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 Namibia Training Authority

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 Namibia Training Authority

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 Namibia Training Authority

4. 10 NQF Levels 9 D I P L O M A S 8 Bachelor Honours Professional Bachelor 7 C E R T I F I C A T E S 6 5 4 3 2 1 The Namibia Qualifications Framework (NQF) Doctoral Degree Masters Degree Bachelor Degree Namibia Training Authority

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 Namibia Training Authority

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 Namibia Training Authority

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 Namibia Training Authority

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 Namibia Training Authority

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 Namibia Training Authority

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 Namibia Training Authority

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 Namibia Training Authority