UNESCO Windhoek Office Newsletter Issue 12 , April 2016...
Transcript of UNESCO Windhoek Office Newsletter Issue 12 , April 2016...
UNESCO Windhoek Office Newsletter Issue 12 , April 2016
Editorial Welcome to the twelfth
issue of the UNESCO
Windhoek Office News-
letter. This edition pro-
vides an update of the
events and activities im-
plemented by our Office
in April 2016 .
The United Nations Educational, Scientific and Cultural
Organisation (UNESCO) Windhoek Office conducted a 10
-day Training of Trainers (ToT) in mobile application de-
velopment, in partnership with the Ministry of Sport,
Youth and National Service (MSYNS) and Namibia Uni-
versity of Science and Technology (NUST) through its
division, the Namibia Business Innovation Institute (NBII).
The Ministry of Higher Education, Training and Innova-
tion hosted the first UNESCO scoping mission to Namibia
from the 18th to 28th April 2016.
UNESCO held a stakeholders consultation meeting to sup-
port the Human Rights and Documentation Centre of the
University of Namibia to undertake a comparative study in
UNESCO Windhoek Office Newsletter, Issue 12 Page 1
Windhoek Office
Newsletter
The training of trainers was held from 11 to 22 April
2016 at NBII and the participants formed the first pool of
trainers who will in turn train young people in all 14 re-
gions of Namibia to produce mobile applications that can
solve identified local issues of sustainable development.
Out of the 27 trainers, 17 were women mainly Youth Of-
ficers and computer instructors from the Multipurpose
Youth Centres of MSYNS, trainee computer science
teachers from the University of Namibia (UNAM) and
members of the Developers’ Circle, drawn from UNAM,
NUST and the International University of Management
(IUM). To page 12…
UNESCO trains trainers on mobile applications development
Namibia on the impact of Human Rights Education
(HRE) at primary, secondary and tertiary level on the
learner as a rights holder.
The Ministry of Education, Arts and Culture (MOEAC)
in collaboration with UNESCO held a one day consulta-
tive meeting to validate the draft Namibia Arts, Culture
and Heritage Policy in Windhoek on 19 April 2016.
Namibia through the National Committee requested an
extension to submit the 2005 Convention Quadrennial
Periodic report .
The reflection of the month focuses on the role of tech-
nical vocational education and training (TVET) by high-
lighting UNESCO’s strategy for TVET.
Lastly, UNESCO provided training to Namibian com-
munity radio stations on sustainability issues. The issues
include those of volunteers, equipment, structure and
community involvement.
We hope to continue informing you on our activities and
that you will enjoy reading our newsletter.
Dr. Jean-Pierre Ilboudo, Head of Office & Representative
The UNESCO Windhoek Office conducted a 10
-day Training of Trainers (ToT) in mobile appli-
cation development, in partnership with the
Ministry of Sport, Youth and National Service
(MSYNS) and Namibia University of Science
and Technology (NUST) through its division,
the Namibia Business Innovation Institute
(NBII). The training was organised within the
framework of the UNESCO YouthMobile initia-
tive aimed at equipping young people with skills
and confidence to develop mobile apps for sus-
tainable development.
Your comments and feedback are greatly appreciated.
Please contact: [email protected].
UNESCO Scoping Mission supports Ministry of Higher Education, Training and Innovation
HEA
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UNESCO Windhoek Office Newsletter, Issue 12 Page 2
The Ministry of Higher Educa-
tion, Training and Innovation
(MHETI) hosted the first United
Nations Educational, Scientific
and Cultural Organisation
(UNESCO) scoping mission to
Namibia from 18th to 28th April
2016.
The UNESCO scoping mission
to Namibia was an initiative of
the MHETI and which, together
with UNESCO, strongly sup-
ported the review of Technical
and Vocational Education and
Training (TVET), Higher Educa-
tion and Science, Technology
and Innovation Systems in Na-
mibia.
During the mission, UNESCO
technical experts and a comple-
mentary team from Namibia
held discussions with the rele-
vant Government Ministries,
institutions and stakeholders.
The aim of the mission was to
assist the newly established
Ministry in defining policies and
programmes related to the
three pillars of the Ministry
(Higher education, Training and
Innovation) by assessing the
current status of TVET, higher
Minister of Higher Education, Training and Innovation, Honourable
Itah Kandji-Murangi addressing the scoping mission
evidence-based policies, aligned with
the country’s context and develop-
ment strategies as well as the inter-
national development frameworks,
particularly the United Nations Agen-
da for Sustainable Development.
Special focus was given on how the
youth and adults can be equipped
with the skills needed for employ-
ment, decent work and entrepreneur-
ship; while also underpinning inclu-
sive and sustainable economic
growth considering resilient and sus-
tainable infrastructure building and
industrialization.
The mission included delegates from
the UNESCO Headquarters (HQ),
UNESCO Harare Office and external
specialists. The team from HQ was
led by Dr Borhene Chakroun who is
now Head of the Section in charge of
TVET at UNESCO and composed of
François Leclercq, UNESCO expert
on TVET and Hassmik Tortian, Pro-
gramme Specialist in UNESCO’s
Higher Education section, in charge
of quality assurance in higher educa-
tion, and policy dialogue.
See page 3...
education and innovation in Na-
mibia, identifying strategic prior-
ities and proposing alternative
interventions responding to
those priorities.
It also aimed to consider the
contribution of TVET, higher
education and innovation to
overall development goals such
as poverty eradication as high-
lighted in the country’s Haram-
bee Prosperity Plan.
The overall goal for the scoping
mission was to support the defi-
nition and implementation of
The UNESCO Scoping mission visiting Seawork fish processors in
Walvis Bay. © Joseph Iilonga/UNESCO
UNESCO Scoping Mission supports Ministry of Higher Education, Training and Innovation
HEA
D O
F O
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UNESCO Windhoek Office Newsletter, Issue 12 Page 3
The scoping mission visiting the NAMPORT office in Walvis Bay for discussions
about the situation of TVET systems in Namibia. © Joseph Iilonga/UNESCO
From page 2…
The team from UNESCO Regional Office for South-
ern Africa in Harare, Zimbabwe consisted of Dr.
Peggy Oti-Boateng, Senior Programme Specialist
for Science and Technology, who also serves as
the Coordinator for the African Network of Scientific
and Technological Institutions (ANSTI) comprising
over 208 institutions in 37 countries in sub-Saharan
Africa and Ms. Carolyn Medel-Anonuevo, Head of
the Education Unit.
Part of the UNESCO Scoping
mission team visiting COSDEC,
a TVET training institution in
Walvis Bay. © Joseph Iilonga/
UNESCO
External specialists included Ms. Angela Chasha,
the Acting Head of Academics at Limkokwing Uni-
versity of Creative Technology, Botswana Cam-
pus; Professor Mayunga Habibu Hemedi Nkunya,
Board Chairperson of the National Construction
Council of the United Republic of Tanzania.; Pro-
fessor John Ouma-Mugabe, Professor of Science
and Innovation Policy at the Graduate School of
Technology Management (GSTM), University of
Pretoria and founding Director of the Foundation
for Innovation and Technology-Africa (FIT-Africa)
Pretoria, South Africa; Naomy Lintini, ILO Malawi,
Economy, labour market; and Dato’ Gail Phung,
Senior Vice President, Corporate Development of
Limkokwing University of Creative Technology,
Worldwide.
For details, read more our next Issue.
Report on the impact of Human Rights Education on the lives of Namibian youth validated
EDU
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UNESCO Windhoek Office Newsletter, Issue 12 Page 4
Some of the participants at the Human Rights Education
stakeholder validation workshop. © Sarah Mofila/UNESCO
The study report on the impact of Human Rights Ed-
ucation (HRE) at primary, secondary and tertiary
level on the learner as a rights holder was validated
in stakeholders’ meeting held on 8 April 2016.
The meeting which was organised by UNESCO
Windhoek Office and the Human Rights and Docu-
mentation Centre of the University of Namibia
brought together thirty participants from various Min-
istries, Regional Directorates, the Private sector and
NGOs.
The objective of the meeting was to validate the re-
port before availing a final version for publication
and dissemination. In addition, programmes and
materials to address the needs and challenges iden-
tified in the research and within the framework of
UNESCO’s mandate were addressed.
In his opening remarks, UNESCO Windhoek Head
of Office and Representative to Namibia, Dr Jean
Pierre Ilboudo mentioned the importance of HRE in
Namibia and reiterated the position of UNESCO in
promoting HRE.
“UNESCO strongly supports promoting HRE from a
holistic perspective where it constitutes the basis of
making education systems democratic in the context
of national education reforms with a view to inte-
grate the learning and practice of human rights,” he
said.
Dr Ilboudo further alluded to the im-
portance of developing Human Right-
based Learning materials. According to
him the availability and accessibility of
such materials can guide and foster
open dialogues and socialization of
peace and non-violence through learn-
ing exercises.
The Head of Office also pointed out
that through engagement with Human
Rights Learning materials, teachers
and students are enabled to increase
their commitment to solve problems
peacefully; become more tolerant in
respecting other people's human rights;
obtain raised awareness of human rights viola-
tions; and become more anti-violent.
Human Right-based Learning materials can guide
and foster open dialogues and socialization of
peace and non-violence through learning exercis-
es. Through these, teachers and students are ena-
bled to increase their commitment to solve prob-
lems peacefully, become more tolerant in respect-
ing other people's human rights, obtain raised
awareness of human rights violations, and become
more anti-violent.
It is against this background that UNESCO sup-
ported the Human Rights and Documentation Cen-
tre of the University of Namibia to undertake the
study.
This exercise also included gathering information
on the implementation of HRE and an evaluation
of the impact of the actual teaching/learning on
human rights in the classroom as well as the trans-
lation of ‘human rights’ into practice in the school
environment.
Other issues of significance regarding HRE which
were discussed during the consultative meeting
included issues of pedagogy and teaching/learning
methods for human rights and values education,
the pre- and in-service training of educational per-
sonnel, the school/learning environment, the
school management, the evaluation of HRE pro-
jects and programmes.
Stakeholders validate Namibia’s Arts, Culture and Heritage Policy
UNESCO Windhoek Office Newsletter, Issue 12 Page 5
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The Ministry of Education, Arts and Culture
(MOEAC) in collaboration with UNESCO held a
one day consultative meeting to validate the draft
Namibia Arts, Culture and Heritage Policy in Wind-
hoek on 19 April 2016. Local artists including cul-
ture and heritage practitioners attended the meet-
ing to constructively contribute to the finalisation of
the Draft Policy.
Dr Jean-Pierre Ilboudo, UNESCO Head of Office
commended the MOEAC and the team of advisors
working on this initiative for a very transparent and
inclusive approach. He also congratulated Namibia
for the successful inscription of the Oshituthi shom-
agongo, marula fruit festival into the Representative
List of the Intangible Heritage of Humanity. Ac-
cording to Dr Ilboudo, UNESCO is pleased with the
efforts of the Namibian Government as no develop-
ment can be sustainable without a strong culture
component.
“As UNESCO, we are happy the Namibian Govern-
ment sees culture, in all its dimensions, as a funda-
mental component of sustainable development. In
Namibia, culture is viewed as a sector of activity,
through tangible and intangible heritage, creative
industries and various forms of artistic expressions,
which make it a powerful contributor to economic
development, social stability and environmental
protection,” said Dr Ilboudo.
During her opening remarks, Ms Sanet L
Steenkamp, Permanent Secretary in the MOEAC
urged the beneficiaries of the policy to interrogate
the draft policy before it becomes legally effective.
She also called on the participants at the meeting
not to take local knowledge of culture for granted as
the relationship between culture and development
can justify the development of the country.
“We can take our rich cultural heritage for the devel-
opment of Namibia through local designs, arts and
entrepreneurship,” she said.
According to Ms Steenkamp the country cannot
manage its arts, culture and heritage affairs inde-
pendently without the policy because it provides
guidance for artists and protects cultural knowledge
created by Namibians. She also urged the drafting
committee to make reference to the Harambee
Prosperity Plan introduced by the current President
of Namibia, His Excellency Dr Hage Geingob as a
means to eradicate poverty in Namibia.
Since 2001, significant developments globally have
impacted global and regional trade, security, diplo-
macy and people-to-people relationships. These
changes inherently required a review of the policy in
order to align and harmonize it with international
developments and current national needs in the
heritage sector.
The Cabinet of the Republic of Namibia adopted in
principle, a Policy on Arts and Culture of the country
in 2001, titled Unity, Identity and Creativity for Pros-
perity. Most of the targets contained in that policy
have been achieved in addition to other items not
mentioned in the policy document.
Ms Sanet L Steenkamp urging the audience to interrogate the draft policy before it is legalized. © Joseph IIlonga/UNESCO
Dr Jean-Pierre Ilboudo, UNESCO Windhoek Head of Office addressing the audience during the Namibia Arts, Culture and
Heritage Policy validation meeting in Namibia. © Joseph Iilonga/UNESCO
UNESCO Windhoek Office Newsletter, Issue 12 Page 6
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Submission deadline for the 2005 Convention Periodic Report extended
Additionally, the Arts and Culture sector in Na-
mibia was pre-occupied with the finalization and
validation of the Arts, Culture and Heritage Poli-
cy review which was concluded on 19 April
2016.
What have governments and non-
governmental actors done to implement
the 2005 Convention on the Protection and
Promotion of the Diversity of Cultural Ex-
pressions?
This question is at the heart of the matter of
the quadrennial periodic reporting, through
which information is collected, inter alia, on:
national policies and measures taken to
support the creation, production, distribu-
tion, dissemination and enjoyment of cul-
tural goods and services;
international cultural cooperation pro-
grammes that facilitate working partner-
ships between public officials and institu-
tions, as well as professionals working in
the cultural and creative industries
preferential treatment measures that sup-
port the mobility of artists, provide greater
market access and strengthen cultural in-
dustries in developing countries;
measures to integrate culture into interna-
tional development cooperation pro-
grammes and national development plans;
actions taken to involve civil society in cul-
tural policy processes.
Namibia through the National Committee requested an
extension to submit the 2005 Convention Quadrennial
Periodic report. The extension time will enable the
team to further solicit more information from all rele-
vant stakeholders and to properly record, validate and
consolidate the information received as per the provi-
sions of the template provided by UNESCO.
The 2005 Convention Secretariat in Paris agreed with
the request and extended the submission deadline of
30 April 2016 to 30 June 2016. According to the Na-
mibian team, they noted that the extension would give
them adequate time to produce a report of excellent
quality.
“Namibia values the importance of submitting a com-
prehensive statutory report to this convention and
therefore sees this extension as a step in the direction
of ensuring that the final report is of expected quality
and that it shall meet the required standards set by
this convention,” they said.
Following a capacity building training on preparing the
Statutory Quadrennial Periodic report organized by
UNESCO Harare Regional Office for Southern Africa
(ROSA), the Namibian team started to work on the
2006 report through the 2005 Convention National
Committee.
However, Namibia, like many other countries in the
region was not ready to submit by the initial deadline
as required from all State Parties to the Convention.
This period, coincided with an important national plan-
ning process, that of developing a new National Devel-
opment Plan (NDP5), thus the majority of the relevant
stakeholders were heavily involved in national consul-
tations and planning processes.
Reflection of the month
The role of technical and vocational
education and training
UNESCO Windhoek Office Newsletter, Issue 12 Page 7
UNESCO has a strategy for technical vocational ed-
ucation and training (TVET). SADC is developing a
regional strategy for the revitalization of TVET. Na-
mibia has its own strategies and plans for TVET and
is currently in the process of reviewing its TVET,
higher education and innovation systems through the
UNESCO Scoping Mission requested by the Honour-
able Minister of Higher Education, Training and Inno-
vation in Namibia, Dr Itah Kandji-Murangi.
Before one can understand the role that TVET plays
in our community, it would require a clear under-
standing of what TVET actually is. The easiest way
to understand this concept is to break it down.
Technical (adjective)
The term relates to a particular subject, art, or craft,
or its techniques. For example, "technical
terms" (especially of a book or article) requiring spe-
cial knowledge to be understood. Synonyms include
specialist, specialized, scientific, complex, complicat-
ed and esoteric.
It also involves or is concerned with applied and in-
dustrial sciences; "an important technical achieve-
ment". Synonyms include practical, scientific and
applied.
Vocational Education
Vocational education is education that prepares peo-
ple to work in a trade, in a craft, as a technician, or in
support roles in professions such as engineering,
accountancy, nursing, medicine, architecture, or law.
Craft vocations are usually based on manual or prac-
tical activities and are traditionally non-academic but
related to a specific trade or occupation. Voca-
tional education is sometimes referred to as ca-
reer education or technical education.
Vocational Training
Vocational training is education only in the type of
trade a person wants to pursue, forgoing tradi-
tional academics.
So in bringing the concepts together we can con-
clude that TVET is a “specialized education that
prepares people to work in a specific trade or oc-
cupation that a person wants to pursue, forgoing
traditional academics and sometimes based on
manual or practical activities which are traditional-
ly non-academic”.
In combining these concepts to come up with an
understanding of what TVET is, it becomes ap-
parent that this idea of education has taken on an
identity of its own and thus its own role to play in
our society. Evidently, this role has become vitally
important to us inasmuch as there are global and
regional strategies surrounding it that have impli-
cations on so many aspects of our lives.
UNESCO’s Draft Strategy for Technical Voca-
tional Education and Training (2016-2021)
Within the context of UNESCO’s Strategy, the
international community has set an ambitious
Agenda for Sustainable Development for the peri-
od from 2015 to 2030, which calls for an integrat-
ed approach to sustainable development.
Education is a central part of the Agenda, as stat-
ed by Sustainable Development Goal (SDG) 4:
‘Ensure inclusive and equitable quality education
and promote lifelong learning opportunities for
all’.
This responds to the vision of the Incheon Decla-
ration: Education 2030, adopted by the 2015
World Education Forum. Compared with the Ed-
ucation for All movement over 2000-2015, Educa-
tion 2030 devotes more attention to Technical
and Vocational Education and Training and to
Higher Education. In this context, Technical and
Vocational education and Training (TVET),
See page 8….
Trainees at COSDEC producing bricks as part of the TVET
programme offered at the centre. © Joseph Iilonga/UNESCO
Reflection of the month
The role of technical and vocational
education and training
UNESCO Windhoek Office Newsletter, Issue 12 Page 8
...From page 7
Higher Education and Science, Technology and In-
novation (STI) systems are expected to address
multiple demands of an economic, social and envi-
ronmental nature, including, among others, equip-
ping youth and adults with the skills they need for
employment, decent work and entrepreneurship
(SDG 4), promoting inclusive and sustainable eco-
nomic growth (SDG 8), and building resilient infra-
structure, promote inclusive and sustainable indus-
trialization and foster innovation and transitions
(SDG 9).
The 2030 Agenda for Sustainable Development pro-
vides impetus for an expansion and transformation
of education and training systems that would be co-
ordinated with development interventions in other
sectors. Adopting such an approach can highlight
new and sometimes overlooked opportunities to
simultaneously achieve sustainability objectives and
contribute to employment and competitiveness.
UNESCO will work with Member States to set the
foundation for supporting implementation based on
the Education 2030 Framework for Action and on
other frameworks including UNESCO’s TVET strat-
egy for the period of 2016-2021.
Assessment and Review of TVET in the South-
ern African Development Community Region
and of the Development of a Regional Strategy
for the Revitalisation of TVET
TVET is an important tool of public policy. It can
support economic growth and poverty alleviation;
facilitate the transition of young people to decent
work and adulthood; improve the productivity of
existing workers and allow for the reinsertion of the
unemployed into work; assist in reconstruction after
conflicts and disasters; and promote social inclu-
sion.
The value of TVET is clearly recognised in SADC’s
work, which is governed by the SADC Protocol on
Education and Training (1997), and by UNESCO,
which sees TVET as one of its three priority areas
in its work on meeting the Education for All (EFA)
goals.
However, in spite of the importance of TVET for
development and a range of national reform initia-
tives to support TVET over the past two decades,
major concerns remain regarding the state of TVET
in the Southern African region. Evidence gathering
for this UNESCO report demonstrated the very
weak knowledge base for TVET in the region at the
time.
This means that the report has to be seen as a first
step towards better knowledge for better policies
and practices. The limitations of the data mean that
the findings are often the best currently possible
rather than meeting the highest standards of rigour.
It is apparent that there is a pressing need for a
better inter-regional understanding of what TVET
means, even if countries are to continue with their
own preferences. It may also be important to devel-
op a glossary of what is meant by certain terms-
See page 9...
Front Office trainees at
Windhoek Voca-tional Training Centre (WVTC), © H. Ujambala/
MOHETI
Reflection of the month
The role of technical and vocational
education and training
UNESCO Windhoek Office Newsletter, Issue 12 Page 9
From page 8…
(e.g., life skills, subject knowledge, and technical
skills); a taxonomy of how these relate to each other
theoretically; and a theory of how their acquisition/
development should be sequenced and structured.
Such a discussion would also need to clarify what
should be included under the rubric of TVET (or any
other preferred term).
It is necessary, for instance, to decide whether tech-
nical/commercial schooling; the provision of occasion-
al vocational subjects in an otherwise academic edu-
cation; and/or the infusion of a whole schooling with
vocationally-oriented notions such as life or employa-
bility skills merit consideration as part of a broader
skills or TVET strategy. Equally, it is necessary to con-
sider what elements of higher education are also
properly parts of TVET: for instance, non-advanced
provision in TVET institutions; provision in specialist
advanced technical, vocational or professional institu-
tions; the provision of vocational subjects in universi-
ties (and whether these include subjects such as law
and medicine); and/or the infusing of all university pro-
grammes with employability skills.
According to the report, although all SADC countries
are committed to TVET, national visions of what TVET
is for are often not clear. The widespread weakness of
data systems, particularly on any key performance
indicator, can give the impression that there is little
conviction that TVET should lead to employment.
Certainly, there is little awareness of recent interna-
tional concern with promoting employability, and noth-
ing at all about broader notions such as capability or
active citizenship.
Whilst there is considerable rhetoric about TVET’s
developmental role, statements about it rarely go
beyond the rhetoric. There is almost no sense that
there are national or regional theories of how TVET
plays a developmental role. Instead, there is a ten-
dency to present formulae that TVET improves
competitiveness and insertion into the global
knowledge economy, which tell nothing about what
these concepts mean in national contexts or how
national TVET systems go about supporting these
larger policy objectives. It is not surprising, there-
fore, that several countries still have little to say
about the developmental potential and impact of
TVET in their overall national development strate-
gies. This gap seems particularly striking as African
countries experience high economic growth levels
that increasingly bring about new skills challenges.
A request from the Government of Namibia for
a scoping review
The Minister of Higher Education, Training and In-
novation of Namibia, Dr. Itah Kandjii-Murangi, sent
an official request for a scoping mission to the Di-
rector General of UNESCO, Dr. Irina Bokova. The
general aim of the mission is to assist the newly
established Ministry in defining policies and pro-
grammes related to the three pillars of its mandate,
by (i) assessing the current status of TVET, higher
education and innovation in Namibia, (ii) identifying
strategic priorities, and (iii) proposing alternative
interventions responding to those priorities. The
mission should also consider the contribution of
TVET, higher education and innovation to overall
development goals such as poverty reduction.
Particular attention is to be paid to the country con-
text, including human development, economic ac-
tivities and labour market functioning, and to key
policy documents such as Namibia’s Vision 2030
and National Development Plan 4 (2012/13-
2016/17).
With regards to TVET, the mission should produce
a diagnosis of the system in terms of policies,
programmes, infrastructure and human -
See page 10...
TVET trainees at the Swakopmund COSDEC.
© Joseph Iilonga/UNESCO
Reflection of the month
The role of technical and vocational
education and training
UNESCO Windhoek Office Newsletter, Issue 12 Page 10
From page 9…
resources, identifying current weaknesses and barriers to
the expansion and transformation of the system. Broad are-
as to be considered include enrolment in TVET, the use of
information and communication technologies and innovative
approaches in service delivery, relations between TVET and
firms (e.g. for apprenticeships and instructor training), policy
development and review, monitoring and evaluation, financ-
ing (especially training levies and funds), and promotion of
TVET.
Specific advice is also requested on: (i) the creation of a
Centre of Excellence on TVET (with the aim of obtaining
UNESCO recognition as a Category 2 Centre); (ii) the es-
tablishment of a network of regional Vocational Training
Colleges designed to respond to the local demand for skills;
and (iii) the articulation of programmes across levels of
qualifications and training institutions (from Community
Skills Development Centres to Vocational Training Colleg-
es).
For higher education, the mission should identify the key
strengths and weaknesses of the higher education system
in Namibia, including academic performance as well as eco-
nomic and societal benefits. In particular, the mission should
examine the management of higher education and: (i) assist
in the design and implementation of a capacity building pro-
gramme on higher education management, including a high-
er education management information system (HEMIS); (ii)
suggest ways to handle the issue of unqualified and under-
qualified teachers and faculty development; (iii) provide ad-
vice on the use of information and communication technolo-
gies in service delivery.
Innovation is considered a key element to ad-
dressing cross-cutting issues in the education sys-
tem, especially related to the final employability of
all graduates. Regarding innovation, the mission
should identify the extent, strengths and weak-
nesses of Namibia’s national innovation system
(research, science and technology) and make
propositions on promoting a culture of technologi-
cal, process-related and organizational innovation
or innovativeness; the aim is to delineate the con-
tours of a national innovation policy. Specific ad-
vice is also requested on: (i) the ongoing review of
the 2004 Research, Science and Technology Act;
(ii) patent filing and licensing; (iii) the articulation
between research and development and industry,
including technology transfer centres, start-up in-
cubators, and sector-specific industrial clusters.
The Role of TVET in Namibia
In the upcoming weeks and months, the UNESCO
Scoping Mission report will offer insight into the
current status of TVET in Namibia. The key find-
ings and recommendations will be presented to
the Minister of Higher Education, Training and In-
novation in June 2016 and shared with the various
stakeholders during a validation workshop.
It is anticipated that generally TVET can address
multiple demands of an economic, social and envi-
ronmental nature, including, among others:
equipping youth and adults with the skills
they need for employment, decent work and
entrepreneurship (SDG 4),
promoting inclusive and sustainable eco-
nomic growth (SDG 8),
and building resilient infrastructure, promote
inclusive and sustainable industrialization
and foster innovation and transitions (SDG
9).
But in order to accomplish these goals, there
needs to be systems in place that promote
TVET equitably and in a qualitative, coher-
ent and collaborative manner.
Read more in our next Issue!
Students demonstrating an experiment at the Namwater HRDC
Training facility in Okahanja. © H. Ujambala
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UNESCO Windhoek Office Newsletter, Issue 12 Page 11
UNESCO trains community radios on sustainability issues
The community radio sector in Namibia continues to
grow, with stations having maintained their sustaina-
bility for five or more years (Base FM in Katutura,
Live FM in Rehoboth, UNAM Radio in Windhoek)
and new stations (Oranjemund Community Radio in
Oranjemund, //Karas FM in Keetmanshoop) coming
on air, as well as proposed stations (Omaheke Com-
munity Radio in Gobabis) in the process of being
established.
One area of vital importance, however, remains sus-
tainability. Once having received their licence and
their equipment from donors or agencies, some sta-
tions then battle to sustain their operations.
The issues include those of volunteers (should they
get paid? should they get an ‘allowance’ for their
services?), equipment (purchasing of new equip-
ment, maintenance of existing equipment), structure
(the relationship with the board, the founding docu-
ments) and community involvement (are regular
meetings held with the community and does the
community regard the radio station as their own?).
These aspects were discussed during a workshop held in the small town of Rehoboth (approximately 85km south of Windhoek, Namibia’s capital city) during April, 2016.
The trainer, Mr Robin Tyson, is himself a former radio and television presenter, and was manager of the National Radio service of the public broad-caster, Namibian Broadcasting Corporation (NBC) for many years after independence.
“In a country like Namibia, which has a well-developed broadcasting network in the main towns and cities, but a dependence on the public broadcaster in rural areas, community radio plays a key role in not only assisting communities to de-velop, but provides them also with a platform for self-expression and growth,” said Mr Tyson.
The participants consisted of representatives from two Rehoboth community stations, Live FM and Kairos Radio, as well as Ohangwena Community Radio from the north of Namibia and Base FM, a community radio station based in Windhoek.
The workshop was organised within the frame-work the UNESCO/Swedish funded project, “Empowering local radios with ICTs”.
Participants at the UNESCO Workshop on Community Radio Sustainability –
Rehoboth, Namibia – April 2016
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UNESCO Windhoek Office Newsletter, Issue 12 Page 12
...From page 1
The Circle brought together mobile development
agents to share and develop ideas into useful local
mobile applications.
At the official opening of the training, Dr Jean-Pierre
Ilboudo, Head of Office and UNESCO Representa-
tive to Namibia, emphasised the crucial role of ICTs
and mobile applications in supporting sustainable
development.
Dr Ilboudo called for all stakeholders to come to-
gether in support of the YouthMobile Initiative. He
said he was convinced that by having this training
of trainers, the partners set in motion the machinery
that will help Namibian youth unleash their potential
to develop mobile applications to solve local issues
of sustainable development, generate income, cre-
ate jobs for others and thus reducing youth unem-
ployment and eradicating poverty. He added that
the Initiative prioritises young women who are vastly
underrepresented in this field.
The Head of the Windhoek Office thanked the Min-
istry of Sport, Youth and National Service for ex-
tending a hand of partnership to UNESCO and con-
tributing to the success of the training workshop.
Through the Youth Directorate, he said, the Ministry
made a huge contribution by supporting the partici-
pation of Youth Officers from the various regions to
participate in the training.
Dr Ilboudo also thanked the Namibia University of
Science and Technology, other partners from the
government of Namibia, the University of Namibia,
IUM, One Billion Africa, Physically Active Youth and
UNESCO trains trainers on mobile applications development
TechGuys, for contributing to the training of trainers and to the YouthMobile initiative in different ways.
Mr Dickson Kasote, a Communication and Infor-mation Consultant at UNESCO Windhoek Office spoke about Sustainable Development and the Sus-tainable Development Goals (SDGs). He explained the three pillars of sustainable development namely, economic, environmental and social and demon-strated how they are interconnected. Mr Kasote emphasised the important role mobile applications can play in the SDGs, giving examples of different goals such as no poverty, no hunger, quality educa-tion, climate action and others. He also said mobile application development has the potential to lift many Namibian youths out of poverty and unem-ployment and make them important contributors to sustainable development.
The first day of the ToT was dedicated to setting up the Android development environment, an introduc-tion to Object Oriented Programming, an overview of mobile application development and the main components of an Android application.
The participants developed their first mobile appli-cation on the second day of the training and they all expressed interest in becoming coders and pro-grammers. Throughout the ten-day training, the fa-cilitator introduced topics such as introduction to cross platform mobile applications, design thinking process, publishing apps through Google Play Store and many others which all helped the participants understand the basics of mobile application devel-opment.
Mr Maurice Nkusi, the Acting Director: Teaching and Learning Unit at NUST engaged the partici-pants and presented on facilitation techniques and the e-Learning Platform which will be used by the -
See page 13...
Dr Jean-Pierre Ilboudo delivering the official opening
remarks at the ToT workshop. © Joseph Iilonga/UNESCO
Mr Maurice Nkusi, the Acting Director: Teaching and Learning
Unit at NUST talking about the eLearning platform. © Joseph
Iilonga/UNESCO
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UNESCO Windhoek Office Newsletter, Issue 12 Page 13
...From page 12
participants to strengthen their skills and knowledge
in coding as they prepare to train youth in the re-
gions.
The objectives of the Training of Trainers were to:
Equip 27 trainers with the technical and peda-
gogical skills and knowledge to train young
Namibians in mobile applications develop-
ment and entrepreneurship.
To empower the trainers, particularly women,
to become coders and programmers who will
train young Namibians in mobile applications
development.
To contribute to efforts in solving identified
local issues of sustainable development espe-
cially those related to poverty reduction and
climate change, and to reduce chronic youth
unemployment through the sale of smart mo-
bile applications and formation of small busi-
nesses.
The Training of Trainers focused mainly on the
technical aspects and will be followed by an e-
Learning course which is being developed by the
Centre for Teaching and Learning at NUST. The e-
learning course is aimed at equipping the trainers
with the pedagogical skills required to train the
youth. The Centre is currently working on the
course content in collaboration with NBII and One
Billion Africa, in order to adapt it specifically to mo-
bile applications development.
At the closing event of the training workshop, most-
UNESCO trains trainers on mobile applications development
of the participants said the YouthMobile Initiative is good for Namibian youth and sustainable develop-ment. The training of trainers workshop was hailed as an important initiative. However, the majority of the participants said that 10 days were not enough.
One of the participants challenged the other train-ees to take it upon themselves and push towards the empowerment of young Namibians in order to contribute towards a sustainable future through the use of mobile applications. She said that even if resources are limited, much can be done when peo-ple join hands to support the YouthMobile Initiative.
Most of the trainees recommended UNESCO and partners to organise a refresher course which will bring the participants together again so they can get more technical knowledge of coding and program-ming before the actual training of youth starts in 2017. They all said they have internet access in their various towns and they agreed to participate in the eLearning programme which is meant to break the distance barrier.
Dr Ilboudo presented the participants with certifi-cates of accomplishment at the closing ceremony. He pledged UNESCO Windhoek Office’s continued support to the group of trainers who will be part of the first phase of the training of young Namibians in mobile apps development.
The Deputy Director of the Directorate of Youth De-velopment in the MSYNS Mr Yul Andrews delivered the closing remarks on behalf of the ministry. He said he was delighted to see a group of people who are trained so that they can empower young Namib-ians with the skills to develop mobile applications to solve local issues of sustainable development. The Deputy Director expressed his appreciation to UNESCO and all the stakeholders who were in-volved in the ToT and encouraged the participants who represented the ministry to go back to their re-gions and make a difference.
The trainers pose for a group photo. © Joseph Iilonga/
UNESCO
Dr Jean-
Pierre Il-
boudo
handing a
certificate
of accom-
plishment
to one the
partici-
pants.
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UNESCO Windhoek Office Newsletter, Issue 12 Page 14
Director of Publication: Dr. Jean-Pierre Ilboudo
Chief Editor: Chimbidzikai Mapfumo
Deputy Chief Editor: Joseph Iilonga
Editors: Aina Heita, Dickson Kasote, Boyson Ngondo, Ehrens Mbamanovandu, Veruschka McKay
Photo Highlights of the month
UNESCO scoping mission viewing some of the Shark meat
caught and processed by Seawork in Walvis Bay, Namibia.
© Joseph Iilonga/UNESCO
The UNESCO Scoping mission during a site tour at the Seawork
fish processor in Swakopmund. © Joseph Iilonga/UNESCO
The UNESCO scoping mission visiting Dune 7; one of the
highest dunes in the World. © Joseph Iilonga/UNESCO
Professor Mayunga Nkunya in action at Dune 7 in
Swakopmund, Namibia. © Joseph Iilonga/UNESCO
Some of the flamingo flock eating near the beach in
Swakopmund, Namibia. © Joseph Iilonga/UNESCO
Dr Jean-Pierre Ilboudo and François Leclercq watching a flock of
flamingos eat near the beach in Swakopmund. © Joseph Iilonga/
UNESCO