After years of lurking in the shadows of conventional school subjects, national Technical and Vocational Education and Training (TVET) courses are making their presence felt.
The 2024 Grades 11 and 12 results indicate an improvement in the performance of candidates in TVET courses, as more learners scored higher grades.
The percentage of learners achieving Grade A* in TVET subjects increased from 2.6% in 2023 to 4.2%, while the cumulative percentage for Grade D and better rose from 58.1% to 63.0%.
This improvement was observed across all grades.
Similarly, a higher percentage of learners achieved grades between A* and D in Mathematics, Chemistry, Physics and Agricultural Science, with 51.7% attaining Grade D or better, compared to 37.1% in 2023.
Despite this gradual improvement, students’ unions believe there is still a long way to go in addressing systemic challenges within the education system.
These include resources’ shortages, inadequate teacher training, and a lack of curriculum relevance to ensure consistent and equitable progress for TVET learners.
“As much as we are concerned when we look at institutions of higher learning—except for the Namibia University of Science and Technology (NUST)—but particularly when we focus on teachers, there is no curriculum preparing educators specifically for TVET,” said Bernhard Kavau, chairperson of the Students Union of Namibia (SUN).
He highlighted this as a critical skills gap which needs to be addressed.
Kavau urged institutions of higher learning to incorporate technical vocational education as a module.
“Teachers need to be adequately prepared before they go out and teach,” he emphasised.
Sharing similar sentiments, the president of the Namibia National Students Organisation (NANSO) Dorthea Nangolo argued that TVET is not prioritised in the country.
“In this era, and the one we are moving into, TVET is the pillar of economic development. It is where young people are capacitated to innovate and build,” she stated, adding that the sector is nonetheless under-supported.
Nangolo cited examples like the Oshikoto Secondary School, where learners are offered TVET subjects, but lack tools for practical lessons. “They don’t have the necessary infrastructure to learn.
“When we visited some schools which offer TVET subjects, it was clear their performance wouldn’t be strong due to the inadequate state of resources provided,” she noted.
While acknowledging a slight improvement in TVET subjects, Nangolo said it still lagged behind the progress seen in other subjects.
“This is something worrisome,” she continued.
Despite its growth over the years, TVET is still widely perceived as a less prestigious option, compared to other higher education modes.
However, institutions like the Namibia Training Authority (NTA) and GIZ ProTVET’s initiatives are at the forefront of expanding TVET offerings in fields such as construction, agriculture, engineering, hospitality and renewable energy to meet Namibia’s economic needs.
Meanwhile, Minister of Basic Education Anna Nghipondoka commended the strides made in TVET education, emphasising its role in equipping learners with essential workforce skills.
“This is a key area with specific targets on the Project Charter as one of the Levers of Change. Against this background, all 14 regional directorates must expand access to TVET subjects, and more schools must be equipped to offer them,” she said.