According to Kerr and Kelly (1999), a simple definition of curriculum is all the learning which is planned and guided by the school, whether it is carried on either in groups or individually, inside or outside the school. In addition, curriculum includes content, teaching purposes and methods in subjects being taught in schools and higher tertiary institutions.
In the process of applying and implementing the approved curriculum, it might dawn that it does not address the educational aspirations and the urgent needs of the nation. It is along these lines that Bowles and Gintis (1977) contend that Western formal schools have never created equality of opportunity nor to reform schools to cater for all classes of society.
Unfortunately, Namibia inherited this type of curriculum, which was very theoretical and lacked practical orientation. Hence, before nationhood in 1990, Namibians felt the hollowness of the then Bantu education curriculum, and sought to seek a better and practical programme to address their educational needs. But after thirty-two years of nationhood, the curriculum still is more theoretical than ever.
Subjects like Agriculture, which should foresee to the production and food security in the country, still remain unimportant. Our politicians and policymakers in education hardly understand that a country which cannot feed itself remains vulnerable food-wise all over the world. Of course, there is no country which is self-sufficient in all aspects, but Namibia should be able to feed herself without importing basic food resources from other countries. However, food production does not fall from heaven like manna.
Therefore, schools and tertiary institutions should be tasked to incorporate Agriculture and other practical subjects in their curricula in order to impart such practical skills to ease some hurdles and challenges Namibia is facing in terms of development and employment.
Namibia is faced with the shortage of desks and tables in schools, which are still being imported from neighbouring countries, despite Namibia being very rich in timber. In cases where desks are broken, many schools find it difficult to repair them on the spot because they failed to teach and train the learners to do that. Schools have to depend on outsourcing carpenters from the Ministry of Works to repair the desks and tables, when the potential manpower is just at their doorstep.
The problem lies in the inability and incapability of our curriculum experts and specialists to contextualise the curriculum in order to benefit the citizens of Namibia. Many developed and developing countries have seen the need to revamp the curriculum in order to address the needs of their nations.
Subjects like carpentry, design and technology, gardening, arts and drama with clear guidance from Life Skills teachers can be introduced at grade 1 level. Of course, this should be done with the closer observation of the teacher for kids not to hurt themselves with tools. Countries like Britain and Finland, and possibly other countries, do so expose such trades at an early stage.
As these learners progress in these grades, by the time they reach higher grades, they will be able to attend to broken desks and tables. This will minimise the dependence of the school on outside assistance for the repairs of their desks and tables.
Even after leaving school, the learners will be able to sustain themselves before being employed, if they want to. The learners who studied Agriculture will equally do the same by living from such trade.
Taking NUST and TVET progammes to the regions
The establishment of a NUST satellite campus at Eenhana is a welcome and commendable step, though long-overdue. Other regions are waiting for such satellites. The NUST TVET programmes will greatly encourage and inspire local students who graduated from the trades to enrol and continue to further their studies in the trades.
Funding TVET
There should be a radical change of heart in the mode of funding for the current centres in order to enrol and equip students with skills. The current outcry from the centres is a lack of funding, which impedes centres from buying tools and equipment for training purposes. In areas and regions where there are no technical and vocational centres, the Ministry of Higher Education should find ways and means of introducing and opening such centres.
Targeting school-leavers
There are many Namibian youths roaming the streets without any trade, and hence desperate and disillusioned without a better future. Efforts should be made to co-opt and integrate these Namibians into trades. The curriculum should include and cater for people at all levels, and be streamed for both short and long-term courses.
Courses from one month to diploma or degree levels can be introduced in these centres, and those who qualify should be funded by Government to enrol and complete the programmes.
In order to improve the lives of the people, the curriculum should be revisited and courses and subjects which are more practical introduced than what is being offered on the educational horizon and market.
The countries which have done very well in terms of development and minimising the job challenges have embraced the notion and philosophy of a practical curriculum, leading to education for self-reliance as espoused by Nyerere, the first president of Tanzania.