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Vocational and TechnicalEducation and RelatedTeacher Training in Namibia.

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Education Division Documents. No 46.

Vocational and TechnicalEducation and RelatedTeacher Training in Namibia.

by Mats Hultin Craelius.

@ ilillllllllll IIVlLN", @

ESeptember 1989.

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Graphic Systems i Stockholm AB 1990

PREFACE

This study on Vocational and Technical Educationin Namibia was commissioned by the United NationsInstitute for Namibia and SIDA on behalf of theSecretary for Education of SWAPO, Mr Nahas Angolain February 1989.

The study gives a description of Namibianvocational and technical education and its

- relation to the labour market.The objective of the study was to make a survey ofvocational training and related teacher trainingin Namibia through visits in the field. On thebasis of the findings, the experts were to giverecommendations for the development of teachereducation in an independent Namibia.The study, together with other studies on primaryand secondary education and of specific schoolsubjects such as English and other languages,Science, Nathematics and Vocational and TechnicalTraining, was presented at a Conference on TeacherEducation held at United Nations Institute forNamibia in Lusaka in September 1989. The objectiveof the conference was to thoroughly examine theteacher training, deployment and teacherprofessional development in Namibia and to proposestrategies for the restructuring of theeducational system in Namibia after Independence.

Stockholm, February 1990{/

> ~***~ 'Pl/l/L @1;; ZIn ~~~ar GustafssoHead, Education Division

TABLE oF CONTENT

Terms of Reference

Methods of Work

Background

Manpower

Formar Secondary Vocational andTechnical Education

Nonformal Vocational and TechnicalEducation

Curricula and Learning Methods

Examinations and Tests

Physical Facilities and Equipment

Staffing and Management

Teacher Training

Conclusions and Summary

Pace

1

1

2

3

A

7

8

9

1 1

1 2

1 4

1 6

ANNEXES

1.

2.

3.

4.

List of meetings and visits to educational institu -tions in Namibia July 17th - August 3rd, 1989

Institutions and Persons related to manpower deve-lopment in Namibia

List of vocational and technical schools and insti -tutes at secondary levelCollege of out of School Training Request forfinancial support

MAJOR BACKGROUND DOCUMENTS

1.

2.

3.

4.

5.

6.

7.

8 .

9 .

1 0 .

1 1 .

1 2 .

1 3.

Statistics of Schoo1s 1985 - 1988

Manpower survey 1988

Career and Work opportunities in Namibia 1986 - 1990

Ongediva Training College in postindependent Namibia

Fanuel Tjingaete Paper on Education Spending

University of Namibia Yearbooks 1 -7 1989

Rössing Central Training Directory

Katutura Career School

Namibia "Perspectives for National Reconstruction andDevelopment"

Linné- Eriksen: Landanalys Namibia 1988

UNDP Rec. Mission to Namibia June 1989

Tjitenderé: Education Policy for Independent Namibia

Nonformal Education in South West Africa/Namibia

1

VOCATIONAL AND TECHNICAL EDUCATION AND RELATED TEACHER

TRAINING IN NAMIBIA*

TERMS oF REFERENCE

1

1.1

1.2

2

3

4

In terms of reference of July Tth, 1989, regarding studieson teacher training in Namibia including vocational and techni -cal education, it was stated that the following should be done:

A survey of present vocational and technical education withrelatively great attention to questions related to the labormarket and the need for unskilled and skilled manpower andfor technicians.

Å survey of existing teacher education in vocational and tech-nical subJects.

It was furthermore requested that the findings of the surveyshould be presented in a paper with subsequent recommendationsfor vocational and technical education and teacher training.The financial implications of the recommendations should bestated.

The study should be carried out through an analysis of existingmaterials and through visits to a number of institutions. Åreport should be submitted to the U.N. Institute for Namibia(UNIN) no later than September 20th, 1989.

This paper constitutes the report of the study as requestedwith some financial implications in Annex.

METHODS oF WORK

The work in Namibia was proceeded by a study of materials avail -able at SIDA in Stockholm - primarily the UNIN study "Namibia- Perspectives for National Reconstruction and Development".The main work was executed in Namibia through a 3 weeks longstay July 16th - August 3rd, 1989. Annex 1 lists the meetingsand visits to various educational institutions and employersand Annex 2 lists various persons of relevance to the workof the mission.

* Vocational and technical education in this paper covers training in all majoreconomic sectors; agriculture, industry including mining, transportation, com-munication, commerce, office work etc.

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6

7

8

2

A large amount of discussions with employers, authorities andschool and university staff was conducted. The complex admini -strative system with eleven autonomous education authorities,a considerable amount of training - formar and nonformalconducted by non governmental organizations and enterprises(NGOS) and the physical size of Namibia - three times thatof United Kingdom - with much time spent in cars and aeroplanes,made it difficult to arrive at a fully satisfactory knowledgeof the vocational and technical education system and of thecurrent and future labor market in three weeks. A publicationby the Rossing foundation "Career and Work opportunities inNamibia 1986 - 1990" and various documents by the Departmentsof National Education and of Economic Affairs facilitated,however, the work (see list of Background documents).

The education statistics 1986 - 1990 were less useful for a surveyof technical and vocational education. The statistics do notcover NGOS or tertiary and adult education. There are unsatis -factory statistics on enrollment ratios, on costs and financingof education, on student flows, on examination results andother data, essential in a country with such a fragmental edu -cation system as Namibias. The preface to the booklet on edu -cation statistics states that "much of this information isof a confidential nature and may not be published". This isan incomprehensive statement as long as it does not solelyrefer to the naming of individual students and their performanceThe Department of National Education could fortunately providesome of the missing information including education costs andexpenditures. The general knowledge of education budgets andexpenditures was otherwise low, particularily at the schoollevel.*

School visits, interviews and discussion meetings were withone exception easily set up with the help of very efficientliaison officers. The visits, interviews and discusslons wereconducted in a candid, forthcoming and pleasant atmosphere.

BACKGRUND

Namibia has about 1,5 million inhabitants (estimates vary)of whom Ovambos comprise Ag %, Kavangos 9 %, whites 7 %, hereros7 %, damaras 7 %, namas 5 %, caprivis A %, mixed 4 and otherincluding rekoboths and bushmen 8 %. All whites are literatewhile the literacy tate for other ethnic groups is estimatedat 30 %. The GNP/cap is given as 1100$ which ranks Namibiaamong the richest countries in Africa. Of the GNP servicesand commerce contribute with 69 %, mining with 25 %, agricul -ture and fishery with 10 % and other industry than mining with

* Some requested information was never obtained.

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10

3

6 %. The income is very unevenly distributed with the whiteminority dominating commerce, mining and the most profitablepart of agronomy (some 5 doo - ranch owners with cattle and karakulsheep) while 140 000 African households primarily in the Northmake a meagre living in subsistence farming. Fishery used tobe rich but serious overfishing particularly by South Africaand the Eastern Bloc has depleted the stock.

For an independent Namibia development of agriculture amongthe black population, continued mining, restoration of thefishery and establishment of a low cost industry appear tobe the highest economic priorities. Vocational and technicaleducation should reflect these priorities..

MANPOWER

Å summary of the most recent manpower survey by the Departmentof Economic Affairs in 1988 shows

Table 1

Middle level technicians in en ineerin and agriculture

Current Vacancies Expected increasestock 1989 1991 1993

Engineering 850Agriculture 400

Table 2

16090

9020

5030

6040

Ski1led workers in agricu1ture, in equipment.and engine operationand in production and construction

Currentstock

.Vacancies Expected increase1989 1991

AgricultureEq and engProduction/construction(of which:miningmachineryelectricitywelding,plumbingbuilding,.constructionothers)

388

18

331

1

4és

400600

600

000600650

400

££00550

1

350530

050

60250130

110

320180

250340

900

50170170

90

240180

150280

600

20110120

60

190100

1993

150220

600

10110130

70

20080

11

12

13

iQ

15

4

The tables may not reflect possible migration of labor to SouthAfrica in connection with the independence of Namibia but ex-pected increases in skilled manpower are, nevertheless, modestparticularly if compared with estimates made by UNIN elevenyears ago in 1978. They reflect too low expectations of futureeconomic and social development of Namibia. Some figures donot even appear to reflect replacement of labor because ofretirement, death etc. The projections in agriculture do notshow the high priority need to develop current primitive farmingamong some ethnic groups in northern Namibia.

We are thus not inclined to suggest a development of vocatio-nal and technical education on existing manpower estimates.The projections have apparently not been grounded on any economior social proJections reflecting a progressive manpower policyof an independent Namibia.

Manpower surveys might otherwise be valuable to inform aboutmanpower needs in various sectors of the economy particularlyif they reflect effective demands rather than rough estimates.They provide, however, no information about how well the schoolsand other training institutions meet those needs. Tracer studiesare the best means to provide such information. Through inter -views with employers and vocational/technical school graduates,whether employed or not, some time after graduation informationis collected about the employability of the graduates and aboutthe quality and relevance of their education. This informationis then fed back to those concerned in education for appropriatechanges in quantity, quality and content of vocational andtechnical schooling.

No tracer studies have to our knowledge been conducted inNamibia. Tracer studies could be conducted at reasonable costsin the country given the comparatively small labormarket andthe few vocational/technical schools. They would form a goodbasis for both quantitative and qualitative technical/vocationaleducation development.

FORMAL SECONDARY VUCATIONAL AND TECHNICAL EDUCATION

Namibia has a secondary school system (grades 7- 12 or standards5-10) which offers the students general academic education,diversified comprehensive education and vocational/technicaleducation. Namibia has as already mentioned eleven educationsystems under their own authorities with different financialallocations per student, different enrollment ratios, dropout and pass rates as well as with different quality and conteniin facilities, equipment and staff. This is more a seriousissue in primary and general secondary education than in the

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small vocational/technical education system but has an impacton the intake, enrollment etc of those schools. We assume,however, that one of the first moves of a new government willbe to unify education into one single system under one centralauthority. All discussions in the following are based on thisassumption..

Å technically or vocationally inclined Namibian secondary schoolstudent may in the current system chose a practical subjector course in a diversified comprehensive school or go to avocational technical school.'The practical subJects/coursesin the diversified schools are those to be expected (businesseconomics, electrician, electronics, woodwork, domestic science,agriculture, plumbing, plate metal, motor, fitting and turning,computer, accounting, technical drawing, TV and Radio, typing).The approximate distribution of students among courses wasin 1988 in grades 10 and 12 as shown below in table 3.

Table 3

Enrollment in ma ormsubject areas in lades 10 and 12 in 1988by percentage

Sub'ect

AcademicAgricultureDomestic sciencelndustriesCommerce

Total

Glade 10

85621

6

100 %

Glade 12

85321

9

100 %

18

The enrollment ratio in senior secondary education is low inNamibia. Available official statistics do not show the ratiosbut they are said to vary with a factor of ten among ethnicgroups. It would be expected that the percentage of studentstaking academic subjects would be comparatively high and thepercentage taking practical subjects low as low enrollmentratios imply over representation of students from higher socialeconomic strata with aspirations for "white collar jobs". butthe current percentages of 3- 6 % of the students in agriculturalstreams and 1 % in industrial streams are very low under anycircumstances. They cannot possibly correspond to the realneeds in Namibias agriculture, industry and mining.

The low percentages may either reflect insufficient careerguidance or a student notion that the practical courses areirrelevant or a jack of facilities or'staff. The mission visiteda secondary school with a fairly large amount of students in

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agriculture which was a completely theoretical subject as theschool possessed no land For farming or horticulture. Thosestudents would have been better advised not to take agriculture.If the situation is similar in other diversified secondaryschools the low enrollments in practical subjects are under -standable and Justified. The experience of diversified secondaryschools in developing countries is mixed. They are necessaryin countries with high upper secondary education enrollmentratios. They make less sense in countries with low ratios asNamibia. The practical subJects in diversified schools havein those countries seldom achieved their objectives and havebeen very costly. The concerned policy makers in Namibia areadvised to acquaint themselves with the research about diver -sified secondary schools published by the World Bank and otheragencies.

Experiences of specialized technical vocational schools aremore positive, although also they have encountered many problemsin less developed countries. These schools are few in Namibiaand the statistics are incomplete and contradictory. A recentreport list seven schools and 1 155 students. This would implythat only 0,3 % of all students in Formel education are enrolledin vocational/technical schools. The percentage would increaseto 6 % if we only compare with enrollments in senior secondaryeducation. Statistics should be treated with prudence and com -parisons with highly industrialized countries should be madewith care but table Ä is, nevertheless, illuminating.

Table 4

Students in vocational/technical education in Sweden and inNamibia

Sweden Namibia

Percent of all formareducation students 18 % 0 . 3

Percent of senior secondaryeducation students only 70 % 6 . 0

The Namibian figures do not include students taking practicalsubJects in diversified schools but the Swedish Figures includealso only students in some type of full technical/vocationaleducation. The figures are therefore largely comparable. TheNamibian percentages would if practical subJect students indiversified schools were included only increase to 1,1 and20 % respectively. The differences in vocational/technicaleducation enrollment are striking also considering that Swedenand Namibia differ in almost every other respect as well.

7

NONFORMAL VDCATIONAL AND TECHNICAL EDUCATION

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21

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23

It is fortunate that several industries and private and paras -tatal organizations conduct vocational/technical training inNamibia often in a nonformal manner. This compensates some-what for the low enrollment in formar vocational/technicaleducation.

The major mining companies, the transport and power enterprises.many construction films organize various types of trainingfor their employees ranging from 1iteracy programs to advancedmanagement courses.* The duration of the courses and trainingmay vary from a few days to a year or more. One company wasin fact said to allocate considerably more for human resourcesdevelopment as a percentage of its budget than is generallydone by companies in Europe. Such allocations reflect urgenttraining needs and are expected to give a good late of return.There is nothing wrong in this expectation as long as theemployee himself will also benefit from the training, econo -mically and socially.

Many economists would claim that training as provided by theemployer almost by definition will be more cost effective thanmost training provided by a school. This would particularlybe true for industrial and related training. Agronomy shouldalso be taught closely connected to real production work ona farm. The possible exception to this enterprise related teach -ing is business and commerce. Formar schools have been foundto teach secretarial work, accounting, computer technology,well.

The conclusion of above discussion in para 22 15, that a futureNamibian government should as fully as possible utilize andfurther develop current system of "in house training" in in -dustry, mining, agriculture, transport etc as found in severalenterprises. It might even consider a tax system as found inLatin America which encourages enterprises to Jointly set uppre - service and in - service training. A close cooperation shouldalso be established between the formar vocational and technicalschools and the agencies and enterprises which conduct non -formal training. There might be exchange of staff, Joint dis -cussions of curricula and learning methods and needs, conductof tracer studies, etc. There would be less need for enter -prises and other NGOS to conduct business and commerce educa -tion.

* Not covered by the education statistics

8

CURRICULA AND LEARNING METHODS

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26

A one -man mission in technical vocational education like ourscan not possess the expert knowledge to review more than afew of the curricula of a technical vocational school. Currentcurricula, syllabi and learning materials are ptoduced in SouthAfrica and reflect South African training needs. They appearas such up to date as would be expected. School authoritieshave had few opportunities to adJust them to local needs andconditions. one of the first tasks of the future NamibianMinistry of Education will be to review content and relevanceof existing curricula, syllabi and learning materials in Namibiaand amend them when necessary.

Severa1 of those interviewed emphasized that the vocationaltechnical schools in Namibia should not only teach particularskiljs but also pay much attention to management and foreman -supervisory training. Maintenance training was also mentioned.These needs might be real but it should, while teaching manage -ment, be realized that management styles are culturally relatedand management as being taught in European and North Americanbusiness schools, might be alien to Namibian culture wheree.g. decision making might be a joint venture in contrast tothe situation in many enterprises in northern countries. Itcould also be claimed that students in vocational/technicalschools are too young for management training. It is, however,nothing which prevents the schools from setting up managementand supervision courses on spare time For adults. This mightin fact be a way to utilize facilities and staff better.

Education cum production is a method to improve both teaching

27

and economy of a vocational school. There are some good examplesof this in Namibia and those which so far don't do it shouldFollow suit. It means that students in wood work produce Furni -ture for sale, that students in the motor vehicle course workon cars and trucks given to the school for repair or serviceby their owners, that students in building construction partici -pates in real construction work, that agricultural studentsproduce crops and vegetables for sale etc. The funds whichin this way may be gained should remain in the school to beused at the principal's discretion according to rules set bythe central authorities. They would primarily be for purchaseof consumables and teaching materials. They might also occasio -nally be used to top up salaries as a staff incentive.

Education cum production implies also that students under theguidance and supervision of teachers conduct maintenance, con -struction and other work on their own premises. It is discou -raging to see, as sometimes happens, outside contractors doe.g. electrical installations in a school which is supposedto teach electricity.

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29

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9

It should be underscored that education cum production is notonly financially justified but even more so educationally.It teaches the students the standards and qualities requiredby the open market and by buyers and consumers of goods andservices. The school should, however, remain a school and notbecome a factory!

Root learning was seen as a serious issue by some teachingstaff in Namibia. This is a common problem in many LDCS andin Namibia probably reinforced by the heavy - emphasis on examina -tion as will be discussed in the following. We would, neverthe-less, be less concerned about this at this stage of technical/vocational education development in Namibia. Other issues aremore burning.

A common observation in vocational/technical schools in manydeveloping countries is that theory classrooms are filled withstudents and that there is plenty of "chalk and talk" educationwith the help of the black board. At the same time workshopsare underutilized and even empty, where according to the curri -culum the students and teachers are supposed to spend mostof their time. Many workshops are underutilized in Namibianvocational/technical schools. But this is because of underenrollment rather than because of overemphasis on classroomteaching. Workshops appeared to be in regular use in the schoolsvisited. The Namibian situation compares therefore rather wellwith the situation in many other African, Asian and LatinAmerican countries.

It is generally not a custom to single out individual schoolsas examples in papers of this type, but the mission would,nevertheless, like to mention the vocational training centrein Windhoek run by the Otto Bennicke Foundation because ofits innovative learning methods, workshop design, enrollmentpolicies etc. lt uses an improved IL0 modular teaching methodand has a healthy attitude against an overemphasis on formalisticexaminations. Their centre might in cooperation with the univer -sity serve as a research centre and student - teacher ausculta -tion and practice school in the future.

EXAMINATION AND TESTS

32 There was a continuous reference to examinations and apprenticetests during the vocational education discussions in Namibia.Officiag, from the top administered examinations may in somesocieties and at some time be the best way to arrive at whatappears to be a fair, objective and incorrupt assessment ofa student's knowledge and skills. But the submission to exami -nations, certificates and diplomas has gone to an extreme inNamibia and must have become counterproductive. The examinationssteal valuable learning time from students and what is worsesupport appartheid.

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It is easier and less expensive to construct and execute theo-retical tests than practical skilt tests. This has often impliedthat theory has been tested when practical tests should havebeen used. It has implied that employers may have receivedworkers to their lathes and other machines who are less inte -rested and less suitable for such practical work.

The testing system of the type applied in Namibia, easily becomesdiscriminating against particular ethnic groups or againststudents with a less fortunate socio economic family background.This is so because also tests in practical skills require goodknowledge in the language of instruction and in science andmathematics subJect areas where family and ethnic backgroundplay important rules not at least in Namibia with its elevennationalities

Some vocational schools in Namibia have not been able to fillall available places because of "unsatisfactory" examinationresults of the applicants. The applicants might have had theright aptitude and attitudes but it has not been possible toaccept them because of unsatisfactory performance in mathematics,science or language of instruction. Such situation should notbe allowed to occur. Those applicants should be accepted andbe given preparatory courses in the relevant subJects and thenbe allowed to enter the regular courses. A vocational schoolstudent place is at least twice as expensive as a place inan academic school. There is therefore essential to ascertainthat workshops and laboratories are well utilized and filledwith students particularly as the country is short of skilledworkers and technicians. The mission visited in fact a workshopin a school with only three students and the instructor aserious waste of labor and money.

The mission was also informed that the agricultural schoolin Ogonga had recently closed. one reason as given for theclosure was lack of qualified applicants. This is again a situa -tion which should not be allowed to occur in a country wherethe sector which this school was supposed to support is centralfor the country's economic development.

It might appear impertinent to recall that major countriesin important economic sectors have done away with this typeof vocational examinations and apprenticeship systems withoutany losses in productivity, rather the other way around.

Standardized tests to analyse the performance of a class, ora school, or a system, but not used to pass or fail an individualstudent are well Justified and should be supported togetherwith aptitude and attitude tests.

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40

41

££2

The Namibian Government is thus advised to carefully review.and simplify the current examination and apprenticeship systemin vocational technical education. It is discriminating anddoes not guarantee that the employer get the most suitableand able skilled worker and technician.

Examination pass rates appear low at all levels of educationin Namibia. one diversified secondary school reported only10 % passrates in 1987 and in 1988. The university in Windhoekhad only accepted three applicants last year from the Northwhere a large part of the country'söpopulation lives. The exami -nation system may have to be reviewed in all paris of the edu -cation systems. The vocational technical education system shouldanyhow become less formalized andfexamination dominated. Aclose cooperation is again suggested between the authoritiesand some centres and training institutions which are alreadyapplying a more progressive approach to the assessment of studentperformance.

PHYSICAL FACILITIES AND EQUIPMENT

43

Some l8 education and training institutions were visited bythe mission in Namibia. The physical facilities were with fewexceptions good by any standards. The equipment in the workshopswas also good. Two of the institutions had a considerable amountof personal computers to allow for the teaching of computertechnology and dataprocessing. Such teaching is a must alsoin less developed societies if the gap to the most advancedcountries is not to further increase. This touches on a seriousdilemma in vocational/technical education. To run a computer,repair a truck, or handle a turning lathe requires the sameskill training everywhere but the computer, the truck repairequipment and the lathe are at least ten times as expensivein Namibia as e.g. in Sweden if - related to the GNp/capita andavailable domestic funds.

Loss attention appeared to be given to the science laboratoriesin some of the schools visited. one school did not use itslaboratories because of lack of equipment and materials. Scienceis an important foundation for the teaching of technical subJectsand should be given high priority in a vocational school.

Some principals mentioned a scarcity of funds for materialsand consumables and for maintenance. This is unfortunatelya common problem in many countries and often a main reasonfor the low use of workshops and laboratories and their poorshape. A future Ministry of Education may consider the erect - -

tion of a special maintenance and spare parts service for thetechnical/vocational education workshops and laboratories.Such central service would help to keep workshops and labora -torres in good working order.

AA

As

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12

Experience shows that a traditional day vocational school inan LDC should allocate at least one third of its budget tolearning materials, consumables and maintenance to functionefficiently.* It is easier in a time of financial constraintsto cut that part of the schoolbudget than the salary part.It should not be allowed as such cut is in fact an uneconomicsaving

Students

There was little time available to conduct interviews withvocational/technical education students, although such inter -vlews would have been desirable. The suggested tracer studywould include such interviews and meet the need. It could,nevertheless, be said already at this stage, that studentsin vocational/technical education should be given generousstipends as the private late of return of such education iscomparatively low in Africa. They should also after graduationfrom school have an opportunity and stimulus to start theirown economic activities with the aid of Government sponsoredor guaranteed loans. It is a poor economy to train a technicanor a skilled worker without giving him or her a good chanceto practice the skills in all paris of the labor market (andnot only in the Government's service or in big enterprises).

STAFFING AND MANAGEMENT

Ä7

££8

The current low use ratios of facilities and staff have beenmentioned. The nominal student - staff ratios of 10:1 to 15:1in workshops and in laboratories and of 30:1 in classroom are,however, educationally and economically acceptable. The necesslt}to supervise students carefully (if for no other reason sofor safety) in workshops and laboratories requires small studentgroups while classes may be as large as 40 in classrooms withoutseriously jeopardizing the quality of the teaching. Staff weeklyworkloads in Namibia are acceptable and appear rather abovethan below the international average.

The vocational/technical schools have a fairly large administra -tion (and support) staff. A student:administrative staff ratioof 10:1 was reported in some cases. A major reason would bethat many schools work below enrollment capacity. We noticedin this context that a school library was closed because therewas no "qualified" librarian. A school library may well behandled by a teacher and does not require a specialist.

The school principals in Namibia are given insufficient respon-sibility in the management of their schools. They have littleopportunity to influence the budget of their school and know

* Department of National Education budget percentage is 30.

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very little of its context. This is not the way it should beif a secondary school is to be economically and efficientlymanaged. The principal should each year prepare his schoolbudget and after appropriate approval by the higher authoritiesbe in charge of it according to set rules. This implies thathe would be in charge of purchase and some other spending formaintenance etc. He should also be allowed to use possiblesavings under one budget post for spending in other posts tothe benefit of the school. The principal should also have alarger say than is now the case in hiring and using schoolstaff, in student intake and enrollment, etc. The increasein the responsibilities of the school principal would increaseschool efficiency and is a "risk" worth taking. The schoolsshould under any circumstances be exposed to regular auditsas in any other enterprise.

The national school budget has so far not allowed a paymentof vocational/technical school teachers which would be comparablewith those in the open market. A vocational/technical schoolteacher was claimed to have a salaty of perhaps 1 800 R/monthagainst 3 000 R/month for a comparable Job in industry. Åsa consequence many of the vocational/technical teachers lackthe necessary practical industrial experience and many havegone more or less directly from school and teacher trainingto their teaching assignments. The training centres run bythe enterprices are in a better position and use as mentionedtheir own already employed staff as instructors who thus arewell experienced.

There is no easy solution to this problem. one way has alreadybeen indicated; to use education cum production profits totop up salaries. Another way for the school is to cooperateclosely with industry and allow instructors to share time betweerschool and enterprises and in this way augment their remunera-tions. There is also an educational advantage in the latterarrangement. lt helps the school keep programs, curricula andequipment up - to- date as there would be staff with a foot ineach camp. The provision of inexpensive staff housing is alsoa way to render the teaching career more attractive.

Å recent study by the Department of National education reportssome shortage of technical/vocational teachers. It must, never -theless, be said that the teacher situation in Namibia's voca-tional/technical schools is reasonably good in comparison withthe situation in most other countries at the same level ofdevelopment and income. The vocational schools are furthermorefew and their enrollment will also in the future be fairlysmall in absolute numbers. It should therefore be possibleto meet an increased teacher demand at a reasonable cost alsoafter an improvement of their conditions.

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The mission will return to a discussion of teacher trainingfor vocational/technical education but will prior to doingso discuss another general managerial arrangement. The linkbetween a vocational/technical school and the employers ofits graduates is very important as already emphasized. An effi -cient way to establish such a linkage is to erect local advisoryboards for each school with representatives for the local emp-loyers, labor market and possibly trade unions. The advisoryboards would meet a few times each year at the school. Theywould discuss local manpower needs, quality and quantity ofintake, enrollment and outputs, curricula, physical facilities,equipment and staffing. They would not necessarily have admi -nlstrative or managerial power but should convey to the schoolmanagement their views about the school, the graduates andtheir employability. Experiences of such advisory boards arepositive and they help the school to keep its training relevant.

TEACHER TRAINING

Official statistics lists as mentioned only seven technicaland vocational schools with 1 155 students. The 1988 manpowersurvey reports Ä68 vacancies in the total education sectorand an increase of 9&9, 1 697 and 2 035 staff in 1989, 1991and 1993 respectively. The survey does not identify the needby teacher categories but reports as regards "instructorsnine vacancies and a future need of six, one and four respec -tively for 1989, 1991 and 1993. If "instructors" refer to allteachers in the vocational/technical schools the estimatedneeds in an independent Namibia appear too low as was the casefor other Jobs listed in Tables 1 and 2 in para jO. but itshould, nevertheless, as already stated in para 51, be no seriouproblem to meet the needs. It should therefore be possibleto train enough instructors in available post secondary insti -tutions without major new investments.

The mission visited the faculty of education at the universityand the related institutions; Technicon and the College forout of School Training (Cost) in Windhoek. Their physical faci -lities are good. Their teacher training includes pedagogy,auscultation and practice teaching. The training is, however,too theoretical and academic. Insufficient time and inputsare given to auscultation and practice teaching. They have,so far no regular and systematic training of teachers for voca -tional/technical school although apparently for the time beingten student teachers are enrolled at the academy who aspirefor jobs as instructors in vocational/technical schools.

The most suitable institutions for auscultation and practiceteaching outside Cost and Technicon for the student teacherin technical vocational education might be the Otto BenneckeFoundation Training Centre, the Rossing training centre inBrakwater and Komasdal, the Katutura Career Development Centre

56

57

15

and the Augustinium Diversified Secondary School, all closeto Windhoek. Such auscultation and practice training wouldbe fairly easily organized in addition to what is already beingdone. We assume that the institutions would be - willing to co -

'Operate. The Otto Bennecke Foundation plans to start teachertraining under any circumstances.

It should be.emphasized that auscultation and practice teachingfor student teachers in vocational/technical education shouldfocus on the instruction in laboratories, workshops and com-puter rooms. It should, furthermore, be realized that therenowadays exists pedagogical aids particularly developed forworkshop teaching, including various types of simulators, com-puters and data equipment. We make this point as we noticedthat several of those we met in Namibia, probably because ofthe South African isolation were unaware of these trends inworkshop training. In fact, a majority of the teaching equipmentshown at the most recent world education exhibition (WorldDidac Singapore May 1989) related to vocational and technicaleducation, a sector which teaching material producers in thepast largely neglected. Those in charge of vocational technicalteacher training at Cost, Technicon and the cooperating insti -tutions are strongly advised to familiarize themselves withthese development, best through visits to forthcoming WorldDidac exhibits (in Basel, Switzerland, etc) and to vocationaltechnical schools in Japan, USA and Europe. They should there-after - in due course suggest necessary additions in equipmentto the workshops which should be used for auscultation andteaching practice at the institutions previously named. Theirrequests should include information of necessary funding.

The need to train teachers/instructors for technical vocationalschools in Namibia is thus no larger than it may be coveredby existing institutions in Windhoek after some expansion andimprovements of facilities and staff. There is no need to startnew technical/vocational teacher training institutions. Thefuture Ministry of Education should produce regularly 5 yearsplans about theötraining need (including teacher for adultnonformal training and the upgrading of current stock of voca-tional/technical teachers and instructors) and provide thetraining institutions with necessary funds (capital and re -current) based on estimates by those institutions. The initialneeds would thus include funds for some buildings at Cest andperhaps at Technicon but mainly funds for equipment of thetype referred to in para 56. Cost produced, at the requestof the mission, an estimate on its needs in facility and fundsto improve its training including the training of teachers(Annex 4).

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59

60

16

The structure and duration of vocational/technical school teachertraining should be carefully reviewed. It is necessary to keepit within realistic Flames. Based on experience in other count -lies and as general guidelines a teacher in a technical voca -tional secondary school might have 9 years of general and3-A years of technical/vocational education, a university degreein engineering, agriculture etc, 1 year of education trainingand at least 3- 5 years in industry. A workshop instructor mighthave 9 years of general education, 3-Ä years in a vocationalschool, 5 years industry practice and 1 year of pedagogicaltraining. We feel that those figures form a realistic basefor discussions. The tendency to over emphasize the academic/theoretical side of teacher training should be counteracted.

CONCLUSIONS AND SUMMARY

61

This paper has discussed a number of issues in vocational andtechnical education in Namibia, which should be dealt withsoonest possible if the desirable technical and economicaldevelopment of the country is to take place. A UNDP/Unescomission conducted simultaneouslv with our UNIN mission an edu -catlon sector survey presumably also coverlng paris of techni -cal/vocational education. The full content of their surveyis not known to us but we feel confident that their findingswill not differ much from ours. We feel thus that the NamibianGovernment might undertake the following actions based on ourobservations in vocational/technical education.

Å survey should be undertaken of facilities and equipment inpresumable vocational/technical teacher training institutions,in existing vocational/technical schools and in diversifiedsecondary schools offering major vocational/technical subJects.The survey should also identify facility and equipment needsand the necessary funding. This survey should be undertakenby an experienced school building architect and by technical/vocational education experts who should assess the situationin at least 7 major sectors; agriculture, mechanical engineering.electricity/electronics, building construction, mining, fisheryand commerce. They should preferably have international ex -perience. Their work should be based on the findings of thisand of the UNDP/Unesco mission referred to in para 59.

A tracer study and a curriculum review of technical/vocationaleducation should be undertaken simultaneously and its findingsmatched with the findings of the facilities survey. This studyshould also cover the current examination and apprenticeshipsystem which should be simplified to arrive at a system whichis fair to all concerned and does not discriminate ethnicallyor otherwise. The curriculum review should lead to curriculafully relevant to the needs of an independent Namibia. Thevocational/technical education system should in this way becomemore cost effective and with a high late of return.

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63

64

65

66

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17

The number of technical/vocational schools may have to increaseand their courses may change as an outcome of above surveysbuta first priority should be to fully utilize existing schools.The schools should organize preparatory courses for applicantsneeding such courses for entrance rather than having under -utilized facilities and staff. Some schools may run in multipleshifts and provide boarding to ascertain maximum use of theirexpensive facilities.

Education cum production should be encouraged.

Particular attention should in the future be paid to maintenanceand to funds for materials and consumables and the school prin -ciples should be given increased responsibility for those andother aspects of the management at the schools including thebudget and its use.

The training activities run by private, parastatal and publicenterprises should be supported and encouraged also in thefuture. The Latin American type of financial support mightbe considered. They guarantee relevant and cost effectivetraining and manpower development although they can not meetall societal needs of vocational and technical education. Themajor responsibility for technical/vocational education restswith the Government.

The need for training of teachers in vocational and technicaleducation in Namibia is limited and could be handled by theexisting institutions in Windhoek (Academy, Technicon, Costand the training centres as listed in para 55). They may needsome additional facilities and equipment and staff upgrading(See e.g. Annex A). The meeting of those needs as basicallyidentified and prepared in official 5 years plans would cons-titute suitable projects for bilateral or multilateral. Someprojects could be initiated without much delay e.g. study tripsto USA, Europe and Japan for teacher trainers, curriculum - andfacility staff.

Technical and vocational instructors are underpaid in Namibiaif compared with the salaries the same persons would receivein industry. There is no easy solution to this problem butcooperation between schools and enterprises and education cumproduction could lead to some financial improvements for voca -tional technical school staff. Vocational and technical studentteachers should receive bursaries during their time in training.

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The mission would finally also like to suggest a revision,amendment and improvement of cutrent education statistics inNamibia. The current statistics are incomplete and largelyirrelevant to the needs in education evaluation, managementand planning.

Annex 1 1 (2)

VISITS AND MEETINGS

July 17Monday

July 18Tuesday

July 19Wednesdav

July 20Thursday

July 21Friday

July 22Saturday

July 23Sunday

July 24Monday

Program discussion with counterparts and liaison offices andmission members (Monica Koep, Len Le Roux, Dick Chamberlain,J L Cunnington, Hugh Africa)

Flight to Owambo and visit to

1. Ungwediva Teacher Training College

2. Mweshipandeka Diversified Senior Secondary School

3. Ondangwa Agriculture Centre.

l. Discussion about education in Namibia with representativesof education authorities, colleges and employees (Depart -ment of National Education, College for out of School Trai -ning - Cost Technicon, Rössing Foundation and Otto BenneckeFoundation)

2. University of Namibia - Professor Fanuel Tjingaete

1. Private Sector Foundation

2. Transnamibian LTD (National Transport Corporation)

3. Rehoboth Vocational Training Centre (Technical IndustrySchool) Komasdal, Windhoek.

1. University of Namibia (Academy)

2. Technicon

3. College for out of School Training (Cest)

4. Department of Manpower and Labor

5. Institute of Management and Leadership training.

Otto Bennecke Foundation Training Centre

By car to Swakopmund

1. Rössing Uranium Plant and Apprentice Training centre

2. Arandis school and training centre

2

July 25Tuesday

July 26Wednesday

July 27Thursday

July 28F r i day

July 29Saturday

July 30Sunday

July 31Monday

August 1

Tuesday

August 2Wednesday

August 3Thursday

1. Department National Education

2. Katutura Career Development Centre

3. Augustinium Diversified Secondary School

Q. Okahandja Div Sen Secondary School

Herero Okakarara Technical Institute

1.

2.

3.

1.

2.

ROS

SWAWEK (South West Africa Power)

SWE (South West English Ltd)

UNDP/Unesco

Administration For Whites - Higher Technical School Windhoek

Transnib Gamans Training Centre

sing Agrigultural Training Centre, Brakwater

1. Meeting on Science teaching

2. Meeting UNIN and UNDP/Unesco mission

l. Dlscussions about a major domestic sector review

2. Briefing and Program discussion on primary and secondaryeducation with mission members

Flight UranJemundCOM Vocational Training Centre

1. Flight Khorixas Braunfels Agricultural School

2. UNDP discussion

1. Discussion COM

2. Debriefing of counterparts etc

3. Academy Faculty of Education

4. Debriefing Swedish'office

Annex 2

VOCATIONAL TECHNICAL SECONDARY LEVEL SCH00LS IN NAMIBIA

IN AGRICULTURE AND ENGINEERING

Career dev school, Windhoek

Karibir

Khorixas

Neudam

Okakarara

Otjozundu

Otto Benecke

Ogungo (closed)

Rehoboth Windhoek

Tsumis

Valambolo

COM centres

Rössing centres

Tsumeb

Eleven secondary schools are furthermore said to offer commer -cial courses.

Available statistics is contradictory and incomplete. one andthe same school may also be named differently depending onthe source of information.

The Education Division at SIDA initiates and implements a large number of studies regarding education and training.especially in SIDA'S programme countries.

A selection of these studies is published in the series "Education Division Documents". Copies can be ordered fromthe Scandinavian Institute of African Studies. P O Box 1703. 5-751 47 Uppsala, Sweden

Included in this series

No. 1:

No. 2:

No. 3:

No. 4:

No. 5:

No. 6:

No. 7:

No. 8:

*)"Education and Training in Sri Lanka" byO. Engquist, L. Jiven, K. Nyström')"Education and Training in Botswana 1974-

80" by J.O Agrell, l. Fägerlind, l Gustafsson*)"The Indian Non - Formai EducationProgramme" by O. Osterling, J. Persson*)"Education and Training in Bangladesh" byA. Gorham, J.l. Löfstedt*)"Education in Guinea - Bissau 1978-81" byR. Carr- Hill, G. Rosengart*)"Institutionai Co-operation between theUniversity of Zambia and the University ofLuleå 1976-82" by K. Chitumbo, S. Ray*)"Mobiie Vocational Training Units" byK. Larsson

')"Technical and vocational Teachers College.Luanshya. Zambia" by O. EkIöf, M. de Beer,J. Fischer, K. Ruuth - Båcker

No. 9: *)"Adult Education in Tanzania" by A.lJohnsson, K. Nyström. Fi. Sundén

No. 10: ')"Evaiuation of the Activities of the SouthernAfrican Team for Employment Promotion(SATEP) by B. Karlström, A. Read

No. 11: *)"Education in Ethiopia 1974-82" by PGumbel. K. Nyström, R. Samuelsson

No. 12: *)"Education in Zambia. Past Achievementsand Future Trends" by I. Fägerlind, J. Valdelin

No. 13: *)"Non -Formal Training Programmes for RuralSkill - Development" by Alex Gorham. FirstPublished November 1980

No. 14: ')"The Indian Non -Formal EducationProgramme". An evaluation by G. Mellbring,O. Osterling, J. Persson

No. 15: ')"Education in Mocambique 1975-84". Areview prepared by A. Johnston

No. 16: ')"Primary Education in Tanzania". A reviewprepared by R. Carr- Hill

No. 17: ')"Report on Teaching of Technical andScience Subjects in Sri Lanka" by A. Dock,S. Salomonson

No. 18: "Swedish Folk Development Education andDeveloping Countries" by J, Norbeck,F. Albinson, T. Holgersson, R. Sundén

No. 19: "The Indian Non - Formai EducationProgramme". A Follow-pp/Evaluation andFeasibility Study by O. Österling. G. Mellbring,U. Mnblad

No. 20: "Practical Subjects in Kenyan AcademicSecondary Schools". General Report byJ. Lauglo

No. 21: "Practical Subjects in Kenyan AcademicSecondary Schools". Tracer Study byA. Nårman

No. 22: "Practical Subjects in Kenyan AcademicSecondary Schools". Background Papers byK. Lillis. C. Cumming, M. Davies, Ben Nyaga

No. 23: "Public Service Training, Needs and Resourcesin Zimbabwe" by a joint TMB- SIDA mission,N. Maphosa, E. Manuimo, G. Andersson,K-A Larsson, B. Odén

No. 24: "Human Resources Development in Sri Lanka"An Analysis of Education and TrainingJ.l. Löfstedt, S. Jayweera, A. Little

*) out of stock

No. 25: "Skilt Development for Self - Reliance. RegionalProject in Eastern and Southern Africa.ILO/SIDA". Evaluation Report by M. Hultin

No. 26: "Technical Secondary Schools in Kenya". AnAssessment by J. Lauglo

No. 27: "O Desafio da Alfabetizacao" by A. Lindwith a summary in English

No. 28: "Study on Fishery Training in Angola" by A.Lubbock. S. Larsson

No. 29: "Zimbabwe Foundation for Education withProduction. ZIMFEP" - A follow-up Study byI. Gustafsson

No. 30: "Educacao em Mogambique 1975-84". Umaresenha preparada por A. Johnston

No. 31: "A Pilot Study of Effects of Primary Schoolingin a Rural Community of Ethiopia" byR. Sjöström

No. 32: "Adult Literacy in the Third World". A reviewof objectives and strategies by A. Lind,A. Johnston

No. 33: "Education in Zanzibar" by U. GöranssonNo. 34: "Vocational Education in Developing

Countries". A review of studies and projectexperiences by M. Hultin

No. 35: "Education in Botswana 1981 -86 with SwedishSupport". Evaluation and ideas for futuresupport by J. Lauglo, M. PT Marope

No. 36: "Adult Education in a Village in Tanzania" byA. N. Kweka

No. 37: "Primary School Textbooks in Tanzania". AnEvaluation of their quality by Department ofEducation, University of Dar es Salaam

No. 38: "Education and economic crisis - the cases ofMozambique and Zambia" by A. Johnston.H. Kaluba, M. Karlsson, K. Nyström.

No. 39: "Practical Subjects in Kenyan AcademicSecondary Schools". Tracer Study II IndustrialEducation by A. Närman

No. 40: "Teaching Teachers through DistanceMethods". An Evaiuation of a Sri LankanProgramme by A. W. Dock, W. A. Duncan,E. M. Kotalawala

No. 41: "The Development of Competence in threeindustrial rehabilitation projects inMozambique" by C. Norrbin,B. Wallberg, L. Wohlgemuth

No. 42: "O Desenvolvimento de Conhecimentos noConceito de Empresas Irmas" by C. Norrbin.B. Wallberg, L. Wohlgemuth

No. 43: "Swedish Public Administration Assistance inTanzania" a Study by J. Samoff,M. Wuyts, B. Mothander and K. Flodman

No. 44: "Supporting Zambian Education in Times ofEconomic Adversity" by C. McNab,A. Idemalm, I. Fågerlind, B. Mweene,S. Chidumayo

No.45: "Teaching and Teacher Training in Namibia:Today and Tomorrow" by S Callewaert.D Kalles

No 46: "Vocational and Technical Education andFlelated Teacher Training in Namibia'. byM Hultin Craelius

Swedish International Development Authority (SIDA)Education Division5- 105 25 STOCKHOLM

Cover Photo:Ndahafa Mavulu. Namibia

Tryd<t på miljövänligt papperProduktion Ubergraf ABALLF 171 0 045Graphic Systems. Stockholm 1990.