Bantu education taught us about lizards, frogs, amoebas, the names of the world’s capital cities, the longest rivers, etc. What we learned in school didn’t prepare us for the real world outside because of the way the Bantu education was designed and drafted. It was designed in such a way that whites created a black workforce that could run the businesses of their white masters.
Black folks couldn’t think for themselves and weren’t prepared to enter the business world. We can change all that ourselves today by modernising and improving our education system.
Namibia must, without delay, integrate the Learner’s Driver’s license, and the Road Traffic Transport Act 22 of 1999 into the Namibian school curriculum to prepare our kids for the future, and it should start at the pre-primary level.
Below is a simple proposal of how we can prepare our kids for the workforce once they complete grade 12.
Integrating learners’ drivers’ licence and Road Traffic Transport Act into school curriculum.
Objective
To ensure that every learner graduates from grade 12 with a learner’s driver’s license, which will be valid until they pass a motor vehicle driving test conducted by NATIS. Students will have a strong knowledge of traffic laws, defensive driving, road ethics, and also gain knowledge of the Road Traffic and Transport Act 22 of 1999.
It will create responsible law-abiding drivers before they reach adulthood. Reduces accidents and fatalities, especially amongst youth. Supports national employment, because many jobs require driving competence. Strengthen civic education and teach young ones about national laws. Position Namibia as a global pioneer in early road safety education. Ensure that even learners who don’t complete school are still exposed to road laws and safety principles before dropping out of school.
Curriculum structure
1. Pre-primary (ages 4-6)
Road awareness
Basic road symbols and colours.
Understanding pedestrians, zebra crossings, and stop signs.
Classroom simulations
Safe crossing, right vs wrong road behaviour.
Games, toy cars, videos.
2. Grade 1-3 (foundation phase)
The curriculum must include road safety literacy, the meaning of basic traffic signs, identifying emergency vehicles, safety for pedestrians and passengers, and a simple introduction to what traffic officers do.
3. Grade 4-6 (intermediate phase)
The curriculum must comprise applied road safety, a more detailed understanding of traffic signs, an introduction to road rules, lane discipline, traffic lights, safe stopping, a Junior cycling program, riding a bicycle according to rules, and helmet and safety gear education. Project: Create your own road safety poster.
4. Grade 7-9 (Junior secondary)
The curriculum must include:
Road behaviour and early theory; a theory element from the learners’ licence manual; an introduction to the Road Traffic and Transport Act 22 of 1999; a simulated Road environment in school yards; computer-based driving simulators (where possible); and basic vehicle components: indicators, brakes, dashboard warnings.
5. Grade 10-12 (Senior Secondary)
Formal driver education.
Full theoretical syllabus of the learner’s licence
Defensive driving theory.
Alcohol, speeding, and distractions.
Case studies from the Namibian police and MVA.
6. Grade 12
Official learner’s licence examination integrated into the final exam. Certificate issued with school results. Optional school based practical training in partnership with government driver training units and municipalities.
Integration of Road Traffic and Transport Act
The act is to be taught in stages. For the Junior Secondary learners, they must be introduced to the act, its purpose, the role of traffic authorities, and why road laws exist.
For Senior Secondary learners, they must be educated on the definitions of the Act, the rights and responsibilities of drivers, vehicle roadworthiness, consequences of breaking the law (penalties, suspensions, fines), accident reporting procedures, and the public transport and goods transport legal framework.
This ensures every young person knows exactly what the law requires before they ever drive a car.
The curriculum should also include a formal written test similar to a learner’s licence exam.
STEP 1
Establish a national task team of relevant ministries.
STEP 2
Develop curriculum and teaching materials.
Official school edition of the Road Traffic and Transport Act 22 of 1999.
STEP 3
Pilot program in five regions in 10 schools to collect data (Optional), costs and logistics, teacher feedback, and student performance.
STEP 4
Legislative amendments. Allow schools to be official learner’s licence examination centers. Recognise school issued learner’s licence certificates.
Expected outcome
Within three to five years: Every graduating grade 12 learner has a learner’s licence. There would be a reduction in underage reckless driving behaviour and an improvement in national road safety discipline.
Within 10 years, road safety fatalities will decrease significantly, the safer taxi/public transport sector will grow, and Namibia will become internationally known for pioneering driver education.
Other countries will adopt Namibia’s model. Additionally, no other country currently provides comprehensive driver education from pre-primary through grade 12 and issues an official learner’s driver’s licence upon graduation.
Such a system will fit with Vision 2030 Harambee Prosperity Plan. It’s an education system that could be exported internationally. We must move away from the Bantu education system that taught us frogs, lizards, and amoebas.
It’s time to embrace new teaching methods and to improve the existing school curriculum to prepare our children for the future.
*SP Willemse is a fingerprint expert and a former detective who was attached to a specialised unit, the Scene of Crime Unit, in the Namibian Police.