Approximately 54 days have passed since Namibia’s regional and local authority elections concluded last year, and the newly elected councillors and regional representatives are gradually settling into office. I have been deeply reflecting on the educational qualifications of those elected to public office, raising concerns about how they are really prepared, especially now that they must meaningfully participate in development planning and policymaking.

In previous elections, many have raised similar concerns and number of opinions pieces published in various newspapers, questioning the intellectual capacity and academic background of elected officials, but my concerns go beyond naming or shaming individual, but it is more crucial and structural in nature, as it interrogates the broader impact, limited education among elected officials has on development at local as well as regional levels and policy formulation.

Local and regional authorities are not ceremonial institutions, but rather the heart of service delivery and development implementation. 

Councillors are expected to debate; approve budgets; interpret legislation and contribute to development plans, but there have been cases reported whereby local authority administrators openly express their frustration about working with councillors who struggle to understand official documents or policy proposal, which is obviously caused by lack of formal training in governance and accountability systems. We can take an example of Katima Mulilo town council, in 2025 where the council had reportedly exchange land without proper proposal and failed to act on ministerial orders, signalling a breakdown in leadership and accountability at local level. 

Namibia already requires qualifications for many professional portfolios that carry less responsibility than public office, for instance, teachers, nurses, or accountants, and they must meet specific educational standards. Therefore, it is just reasonable to ask why some individuals are entrusted with multi-million dollar budgets and policymaking.

Educational importance

Let’s be blunt. Drafting educational reforms, allocating budgets, and interpreting complex legislation is not guesswork. It demands more than good intentions. 

At some point, it requires literacy not just in general terms but also in economics, data interpretation, the legal framework, and ethical governance. 

For example, Tom Alweendo (a policymaker) holds a bachelor’s degree and an MBA from reputable universities. He served as Governor of the Bank of Namibia and head of the National Planning Commission (NPC), roles that require deep economic and financial expertise. His qualifications helped him interpret macroeconomic data, manage fiscal policy, and engage with international investors with credibility. 

Without such expertise, leaders may find it difficult to interpret data, weigh trade-offs, or even draft sound legislation, resulting in poorly designed and difficult-to-implement policies.

Development at the regional and local levels also depends on strong planning, financing, accountability, and innovation. When leaders struggle with technical tasks, project delays, budget mismanagement, and slow responses to emerging challenges, such as drought or a housing shortage, can result. 

Globally, most democracies do not require formal degrees to run for public office, but some have educational standards for specific high roles. 

For example, in Bhutan, candidates for the national parliament must have a formal university degree, and local officials must pass a functional literacy test. As Namibians, we need to draw a line, with careful consideration, perhaps on education and skills, where leaders should possess a minimum level of education or skill to effectively govern with a clear vision for economic growth as well as social justice and to make informed decisions.

Most importantly, let’s not frame this debate as an attack on democracy, but rather as an effort to strengthen it. Democracy is not weakened by capable leadership; it is endangered by poor and incomplete governance. 

As Namibia reflects after the recent election, it is time to have and engage in an honest national dialogue about leadership qualification, not to exclude or dismiss it but to empower the country to move forward towards development, empowering and strengthening democracy, such a dialogue can help ensure that leadership is guided by integrity and a commitment to learning, while still respecting the will of the nation. We can build a future where leaders are better equipped to translate public trust into effective development and policies that serve all citizens. 

*Jivan Gariseb is a political science student at the University of Namibia and a public relations officer for the Unam political science society.