According to Namibia Statistics Agency data, Namibia’s unemployment rate stands at 36.9%, although it may be higher in reality. This makes one wonder: could our education system be working against us? Are we being taught what we really need to know? How is it that a country with a population of just about three million has such a high rate of unemployed graduates?
There is a long-standing belief that “education guarantees a job” and the illusion that a degree = success. Many of us can probably attest to this. Growing up, we were promised a better life after school by our parents and mainly by our leaders. Unfortunately, most completed their tertiary education to realise the harsh reality that this “promise” was, for many, a false dream. Today, countless young Namibians find themselves unable to secure jobs in their fields of study or even a simple job to meet their basic needs.
About two years ago, a local daily newspaper reported that approximately 700 candidates showed up for a written test at Mwadikange Kaulinge Secondary School for one teaching post. Similarly, about three months ago, a local news agency reported that over 300 applicants turned up for a written test for a cleaner position advertised at Karanawa Primary School in Kavango West.
These examples reveal a deep disconnect between the education system and the realities of the job market. Yet, every year, institutions continue to admit new students into teaching, nursing courses etc, even when the job market for these fields is already saturated.
This raises critical questions: are our tertiary institutions conducting any studies to assess market demand for the programmes they offer? Or have they become businesses driven purely by numbers and profit, rather than purpose and relevance?
Like many African countries, Namibia’s education system remains largely theoretical. Exceptionally good at training students who can write very good papers, memorise efficiently, and obtain distinctions, yet many struggle to apply this knowledge in practice, such as writing a simple business proposal. Many graduates lack the technical, entrepreneurial and problem-solving skills necessary to enhance their employability, start businesses and make meaningful contributions to society.
Another factor that is becoming evident is the mismatch and outdated curricula. After independence, Namibia inherited a lot of Western systems that perhaps were beneficial then but are not as beneficial now and our curricula is one of them. Tertiary institutions and training centres often fail to align their courses with current labour market needs, as highlighted in the examples above. Thousands of students study education, human resources, nursing, public management, while very few pursue agriculture technology, renewable energy or digital innovation, yet those are the sectors that are currently driving global growth.
Most young people are probably familiar with the following statements, “Go and create jobs, go and innovate, go and be leaders”. Although the above statements are not necessarily wrong, the youth are encouraged to start businesses but there is limited support, mentoring and access to finance for start-ups. Educators, legislators and leaders in this country ought to decide if they are teaching the youth to be job seekers or job creators?
The challenges are even more dire for rural youth, who often attend under-resourced schools (some still taught under trees) with limited access to information, technology, and quality teaching. Many never reach tertiary education, and vocational training centres remain scarce and underfunded. If we truly aim for inclusive growth, reforming education must include improving rural access, digital literacy, and equity in funding opportunities.
Both government and the private sector have critical roles to play. Government must use labour market data to guide education planning, revive and strengthen technical schools and vocational training centres that focus on hands-on technical education. These institutions would equip learners with tangible skills in trades, technology, and innovation, fostering a generation that not only knows but can do, thereby aligning education with the country’s socio-economic development needs.
While industries should collaborate with universities and training centres to ensure students gain relevant, work-ready skills. Internships, apprenticeships, and practical exposure should not be privileges but should be a standard part of every qualification.
High youth unemployment is more than just an economic statistic, it’s a social and emotional crisis. It fuels hopelessness, dependency, and even brain drain, as talented young Namibians leave in search of better opportunities elsewhere.
Education should not just produce graduates; it should produce thinkers, innovators, and doers who are ready to build the Namibia they dream of.
To achieve this, there is an urgent need to reimagine education, not as a ticket to employment, but as a foundation for creativity, problem-solving, and nation-building.
It’s time for a national conversation and real action to fix an education system that no longer serves its purpose.
-Laina Alexander is an Environmental Consultant at Tortoise Environmental Consultants (TEC). Her research interests include rural development, land reform, environmental governance and policy reform. The views expressed in this article are entirely her own.