By Trophy Shapange
As an investment practitioner, my career revolves around identifying opportunities that generate value over the long term.
During this time, I have learned that the health of any investment ecosystem depends not only on capital flows, regulatory frameworks, or natural resources, but also, critically, on the human expertise in charge of the economy’s key drivers.
Simply put, a nation’s economic engine is powered by the people who run its industries, manage its institutions, and innovate in its markets. That expertise is, in turn, shaped by one thing above all else: Education.
In Namibia, we are now at a pivotal moment. The new government administration under President Netumbo Nandi-Ndaitwah has made bold policy moves: starting 2026, free tertiary education at public universities and vocational colleges will be available to all, an ambitious reform aimed at tackling youth unemployment and expanding opportunity. Alongside this, the new administration has launched the national internships framework, signalling a strong focus on work-integrated learning and immediate employability.
Yet this historic development comes alongside a deeply worrisome statistic: The Namibian newspaper recently reported that seven out of ten children in Namibia cannot read or do basic mathematics. This is not merely an education crisis, it is an economic red flag.
If the majority of our children are leaving the early stages of schooling without foundational literacy and numeracy, how can we expect them to thrive in an increasingly complex, technology-driven economy?
How can we, as a nation, expect to grow, diversify, and compete globally when the very foundation of our human capital is so fragile?
There is no doubt that our economy is evolving, slowly in some areas, rapidly in others. However, if the above report is anything to go by, our education system remains largely rooted in the logic and demands of the 20th century.
This means that despite global economies shifting toward automation, artificial intelligence, climate-conscious industries, and digital commerce, too many of our classrooms are still locked into outdated teaching methods and mindsets.
We are equipping young Namibians for an economy that no longer exists, while failing to prepare them for the one they will inherit.
It is now a known fact that the global economy is being reshaped by forces that were barely on the horizon a generation ago.
Automation and robotics are redefining manufacturing. Artificial intelligence is influencing everything from healthcare to banking. Renewable energy is disrupting oil-based economies. Digital platforms are transforming trade and creating borderless marketplaces.
Thus, if we fail to produce a workforce equipped to operate and innovate in these new sectors, we risk becoming permanent consumers of other nations’ technologies rather than producers and owners.
The link between education and investment could not be clearer: no investor, local or foreign, will commit capital to sectors where there is a chronic shortage of skilled labour or a culture of low adaptability.
The strength of our education systems directly determines the size, scope, and sustainability of our economy.
Again, making references to the report by the Namibian newspaper, our curriculum still focuses more on rote learning than problem-solving, on memorising facts rather than encouraging creativity, and on following rules rather than fostering innovation.
For example, a student might memorise economic theory from years ago but never work with a spreadsheet, write a computer program, or analyse real-world data.
Physics might be taught without any practical experiments. Vocational training centres often do not have modern tools, updated software, or strong links to industry.
This gap in education is not just an academic problem, it is an economic one. When graduates do not have the skills that industries need, companies have to spend more on training, productivity drops, and economic growth slows.
In investment terms, our “return on human capital” is far below what it could be.
We need to overhaul our education system if we want to leapfrog into the modern economy.
Reforming education to serve a modern economic system does not mean discarding our culture and heritage, it means taking them with us, only this time in a vehicle that actually moves. If Namibia is to thrive in the next decade, we must shift gears and focus on three key priorities.
First, skills over subjects. The world does not care if you can recite the periodic table backwards if you cannot solve real problems. Critical thinking, digital literacy, and adaptability are the true currency of today’s economy.
Let us be honest, a student who can adapt quickly will always outperform the one stuck polishing dusty, memorised facts.
Second, industry alignment. Our curriculum should be developed in collaboration with the people who will actually employ our graduates.
This could mean introducing renewable energy engineering in technical schools, coding in secondary education, and investment analysis in business courses, because being “job-ready” is far more valuable than simply being “exam-ready.”
Third, an entrepreneurial mindset. With our youth population growing faster than formal job creation, we must equip young Namibians to create their own opportunities.
Entrepreneurship education should be practical, with real-world projects, mentorship, and market exposure, because starting a business in your imagination is easy, but keeping one alive in reality takes skill and grit.
Of course, education reform requires more than quick fixes, it demands long-term political will and smart financing.
The government cannot shoulder this responsibility alone. Public–private partnerships can play a key role, directing resources toward modernising training centres, upgrading facilities, and equipping classrooms with industry-standard tools.
Around the world, development finance institutions and impact investors are increasingly backing education projects that deliver both social and economic returns. Namibia can tap into this momentum.
For example, investing in vocational hubs for renewable energy technicians would not only create jobs but also advance the country’s renewable energy goals.
However, technology alone is not a magic solution. Without well-trained teachers, reliable internet connectivity, and content that reflects local realities, even the best EdTech tools will fall short. Lasting reform must therefore prioritise teacher development, robust infrastructure, and curriculum tailored to Namibia’s context.
With bold reforms already on the table, Namibia has a rare opportunity to align free tertiary education with curriculum modernisation, teacher upskilling, and strong industry partnerships, laying the foundation for a workforce ready to thrive in the modern economy.
Taking no action and continuing to teach for yesterday’s economy will have damaging results. Skilled Namibians will continue leaving for better opportunities abroad, industries will find it harder to grow, and investors will take their money elsewhere.
More people will be stuck in underpaid or informal work, putting pressure on both the economy and social stability.
This is not just a warning, it is already happening in parts of Africa. Many graduates cannot find jobs because their qualifications does not match what the market needs. The social and economic costs of this skills gap are simply too high to ignore.
As an investment practitioner, I see education reform as an economic necessity, not a social luxury. President Nandi-Ndaitwah’s education agenda, offering free tertiary access and large-scale internship programmes, is a decisive step forward.
But access alone is not enough; it must be matched by relevance. And relevance means having a curriculum designed for the skills and industries of the future.
We must ask ourselves: Are we ready to overhaul the system to meet industry needs? Are we willing to invest in large-scale teacher training? Can government, the private sector, and communities truly share responsibility for making this vision a reality?
If we align our education system with the demands of tomorrow’s economy, we will unlock the full potential of Namibia’s greatest asset, its people.
This will give us an economy strong enough to attract investment, resilient enough to withstand challenges, and dynamic enough to compete on a global scale.
Because in the end, free education will only deliver real growth if it produces graduates who are not just ready to join the economy, but ready to shape and lead it.
*Trophy Shapange is the Managing Director of Lebela Fund Managers. The views expressed in this article are his own and not those of his employer.
