Allexer Namundjembo
The higher education sector recorded a total enrollment of 97 333 students in 2025, with private institutions accounting for nearly half of the student population, according to figures presented by the National Council for Higher Education (NCHE) to the National Council Standing Committee on Education, Science, ICT and Youth Development.
The NCHE made the presentation during a briefing session held in Otjiwarongo on Tuesday, where it outlined its role in ensuring quality, access, relevance, and responsiveness of higher education programmes in support of national skills development.
The figures show that public higher education institutions enrolled 50 941 students in 2025, while private higher education institutions recorded 46,392 students.
The largest institutions by enrollment included the University of Namibia (UNAM) with 26 943 students, the Namibia University of Science and Technology (NUST) with 20 573 students, and the International University of Management (IUM) with 24 652 students.
The NCHE representatives, Sylvia Demas, Bertha Njembo, and Sem Shikongo, told the committee that the council’s mandate includes promoting a coordinated higher education system, ensuring quality assurance, monitoring access, and advising on the allocation of state funding to public higher education institutions.
According to the NCHE, higher education refers to learning programmes leading to qualifications above Grade 12 or its equivalent, excluding vocational training provided under the National Vocational Training Act and open learning offered by the Namibia College of Open Learning (NAMCOL).
The council stated that higher education programmes are classified from National Qualifications Framework (NQF) Level 5 to Level 10, covering certificates, diplomas, undergraduate degrees, master’s degrees, and doctoral qualifications.
The NCHE presentation showed continued growth in higher education enrollment over the past decade, with student numbers increasing from 41 246 in 2012 to 97 333 in 2025.
Women continue to dominate higher education participation, with females accounting for 61 578 students compared to 35 755 male students in 2025.
The highest number of students originated from the Khomas Region, which contributed 22 106 students, followed by Oshana with 11 143 students and Ohangwena with 9 654 students.
Otjozondjupa Region, where the presentation took place, contributed 3 489 students, representing 3.6% of total enrolment.
The NCHE also indicated that the Namibia Students Financial Assistance Fund (NSFAF) remains the largest source of student funding, supporting 43.9% of enrolled students in 2025.
Self-funded students accounted for 29.3%, while parents or guardians supported 23.3%.
Despite increased access to higher education, the NCHE raised concerns about whether programmes offered by institutions are sufficiently aligned with labour market needs.
The council noted that 70% of students were enrolled in non-science, technology, engineering and mathematics (non-STEM) fields in 2025, while only 30% were enrolled in STEM-related programmes.
Education, training and development had the highest enrollment, accounting for 35% of all students, followed by business, commerce and management studies at 23%.
Health sciences and social services accounted for 15%, while manufacturing, engineering and technology accounted for 4%.
The NCHE warned that closer collaboration between government, industry, and higher education institutions is required to address possible skills mismatches and ensure that training responds to economic needs.
“Evidently, the challenges experienced in higher education are multifaceted, requiring concerted efforts by all stakeholders,” the council stated.
The NCHE further highlighted graduate employment trends, indicating that employment outcomes remain a challenge.
The 2024 graduate survey showed that the overall employment rate among graduates stood at 65%, compared to 83% in 2017.
The survey found that 33% of graduates took longer than 24 months to secure their first jobs, although 78% of graduates rated the relationship between their field of study and their area of work as good or very good.
Graduates from services and life sciences recorded the highest employment rate at 79%, followed by law, military science and security at 72%, and health sciences and social services at 70%.
Agriculture recorded the lowest employment rate at 48%, followed by education at 56%.
The NCHE told the committee that it ensures quality in higher education through institutional registration, quality audits, programme accreditation, and minimum standards.
Private higher education institutions undergo administrative appraisal, technical evaluation, and financial assessment before registration.
The council conducts institutional quality audits every five years, focusing on governance, teaching and learning, research activities, and community engagement.
Programme accreditation is conducted through independent peer review panels consisting of academic experts, industry representatives, professional bodies, and students.
Accredited programmes receive approval for a full cycle of six years, while programmes with conditions may receive accreditation for a maximum of two years.
The NCHE also introduced Minimum Standards for Higher Education Institutions in 2025 to strengthen regulation in areas such as governance, admissions, curriculum, staffing, research capacity, infrastructure, finances, and student support services.
The council identified several challenges affecting the delivery of quality higher education, including limited funding, rapid technological changes, and inadequate industry exposure for students.
For higher education institutions, the NCHE said funding constraints limit investment in infrastructure, curriculum development, and recruitment of qualified staff.
The council further noted that some institutions face difficulties keeping programmes updated in response to technological advancements.
For students and graduates, challenges include limited opportunities for work-integrated learning and insufficient employability skills such as problem-solving, teamwork, and decision-making.
The NCHE said strengthening cooperation between industry, government, and institutions remains critical to ensuring that higher education contributes effectively to Namibia’s skills development objectives.
