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Namibia Training Authority (NTA). The New System of Training and Qualifications: Localisation of Curricula and Decentralisation of Curriculum Development Presented by Lewis Durango: Technical Advisor and Coordinator Curriculum Development and Implementation.

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Namibia training authority nta

Namibia Training Authority (NTA)

The New System of Training and Qualifications: Localisation of Curricula and Decentralisation of Curriculum Development

Presented by Lewis Durango: Technical Advisor and Coordinator Curriculum Development and Implementation

Namibia Training Authority


Major aims and objectives of the curriculum reform process

Major Aims and Objectives of the Curriculum Reform Process

  • Increase and improvement of training opportunities for all different target groups

  • Diversification of the range of occupations and industries

  • Development of quality standards, teaching and learning materials

Namibia Training Authority


Namibia training authority nta

  • Promotion of short-term training to meet specific industry and local needs

  • Facilitation of articulation between informal and formal qualifications

  • Increase of industry participation and involvement

Namibia Training Authority


Namibia training authority nta

10

NQF

Levels

9

D

I

P

L

O

M

A

S

8

Bachelor Honours

Professional Bachelor

7

C

E

R

T

I

F

I

C

A

T

E

S

6

5

4

3

2

1

The Namibia Qualifications Framework (NQF)

Doctoral Degree

Masters Degree

Bachelor Degree

Namibia Training Authority


Concept of localisation and decentralisation

Concept of localisation and decentralisation

  • The NQF provides national guidelines and criteria for the development of standards and qualifications which form the basis of curriculum development

  • Flexibility of the NQF allows for the development of local standards and qualifications as long as NQF guidelines and criteria are met

Namibia Training Authority


Namibia training authority nta

  • No centralised mandatory curriculum

  • Training providers can develop and implement their own curriculum based on registered unit standards and qualifications and NTA principles of a CBET curriculum

  • No centralisation of process and content of curriculum development

Namibia Training Authority


Namibia training authority nta

  • Open, modular and flexible curriculum based on unit standards to describe the teaching and learning required to perform the work activities described in the unit standards

Namibia Training Authority


Challenges

Challenges

  • Inadequate capacity of training providers to develop and implement own CBET curriculum resulting with an element of centralisation and national coordination by NTA contrary to philosophy of decentralisatiom

  • Paradigm shift from a traditional highly centralised structure and system of curriculum development

Namibia Training Authority


Challenges1

Challenges

  • Localisation and decentralisation of curriculum considered as lowering of standards and quality

  • High development costs for training providers

  • Bias for common nationally standardised curriculum and curriculum development process

Namibia Training Authority


Challenges2

Challenges

  • Overemphasis on preparing trainees for progression to tertiary and higher education tends to promote a high level of curriculum centralisation

  • Bias for common nationally standardised curriculum and curriculum development process

  • Regional pressures and establishment of regional qualifications framework

Namibia Training Authority


Conclusion

Conclusion

  • Need for balance between decentralisation and localisation and centralisation

  • Need to build capacity at local level

  • Paradigm shift

  • Promotion of diversification of training which takes into account available local resources

Namibia Training Authority


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