenance of the NQF functions of the setting of standards and qualifications, quality assurance, accreditation, the evaluation of qualifications and assessment standards, including the Recognition of Prior Learning (RPL).
In the Vocational Education and Training Act 1 of 2008, particularly Section (5)(3):
“The NTA, in respect of vocational education and training and subject to the policies and procedures determined by the Namibia Qualifications Authority, may –
• develop occupational standards, curriculum standards and qualifications;
• accredit education and training providers and programmes;
• register assessors, conduct assessments, including the recognition of prior learning and conduct quality audits;
• issue awards and certificates; and
• negotiate articulation arrangements between vocational education and training programmes and other education and training programmes.
The Namibia Qualifications Framework (NQF) guides all vocational education and training provided in Namibia. In reality and scope, the NQF describes the different levels of education and training qualifications that are offered by schools, VET institutions and tertiary education institutions in Namibia. The ten levels in the NQF reflect the complexity of learning and do not equate to “years spent learning”. Qualifications on the NQF are based on unit standards which form the building blocks of qualifications.
NQF Levels
10 Doctoral Degree
9 Masters Degree
8 C
E R T I F I C A T E
D I P L O M A 7 Bachelor Degree
6
5 Technician 4 Artisan 3 2 1 (Entry)
The Ministry of Education’s role is mainly to:
• Provide the policy and legal framework for VET within the education and training sector;
• Finance overall management and regulation of the system and ensure access for disadvantaged groups;
• Ensure an effective governance structure linking and coordinating sub sectors of education and training, other ministries, especially the National Planning Commission (NPC), the Ministries of Trade and Industry, Labour and Social Welfare, Finance and autonomous/statutory/ parastatal bodies, especially the NQA and National Council for Higher Education (NCHE); and employers’ organizations;
• The Namibia Qualifications Authority (NQA) is legally responsible for the development and maintenance of the National Qualifications Framework (NQF) through standards and qualifications setting, quality assurance, accreditation, equation of qualifications and assessment including the recognition of prior learning (RPL);
• The Namibia Training Authority (NTA) is responsible for improving the effectiveness and efficiency of vocational education and training in Namibia, engaging industry;
business; training providers; trade unions and other stakeholders in reforming the VET system and ensuring that VET programs and services meet the current and emerging needs of industry, business and the broader community.
However, NQA acknowledges the lead role of the NTA in vocational education and training, especially with regards to the development of standards, curriculum, assessment and qualifications as well as the accreditation of training providers.
The role of industry and school for development and applying National Competency (occupational) standards
In accordance with the requirements of the Vocational Education and training Act (ACT 1 of 2008), the Namibia training Authority (NTA) has put in place a management structure to enhance the quality for developing and applying National Competency(occupational) standards and qualifications developed in the VET sector. This includes the establishment of Industry Skills Committee (ISC’s) responsible to identify industry needs and make necessary recommendations for specific sectors; the Standards Assessment and Certification Council (SACC) responsible for endorsement of occupational standards and qualifications before they
are registered on the National Qualifications Framework (NQF). The industry and schools plays also a major role in developing Occupational standards and qualification, through appointment of Technical Working Groups (TWG); expert representing their sectors to provide content.
The role of industry and school for development and implementation of curriculum To promote the concept of Industry-driven curricula, the NTA ensure that it appoints representatives from training providers and industry to engage them in the development of the curriculum. Training providers have the sole responsibility to implement the curriculum through development of programmes and offering of courses. Industry representatives are also appointed as Quality System Auditors to conduct audits at institutional level, as part of registration and accreditation requirements. In other words industry Contribute to the development and implementation of policies and strategies to create a vibrant and effective vocational education system for Namibia.
The major challenges and prospects in promoting industry-school collaboration in Namibia
Capacity constraints remain the biggest challenge to the curriculum reform process of the Namibian Government. There has been lack of industry participation in the development of occupational standards and the curriculum challenge is faced in most sectors. Conceptual understanding of the process, i.e.:
unit standards development → curriculum development → training materials development
→ assessment
- is greatly limited seriously compromising capacity to participate in the process by most stakeholders. There is inadequate technical and pedagogical expertise. In terms of implementation for the curriculum most training provider are experiencing difficulties in meeting registration and accreditation requirements. In many cases these translate into direct constraints of centers not having tools and equipment and/or facilities to offer programs.
There are no formalized learnership programs in the VET sector as such however training provider try on their own to place trainees on job attachment with companies as part of exposing trainees to the real world of work in their specific trade.
It is an at most goal that the introduction of the training levy fund may assist in closing the gap in training as employers are encouraged to train their workers. A structured registration of training provider will encourage the training provider to communicate more with the Authority bodies in order to meet registration and accreditation requirements. This may promote collaboration between industry and training providers.