Equal opportunities and quality in secondary education - Part 3

Overview

In the second article on this topic about Namibian secondary education, the 2020 junior secondary curriculum was analysed, and a new curriculum proposed, that would develop learners better. In this third article we deal with the analysis of the 2020 senior secondary curriculum, and propose a new career-oriented curriculum that allows learners with especially a practical intelligence, to move away from academic subjects, and select a job and receive training in both the theory, and practice of it.

The following countries have job-oriented curricula for senior secondary schools:

Netherlands; Finland; Hungary; Korea; Mexico; Norway; USA.

In these schools learners obtain vocational qualifications in the technical sector; agriculture; economic sector; care and welfare; humanities and education; culture; business and administration; natural resources and environment; social services; tourism; maritime/ fisheries; air conditioning and refrigeration; automotive technology; facilities management; graphic communications, and so forth. (Finnish National Board of Education, 2010; I Amsterdam, 2010).

There are three universal job-oriented curriculums for secondary education:

(a) The lowest level is where learners learn some crafts or skills related to a selected job as well as general employability skills; they are still apprentices and not certified.

(b) The middle level curriculum prepares qualified beginner employees that will not get admission to Universities, but will get admission to Higher Vocational Institutions;

(c) The top-level curriculum prepares qualified employees that will also get admission to Universities.  (Diman Vocational High School.  2010).

The job-oriented curriculum to be addressed by Namibian secondary schools, should be the (b) or middle level option of preparing qualified beginner employees that could get admission to Universities of Technology or other Vocational Training Colleges.

Read more… Part 3: A job-oriented senior secondary curriculum

Part 3:  A job-oriented senior secondary curriculum

Analysis of the 2020 Namibian Senior Secondary (NSSC0) curriculum (gr 10-11)  

Discussion of the 2020 Senior Secondary phase (grades 10-11)

1. Basic education up to grade 9 has a broad base, and rightly so. The senior secondary phase must however allow subject options for individual abilities and interests. All learners cannot be forced to take two Languages and Mathematics. Two less compulsory subjects create the opportunity for Life Skills and RME to be promotional subjects, not merely support subjects. RME is not even included in the above curriculum, while our spiritual dimension is our highest dimension which makes us human, and promotes us to be decent citizens.

2. The vocational / job-oriented curriculum is supposed to be an alternative curriculum to the academic one by offering career related theoretical and practical training. To add some ‘career /vocational’ subjects on top of the full academic curriculum, is not an alternative to the academic curriculum. It is in fact not recognising learners’ educational and human rights, their multiple intelligences (abilities and interests), and merely overloading the curriculum.

3. The vocational / career curriculum must be a track in its own right, and depicted separately from the standard academic track. Design and Technology, Entrepreneurship, Development Studies, and Hospitality, do not belong in a pure academic stream, but rather in a pure vocational stream.

   The former ‘Technical High Schools’ with their hostels and workshop facilities, would be ideal for a start-up of the career education curriculum in those schools. However, in the final stage, all the senior secondary schools should offer training for three or more jobs. Pre-fabricated buildings are relatively inexpensive and quick to erect. (See the recommendations for implementation of the career education system later).

4. The former ‘Vocational Trades’ of Metal Work, Woodwork and Motor Mechanics, are still dominating the proposed prevocational options. They are outdated and too expensive to implement. A pure, relevant-for-modern-life vocational stream, must offer job training in Human Services careers, Business Management and Administration, Marketing and Sales careers, Government and Public Administration, Transportation, Distribution and Logistics careers, Architecture and Construction, Education and Training careers, Health Science Careers, Hospitality and Tourism careers, and Information Technology careers. (Local jobs and info, 2021).  (See some job examples further on)

5. Passing percentages for theoretical (50%), and practical (60%) job training, must promote acceptable standards. Having a national certificate that is worth nothing in the eyes of employers or universities, is of no benefit to learners.

6. The second language option is simply not a necessity in the career stream. Many learners with a more practical intelligence are not performing well in languages, so why burden them with something the world of work does not require.  

7. A compulsory Mathematics is simply not a necessity in the career stream. In some cases, relevant mathematics content can be included in the theory component of a selected job.     

8. The job option has 8 periods per week, which covers job theory (4 periods) and practical training of 4 periods per week. The theory periods might include Technical drawings, some mathematics, relevant for a job area, general occupational health and safety measures and entrepreneurial knowledge.   

Proposal for a Senior Secondary job-oriented curriculum (gr 10-11)  

• 39 periods per week, 8 periods of 40 minutes per day

Examples of jobs in the above listed career areas:

(Local jobs and info, 2021).

Human Services careers 

Hairdressers, cosmetologists, childcare workers, clergy, programme co-ordinators, supervisors, fitness trainers, healthcare workers, dry cleaning, massage therapists, beauticians, nannies, personal care aides, social workers, substance abuse counsellors, gardeners, landscapers

Business Management and Administration

Administrative officers, advertising officers, sales agents, billing clerks, bookkeeping clerks, computer operators, couriers, data entry clerk, secretaries, file clerks, human resources assistants, wholesale order fillers, purchasing officers, stock clerks, quality controllers, receptionists

Marketing and Sales careers  

Cashiers, rental clerks, customer service officers, sales workers supervisor, merchandise displayers, order clerks, real estate agents, solar sales person, warehouse stock clerks, wholesale and retail buyers, car parts salesperson, car sales person, dispatch controller     

Government and Public Administration

Air crew personnel, city planning aides, compliance officers, meter readers, postal service clerks, transportation inspectors, police and military administrative workers, receptionist, switchboard operator, secretary, personal assistant      

Transportation, Distribution and Logistics

Airfield operations specialists, ambulance attendants, automotive glass installers & repairers, automotive service mechanics, cleaners of vehicles, customs brokers, dispatchers, electronic equipment installers, freight, stock and material labourers, logistics analysts, shipping & receiving clerks, storage and distribution managers, tyre repairers, automotive parts salesman

Architecture and Construction

Brick masons & block masons, construction labourers, drywall & ceiling installers, electricians, tilers, plumbers, roofers, painters, pavers, landscapers & grounds keeping workers, electrical and solar geyser installers, structural iron/steel workers, welder, sales person in hardware shop   

Education and Training careers 

Institutional information officer, early childhood caretaker, teaching assistant, assessment data recorder, sport / cultural / academic event coordinator, secretary, bookkeeping clerk, information & communication technology installer and repairer, secretary, computer technician, sport or athletics coach, maintenance manager, public relations manager, sportsgrounds keeper, administrative officer, student support officer, curriculum designer, educational material designer, journalist, writer, radio presenter, TV presenter                                                                                                

Health Science Careers

Nursing assistant, home / personal health aide, health educators, medical receptionist, medical scheme clerk, medical sales representative, pharmacy assistant, mental health and substance abuse social worker, medical administrative assistant, community health workers        

Hospitality and Tourism careers

Baggage porters and bellhops, bakers, baristas, bartenders, chefs and cooks, bakers, food preparation workers, waiters, housekeeping & cleaning workers, hotel/ resort desk clerks, event planners, entertainment planner, reservation and travel clerks, entertainers, tour guide, game drive guide, restaurant manager, hotel/ resort manager, marketing clerk, amusement and recreation attendant, curio shop supervisor, maintenance manager, pool maintenance attendant, singer, actor dancer, paint artist

Information Technology careers

Computer technician, printer technician, Computer network specialists, computer programmers, business intelligence analysts, website designers, database administrators, software developer, security information analyst, e-marketing specialist.

Clarification and discussion of the Engelbrecht Senior Secondary Career curriculum

1. The first 5 compulsory promotional subjects address different intelligences that every person needs in todays’ world: language, computer skills, life skills, moral values and entrepreneurial understanding to start your own enterprise.

2. Although the junior secondary ‘Career Explorations’ subject might cover many job areas in theory, the three to five job areas for which the school has equipped classrooms will be the ones that count as job options. Learners select an available job at the beginning of grade 10 according to their interests, and abilities, and continue with this job training until the end of grade 11 or even until the end of grade 12, if a particular job requires more training time. The job area option has at least 8 periods per week, which covers job theory (4 periods), and practical skills training of 4 periods per week. The theory periods might include Technical Drawings when relevant for a job, but should include relevant Occupational Health and Safety measures and General Employability Skills.

3. The subject ‘Entrepreneurship’ is a compulsory promotional subject to lay a sound business basis for every learner irrespective of his selected job, in order to be able to start his own business if jobs are not available. The ‘Entrepreneurial knowledge’ focuses on understanding how a business works, a few facts about the Labour Law, how to start a business, and the management of a business in order to promote their understanding of the employee rights, and responsibilities in the working environment. Relevant guest speakers could be invited and DVDs bought or produced, to bring the work reality to the classroom.

4. After the basic education phase, no second language is compulsory. What career purpose would another language serve? Of course any additional language might be helpful in some work places, but the curriculum can only accommodate the necessities, not the ‘nice to haves’. The fact remains, that the national language is the only one that everybody should be competent in. Once again, it is a ‘fit for job purpose approach’ versus a traditional ‘a bit of everything available’. English might incorporate ‘assertive communication and other styles’ while the writing, reading, and speaking as in job and life situations, are emphasized.

5. RME and is now a promotional core subject, because it is the one subject that develops the ‘humanness’ of learners, introduces them to different religions, and the importance of living a life by spiritual values rather than instinctive desires.         

6. The Life Skills is now also a promotional subject, because it will prepare learners for real life situations, and should therefore include the development of general employability skills, moral values and social attitudes as attributes of the ideal employee. Life Skills should also develop different thinking skills such as problem solving and decision making, critical thinking and evaluative, logical and creative thinking, and thinking fallacies, and thinking attitudes. Life Skills would further need to incorporate study skills, emotional intelligence skills, healthy living guidelines, awareness of protection against deadly diseases, e.g. HIV/AIDS, Covid-19, road safety, co-operation skills, esthetical skills, aspects of ‘citizenship’, sexual education issues, lifestyle motives...

7. Modern personal and work life are operating on information and communication technology, and every learner should be supported to cope with such technology as computers and cell phones. That is why Computer Studies needs to be a core promotional subject and builds upon Information and Communication Technology of the junior secondary phase.

8. Practical or workplace training over a 2-3 year period would enable learners to become competent beginners or assistants in jobs. Especially, if grade 11 learners could be attached to real work situations during school holidays for a week or two. Career / Vocational Colleges need to be established all over Namibia to offer further training in all the jobs that learners qualify in, at school.

9. These proposed changes will raise the standard of education in schools and provide equal opportunity for learners of receiving better education. But just as important, additional changes are needed to improve the quality in schools, such as:  teaching must develop understanding, instead of memorising of knowledge;  learners must be taught proper study methods; more textbooks for learners; raising the standards and passing percentages of examinations; introduce performance appraisals of teachers every second year; disciplinary actions against teachers that underperform is necessary; a system of learner feedback forms for teachers every six months is introduced; schools receive more funds to implement these changes, and the management of schools are audited every second year, and actions taken to rectify discovered problematic areas.

Job standards already available in Namibia

The availability of national job standards on levels 2-4/5 means that syllabi for some jobs in a career stream in secondary schools could be compiled reasonably quickly at low cost. By the end of 2021 the NQA has approved the following NTA ‘career stream’ relevant national standards of the following National Vocational Certificates:

A.  Agriculture

• Crop & Horticulture Production (level 2-3)

• Farm Machinery and Infrastructure (level 2-3)

• Livestock Husbandry  (level 2-3)

B.  Wholesale & Retail

• Merchandising (level 3)

• Wholesale & Retail Operations (level 2)

• Wholesale & Retail Distribution (level 2)

• Wholesale & Retail Frontline Supervision (level 3-4)

C.  Manufacturing

• Clothing Production  (level 1-4)

D.  Transport, Warehousing & Logistics

• Transport, Operation & Logistics: Freight Handling (level 2-3)

• Transport, Operation & Logistics: Customs (level 4)

• Transport, Operation & Logistics: Freight Coordination (level 5)

E.  Financial & Business Services

• Insurance Intermediary (level 4)

• Entrepreneurship

F.  Mining and Construction

• Air Conditioning and Refrigeration (level 1-4)

• Building and Civil Construction Management

• Firefighting and Rescue Operations

• Heavy Equipment Operations

• Plumbing and Pipefitting

• Road Construction

• Crane Operator

• Metal Fabrication (Boiler maker and Welding)

• Solar Equipment Installation & Maintenance

• Water Supply & Sanitation

G.  Tourism & Hospitality

• Front Office Operation  (level 3)

• Housekeeping  (level 3)

• Food and Beverage  (level 3)

• Beer Brewer

• Accommodation, Food and Beverage  (level2)

• Commercial Cookery Skills  (level 3-4)

H.  Health Care & Social Services

• Preventative Health

• Counselling Services

• Beauty Therapy  (level 3-4)

• Nail Technology  (level 3-4)

• Hairdressing Tourist Guide

• Massage Therapist

• Housekeeper

• Upholsterer

• Office Administrator

• Pharmacist assistant

I.    Postal & Telecommunication

• Information & Communication Technology (Foundation)  (level 2)

• Computer System Support  (level 3)

• Broadcasting  (level 4-5)

• Networking  (level 4-5)

• Wireless Technology  (level 4)

• Web Development  (level 4-5)

NTA industrial committees    

The NTA has industrial committees that are doing ground work related to determining national job standards, for instance: Tourism and Hospitality; Mining and Quarrying; Fisheries and Maritime; Agricultural and Forestry; Financial and Business services; Health care and Social Services; Transport, Warehousing and Logistics; Wholesale and Retail Trade; Post and Telecommunications; Manufacturing; Automotive sales; Arts and Crafts (NTA website, September 2014). By now, most of these qualification standards, if not all, are compiled. These are appropriate job areas to focus on, to meet the needs for relevant modern-life vocational training. 

The qualifications designed by the NTA need to be scrutinised in terms of meeting the Competency-Based Education qualification design quadrants of: Standard job tasks; Leadership and Management tasks; Job Environment tasks and General Education tasks. In addition these Namibian qualifications need to correlate with the same international qualifications.

The work done by the NTA can play an important role in establishing the school as well as the post-school Career Colleges’ qualifications. This will also create a seamless connection between qualifications of the school and Career Colleges.

The next (fourth) article will propose recommendations for the design of a national job-oriented secondary curriculum in Namibia.

Dr. Frikkie Engelbrecht

Windhoek, Namibia

Email: dr.ugro3906@gmail.com

References

Diman Vocational High School.  2010. Heating, Ventilation and Air Conditioning program. Hyperlink [http://dimanregional.org/vocational]. April 23, 2010. 

Finnish National Board of Education. 2010. National core curriculum for general upper secondary education. Helsinki: Finnish National Board of Education.

I Amsterdam. 2010. Branches of secondary education. Hyperlink [http://www.iamsterdam.com/en/living/education/vmbo-havo-vwo]. April 23, 2010. 

Local jobs and info. 2021. Hyperlink [https://www. Recruiter.com/careers.html]. January 13, 2021. 

NIED. 2020. Basic education curriculum reform. Okahandja: NIED.

NTA.  30 June 2010 meeting.

NTA.  2014.  Namibia Training Authority. Hyperlink [www.nta.com.na]. September 17, 2014.

UNESCO.  2010. Technical and Vocational Education and Training. Hyperlink [http://www.unesco.org/en/tvet]. June 21, 2010.

Wikipedia.  2010.  Vocational Education. Hyperlink [http://en.wikipedia.org/wiki/Vocationaleducation]. June 21, 2010.