Evaluating the Efficacy of TVET in Namibia: Implementing Competency-Based Education and Training for Socio-Economic Advancement.

Akooko, Leena Nelago Teopolina (2024) Evaluating the Efficacy of TVET in Namibia: Implementing Competency-Based Education and Training for Socio-Economic Advancement. Masters thesis, The Open University of Tanzania.

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Abstract

This study evaluates the efficacy of Technical Vocational Education and Training (TVET) in implementing a competency-based education and training (CBET) system to support Namibia's socio-economic development. As Namibia strives to transition to an industrialized, knowledge-based economy, TVET is recognized as a critical avenue for developing the competencies necessary for employment, self-reliance, and sustainable growth. This research, conducted within a social constructivist framework, collected data from 80 participants—trainers and trainees—through indepth interviews and structured surveys at a vocational training institution in Windhoek’s Khomas region. The study findings reveal a disparity in perceptions regarding TVET’s efficacy, with some participants viewing it as integral to skills development and employment, while others perceive gaps in practical competency alignment with labour market needs. Key challenges identified include inadequate resources, limited industry partnerships, and a curriculum that often emphasizes theoretical knowledge over practical skill application. This study recommends policy improvements to enhance CBET implementation, including increased investment in teaching resources, closer alignment with industry standards, and enhanced training for curriculum developers and instructors. By addressing these areas, Namibia’s TVET system can more effectively contribute to economic diversification and sustainable development. Key words: TVET, CBET, Socio-economic, Curriculum, Innovation

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