Strengthening of training capacities for state and private vocational training providers in Namibia combined with a recognised international certification for trainers in selected specialist areas

Background and Problem

The quality of vocational education and training depends substantially on trainers’ technical, practical and pedagogical competencies. In Namibia, further professional development was needed for trainers working for public and private vocational training providers, particularly in electrical engineering and plumbing. Previously qualified automotive trainers also required support in updating their technical knowledge and applying it in their teaching.

The project’s needs assessment and training experience revealed differences in participants’ initial competencies, gaps in foundational knowledge and practical experience, and a need to strengthen action-oriented teaching. Individual skills were often taught in isolation, while their integration into complete occupational work processes and more complex projects remained a challenge.

Against this background, the Institute Technology and Education (ITB) at the University of Bremen and Uni Bremen Campus GmbH implemented the project to strengthen the training capacities of public and private vocational training providers from 1 March 2019 to 29 February 2020. The project formed part of cooperation with GIZ’s programme promoting vocational training in Namibia. It aimed to combine needs-based technical and pedagogical development with certification by the University of Bremen and preparations for corresponding recognition in Namibia.

Research Questions

• What technical and pedagogical development needs exist among vocational trainers, particularly in electrical engineering and plumbing, in relation to Namibian and international requirements?

• How can modular professional development integrate technical specialisation, vocational pedagogy and realistic occupational tasks?

• How can acquired competencies be certified by a university, recognition in Namibia be prepared, and application in everyday training practice be supported?

Approach

Existing Namibian vocational qualifications and unit standards were first analysed and compared with German and other regional and international requirements. Experience from previous trainer development initiatives was also reviewed. German specialist teams worked with selected Namibian trainers to identify technical and pedagogical development needs and translate these into specific training content.

This informed the development of the certificate programmes “Technical Trainer in Electrical Engineering” and “Technical Trainer in Plumbing”. Each comprised four modules, totalling 480 learning hours and 16 ECTS credits. The programmes were designed with reference to Level 5 of the European Qualifications Framework and took account of Namibian qualification standards.

Electrical engineering training took place at the NamPower Training Centre, while plumbing training was delivered at Eenhana Vocational Training Centre. The pedagogical approach centred on learning and work assignments connecting technical content with authentic occupational problems. Plumbing participants used an unfinished building as a practical training site. Electrical engineering participants worked on realistic technical projects.

Between face-to-face training phases, participants developed their own learning and work assignments, consolidated foundational knowledge and applied the content in their teaching. They received technical support and feedback on their assignments. English-language curricula, admission and examination regulations, and examinations were developed alongside the training. Arrangements for equivalent recognition of the certificates were discussed with Namibia’s qualifications authority, the NQA.

Two additional courses at Valombola Vocational Training Centre supported previously certified automotive trainers. They combined technical updates with practical diagnostic tasks and ideas for teaching.

Results

• Two certificate programmes developed and delivered: Electrical engineering training covered programmable logic controllers, hazard warning systems, and antenna and distribution systems. Plumbing training addressed bathroom renovation, pre-wall installation, domestic water supply, drainage, on-site wastewater treatment and irrigation systems. Vocational pedagogy was integrated into both programmes.

• 27 successful completions: Each programme enrolled 15 participants. Thirteen electrical engineering participants and fourteen plumbing participants received a University of Bremen certificate. The associated admission and examination regulations were approved in November 2019 and published in December 2019.

• Six Master Trainers: Three participants in electrical engineering and three in plumbing achieved “Master Trainer” status based on their performance.

• Application of action-oriented teaching approaches: Participants developed their own learning and work assignments and applied them in selected teaching activities. Authentic work environments and realistic projects supported connections between technical theory, practical implementation and pedagogical reflection.

• Updated automotive knowledge: The two supplementary courses addressed injection technology, sensors and actuators, the fundamentals of hybrid and electric vehicles, automatic and automated transmissions, air conditioning and emission control.

• Recommendations for further quality development: Project experience informed recommendations for more systematic teaching of foundational knowledge, stronger alignment with complete occupational work processes and continuous professional development for trainers. Further recommendations concerned industry placements, joint projects with companies and peer exchange of teaching materials.

By the end of the project, preparations for equivalent recognition of the university certificates in Namibia had been completed and discussed with the NQA. The final application by the Namibia Training Authority, supported by the GIZ programme, remained outstanding.

Dissemination and Transfer Activities

Transfer took place directly through the participating trainers and their vocational training institutions. Developing learning and work assignments and trying them out in teaching formed an integral part of the programmes. Feedback helped participants adapt the approaches to their own training environments.

The two automotive courses were held at Valombola Vocational Training Centre from 17 to 19 September 2019 and from 18 to 20 February 2020. Self-study resources, manufacturer documentation, presentations, worksheets and digital learning materials were provided for subsequent use in teaching.

Publication of the admission and examination regulations in the University of Bremen’s Official Gazette on 11 December 2019 documented the institutional establishment of the certificate programmes. Coordination with GIZ, the NTA and the NQA supported their connection with Namibia’s vocational education and training system.

To sustain further development, the project recommended a platform for sharing teaching materials, interdisciplinary workshops on teaching methods, and structures for peer learning and support. These proposals aimed to continue improving training practice beyond the completed certificate programmes.