Page 86 - EDUCON 2022 Book of Abstracts

1. Hambodi, E.S.N., The investigation of the implementation of
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technical prevocational subjects as pillar for the 4 IR in the
Hardap region
Background: The Government of Namibia spend a lot of resources to
put learners through formal education from Grade 0 to Grade 12.
However, many learners finish Grade 12 without any marketable skills
and then still rely on tertiary education before they could be
employable and contribute to the country's economic growth.
Aim: The aim of this study was to investigate the implementation of
technical education in secondary schools in the Hardap region.
Results: The study found that only Technical Drawing is offered as a
technical subject at schools. Learners have expressed their interest in
vocational education at both high school and tertiary levels. Learners
indicated that they are interested in Auto-mechanics and Auto-
electrical vocational subjects. The main reasons for the learners’
interest in vocational education included acquiring the necessary skills
for entrepreneurship, employment, and further studies at tertiary
levels. Although most of the teachers were not qualified to teach
vocational subjects, they revealed their desire to upgrade their skills in
vocational subjects.
Conclusion: Despite challenges, a comprehensive analysis of their
resources and benchmark with other schools that already teach
technical subjects must be done to increase the presence of
technical/vocational subjects and its current scope.
Keywords: technical, vocational, subjects, learners, challenges

2. Jonas, M. Mbukusa, N.& Mayumbelo, C., Identification of
Knowledge holders’ role in managing and preserving the
Indigenous Knowledge of their communities, a case study of
Omusati and Zambezi Regions of Namibia
Background: Indigenous Knowledge (IK), is described as inter-

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