[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-108333-en":3,"doc-seo-108333-105":30,"detail-sidebar-cat-0-en-105":92},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":20,"is_deleted":4,"is_public":21,"is_downloadable":21,"audit_status":21,"page_count":22,"language":23,"language_code":24,"site_id":25,"html_lang":24,"table_of_contents":26,"faqs":27,"seo_title":13,"seo_description":14,"update_tm":28,"read_time":29},108333,3848291630094,"Emma Wilson","https://eur-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45",8,"Research & Report","Skills Development in Namibia - Policy Note - January 2024","Skills Development in Namibia: Policy Note (January 2024) provides an evidence-informed review of Namibia’s policy and institutional landscape for skills development, with a specific focus on pathways from training to employment for youth. The note analyzes the TVET system, including institutional roles, supply and access, quality and relevance, work-integrated learning, and financing mechanisms. It then outlines youth employment programs and presents targeted issues and recommendations, including support for disadvantaged youth, expansion of WIL through MSE involvement, stronger capacity of technical teachers and trainers, and improved monitoring and evaluation.","Public Disclosure Authorized Public Disc losure Authorized Public Disclosure Authorized  \nJanuary 2024  \nSkills Development in Namibia Policy Note  \nJutta Franz  \nElizabeth Ninan Dulvy  \nPub lic Disc losure Authorized  \nSkills Development in Namibia  \nPolicy Note  \nContent  \nList of Tables, Figures and Boxes   Abbreviations     \nSummary   iv  \n1. Introduction   1  \nCountry context ~~ ~~ 1  \nPathways to employment for youth   3  \n2. Policy Context   7  \n3. The TVET System   9  \n3.1 Institutional Framework ~~ ~~ 9  \n3.2 TVET Supply and Access   11  \n3.3 Quality and Relevance   15  \nImproving the quality of TEVET delivery   15  \nEmployment outcomes of TVET completers ~~ ~~ 16  \n3.4 Work-integrated Learning ~~ ~~ 17  \n3.5 Financing ~~ ~~ 29  \n4. Youth Employment Programs   25  \n5. Issues and Recommendations   30  \nExpand access to skills development and employment programs for disadvantaged youth   31  \nExpand WIL opportunities by getting MSEs into the picture   31  \nTackle the challenge of technical teachers and trainers in a systematic way   33  \nFocus on digital and green skills and expand the use of ICT in skills development and youth employment promotion ~~ ~~ 34  \nImprove monitoring and evaluation   35  \nBibliography   37  \nAnnex   40  \nAnnex 1: Namibia: GDP by Activity 2022 (current prices) in Percent   40  \nAnnex 2: Occupations in High Demand 2022 to 2026   41  \nAnnex 3: Training Providers Registered with the NTA as of October 2023   42  \nAnnex 4: List NQA-accredited Institutions   46  \nAnnex 5: List of COSDEC Centres   48  \nAnnex 6: TVET Enrolment and Graduates 2015 to 2022   49  \nAnnex 7: Students Funded Through NSFAF 2010 to 2020   50  \nAnnex 8: : TVET Policy 2021-Logframe   51  \nList of Tables, Figures and Boxes  \nTable 1: Basic youth employment data ~~ ~~ 3  \nTable 2: NTA-managed public TVET institutions ~~ ~~ 12  \nTable 3: Employment outcomes of TVET graduates of 2015 – 2017 ~~ ~~ 16  \nTable 4: Revenues of NTF in 2019 and 2020 ~~ ~~ 20  \nTable 5: Revenues from income generating activities of VTCs, FY 2019/20 ~~ ~~ 21  \nTable 6: Government Funding Training Support, FY 2019/20 ~~ ~~ 22  \nTable 7: NTA Key Priority Funding Support, FY 2019/20   23  \nTable 8: VET students funded through NSFAF 2010 to 2020   24  \nTable 9: Overview of identi􀃀ed youth employment programs ~~ ~~ 26  \nFigure 1: Namibia population pyramid   1  \nFigure 2: Projected increase of youth population (15-24) in Southern Africa ~~ ~~ 2  \nFigure 3: Youth (15 – 24) unemployment rate in different countries ~~ ~~ 2  \nFigure 4: Pathways into the labour market ~~ ~~ 4  \nFigure 5: The National Quali􀃀cations Framework ~~ ~~ 10  \nFigure 6: TVET enrolment and number of graduates 2015 to 2022   14  \nBox 1: Katutura Youth Enterprise Centre ~~ ~~ 13  \nBox 2: Wolvedans Desert Academy ~~ ~~ 14  \nBox 3: The Namibian Apprenticeship Framework   18  \nBox 4: The Community Skills Development Foundation   28  \nAbbreviations  \nAPRM African Peer Review Mechanism  \nBEAR Better Education for Africa’s Rise (UNESCO project)  \nBIA Business Intelligence Africa  \nCATS Commercial Advancement Training Scheme  \nCBET Competency-based education and training  \nCBET Competency-Based Education and Training  \nCLDC Community Learning Development Centre  \nCOSDEC Community Skills Development Centre  \nCOSDEF Community Skills Development Foundation  \nCPD Continuous Professional Development  \nEP Employment promotion  \nETG Employer Training Grant (of NTF) GAN Global Apprenticeship Network  \nGDP Gross Domestic Product  \nGIZ German Agency for International Cooperation  \nHPP Harambee Prosperity Plan  \nICT Information and Communications Technology  \nILO International Labour Organization  \nISC Industry Skills Council  \nKAYEC Katutura Youth Enterprise Centre  \nKPG Key Priority Grant (of NTF)  \nKYD KAYEC Youth Development program  \nLFS Labour Force Survey  \nMEAC Ministry of Education, Arts and Culture  \nMGEPESW Ministry of Gender Equality, Poverty Eradication and Social Welfare  \nMHETI Ministry of Higher Ed","cbCaiq2TqhOe4ZbQ","https://ap.wps.com/l/cbCaiq2TqhOe4ZbQ","pdf",799503,5,1,67,"English","en",105,"# Summary\n# Introduction\n## Country context\n## Pathways to employment for youth\n# Policy Context\n# The TVET System\n## Institutional Framework\n## TVET Supply and Access\n## Quality and Relevance\n## Work-integrated Learning\n## Financing\n# Youth Employment Programs\n# Issues and Recommendations\n## Expand access to skills development and employment programs for disadvantaged youth\n## Expand WIL opportunities by getting MSEs into the picture\n## Tackle the challenge of technical teachers and trainers in a systematic way\n## Focus on digital and green skills and expand the use of ICT in skills development and youth employment promotion\n## Improve monitoring and evaluation\n# Annex","[{\"question\":\"How does the policy note describe youth pathways into employment?\",\"answer\":\"It reviews country context and explains pathways to employment for youth, linking skills development efforts to employment outcomes. It also highlights data on youth employment and unemployment dynamics.\"},{\"question\":\"What aspects of the TVET system are covered?\",\"answer\":\"The note covers institutional framework, TVET supply and access, quality and relevance (including improved TEVET delivery), work-integrated learning, and financing arrangements.\"},{\"question\":\"What recommendations are proposed to strengthen youth employment outcomes?\",\"answer\":\"Recommendations include expanding access for disadvantaged youth, increasing work-integrated learning by involving micro and small enterprises, addressing the need for technical teachers and trainers, prioritizing digital and green skills with wider ICT use, and improving monitoring and evaluation.\"}]",1784470497,169,{"code":4,"msg":31,"data":32},"ok",{"site_id":25,"language":24,"slug":33,"title":13,"keywords":34,"description":14,"schema_data":35,"social_meta":87,"head_meta":89,"extra_data":91,"updated_unix":28},"skills-development-in-namibia-policy-note-january-2024","",{"@graph":36,"@context":86},[37,54,69],{"@type":38,"itemListElement":39},"BreadcrumbList",[40,44,48,51],{"item":41,"name":42,"@type":43,"position":21},"https://docshare.wps.com","Home","ListItem",{"item":45,"name":46,"@type":43,"position":47},"https://docshare.wps.com/document/","Document",2,{"item":49,"name":12,"@type":43,"position":50},"https://docshare.wps.com/document/research-report/",3,{"item":52,"name":13,"@type":43,"position":53},"https://docshare.wps.com/document/skills-development-in-namibia-policy-note-january-2024/108333/",4,{"url":52,"name":13,"@type":55,"author":56,"headline":13,"publisher":58,"fileFormat":61,"inLanguage":24,"description":14,"dateModified":62,"datePublished":63,"encodingFormat":61,"isAccessibleForFree":64,"interactionStatistic":65},"DigitalDocument",{"name":9,"@type":57},"Person",{"url":41,"name":59,"@type":60},"DocShare","Organization","application/pdf","2026-07-30","2026-07-19",true,{"@type":66,"interactionType":67,"userInteractionCount":20},"InteractionCounter",{"@type":68},"ViewAction",{"@type":70,"mainEntity":71},"FAQPage",[72,78,82],{"name":73,"@type":74,"acceptedAnswer":75},"How does the policy note describe youth pathways into employment?","Question",{"text":76,"@type":77},"It reviews country context and explains pathways to employment for youth, linking skills development efforts to employment outcomes. It also highlights data on youth employment and unemployment dynamics.","Answer",{"name":79,"@type":74,"acceptedAnswer":80},"What aspects of the TVET system are covered?",{"text":81,"@type":77},"The note covers institutional framework, TVET supply and access, quality and relevance (including improved TEVET delivery), work-integrated learning, and financing arrangements.",{"name":83,"@type":74,"acceptedAnswer":84},"What recommendations are proposed to strengthen youth employment outcomes?",{"text":85,"@type":77},"Recommendations include expanding access for disadvantaged youth, increasing work-integrated learning by involving micro and small enterprises, addressing the need for technical teachers and trainers, prioritizing digital and green skills with wider ICT use, and improving monitoring and evaluation.","https://schema.org",{"og:url":52,"og:type":88,"og:title":13,"og:site_name":59,"og:description":14},"article",{"robots":90,"canonical":52},"index,follow",{"doc_id":7,"site_id":25},{"code":4,"msg":5,"data":93},[94,98,102,106,110,115,120,123,128,131,135],{"id":21,"doc_module":4,"doc_module_name":46,"category_name":95,"show_sort_weight":96,"slug":97},"Story & Novel",90,"story-novel",{"id":47,"doc_module":4,"doc_module_name":46,"category_name":99,"show_sort_weight":100,"slug":101},"Literature",80,"literature",{"id":53,"doc_module":4,"doc_module_name":46,"category_name":103,"show_sort_weight":104,"slug":105},"Exam",70,"exam",{"id":20,"doc_module":4,"doc_module_name":46,"category_name":107,"show_sort_weight":108,"slug":109},"Comic",60,"comic",{"id":111,"doc_module":4,"doc_module_name":46,"category_name":112,"show_sort_weight":113,"slug":114},6,"Technology",50,"technology",{"id":116,"doc_module":4,"doc_module_name":46,"category_name":117,"show_sort_weight":118,"slug":119},7,"Healthcare",40,"healthcare",{"id":11,"doc_module":4,"doc_module_name":46,"category_name":12,"show_sort_weight":121,"slug":122},30,"research-report",{"id":124,"doc_module":4,"doc_module_name":46,"category_name":125,"show_sort_weight":126,"slug":127},9,"Religion & Spirituality",20,"religion-spirituality",{"id":126,"doc_module":4,"doc_module_name":46,"category_name":129,"show_sort_weight":126,"slug":130},"World Cup","world-cup",{"id":132,"doc_module":4,"doc_module_name":46,"category_name":133,"show_sort_weight":132,"slug":134},10,"Lifestyle","lifestyle",{"id":136,"doc_module":4,"doc_module_name":46,"category_name":137,"show_sort_weight":20,"slug":138},19,"General","general"]