Page 7 - CITATION-2 (Honorary Doctorate)(Justus GAROEB)
P. 7

NAMCOL Annual Report 2019/2020
                                                             Gaob Justus |Uruhe //Garoëb

        Gaob  ǁGaroëb  spent  most  of  his  adolescent  and  teenage  years  under  the
        guidance and care of his mother’s  biological sister. In Damara culture, like in
        most African cultures, when a child is under your custody, he or she must be
        raised like your own biological child. Thus, Gaob ǁGaroëb grew up supporting   Honoris Causa
        his aunt’s husband with his daily chores, including transporting tin in their ox-
        wagon for business activities.
        As a young man, Justus ǁGaroëb was always willing to tap from the knowledge
        of his elders and to seek for their support for his vision as a future servant of
        the people. For example, Justus ǁGaroëb informed his father, a railway worker
        of Tsumeb, about the story of an interpreter at Usakos Hospital and his father
        was very much touched by the story and Justus ǁGaroëb knew that although he
        never informed his father of his eventual intentions to become a medical doctor,
        his father would not be surprised to learn of this noble intention.




        3.  PERSUIT FOR EDUCATION


           3.1     Primary Education

        Goab ǁGaroëb begun his early education at Omaruru, specifically at Erongo
        Primary school in 1950, which he completed at Usakos in 1959. He had caring
        parents who made efforts to ensure that their son had access to education, and
        they settled in areas where he would have easy access to school. For instance,
        after 1951, Gaob Justus ǁGaroëb’s father worked as a railway worker in Tsumeb
        and the young ǁGaroëb started Klein A and Groot A, then Sub-B, Standard One,
        until Standard Two. After standard two, his father moved to Usakos and Goab
        continued his primary education.



        Gaob was a talented child who was inspirational to other learners. He willingly
        provided help whenever it was required. He remained a symbol of excellence
        and was considered a smart learner in his schooling career. For instance, while
        he was still in Standard Four, he was always invited by teachers to help other
        learners who were in Standard Six.  Given the fact that Goab was an achiever,

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