THE Grade 10 and 12 learners started with their final examinations towards the end of last week. I failed Grade 12 twice, and I learnt that an entrepreneurial way of thinking and learning could increase my chances of success. I am not blaming anyone for my failure, but entrepreneurial teaching in all subjects is a viable option that all schools in Namibia could consider for improved learning and results in the future.
In this 21st century education we must prepare Namibians for living. We must realise that education today is not just about preparing for a specific job or for entering university. It should be about learning how to live as an individual in a sustainable society. In fact if we seriously want to acquire knowledge, we all need to be equipped with skills and competencies that will enable us to evaluate, act, criticize, investigate and produce new knowledge.
In Namibia where primary education is free, and hopefully secondary education will also be free in the near future, a response from the education system and from all stakeholders to meet the needs of the 21st century is critical. Teachers or facilitators have to integrate entrepreneurial spirit in social sciences. Mathematics should also be taught in an entrepreneurial way. How can someone teach mathematics in an entrepreneurial way? In general mathematics is generally regarded as a very challenging subject where educators only deal with numbers and formulas.
It usually revolves around the understanding of the problem and analysis. What we have to realise is the fact that mathematics educators/facilitators live within a particular society or community. They are teachers and above all community activists. When we look at the general qualities of an entrepreneur it must to a certain extent involve analysis of particular situations and finding solutions to problems. This shows that an entrepreneurial way to teaching is possible across all subjects in Namibian schools and also in university. In general it is expected that the learner only acquires the knowledge offered to him/her. Questioning of problems is not encouraged, as too much questioning can create loss in confidence to the educator’s ability to transfer knowledge.
A problem solving approach is needed in the Namibian education system. Various disciplines, for example mathematics and engineering must work hand in hand with social sciences. This will encourage educators/facilitators to look carefully at the material world which surrounds them. It will also make those who are being taught aware that the material world has been made by people and can be altered, changed and improved. In addition it develops critical thinking and practical skills, which could be valuable when setting up an enterprise.
When we as a nation want to teach in an entrepreneurial way, cooperation with the local communities is important. For example, with the local church in your area. Churches and local institutions are really willing to collaborate, unless the educator is unwilling to work with them. Teaching in an entrepreneurial way also boosts the confidence of learners and also increases their chances of employ-ability. Learners will develop skills based on a philosophy and their attitudes towards education can change. A change in attitude can make them role models of their peers. This also develops a sense of codetermination, if their opinions are highly valued in the learning process. The training of entrepreneurs can no longer be the responsibility of the private sector in Namibia. Some Namibians can sell their souls for someone else to take responsibility.
As educators/facilitators it is our job to ensure that all citizens have the chance to learn in the correct and appropriate entrepreneurial way. I know that at times we all are guilty of alienating people who identify themselves as musicians or designers, rather than as entrepreneurs. Success in Namibia is sometimes defined in terms of the amount of money one has or the number of businesses one owns. The sole measure of success cannot be based on the latter mentioned factors, but a framework of life enhancement must be taken into consideration.
If we do not come up with rigorous ways to teach entrepreneurship across all disciplines there will be a backlash. Namibians with entrepreneurial dreams will be alienated, and societal problems will go unsolved. We have to use what we have and do it better than the rest of the world, as we do not have an option.
• Dr Wilfred Isak April holds a PHD (Entrepreneurship) from New Zealand. He currently lectures in Entrepreneurship at the University of Namibia.