Aina Ndatitangi Indongo NQA

1. The Higher Education Landscape in Namibia
Aina Ndatitangi Indongo
Accreditation, Assessment & Audit Officer
Namibia Qualifications Authority (NQA)

2. Background of the Educational System in Namibia
• Education in Namibia is compulsory for ten years
between the ages of 6 and 16.
• Higher education in Namibia started in in 1980.
• Public providers has its roots in in the establishment of
the academy for tertiary education by Act No 13 of
1980.

3. Background of the Education System in Namibia
Continue…
Higher education in Namibia is guided by:
• Namibia Qualifications Act 29 of 1996
• Higher Education and Training VET) Act No 1 of 2008
• University of Namibia (UNAM) Act 18 0f 1992
• Namibia University of Science and Technology (NUST) Act 33
of 1994 which was amended in 2015.

4. Background of the Education System
in Namibia Continue..
• After independence in 1990 the new government of the
republic of Namibia (GRN) set about to create one unified
structure for education administration. Currently, Namibia
allocates more than 20% of its national budget to education.
• This represents six to seven percent of Namibia’s total GDP
and is one of the three (3) countries with the highest
percentage of GDP directed toward education in the world.

5. Background of the Education System
in Namibia Continue..
• Education institution in Namibia and their portfolios are
accredited by the Namibia Qualifications Authority
(NQA).This institution evaluates and accredits national
institutions and degrees as well as foreign qualifications of
people who wish to demonstrate the national equivalence of
their degrees earned abroad.
• Curriculum Development, educational research and
professional development of school teachers is centrally
organized by the National Institute for Educational
Development (NIED).

6. Public Higher Education Providers in Namibia
• Public providers has its roots in the establishment of the
academy for tertiary education by Act No 13 of 1980.
• There are two (2) public tertiary providers in Namibia namely:
 the University of Namibia (UNAM)
 Namibia University of Science and Technology (NUST)
• Public institutions are fully funded by the government.

7. Public Higher Education Providers in
Namibia Continue…
• The University of Namibia (UNAM) was established by an Act of
Parliament on August 31, 1992 as recommended by a
Commission on Higher Education. Thus, a unique confluence
bound the birth of the new nation in 1990 with that of the
University of Namibia.
• The vision of the University of Namibia is “to provide quality
higher education through teaching, research and advisory
services to our customers with the view to produce productive
and competitive human resources capable of driving public and
private institutions towards a knowledge-based economy,
economic growth and improved quality of life”.

8. Public Higher Education Providers in
Namibia Continue…
• The mission of the University of Namibia is said to “be a beacon
of excellence and innovation in teaching, research and
extension services”.
• The mission of NUST is to creatively meeting the needs of
students, society and economy through multiple pathways for
excellent education, applied research, innovation and service in
collaboration with stakeholders.
• The vision of NUST is preparing leaders for the knowledge of
economy.

9. Private Higher Education Providers in
Namibia
• There are quite a number of private institutions in Namibia
namely: the international university of Management (IUM),
Monitronic success College and Triumphant College among
others
• Private provider’s main source of income is generated from
student fees.
• There are currently 41 providers accredited by the Namibia
qualifications authority (NQA), however accreditation is not
compulsory for now. The government also does fund students
from private providers through a government grant.

10. Private Higher Education Providers in
Namibia Continue…
• IUM’s vision is to encourage and develop a management
cadre of men and women who can operate at international
standards in business.
• Monitronic Success College is developing its capacity,
resources and teaching/learning modes to attain international
standards and become the first choice of students.
• Triumphant College was established in 2006. Its establishment
to a great extent, derives from Namibia vision 2030, which
identifies education Science and Technology as one of it driving
forces in achieving the national goals.

11. Regulatory Frameworks In Namibia
There are two regulatory framework namely:
• Namibia Qualifications Authority (NQA)
• National Council for High Education (NCHE)

12. Regulatory Frameworks In Namibia
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• The NQA was established through by an act of parliament (No. 29 of
1996). Its vision is a globally reputable qualifications authority empowering
people in Namibia.
• Its mission is to sustain a dynamic national framework that assures quality
qualifications through credible recognition of quality learning.

13. THANK VERY MUCH!

14. Regulatory Frameworks In Namibia
Continue…
Factors contributing to the establishment of the NQA:
• A number of significant events and trends influenced the policy developments
leading to the establishment of the NQA. Included amongst these were:
• the need to redress inequities and imbalances arising from the colonial and
apartheid regimes prior to Namibia securing independence
• the emergence of the global economy where services and goods were traded
commodities on an enlarged and more open market
• the emergence of the knowledge-based society were the intellectual skills of a
nation’s people became the factor most influencing competitive advantage
• an increasingly competitive economic sector where the cost of any
unnecessary retraining of graduates often cut profit margins below those that
allowed sustained existence in the market
• an increasingly wealthy and mobile global population with access to wider and
more flexible education options.

15. Regulatory Frameworks In Namibia
Continue…
The National Council for Higher Education (NCHE):
• The National Council for Higher Education (NCHE) was
established by Act of Parliament (Act No. 26 of 2003) to advise
the government on issues related to higher education.
• The vision statement is a leader in coordinating higher
education in pursuit of a knowledge-based society

16. Regulatory Frameworks In Namibia
Continue…
The NCHE is responsible for:
• Accrediting, with the concurrence of the Namibia Qualifications Authority
(NQA), programmes of higher education provided at higher education
institutions;
• Monitoring the quality assurance mechanisms of higher education institutions;
• Taking measures to promote access of students to higher education
institutions;
• Undertaking such research with regard to its objects as it may think necessary
or as the Minister of Education may require;
• Performing such other functions as may be entrusted to the NCHE by or under
this Act.

17. Qualifications Frameworks
• The notion of a National Qualifications Framework was
formalized through Cabinet decisions in 1994 that led to the
creation of the Namibia Qualifications Authority.
• The National Qualifications Framework is intended to be a
register of all relevant and legal qualifications in Namibia. The
NQF represents a set of agreements, rules and requirements
that will:

18. Qualifications Frameworks Continue…
• Promote the consistent use of qualification titles
• Provide people with a clearer understanding of what a person
holding a particular qualification has achieved
• Assist people determine the similarities and differences
between qualifications in Namibia
• Improve the harmonization of the different education and
training sectors, and their alignment with the worlds of work
• Give people greater assurance of the quality of education,
training and assessment in Namibia
• Enhance the reputation of Namibia’s education and training
systems in the regional, continental and international
communities.

19. Qualifications Frameworks Continue…

20. Observations
• The Namibia education system is experiencing many obstacles.
• It is faced with serious weaknesses in the provision of education
to all.
• The quality of education, quality of teachers and the
performance of learners is unsatisfactory.
• The currently introduced free education is a major challenge.

21. Conclusion
In conclusion, it could be said Namibia is busy addressing the
duplications of duties between regulatory bodies. Major
challenges facing the education system are looked into.
Factors affecting private providers are to be addressed as well.
The issue of accreditation is also in processes where by acts are
under review