BLP Industrial Mechatronics: Advancing TVET in Namibia through the Introduction of an Industrial Mechatronics Qualification

Background / Problem statement

Namibia aims to diversify its economy and expand sectors such as renewable energy and industrial manufacturing. These developments increase the demand for skilled workers who can integrate mechanical, electrical and automation technologies. At the same time, skills shortages and high youth unemployment underline the need for vocational education and training that develops labour-market-relevant competencies and opens up opportunities for career development.

The project “Advancing TVET in Namibia through the Introduction of an Industrial Mechatronics Qualification” supports the introduction of a formal, practice-oriented and competency-based training programme. It focuses on preparing teachers, developing suitable curricula and teaching materials, and strengthening cooperation among the vocational training centres (VTCs) in Eenhana, Valombola, Windhoek and Nakayale. The aim is to establish the qualification as a lasting part of Namibia’s technical and vocational education and training (TVET) system.

The project builds on the long-standing partnership between Bremen and Namibia. It is funded by the German Federal Ministry for Economic Cooperation and Development through the German Government and Federal States Programme and co-financed by the federal state of Bremen. Deutsche Gesellschaft für Internationale Zusammenarbeit implements the project in cooperation with the Institute Technology and Education (ITB) at the University of Bremen and other partners.

Guiding questions

1. How can teachers at Namibian VTCs develop the technical and pedagogical competencies required to deliver practice-oriented and competency-based training in industrial mechatronics?

2. How should curricula, teaching materials and training plans be designed to meet the needs of Namibian industry and support action-based learning?

3. How can cooperation among VTCs support the exchange of expertise, the coordination of training specialisations and the development of teaching competencies?

4. Which institutional conditions and cooperation structures support the accreditation, long-term integration and potential expansion of the training programme?

Approach

The project combines teachers’ professional development with curriculum and materials development and institutional coordination to support the introduction of the new qualification. The ITB works with the participating VTCs, the Namibia University of Science and Technology (NUST) and the relevant Namibian institutions.

A central component was a one-year professional development programme combining short courses, online training and mentoring. Its action-based learning approach supported teachers in connecting technical content with occupational tasks and delivering practice-oriented training. Working with the VTCs and NUST, the ITB developed curricula and teaching materials tailored to the needs of Namibian industry.

Cross-centre peer-learning activities brought together teachers working in mechanics, electrical engineering and automation. The VTCs developed joint training plans and coordinated their areas of specialisation. Dialogue with the Namibia Training Authority (NTA), the Namibia Qualifications Authority (NQA) and NUST supports preparations for accreditation and the institutional integration of the training programme.

Results

The participating teachers have successfully completed the one-year professional development programme in industrial mechatronics. An international certificate from the University of Bremen is planned to recognise their completion. Further outputs include jointly developed curricula and teaching materials, alongside coordinated training plans for the participating VTCs.

Cooperation has strengthened the exchange of technical and pedagogical expertise among the centres and established foundations for coordinated training delivery. The four VTCs are intended to operate as a network that can help extend the training programme beyond the individual institutions.

Accreditation and the long-term integration of the qualification remain objectives for further development. Over time, the project is intended to contribute to the development of a skilled workforce and broaden career opportunities in technical occupations across different industries.

Dissemination / Transfer activities

Transfer takes place primarily through the trained teachers and cooperation among the participating VTCs. The curricula, teaching materials and training plans provide a basis for applying the project’s outputs in vocational training. Peer learning and exchanges across centres support the sharing of technical and pedagogical expertise.

Cooperation with NUST, NTA and NQA connects implementation in training practice with institutional coordination concerning the recognition and potential expansion of the qualification. The planned certificate ceremony in Windhoek will highlight the teachers’ achievements and acknowledge the partners’ cooperation. The partnership between Bremen and Namibia also provides a framework for continued exchange and further joint initiatives in vocational education and training.