The quest for a benchmark model of educational standards in Namibian Vocational Training Centres (NVTCs)
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Date
2014
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Abstract
The purpose of this study is to investigate the quality of educational standards in Namibian Vocational Education and Training (NVET) with the purpose to provide a benchmark model aimed at improving the educational standards in Namibian Vocational Training Centres (NVTCs). The study addresses the issue of poor educational standards in NVTCs based on complaints from the society, the media and politicians that the NVET is unable to meet the job market requirements.
The triangulation methodology was used to collect quantitative and qualitative data. Open-ended research questions and semi-structured interviews were constructed, tested in a pilot study conducted at the Windhoek Vocational Training Centre and administered to respondents in selected VTCs and stakeholder institutions in Namibia. A total population of 11 351 people comprising NVTCs, stakeholder enterprises and Vocational Education and Training (VET) activities managers at the Ministry of Education were identified. A sample of 600 respondents was obtained through the stratified random sampling method. Five categories of respondents were identified, namely NVTC trainees, instructors, graduates, Ministry of Education (MoE) stakeholders and employers of NVTC graduates. The study focused on respondents from the Namibian Institute of Mining and Technology (NIMT) at Arandis, the Community Skills Development Centre (COSDEC) at Gobabis, COSDEC Swakopmund, the National Youth Service (NYS) at Grootfontein, NAMWATER Okahandja, Okakarara Vocational Training Centre, Development Aid From People to People (DAPP) in Windhoek, EHAFO in Windhoek, Katutura Youth Enterprise Centre (KAYEC) in Windhoek and the Windhoek Vocational Training Centre. Areas of concern in NVET included causes of perceived poor educational standards, curriculum design features, curriculum implementation and comparison of CBET features with features of international VET models (Germany and Tanzania). Chi-square tests were used for data analyses and inferences from these analyses. Weaknesses in features of the CBET system were identified as poor training facilities, skills levels of instructors, VET managers and relations with the weak Namibian industry. Findings were that training facilities were in a deplorable state; communication between trainees and management was deficient, instructors lacked teaching skills, trainees lacked study skills and the CBET curriculum was short of science and technical subjects. The transition between training and the job market was poorly managed and all NVET stakeholders did not understand the CBET system in the same way. The study recommends the training of VET management and instructors, improvement of communication channels with stakeholders and the alignment of NVTC curricula with job market requirements. The job market compliance and self-reliance benchmark model (JMCSR) emerged as the result of improvements to features of the CBET system based on the German dual VET model and the Tanzanian self-reliance model. The study justifies the curricular paradigm shift from knowledge-based to production-based education for self-reliance as required by the Namibian Vision 2030. The JMCSR benefits graduates to conform to the job market requirements, curbs unemployment and boosts national industrialisation, thus responding to the public outcry on poor educational standards in NVTCs. Further studies could focus on addressing specific entry requirements for NVTCs for each trade.
Description
A dissertation presented in fulfilment of the requirements for the Degree of Doctor of Philosophy.
Keywords
Benchmark model, Educational standards