Faustinus Shikukutu
Namibia has after independence reformed its educational philosophy to match it with international standards to address the injustice of the past.
The introduction of the new teaching and learning paradigm dismantled the colonial policy with new priorities of equity, access, quality and democracy but the ultimate aim of education remains elusive.
It was envisaged that the paradigm would provide opportunities for all learners by providing access to all, improving the standards of education, emancipating Namibians from illiteracy and developing their capabilities to create a social transformation in their lives.
According to Sartorius von Bach & Nuppenau (2022), education was seen as the vehicle to develop individual levels, and to offer multiplier benefits, such as employment, earnings, health, poverty reduction and life fulfilment.
One has to acknowledge the effort by the government, through the Ministry of Education, Arts and Culture, in developing an educated nation, although the system remains wanting due to higher dropout rates, poor performance in national examinations or creating a crisis for the country in terms graduates who are unable to secure jobs.
The overarching question that remains unanswered is, why do Namibian schools continue to operate the way they do? From its origin in the 1990s, the main concern, despite all the efforts and innovation made and incorporated into the education system by the government, through the Ministry of Education, Arts and Culture to improve the quality of education in Namibia, the quality of students remains a challenge, as many remain unemployable or not able to create own employment.
A major aspect of life for most people is the world of work or an independent adult life – and from observation, this is an area for which most students leaving our education system are not fully prepared.
Social commentators, scholars, media houses and even the public have made many labels for the current unemployment crisis caused by the education system.
Questions to ponder on are, is our education worthy of teaching and learning? What is the nature of knowledge that is instilled in our learners? Does our education system focus on developing a moral compass in students? Does our education system incorporate the belief systems held by society, which can be used to solve educational/ societal problems, such as inequalities? Is the current education system relevant in solving some of the pertinent issues, such as unemployment? Does school prepare learners adequately for the demands of real-world responsibilities, or does it only provide a limited view of what lies beyond its doors?
If one must answer those questions honestly and critically, it will show that the current education system is not teaching learners things that will help them throughout their lives.
The school days are crammed with information, covering everything from English to Mathematics.
All of these involve teaching, memorisation, comprehension and testing of the learners. While grades and exams might be important, the time has arrived to offer a broader curriculum that includes character development, citizenship training and personality development.
I know critics might argue that Life Skills, as a subject, are being taught in schools, but is it doing enough? It is fair to argue that a majority of high school graduates lack many of the skill sets to function in modern society.
Subsequent ly, when schools are not making efforts to nurture these critical skills in young learners, they are also not truly preparing them for life.
Instead, they are only prepared to adhere to a curriculum, where a pass is the aim, while those who fail are told they are failures in life.
Is that so? Are they doomed to failure for failing in school? Are all people who did well in school and received straight As leading prosperous lives?
While it is important to recognise that school can provide an important basis of knowledge and foundation of skills relevant to adult life, there is also room for improvement when it comes to giving students the tools they need to succeed in the real world.
This is to make sure learners learn more than just academics but also key life skills, such as resilience, self-advocacy and confidence building, focusing on providing tailored learning experiences that reflect the world outside of school walls. Some people believe that our school’s monotonous routine limits learners from discovering their inner selves.
These pupils are never instructed to pursue their gifts – even though some may have had the aptitude to become pianists or athletes, or have a passion for the arts.
Vocational education must be encouraged and taught from an early age – in pre-school or early childhood classes.
The current education system, which advocates the 3Rs more at the expense of vocational skills, is contributing to the unemployment dilemma.
Children who excel in vocational education should be allowed to pursue their interests and passions, unlike where a child progresses through the education system only when they have passed academic subjects.
Although expensive, the government should start thinking of setting up vocational wings in schools, where children specialise in various trades that could become their profession in the future.
For example, if a child excels in music or sport, they should be trained well in music or sport to become a professional musician or athlete. The reason for the above is that the government, as the main employer of graduates from tertiary institutions, does not have the capacity to absorb most of them.
As I pen this article, the country is sitting with a ticking timebomb due to a lack of employment opportunities, as many unemployed graduates are walking the streets.
Education should not just mean mere schooling. To become educated is to learn to become a person.
In a broad sense, education refers to an act or experience that has a formative effect on the mind, character or physical ability of an individual.
The main task of education is to make life worth living.
Education should provide the means to achieve those goals of good life and not a life of suffering. It is, therefore, crucial to tailor the country`s education system around the aims of education if the war on unemployment is to be won.
The time has come that the education system needs rethinking to conform to the basic needs of a Namibian child from all walks of life.
Wi th the ta lk of transitioning to Green Hydrogen, one wonders whether all Namibian children will benefit.
Education is a human right, and all children must access it fully with all the necessary provisions to enable them to succeed in their learning and life.
It is also essential to remember that if the basic education foundation is weak, higher education in Namibia will never be internationally competitive or produce employable graduates – let alone graduates who will be able to create their employment.
Blaming education for graduates` woes, instead of repairing the education system, will erode the gains achieved over the years and demoralise those who see education as the greatest equaliser.
* Faustinus Shikukutu holds a PhD in education. He is currently lecturing on Educational Leadership and Management as well as Educational Foundation at the University of Namibia, Rundu Campus. All views expressed are his own.