Reimagining Education in Namibia: Balancing Knowledge and Credentials

 

Reimagining Education in Namibia: Balancing Knowledge and Credentials

I find myself pondering the nature of our education system, which appears to lack a clear beginning and end. This reflection was triggered while evaluating students' assignments in comparison to their performance in in-class tests. I've noticed a significant disparity: students seem to study primarily to pass exams rather than to gain a deep understanding of the subject matter. This raises the question of why we deliver lectures to individuals who merely seek to pass tests and do not genuinely comprehend the material.

While I did not experience the Bantu education system myself, I've come to believe that, in some respects, it may have been more effective. The current education system seems to equip students with proficient English language skills for argumentative purposes, but it often falls short in translating these arguments into practical applications.

I assert that the difference lies in the quality of educators. Many current educators hold advanced degrees, but they may lack the wisdom required to effectively transmit knowledge. There is a fundamental distinction between knowing a subject and being able to teach it to others. The older generation of teachers, even with limited resources, possessed a deep understanding of what they taught and could effectively convey their knowledge to students.

In comparing teachers with diplomas from colleges to those with degrees from universities, it becomes evident that the former often outshine the latter. While some university-educated teachers excel in their roles, it is often due to their inherent teaching wisdom, which they may have inherited from their predecessors. This suggests that the source of one's teaching abilities may not solely depend on formal education.

I hold a belief in vocational and informal education, as it is deeply rooted in our culture. However, this is not to discredit the importance of formal education, which is necessary to address specific issues within Namibia and to equip individuals with practical skills. Unfortunately, it is disheartening to witness university graduates with honours degrees who struggle to conduct meaningful research.

It has become evident that many Namibian students choose universities based on reputation rather than the qualifications they seek. Some students enrol in any available program at prestigious institutions just to associate themselves with renowned names, often without considering the practicality of the qualifications they will attain. This practice further perpetuates the misconception that graduating from certain universities guarantees easy job placement.

In Namibia, there is a strong emphasis on academic credentials over practical skills. Even when in-service training is offered for skill development without conferring formal qualifications, participation remains low. This is largely due to the prevailing belief that official certification is more valuable than practical knowledge. Consequently, the nation's capacity to develop new skills and enhance existing ones is hindered, as short courses and workshops designed to expand knowledge and skills are often overlooked in favour of accredited qualifications.

In summary, our education system warrants a comprehensive re-evaluation. While formal education is undoubtedly important, it should be balanced with a greater emphasis on practical knowledge and skills. Teachers should not only possess academic qualifications but also the wisdom to effectively teach, and students should prioritize learning for knowledge rather than merely pursuing certificates for the sake of appearances. The relationship between education, employment, and skills development in Namibia needs to be reimagined to foster holistic and practical growth.

Uerimanga Tjijombo

The Himbacracy Philosopher