Namibia Training Authority (NTA)

1
Namibia Training Authority (NTA)

• The New System of Training and Qualifications
  Localisation of Curricula and Decentralisation of
  Curriculum Development
• Presented by Lewis Durango Technical Advisor and
  Coordinator Curriculum Development and
  Implementation

2
Major Aims and Objectives of the Curriculum
Reform Process

• Increase and improvement of training
  opportunities for all different target groups
• Diversification of the range of occupations and
  industries
• Development of quality standards, teaching and
  learning materials

3

• Promotion of short-term training to meet
  specific industry and local needs
• Facilitation of articulation between informal and
  formal qualifications
• Increase of industry participation and involvement

4
The Namibia Qualifications Framework (NQF)
Doctoral Degree
Masters Degree
Bachelor Degree
5
Concept of localisation and decentralisation

• The NQF provides national guidelines and criteria
  for the development of standards and
  qualifications which form the basis of curriculum
  development
• Flexibility of the NQF allows for the development
  of local standards and qualifications as long as
  NQF guidelines and criteria are met

6

• No centralised mandatory curriculum
• Training providers can develop and implement
  their own curriculum based on registered unit
  standards and qualifications and NTA principles
  of a CBET curriculum
• No centralisation of process and content of
  curriculum development

7

• Open, modular and flexible curriculum based on
  unit standards to describe the teaching and
  learning required to perform the work activities
  described in the unit standards

8
Challenges

• Inadequate capacity of training providers to
  develop and implement own CBET curriculum
  resulting with an element of centralisation and
  national coordination by NTA contrary to
  philosophy of decentralisatiom
• Paradigm shift from a traditional highly
  centralised structure and system of curriculum
  development

9
Challenges

• Localisation and decentralisation of curriculum
  considered as lowering of standards and quality
• High development costs for training providers
• Bias for common nationally standardised
  curriculum and curriculum development process

10
Challenges

• Overemphasis on preparing trainees for
  progression to tertiary and higher education
  tends to promote a high level of curriculum
  centralisation
• Bias for common nationally standardised
  curriculum and curriculum development process
• Regional pressures and establishment of regional
  qualifications framework

11
Conclusion

• Need for balance between decentralisation and
  localisation and centralisation
• Need to build capacity at local level
• Paradigm shift
• Promotion of diversification of training which
  takes into account available local resources