| |
|
| |
 |
|
| |
Programmes |
|
|
|
|
| |
| |
Early Childhood Development (ECD) and Pre-Primary Education.
As we all know, a child’s education begins from the moment they are born. The Early Childhood Development programme plays a central role in the overall development of our children and their chances of future success in school. Starting educational activities at an early age will lead to better school readiness, increased school enrolment, a lower failure and dropout rate, as well as improved nutrition and health among young children.
read more |
| |
General Education.
The General Education programme deals with the improvement of the formal education provided by our schools, from primary through to senior secondary schools. The priority areas are the overall improvement to provide our youth with a quality education, to give it relevance within the Namibian environment, and to ensure that all youth have an equal opportunity to gain an education. Other areas will be to implement management accountability and efficiency.
read more |
| |
Vocational Education and Training (VET).
Vocational Education and Training has a central role to play in Namibia’s efforts towards developing the skills necessary for increased productivity and accelerated economic growth. As Namibia intends to develop a knowledge-based economy, a multitude of enhanced skills will be required to improve the standard of living for all Namibians.
read more |
| |
Tertiary Education and Training.
Tertiary Education and Training contributes largely to Namibia’s development by setting quality standards for the entire education system and by producing high level technical and managerial personnel required for economic growth and competitiveness. It also generates intellectual capacity in terms of policy analysts, knowledge workers and researchers essential to knowledge-driven development, and provides technical support to spur knowledge-based innovation.
read more |
| |
Knowledge Creation and Innovation.
Knowledge, technology, skills and the interaction thereof have become more critical determinants of economic growth than traditional factors of production. As production becomes more knowledge intensive, firms compete not only on pricing, but also on their ability to innovate. This challenged governments to develop policies to stimulate and support a process of innovation.
read more |
| |
Information, Adult and Lifelong Learning.
Learning is a process that starts when we are born and continues throughout our lives. The Information, Adult and Lifelong Learning programme will provide the vital access to information and learning resources to anyone wishing to gain greater knowledge or further their education. It will address the information and education needs of learners of all ages, from pre-primary learners through to tertiary level, and including adult literacy, open and distance students.
read more |
| |
Information Communication Technology (ICT) in Education.
In today’s world, ICT’s are playing an ever-increasing role in everyday life. TECH/NA! is Namibia’s programme to integrate Information Communication Technology across the entire education sector. With local expertise and international support, TECH/NA! will ensure that all educational institutions have access to and are able to efficiently utilize these technologies to meet their educational objectives.
read more |
| |
HIV and AIDS.
The primary goal of this programme is to broaden the knowledge and train educators, teachers and school managers in HIV/AIDS matters, so that they can then share this knowledge with the learners and the communities they serve. Equally important is its role to assess whether the HIV/AIDS policies are being implemented successfully and addressing issues that need rectifying through education and training.
read more |
| |
Capacity Development.
The Capacity Development programme aims to build overall capacity in the education and training sector. This programme is about going back to the basics and getting that right. It is about getting the most out of our education system with the resources available, maximising productivity and developing strong and competent leadership.
read more |
|
|
| |
|
|
| |
|
|
| |
|
|
|
