Andreas Robert
The education system in Namibia has long been a subject of intense debate and scrutiny, with many attributing its shortcomings to the system itself. However, I firmly believe that it is not the structure or curriculum that is failing us, but rather the individuals responsible for overseeing and implementing these systems. This reality has often been ignored in discussions about the future of education in Namibia. As an experienced educator and high school counselor, I feel compelled to address these issues and advocate for a critical reevaluation of the leadership, accountability, and attitudes that shape our educational landscape.
The False Narrative of a Failing Education System
Critics often point to the “failing education system” in Namibia, but this is a simplistic view that overlooks the deeper issues at play. While the curriculum itself can always be improved, the core problem lies in how the system is managed, delivered, and embraced by those entrusted with the responsibility. Our education system is not inherently flawed, but the people in charge—policymakers, administrators, and educators themselves—are often the ones failing our learners.
Take, for example, the introduction of the new curriculum. The curriculum was designed with the intention of aligning Namibia’s education system with global standards, incorporating more practical and vocational skills alongside academic knowledge. There is nothing wrong with this new curriculum. In fact, it is an innovative and forward-thinking initiative aimed at producing well-rounded, employable graduates who are equipped to contribute to the nation’s development.
However, the problem lies not in the curriculum itself but in the resistance to change. Namibians, as a society, express a desire for transformation and improvement, yet they remain the biggest obstacles to the very changes they claim to seek. Change is difficult, especially in institutions that have been entrenched in a certain way of doing things for decades. The irony is that many educators—who should be champions of change—are the most vocal opponents. This resistance is often driven by a reluctance to learn new methodologies or improve their own professional development.
As a teacher myself, I see this firsthand. The new curriculum demands that educators engage with new teaching methods, research, and continuous learning. This is a good challenge, as it forces teachers to evolve and adapt. However, many teachers are not willing to put in the effort. In my experience, some teachers are simply lazy, lacking the motivation to learn and grow alongside their students. This not only compromises their own professional development but ultimately undermines the educational outcomes of the children they are meant to serve.
The Role of Teachers in Shaping Society
The quality of an education system is ultimately determined by the quality of its teachers. In countries like the Netherlands, teaching is a highly respected profession, and only the top-performing candidates are selected to enter the teaching field. The entry requirements for becoming a teacher are stringent, recognizing that teachers are the foundation of every other profession. Without qualified, passionate, and capable teachers, there would be no doctors, politicians, engineers, or lawyers. Yet in Namibia, teaching is often seen as a fallback profession, with insufficient emphasis placed on attracting and retaining the best candidates.
This is a fundamental problem. Teaching should be viewed as a critical profession that shapes the future of the nation. Without quality teachers, there can be no meaningful progress. We need to stop undermining the teaching profession and instead start investing in teachers as the cornerstone of our social and economic development.
University and Vocational Education: Where Do We Stand?
While we continue to invest in education at the secondary and tertiary levels, we must also critically examine the institutions that are supposedly providing this education. In Namibia, there has been a proliferation of universities, colleges, and training institutions, many of which seem to operate more as businesses than as centers of learning. The National Qualifications Authority (NQA) is responsible for accrediting these institutions, but there are serious concerns about the quality and credibility of some of the programs they offer. How do institutions with questionable curricula receive accreditation, and why do we continue to allow subpar institutions to churn out graduates who are ill-prepared for the workforce?
Education has become a business in Namibia, and while private institutions have their place, there must be stricter oversight and accountability. The NQA must do more to ensure that only institutions with credible programs and qualified staff receive accreditation. Otherwise, we risk graduating an entire generation of students who are ill-prepared for the challenges of the modern world.
On the other hand, we should applaud the University of Namibia (UNAM) for maintaining high academic standards. While other institutions may prioritize enrollment numbers over quality, UNAM has remained committed to offering a quality education, even if it means turning away potential students. UNAM’s adherence to high standards is a reminder that, in education, quality must always trump quantity.
The Role of Education Administrators
One of the most troubling issues in the Namibian education system is the detachment of many of its administrators from the realities on the ground. In my years of experience, I have encountered education inspectors and directors who are often unaware of the challenges facing schools in their regions. Some of these officials are so disconnected from the day-to-day operations of schools that they cannot even locate schools in their areas. Yet these individuals are charged with overseeing and improving the education system.
We need education leaders who are not just sitting behind desks in offices, but who are actively engaging with teachers, students, and communities. It is time for ministers, directors, and inspectors to leave their offices and visit schools, engage with educators, and understand the real challenges that are preventing students from thriving. Only through firsthand engagement will they be able to identify gaps, provide meaningful advice, and advocate for real change.
The Benefits of the New Curriculum
The new curriculum introduced in Namibia provides opportunities for students to exit at Grade 11 with an NSSC certificate that is not just a piece of paper, but a reflection of the knowledge and skills acquired throughout their schooling. This allows learners to transition directly into vocational training, reducing the risk of students being expelled or forced to leave school without viable options for their future. This is a significant improvement over previous years when students who failed to progress to Grade 12 had limited options.
Despite the resistance to change, the new curriculum is a step in the right direction, offering more pathways for learners and addressing the skills gap in the workforce. However, to fully realize its potential, we must ensure that teachers are adequately trained and prepared to teach this curriculum. Additionally, we need to ensure that there are sufficient opportunities for vocational training and skill development, so that all students, regardless of academic achievement, can have a bright future.
A Call for Action to the Incoming Government of 2025
As we look toward the future, the incoming government of 2025 has a critical opportunity to reshape Namibia’s educational landscape and lay the foundation for long-term national growth. The challenges we face in education are not insurmountable, but they require bold leadership, decisive action, and unwavering commitment to meaningful reform. Therefore, I urge the next government to prioritize the following:
Invest in Education: Namibia’s wealth lies not only in its natural resources but also in the potential of its people. However, we are failing to fully unlock this potential due to an uneducated workforce. The next government must make substantial investments in education, not only at the primary and secondary levels but also in vocational training and tertiary institutions. A well-educated population is the cornerstone of any successful economy, and without this investment, we risk continuing a cycle of poverty and underdevelopment.
Industrialization: Namibia has vast untapped resources, including rich, fertile land, that could be used for industrial development. While Namibia is often compared to global economic powers like China, the reality is that we are far behind when it comes to industrialization. China, for example, invested heavily in manufacturing, technology, and infrastructure development over the last few decades. Today, it is one of the world’s largest economies, thanks to this strategic focus. Namibia must follow suit by embracing industrialization as a key driver of economic growth.
Namibia’s land is rich in potential, and much of it remains underutilized. By investing in agricultural processing, renewable energy, mining, and manufacturing industries, Namibia can create jobs, build sustainable industries, and move away from its reliance on exports of raw materials. The incoming government must make industrialization a priority—investing in infrastructure, providing incentives for private sector investment, and ensuring that education is aligned with the skills needed for a rapidly industrializing economy.
Prioritize Vocational Training: A shift in focus toward vocational education is essential for creating a skilled workforce that can meet the demands of a modern economy. Many of Namibia’s youth are graduating with academic qualifications that are not relevant to the available job market. Vocational and technical training must be promoted as a viable and respected alternative to traditional academic pathways. This approach will not only provide practical skills to young people but will also help to diversify Namibia’s economy by creating a workforce capable of supporting industrial and technological advancements.
A Comprehensive National Development Strategy: Education must be seen as part of a broader national development strategy. We cannot separate the progress of our schools from the broader needs of our economy and society. The next government must ensure that policies in education, industrialization, and infrastructure development are aligned, so that the future of our young people is not only based on theoretical knowledge but also on the practical skills needed to drive innovation and economic growth.
Namibia has the potential to build a world-class education system and an economy that rivals the best in Africa, but this can only be achieved through genuine commitment, accountability, and a willingness to embrace change. It is time for us to stop blaming the system and start holding the people responsible for that system accountable. Only then can we ensure a brighter future for our students, our nation, and our economy
Andreas Robert is a high school counselor and educator
