Vision 2030 a pipedream – RDP
The Swapo-led government is said to have little or nothing to show for its Vision 2030 industrialisation plan, a mere 12 years before the deadline.
The secretary of information and publicity of the Rally for Democracy and Progress (RDP), Nghiningiluandubo Kashume, says Vision 2030, adopted in 2004, has “completely failed to show tangible results”.
He says Swapo introduced Vision 2030 “just to keep high the hopes of unsuspecting citizens while the elites are busy looting to enrich themselves and their praise-singers”.
“When we look at some fundamental key aspects for Vision 2030 to be successfully implemented, you will find that knowledge and technical skills are not fully developed.
“The education system we have leaves much to be desired in terms of mathematics, science and English. Moreover, the standard at which schools are graduating their learners is far too low.”
Kashume says it is a “sick joke” that Namibian learners commonly get promoted to the next level if they score less than 50%.
“Which country achieved industrialisation of its economy with such a poor pass rate percentage?” he asks.
With anomalies such as these, Kashume says quality education in the country is being compromised.
He says the education sector is instead characterised by mismanagement, dilapidated schools, pervasive incompetence, overcrowded classrooms, ill-disciplined teachers and learners, chaotic governance, lack of educational materials, poor understanding of the curriculum, and rampant corruption as manifested by ghost teachers and unqualified teachers allowed to teach.
“Under these circumstances, how in our right minds would we expect the products of such education to turn Namibia into an industrialised country? Even God wouldn't know,” he says.
Kashume says the vocational training sector is impaired because it is run by unqualified managers, administrators and instructors.
He says if the ruling party was serious about moving the country forward it would have embarked upon massive intensive teacher-training in English, mathematics and science, as well as investing sufficiently in infrastructure and education materials.
“There should be no excuses by now if they really mean business,” Kashume says.
CATHERINE SASMAN
The secretary of information and publicity of the Rally for Democracy and Progress (RDP), Nghiningiluandubo Kashume, says Vision 2030, adopted in 2004, has “completely failed to show tangible results”.
He says Swapo introduced Vision 2030 “just to keep high the hopes of unsuspecting citizens while the elites are busy looting to enrich themselves and their praise-singers”.
“When we look at some fundamental key aspects for Vision 2030 to be successfully implemented, you will find that knowledge and technical skills are not fully developed.
“The education system we have leaves much to be desired in terms of mathematics, science and English. Moreover, the standard at which schools are graduating their learners is far too low.”
Kashume says it is a “sick joke” that Namibian learners commonly get promoted to the next level if they score less than 50%.
“Which country achieved industrialisation of its economy with such a poor pass rate percentage?” he asks.
With anomalies such as these, Kashume says quality education in the country is being compromised.
He says the education sector is instead characterised by mismanagement, dilapidated schools, pervasive incompetence, overcrowded classrooms, ill-disciplined teachers and learners, chaotic governance, lack of educational materials, poor understanding of the curriculum, and rampant corruption as manifested by ghost teachers and unqualified teachers allowed to teach.
“Under these circumstances, how in our right minds would we expect the products of such education to turn Namibia into an industrialised country? Even God wouldn't know,” he says.
Kashume says the vocational training sector is impaired because it is run by unqualified managers, administrators and instructors.
He says if the ruling party was serious about moving the country forward it would have embarked upon massive intensive teacher-training in English, mathematics and science, as well as investing sufficiently in infrastructure and education materials.
“There should be no excuses by now if they really mean business,” Kashume says.
CATHERINE SASMAN
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