Still in the phase of researching and planning, NTA is not waiting for the planning cycle to be completed before embarking on implementation. Aspects such as in- creasing trainee enrolments; improving trainee outputs; improving the quality of
VET provision; strengthening training providers; revising curricula; and improv- ing skills of trainers, amongst others are proceeded regardless of the planning process. In addition, there is a pressing need for the NTA to expand the provision of VET in the immediate short-term and visibly seen to be making a difference on the ground. Public expectations are high and must be addressed sooner rather than later. The short-term process concludes the effective use of support initiatives, while simultaneously progressing with the development of a TOT system.
Immediate Action for Trainer Building Blocks Evaluation Fully-fledged National TOT System
implemented Regulative Framework Effective use of support initiatives TOT Systems Development
Fig. 1 Namibia TOT System Development Approach
Regarding the alignment of demand and supply based on the Human Resource Development Plan, the NDP4 points out specific strategies which lead the way in developing a TOT-system. The TOT System Development Approach building up on following components:
• Increasing the provision of opportunities for VET and technical education • Introducing competency-based education and training (CBET)
• Upgrading educator qualifications
• Providing adequate equipment and infrastructure for VET centres
MAIN ISSUES
Developing a systematic approach for the TOT and a continuous development of in-service trainer is in the beginning. There are a lot of issues NTA has to address to, the main issues which are highlighted in the following.
VET Trainer Standards
The problem is that the foundation of the pre-service training is already insuf- ficient due to the challenges faced by the current VET system. As a result, the quality of VET Trainers when entering the system is less desirable, thus requiring an effective TOT system to retrain those trainers. It is therefore impeccable to either raise the entire standard of VET sector and strives for excellence from the beginning or TOT will always be a step behind.
Technical up skilling
The capacity building process for VTC trainers always consists of a pedagogical side and technical side. But following an old saying in”it‘s easier to teach a plumber
to teach than a teacher to do plumbing,the main focus should be on technical up-
skilling of trainers. Trainers in Namibia ought to be one level higher than what they teach. Therefore it seems to be enough to just upgrade trainers to Level 4, 5 or 6. One problem is that level 4 till 6 enhances no further technical input and is concentrating more on management topics. The crucial problem is that most trai- ners lack the appropriate technical skills, as the highest Level 3 they attained is the equivalent to the one they teach. Therefore, the CPD Unit has come up with technical up skilling initiatives such as 6⫺8 weeks short courses where trainers go on contact sessions at schools of higher learning. In the pipeline is the idea to have technical up-skilling held at local VTCs, where experts are brought in to teach the VET trainers?
Pedagogy didactic training
The need for pedagogy and didactic training cannot be overemphasized, because delivery methods of lessons are as critical as the level of knowledge of the subject the VET Trainer has. And, in this case, there are no technical colleges that offer a combination of technical and pedagogical training to pre-service VET Trainers. Therefore, leading to a situation where upon recruitment as VET Trainers, the trainers are technically equipped, but lack the philosophies that involve skills and knowledge transfer. In this regard, the CPD Unit facilitates the partnership be- tween NTA and NUST where pre and in-service trainers undergo a VET Trainer (Pedagogy) training at NUST.
Industry Exposure/Work based training
For meeting industry requirements and standards, training has to keep up with technological change and close ties to industry have to be maintained. Yet public training providers have not been able to sufficiently adapt their services to changes in occupational profiles. The attitudes and qualifications of trainers are often weak and outdated and most trainers lack practical experience. Industry exposure or work based training is a significant element of artisan training programmes at Level 2 and above. Still presently placements are not arranged for a significant number of trainers and trainees currently in the system. The reality in the VET sector shows that work placements are rare and that the quality of the work place- ment is often low. Particularly rural VTCs struggle with a lack of industry connec- tion as the density of industrial activity is obviously low in these areas. The process of arranging industry attachment for trainees has already been started and will be included in the new qualification ProVET has been working on. As of 2016, the CPD Unit has established partnership with the Namibia Chamber of Commerce and Industry (NCCI) to introduce the concept of Industry Exposure for VET Trainers.