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|Title:||Namibia's performance in mathematics and physical science: Implications for technical skills.|
|Authors:||Kgabi, Nnenesi A.|
Tyobeka, Errol M.
|Keywords:||Mathematics - Performance - Namibia|
Physical sciences - Performance - Namibia
Technical skills - Namibia
Namibia - Education - Performance
|Citation:||Kgabi, N., & Tyobeka, E. (2013). Namibia's performance in mathematics and physical science: Implications for technical skills. PROGRESS Multidisciplinary Research Journal, 3(1), 1-8.|
|Abstract:||In recent years skill shortages in the labour force have become a key challenge in the SADC region, suggesting that policies for continuous upgrading of skills of the workforce are becoming increasingly important . While Namibia is no exception to the skills shortage dilemma, over the past decade the situation has been worsened by the increased unemployment rates in the country’s urban areas, particularly in Windhoek. Obtaining a junior/senior certificate alone does not guarantee any return to the youth of our country unless accompanied by some technical skills. The curriculum for Namibian Basic Education as set out in “Toward Education for All”  includes the following: Aesthetic, social and economic, linguistic and literacy, mathematical, spiritual, moral and ethical, physical, natural scientific and technological learning areas. These, if developed further and applied appropriately to the country’s economic situation, should be sufficient to combat the existing skills deficit.|
|Appears in Collections:||Civil & Environmental Engineering|
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