Rudolf Gaiseb
The growing imbalance between what most Namibian students choose to study and what the job market demands remains one of the biggest contributing factors to the country’s high youth unemployment rate, latest statistics show.
The Namibia Statistics Agency (NSA) recently released its 2023 Labour Force Report, which indicates that the country’s youth unemployment rate has dropped by 1.7 percentage points to 44.4% from 46.1% reported in the 2018 Labour Force Survey.
From this unemployment rate, the country’s urban centres recorded the highest youth unemployment rate at 46.1%, while in rural areas it stood at 41.3%.
The report stated that there were one million youth aged 15 to 34 in Namibia, of whom
252 886 were employed, 202 144 were unemployed, and 563 499 were out of the labour force.
The labour force in these age groups totals 576 624 persons, giving a labour force participation rate of 44.7%.
Stumbling block
But Namibia’s biggest stumbling block as far as youth unemployment is concerned remains the mismatch between what most of the country’s youth pursue academically, and the kind of skills that the job market requires.
This observation was shared by Namibia National Students Organisation (Nanso) president Dorthea Nangolo.
“There must be a realistic balance. By balance, I mean that career guides must be able to give students the information and understanding of what they are passionate about, but must also be equally honest with them about what the job market requires,” said the vibrant student activist.
“Schools which offer business studies and economics do a very good job of balancing it out. They allow the learners to understand and perhaps dive into their passion, but there is also an honest and truthful reflection as to whether certain careers have a thriving opportunity in the current job market or not. Hence, we are saying life skills’ teachers must be capacitated to be able to have that understanding to balance it out on behalf of the students,” she added.
STEM
Nangolo also placed emphasis on youth to pursue science, technology, engineering and mathematics (STEM)-related fields, which the latest statistics indicates has over 28 814 professionals.
Of that figure, 21 659 are classified as technicians and associate professionals, with craft and related trade workers at 28 340, and plant and machine operators recorded to be over 8 490, while managers are 8 681.
Non-STEM fields included elementary (59 555), service and sales (38 894), skilled agriculture (28 122), clerical support (15 458), armed forces’ (3 091) workers, while not elsewhere classified were 10.
Approximately 38.2% of youth occupied STEM-related jobs, while 61.8% ventured into non-STEM-related jobs. Overall, males had a higher labour force participation rate at 47.5%, compared to females at 41.9%.
Alignment
On the same subject, the Basic Education, Arts and Culture ministry’s executive director Sanet Steenkamp shared that through the ministry’s partnership with UNESCO,
they are aligning teachers’ education with the National Science and Technology Innovation Policy to improve the delivery of STEM curricula.
“This professionalisation initiative seeks to empower teachers to become catalysts for change, inspiring learners to see STEM as an exciting and viable pathway. The effectiveness of STEM education heavily depends on teachers’ interest and confidence.
However, many teachers in Namibia lack the training or self-assurance needed to engage and inspire learners, particularly girls, in STEM fields. Limited access to laboratories, technology and qualified STEM educators in some schools creates significant challenges,” she stated.
The National Curriculum for Basic Education (NCBE), revised in 2016, also aims to balance interest and engagement in both STEM and non-STEM fields by adopting an integrated, inclusive and holistic approach.
“The broad-based curriculum achieves this by emphasising a wide variety of subjects across academic disciplines.
It includes not only STEM subjects like mathematics, natural sciences and technology, but also non-STEM areas such as arts, languages and social sciences. This ensures students are exposed to diverse fields, allowing them to develop interests in multiple areas”, Steenkamp added.
The NCBE promotes the development of transferable skills such as critical thinking, problem-solving and creativity, which are valuable in both STEM and non-STEM fields.
At senior secondary level, students are provided with elective subjects in both STEM and non-STEM areas.
“This flexible approach allows learners to tailor their studies to their interests and strengths, while maintaining a balanced exposure to both fields.
The ministry is confident that Namibia’s adoption of the STEM approach recognises the importance of blending science and technology with arts and creativity. By doing so, it aims to foster well-rounded learners who can think critically, innovate and address real-world challenges,” she underscored.