Strengthening vocational training for the green energy sector in Namibia

Background and Problem

Namibia is pursuing the development of a green hydrogen and Power-to-X (PtX) economy to promote sustainable energy production and economic development. The planned production, transport, storage and processing infrastructure is expected to generate substantial demand for skilled technical workers. At the same time, the implementation of these industrial projects remains uncertain. Vocational qualifications therefore need to prepare learners for an emerging hydrogen economy while also opening up employment opportunities in other industrial sectors.

The project “BLP Green Energy Namibia” supports the development of Namibia’s vocational education and training (VET) system to meet these requirements. The module led by the Institute Technology and Education (ITB) at the University of Bremen focuses on developing a foundational occupational profile with broad industrial relevance and embedding it within existing curricula and institutional structures.

The GIZ study (2023) identified gaps in PtX-specific education and training provision, alongside challenges concerning trainer qualifications, equipment and industry involvement. The project developed a more detailed understanding of these challenges: qualification gaps need to be addressed alongside regional training conditions, pathways between vocational and higher education, and the institutional requirements for introducing new occupational profiles. Gender-related barriers to entry, often unsystematic career guidance and disadvantages during the transition into employment present additional challenges.

In 2025, the work therefore centred on developing the occupational profile “Industrial Mechatronics”. It combines preparation for new industrial value chains with broader improvements to VET, complementing the hydrogen-specific short courses developed by GIZ Namibia.

Research Questions

• Which new occupational profiles and qualifications does Namibia require along the green hydrogen value chain, particularly for production, and how can these also be relevant to other industrial sectors?

• How can existing training content and qualification standards be developed into a coherent occupational profile that strengthens technical readiness and supports pathways between vocational and higher education?

• How can the education system strengthen societal participation and readiness, particularly through improved career guidance, the removal of gender-related barriers to entry and support for women in technical occupations?

Approach

Building on the occupational and qualification analyses undertaken in 2024, international reference models, particularly from Germany and South Africa, were compared with Namibia’s existing qualification structures in 2025. A detailed analysis of existing unit standards provided the basis for integrating content from electrical engineering, mechanics, automation and information technology into a coherent occupational profile.

In close cooperation with the Namibia Training Authority (NTA), the “Industrial Mechatronics” qualification model was developed for Levels 2 to 4 of Namibia’s National Qualifications Framework. A potential future extension to Level 5 was also considered.

Consultations at the vocational training centres in Eenhana, Valombola, Nakayale and Windhoek, as well as with DAPP Namibia and the Katutura Youth Enterprise Centre (KAYEC), explored training practices, equipment, regional skills needs and implementation conditions. Additional consultations involved the Namibia University of Science and Technology (NUST), the national TVET Task Force, the GIZ ProTVET programme, and partners from industry and logistics. These discussions also examined pathways into higher education and alignment with ongoing VET reforms.

To investigate women’s career choices and training experiences, qualitative individual interviews and focus group discussions were conducted at four vocational education institutions and NUST in March 2025. The study involved 47 women: 29 trainees in technical programmes, 16 prospective female trainers and two experienced female trainers. It examined career decision-making, experiences of discrimination, support needs and career prospects.

Results

• Developed occupational profile for “Industrial Mechatronics”: The profile was consolidated and institutionally coordinated with the NTA. Designed for Levels 2 to 4, the qualification model integrates electrical, mechanical, automation and information technology content. It addresses the requirements of an emerging hydrogen economy while remaining relevant to a broader range of industrial activities.

• More clearly defined implementation requirements: Regional skills needs, infrastructure conditions and institutional implementation options were identified and incorporated into the profile’s development. This provides a foundation for its phased introduction and for preparing trainer development.

• Connections with educational pathways and reform processes: Compatibility with existing training provision and academic pathways at NUST was examined. Cooperation with the TVET Task Force and ProTVET connected the work with discussions on developing state vocational training centres into TVET colleges.

• Empirical findings on women’s career choices: The qualitative study reveals different pathways between family-influenced and self-directed career decisions. Practical experience and family support play important roles, while information about technical careers is often obtained unsystematically. Participants also reported gender-related disadvantages, particularly during the transition into employment and when establishing businesses.

• Specific recommendations for inclusive VET: The findings informed recommendations for systematic career guidance, practical experience at general schools, transparent selection procedures, stronger career services, and peer exchange and support networks. Recommendations for the education of future trainers include explicit attention to career choice, gender and discrimination within curricula, alongside more structured practical placements.

By the end of 2025, a sound conceptual foundation for introducing the occupational profile had been established. Formal implementation and trainer development are envisaged as subsequent steps. The report also proposes incorporating the findings on women in technical occupations into the training activities planned for 2026.

Dissemination and Transfer Activities

On 16 May 2024, Michael Gessler participated in an international seminar hosted by the Centre for Researching Education and Labour (REAL) at Wits University in Johannesburg. The seminar facilitated an exchange on developments in South Africa, India and Germany. At the ECER Conference 2024, the project team presented its conceptual approach as part of a symposium on “Just Transition”.

In 2025, initial results were presented at the VETNET conference “Crossing Boundaries” and the JVET conference.

Institutional exchange was strengthened through a visit by two members of Namibia’s TVET Task Force to ITB in September 2025. Discussions and visits to vocational schools and inter-company training centres provided opportunities to explore organisational models of VET, curriculum development, trainer qualifications and quality assurance.

In October 2025, the project team participated in the NUST TVET Conference in Windhoek. The project’s approaches were discussed with representatives from VET, higher education, industry, government and development cooperation, contributing to the debate on the future direction of Namibia’s VET system.

Ongoing transfer also took place through joint development and coordination with the NTA, participating vocational training centres, NUST, the TVET Task Force and the GIZ ProTVET programme.

Reference

Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH. (2023). Enhancing Employability: Skills Needs and Gap Analysis in Namibia’s PtX Sector and Recommendations for a Skills Development Programme. International PtX Hub.