Education for Africans in Namibia went through three successive phases prior to independence, and the fourth stage took shape after independence in 1990. In this section of this chapter we will have a closer look at the three phases prior to independence and the fourth phase after independence. These phases are pre-Bantu education before 1962, Bantu education from 1962-1976, and post-Bantu education from 1977 onwards. All of these phases were accompanied by a general pattern of political and social economic changes of the inhabitants of this country. Each phase was clearly influenced by the political situation in Namibia at that particular point in time.
Prior to Namibian independence, education in Africa existed in both formal and informal manners. Informal learning usually took place through observation: the younger generations observed what the elders, older siblings or older members within a community were doing. In terms of informal learning we draw upon the great works of Paul Freire, a Brazilian educationist who has contributed significant thought on progressive practice. Freire’s thought was more on informal thinking and education, and he viewed informal learning as conversational rather than curricular. Informal learning, especially in terms of business, will allow people to work together rather than working against one another. This could allow people to see entrepreneurship as a partnership in the 21st century. Although it might be controversial, Freire argued too much formal education to be like a banking deposit. It could be argued that the educationist is making banking deposits to the educatee. It was also the notion of Freire that dialogue can be viewed as a means of creating a deeper understanding and difference in the world. The views of Freire support the notion that, for entrepreneurial education to foster and grow in developing economies like Namibia, a dialogue is critical as it can enhance the community and build social capital. An informal educator, according to the work of Freire, is about action. This does not imply that the formal educational aspect does not take action into consideration. The formal aspect, on the other hand, is institutionalized education, and carefully planned education programmes. It is important to highlight in this chapter that, prior to the introduction of Western educational philosophies, education in Africa (Namibia) existed in one form or another. It would be wrong to argue that the early formal pioneers moved in a complete educational vacuum. Every society is believed to have their own education system, if only to the extent that it is its concern and beliefs that give it an identity and preserve its existence (Amukugo, 1993 1).
It is the general assumption and belief of some scholars that education was not solely introduced through colonization (Amukugo, 1993 2). In 1980, the National Education Act No. 30 replaced the South African Bantu Education Act, No. 47 of 1953. The primary aim of the Namibian Education Act was to create three more bodies. The National Examination Board for South West Africa was then created to prescribe the minimum standards for courses and syllabi to oversee examinations. It is important to highlight that the education systems had race-based examinations administered under different departments (Bantu, coloured and white). The apartheid system played an instrumental role in maintaining social stratification. During the colonial period certain subjects in schools were only available for whites, such as computer studies and mathematics. The coloureds were fortunate to take accountancy and typing, while the blacks were only allowed to take home economics and needlework. In many instances during the apartheid era, educational and occupational roles usually corresponded to one’s economic, and then social status, in society. Thus, by virtue of the level of education the disadvantaged black majority in Namibia could receive, it was clear that the type of jobs they held caused them to remain members of the lowest class (J. Rodrickson, personal communication, 15 July 2014).
After independence, the Republic of Namibia introduced entrepreneurial education in primary and secondary schools, with the primary aim of helping to reduce unemployment in Namibia. The intention was to ensure that Namibians were well equipped with the essential skills and knowledge of how to start a business, if they desired, once they completed school. All young pupils in primary schools in Namibia are required to study social science courses that have a strong entrepreneurial component. Entrepreneurship is taught as a module from grade 8 to 12 and all students are introduced to basic entrepreneurial skills and principles. Another role of entrepreneurial education is to give Namibians access to the labour market and to enable communities to survive. The Republic of Namibia has definitely made progress in terms of entrepreneurial education after independence. Particularly in terms of quantity, Namibia has to improve a lot and a number of entrepreneurial centres where citizens, young and old, can learn how to start a business of their own have been introduced in Namibia. The next section of this chapter will look at the spirit of entrepreneurial education in Namibia.
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