Transcript The Namibia Training Authority Curriculum Reform Project

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
7/18/2015
Namibia Training Authority
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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
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• 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
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The Namibia Qualifications Framework (NQF)
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NQF
Levels
Doctoral Degree
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Masters Degree
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6
5
4
3
2
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Bachelor Honours Professional Bachelor
Bachelor Degree
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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
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• 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
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• 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
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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
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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
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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
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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
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