Namibia's performance in mathematics and physical science: Implications for technical skills.

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dc.contributor.authorKgabi, Nnenesi A.
dc.contributor.authorTyobeka, Errol M.
dc.date.accessioned2014-05-19T12:21:58Z
dc.date.available2014-05-19T12:21:58Z
dc.date.issued2013
dc.description.abstractIn 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 [1]. 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” [2] 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.en_US
dc.identifier.citationKgabi, N., & Tyobeka, E. (2013). Namibia's performance in mathematics and physical science: Implications for technical skills. PROGRESS Multidisciplinary Research Journal, 3(1), 1-8.en_US
dc.identifier.issn2026-7096
dc.identifier.urihttp://hdl.handle.net/10628/466
dc.language.isoenen_US
dc.publisherNUSTen_US
dc.subjectMathematics - Performance - Namibiaen_US
dc.subjectPhysical sciences - Performance - Namibiaen_US
dc.subjectTechnical skills - Namibiaen_US
dc.subjectNamibia - Education - Performanceen_US
dc.titleNamibia's performance in mathematics and physical science: Implications for technical skills.en_US
dc.typeArticleen_US

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