By Tilman Friedrich
I read the following news clipping with great interest.
“Namibia’s manufacturing sector is expected to create over 80,000 jobs by 2030, up from 53,491 in 2024, according to the newly launched Sixth National Development Plan (NDP6). The plan outlines the government’s strategy to make manufacturing a major source of employment, economic growth, and exports over the next six years. The policy, launched by President Netumbo Nandi-Ndaitwah, aims to raise the sector’s share of GDP from 10.6% to 18%, while boosting its contribution to exports from 42% to 60%. To support these targets, investment in manufacturing is expected to rise from 6.1% to 15% of total investment by 2030.â€
While this sounds very exciting, particularly for school leavers and unemployed youth, I am asking myself if Namibia is on the right track with its focus on tertiary academic education in preference to vocational training, while simultaneously promoting industrialisation through economic transformation aimed at diversifying its economy and reducing reliance on natural resource extraction.
As the government sets its sights on industrialisation and job creation, one of the most pressing questions is how the country can shape its education system to meet the demands of a modern economy.
While President Nandi-Ndaitwah’s announcement to offer free tertiary education from 2026 is a commendable move aimed at expanding access to higher education, it also raises concerns about the country’s growing pool of graduates in a labour market that struggles to absorb them.
To achieve successful industrialisation, Namibia must strike a delicate balance between expanding tertiary education and strengthening vocational training to develop the skilled workforce required for its economic ambitions.
Namibia’s Current Educational Landscape and the Graduate Conundrum Namibia has made impressive strides in building a network of public and private tertiary education institutions.
Universities such as the University of Namibia (UNAM) and the Namibia University of Science and Technology (NUST) have significantly increased their student intake over the past two decades, contributing to improved literacy rates and expanded access to higher education.
However, despite this growth, Namibia faces a dilemma: its tertiary education system is producing large numbers of graduates, many of whom remain unemployed or underemployed due to a mismatch between their academic qualifications and the labour market’s needs.
According to Namibia’s National Planning Commission (NPC), the country has a high unemployment rate among university graduates, especially those in non-technical fields.
In some sectors, the oversupply of graduates has led to a glut in fields like social sciences, humanities, and law, while industries crucial for Namibia’s industrialisation, such as manufacturing, construction, and renewable energy, face shortages of skilled labour.
In this context, President Nandi-Ndaitwah’s announcement to offer free tertiary education starting in 2026 could exacerbate the problem of graduate unemployment unless paired with a clear strategy to bridge the gap between academic learning and the skills demanded by a growing industrial economy.
The Global Context: Lessons from the US and Germany Namibia’s approach to balancing education and industrialisation can draw valuable lessons from both the successes and pitfalls of other economies.
The United States has long been a champion of higher education, but its shift from an industrial to a post-industrial economy, fuelled by technology, finance, and services, has come at a cost.
The U.S. has experienced a significant skills gap in areas such as manufacturing, construction, and trades, with many of these roles remaining unfilled due to a focus on academic qualifications over technical skills. This gap has left millions of jobs unfilled in critical sectors, even as the number of university graduates continues to rise.
On the other hand, Germany and Switzerland offer a more balanced model, featuring a dual education system that combines vocational education with academic education. Approximately 60% of young Germans and Swiss pursue apprenticeships and vocational training, while others attend university. This system ensures that the labour market is consistently supplied with highly skilled artisans and technicians, essential for their robust manufacturing sector.
Policy Recommendations for Namibia’s Industrialisation
While offering free tertiary education is a noble and transformative policy, Namibia’s industrialization goals demand that a significant investment in vocational training complement tertiary education. To succeed, Namibia must address the following policy imperatives:
1. Expanding and Strengthening Vocational Education and Training (VET)
Given that Namibia already faces a large number of unemployed graduates, further expansion of tertiary education could exacerbate the mismatch between the supply of graduates and market demand. A sustainable solution lies in strengthening vocational education and training to create a robust pipeline of skilled workers for industries critical to Namibia’s industrial future.
In particular, the government must:
Invest in Industry-Specific Training: Vocational institutions should focus on skills development in key sectors such as construction, manufacturing, agriculture, renewable energy, and technology.
Creating technical training centres and apprenticeship programs that partner with industries will ensure that students are equipped with practical, job-ready skills.
Enhance Industry-Academia Collaboration: To ensure that training programs align with real-world demands, Namibia should encourage collaborations between vocational institutions, universities, and industries. For instance, technical students in fields such as renewable energy should be given opportunities to intern with energy companies, ensuring they gain the hands-on experience necessary to meet the sector’s demands.
2. Promoting Hybrid Education Models: Combining Tertiary and Vocational Training
Namibia’s existing tertiary education infrastructure should not be abandoned but rather adapted to serve both academic and industrial needs. A hybrid education system can help the country maximise its educational potential while fostering a diverse and competitive workforce.
Dual-Track Programs: Universities like UNAM and NUST should develop dual-track programs where students can pursue both academic learning and vocational training. For instance, students in engineering could spend part of their curriculum learning theory, while also gaining practical experience in technical workshops or internships.
Work-Integrated Learning: Encouraging students at all levels—university and vocational—to gain practical experience through internships or cooperative education will better equip them to enter the workforce upon graduation.
3. Creating Job Opportunities in Key Sectors
Ultimately, education alone will not solve Namibia’s unemployment problem. Job creation in critical sectors, such as manufacturing, agriculture, construction, and energy, is essential. The government must develop policies that encourage the growth of these sectors and provide incentives for private sector investment.
For example:
Renewable Energy: Namibia’s abundant solar and wind resources present a significant opportunity for job creation. Training workers for solar panel installation, wind turbine maintenance, and energy management can position Namibia as a leader in the green energy economy.
Construction and Infrastructure Development: With rapid urbanisation and infrastructure needs, Namibia’s construction sector requires skilled workers in fields such as carpentry, plumbing, electrical work, and civil engineering. Public-private partnerships can help create job training opportunities for youth in these areas.
4. Addressing the Stigma Around Vocational Training
In many African countries, including Namibia, there is a cultural stigma attached to vocational training.
University education is often seen as superior, while vocational careers are undervalued. The Namibian government must embark on a nationwide campaign to elevate the status of vocational training. By promoting the success stories of skilled artisans and emphasising the high demand for technical expertise in Namibia’s industrial sectors, the government can shift public perceptions.
Alternative Strategy: A Balanced, Integrated Education Framework
While free tertiary education can expand access to university degrees, Namibia must ensure that university graduates do not flood the labour market without corresponding job opportunities. Instead, an alternative national strategy could involve:
Hybrid Education Models: Integrating both academic and vocational education, where students can pursue theoretical courses while simultaneously gaining technical skills.
Vocational Training Expansion: A concerted effort to expand vocational and technical training across all regions, focusing on key sectors like agriculture, energy, construction, and manufacturing.
Public-Private Partnerships: Developing strong relationships between education providers and industry players to ensure the supply of a workforce that is equipped with the skills needed for industrialisation.
Conclusion: Achieving Industrialisation through Education and Training
Namibia’s ambition to industrialise and diversify its economy is commendable. However, the country faces a significant challenge in balancing the expansion of free tertiary education with the urgent need for a skilled workforce capable of driving industrial growth. By strengthening vocational education, integrating industry-specific skills training, and fostering public-private partnerships, Namibia can build a workforce that not only meets today’s demands but is also prepared for the future.
Ultimately, Namibia’s success in achieving industrialisation will depend on how it blends the best aspects of its existing educational infrastructure with a renewed focus on practical skills training. A strategic approach that prioritises both academic and vocational education will be key to creating jobs, reducing unemployment, and setting the country on a path toward sustainable economic growth.
*Tilman Friedrich is a Chartered Accountant and a Namibian Certified Financial Planner® practitioner, specialising in the pensions field. He is co-founder, shareholder, and Chairman of the RFS Board and retired chairperson, and now a trustee of the Benchmark Retirement Fund.
