| Summary: | The emergence of technological education as an integral component of general education has
become a significant international curriculum development of recent years. Its distinctive
curriculum features are technological literacy and capability and it highlights the importance of
âapplied knowledgeâ, âdoingâ, âtechnological understandingâ and âproblem solvingâ.
Technological education at international level is growing in value and it is utilised to increase
employability levels among school-leavers through involving businesses and industries from the
private sector in activities such as syllabus design and material support. Against this background,
the research study investigated the character, value and relevancy of technological education in
Namibia over several decades.
The first phase of this study comprises a comprehensive overview of the literature on
technological education at national and international levels. A study of technological education
in various countries and specifically Germany, a previous colonial ruler of Namibia, identified
the following characteristics:
⢠The status and value of technological education is very high and is considered as a
vehicle for the attainment of economic prosperity and to decrease unemployment.
⢠The private sector provides financial, material and moral support to technological
education, for example the design of syllabi at school level.
⢠Technological education improves the technological knowledge and skills of learners that
enable them to get employment or become self-employed more easily.
The second phase involved research by means of questionnaires and interviews. The two
structured questionnaires were administered to samples of 126 learners and 26 teachers
respectively at technical secondary schools. Interviews were held with knowledgeable Namibian
educators about the prevalence of current technical education in Namibia. The information
gathered from the literature and the results of the questionnaires and interviews provided
evidence that the status of technological education in Namibia had declined to such an extent due
to neglect, that a new approach to technical education, namely technological education, is
required. Some of the major findings are the following: ⢠Before independence Namibians were denied the opportunity to design technical
education programmes as South African education programmes were used.
⢠The South African-based technical education did not consider local economic realities
and employment demands although it was of a good standard, equalling that of South
Africa.
⢠After independence Namibians were given opportunities to design technical education
programmes.
⢠Local technical education programmes were developed according to perceived needs and
not to scientifically established economic and industrial needs.
⢠There is evidence of poor quality at the various levels of technical education, resulting in
learners leaving schools with theoretical knowledge but without practical capabilities
and entrepreneurial skills.
⢠Poor planning procedures for technical education resulted in inadequate budgets which
caused equipment to deteriorate and insufficient materials.
In view of these findings, recommendations are made in order for appropriate technological
education to be designed properly and implemented effectively. Firstly, the status and value of
technological education among Namibians need to be improved. Secondly, relevant technical
education programmes that encompass purposes, content, processes, contexts and structures,
which communities will be able to see as part of the school curriculum, need to be designed.
Thirdly, the private sector must be involved in technological education. Finally, the ultimate
value of this study is the contribution to the design and implementation of an appropriate
technical education model which adds to the overall development of Namibia as a peaceful and
economically vibrant country.
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