NAMIBIA TRAINING AUTHORITY 1

TVET NATIONAL GRADUATE SURVEY GRADUATE TVET NATIONAL

y

7

VET National

2015-201 T Graduate Surve

REPORT TRACER

Publisher Namibia Training Authority Physical Address: NTA Village, Rand Street, Khomasdal Postal Address: P.O. Box 70407, Khomasdal, Windhoek, Namibia Tel: +264 61 207 8550 Fax: +264 61 207 8598 Email: [email protected]

This publication may be used in part or in its entirety, provided that the Namibia Training Authority (NTA) is acknowledged as source.

Disclaimer Although the NTA does all it can to ensure that the statistics on Technical and Vocational education and Training (TVET) in Namibia is accurate, it cannot be held liable for any misinterpretation or incorrect conclusions or opinions arising from the information presented, herein. The NTA can also not be held liable for any cost, loss or damage that may arise from the misuse, misunderstanding or misinterpretation of the contents of this publication.

ISBN: This report can also be obtained from the NTA’s corporate website - www.nta.com.na FOREWORD

By definition, tracer studies - or graduate surveys as they decisions about our country’s TVET sector and in are also referred to - can be defined as retrospective enriching our planning and execution to this effect, we analyses of graduates through a standardised research need to hear from our graduates and their experiences in methodology, which takes place some time after the labour market. We need to learn about the work they graduation. Not only do such analyses give a unique have done and how that is contributing to leveraging perspective by providing evidence on what have been sustainable growth and social inclusion. longer-term changes in the lives of graduates; tracer studies also explore if, and how, specific strategic At the NTA, we appreciate the power of cooperative interventions contributed to such changes, that may be engagement, and as such, we welcome the feedback observed. and input from our graduates, as an opportunity to learn from them This tracer study is no different: towards re-invigorating our local The Ministry of Higher Education, skills development agenda, and in Training and innovation and further leveraging our TVET sector the Namibia Training Authority as a key component in the future embarked on this activity, because sustainability and competitiveness we expected such retrospective of our country. Since this survey analyses to reveal change and is the first of its kind for Namibia, evolution in the situation of a the baseline data it generates sample of graduates of our TVET will inform us in improving our system; and we do so, because planning and execution and we want to accurately measure the outcomes will guide us in and understand such change by identifying and validating good generating and sourcing empirical practices for designing, developing evidence to this effect. and delivering better skills policies and training curricula. That, in a I say empirical, and not anecdotal nutshell, is why this TVET Graduate evidence based on hearsay and Survey, is of such importance. second-hand sources. Empirical evidence that can help us in In conclusion, allow me to register answering the many questions we on behalf of the Ministry of Higher have: Where are they today? How Education, Training and Innovation, many are actively employed? How the Namibia Training Authority, and many are not? How many have our broad array of stakeholders, our progressed to higher qualification profound gratitude to the Deutsche levels? What challenges are they Gesellschaft für Internationale Jerry Beukes facing? And, and, and. Zusammenarbeit (GIZ) GmbH‎, whose generous financial support made this survey The well-known slogan: ‘it cannot be about us, without possible; and Heivencan Research & Consultancy for a us’, was coined by and became the mantra of the task well executed. international inclusiveness movement, through which they took on governments for what was perceived as a Yours in Technical and Vocational Education and Training, patronising and alienating approach towards making policy decisions about people with disabilities, without Jerry Beukes sourcing their input and consulting them on those very Chief Executive Officer pertinent issues that affected them.

As custodians of the TVET sector, this is not our intent, at all. On the contrary, we agree that in making informed CORPORATE MANDATE

Established upon the promulgation of the Vocational Education and Training (VET) Act of 2008 as an enterprise of the Namibian Government, the Namibia Training Authority through its rolling five-year Strategic Plan, leverages the strengthening of the VET sector to better serve the current and emerging needs of skilled human resources in the country.

The NTA is a statutory body established by Section 4 of the Vocational Education and Training (VET) Act, No. 1 of 2008, from which it draws its mandate. The Act gives the NTA juristic personality.

Its legislative mandate is set out in Section 5, with the overarching mandate being to advise the Minister responsible for vocational education and training on national policy on vocational education and training, as well as on any matter arising from or connected with the application of the VET Act. Specific powers and functions of the NTA, emanating from its overarching legislative mandate as set out in Sections 5(2)-(6).

MISSION VALUES

To regulate, fund and facilitate the In the execution of the strategic plan and associated sustainable delivery of quality VET services to business plans, the NTA strives to uphold the following the benefit of its stakeholders. core values and RAISE the bar as far as VET is concerned: • Responsiveness • Accountability • Integrity VISION • Service Delivery • Excellence To be the national port of call for VET skills.

CORE BUSINESS

In line with the provisions of the VET Act and through promoting access, quality and equity in VET, the NTA’s endeavours are aimed towards: • An organisational structure aligned to our strategy and populated with competent staff and systems; • Sufficient, sustainable funding and disbursement to ensure quality VET; • An effective regulatory framework; • Quality training and related services aligned with the needs of our stakeholders; • Effective administration of the VET Levy; and • Stakeholder Engagement and Communication. 298 306 participated Employers Participated Employers 298 Self-employed/SME 298 Self-employed/SME 2017 2015 2016 2668 Regular job 12,0% JOBLESS Graduates Participated Graduates

7% 6% Others 7.8% 14.6% Contract work Contract Self-Employed Occasional job Occasional FINDING HIGHLIGHTS FINDING TVET NATIONAL GRADUATE SURVEY GRADUATE TVET NATIONAL

NAMIBIA TRAINING AUTHORITY 6 TABLE OF CONTENTS

LIST OF FIGURES...... 8 LISTS OF TABLES & PHOTOGRAPHS...... 9 LIST OF ABBREVIATIONS...... 10 1. EXECUTIVE SUMMARY...... 11 2. BACKGROUND...... 12 3. OBJECTIVES...... 15 4. METHODOLOGY...... 16 4.1 Target Population...... 16 4.2 Sampling Frame...... 16 4.3 Sampling Approach...... 16 4.3.1 Universal Coverage or Census-Based Approach...... 16 4.3.2 Sensitisation...... 16 4.3.3 Data Collection Approach...... 17 4.4 Pre-Testing/Piloting of tools...... 17 4.5 Data-Capturing and Cleaning...... 17 4.6 Limitations and Challenges...... 17

5. INTERPRETATIONS AND FINDINGS...... 19 5.1 TVET Graduates, 2015-2017 Cohorts...... 19 5.1.1 Biographical Information...... 19 5.1.2 Job Attachment & Work Experience During Course of Training...... 22 5.1.3 Study Conditions and Facilities at the TVET Institution...... 23 5.1.4 Perception of TVET Trade Offering...... 24 5.1.5 Economic Activity...... 27 5.1.6 Employment and Work...... 31 5.1.7 Work Requirements...... 34 5.1.8 Relationship Between Training and Employment...... 35 5.1.9 Work Orientation and Job Satisfaction...... 37 5.1.10 Further TVET Training After Graduation...... 38 5.1.11 Graduates’ Recommendations on Important Changes to TVET Programmes...... 39 5.2 Self Employed Graduates Survey...... 39 5.2.1 Biographical Information...... 39 5.2.2 Business Information...... 42 5.2.3 Graduates’ Contribution Towards Employment Creation...... 48 5.2.4 Business Competitors and Expansion...... 49 5.2.5 Corporate Social Responsibilities and Suggestions...... 52 5.3 Employers Survey Results...... 52

6. CONCLUSION...... 58 6.1 TVET Graduates 2015 – 2017 Cohorts...... 58 6.2 Self-Employed Graduates (Entrepreneurs)...... 59 6.3 Employers of the 2015 – 2017 Graduate Cohorts...... 60

7. RECOMMENDATIONS...... 61 8. BIBLIOGRAPHY...... 62 Graduates by Age and Sex Age by Graduates Status and Sex Marital by Graduates and Sex Level Highest Qualification TVET by Graduates and Sex Training TVET before of Education Level by Graduates and Sex Training of TVET of Completion Year by Graduates of Studies and Sex their Course during Job Attachment by Graduates of Studies and Sex their Course during Job Attachment Paid by Graduates and Sex in Choosing the same Trade Preference by Graduates Institution and Sex in Choosing the same TVET Preference by Graduates and Sex Training with Trade Satisfaction Overall by Graduates and Sex Training TVET before Employment by Graduates and Sex Training Job with TVET Alignment of Current by Graduates and Sex Graduation of Jobs since Number by Graduates Job in Current Knowledge/Skills Utilisation of Acquired by Graduates Job Situation and Sex Current with Satisfied Extent by Graduates and Sex Graduation after training TVET Further by Graduates Group Age by Graduates Self-Employed Graduates Status of Self-Employed Marital of Birth Place of Residence. and Usual Place Graduate & Number of Business - Sex Graduates Self-Employed graduation did not start when they a business after Status of Employment Graduate Distribution Sector Employment Graduate Distribution Programmes Related in NTA Participation Graduate Self-Employed Start a Business to Attempts Graduate Self-Employed Explanation Attempts Start a Business - Previous to Attempts Graduate Self-Employed Business Start-Up during - Funding Graduates Self-Employed of Funding - Source Graduates Self-Employed Support at Start-Up or Livestock – Equipment Graduates Self-Employed and - Status Nature Employees Company in Village/Town/City Competitors Remain Competitive Methods of Alignment of Business to Helped Business Growth Skills Trade which to Extent Business Expansion Planning for Business Expansion for Reasons Engagement Social Responsibility Business Corporate Employment Graduate Soft Skills of Graduate Ratings Employer Average with Job Attachment Graduates for Induction & Preference Providing Companies Days/Weeks in First Mentoring Graduate Status. and Training Further - Promotion Graduates Timeframe Adaptation Productivity - Graduate Environment Working Transfer Skills Competency of Graduate Adequacy Opportunities on Job Attachment Views Employer Figure 1 Figure 2 Figure 3 Figure 4 Figure 5 Figure 6 Figure 7 Figure 8 Figure 9 Figure 10 Figure 11 Figure 12 Figure 13 Figure 14 Figure 15 Figure 16 Figure 17 Figure 18 Figure 19 Figure 20 Figure 21 Figure 22 Figure 23 Figure 24 Figure 25 Figure 26 Figure 27 Figure 28 Figure 29 Figure 30 Figure 31 Figure 32 Figure 33 Figure 34 Figure 35 Figure 36 Figure 37 Figure 38 Figure 39 Figure 40 Figure 41 Figure 42 Figure 43 Figure LIST OF FIGURES LIST TVET NATIONAL GRADUATE SURVEY GRADUATE TVET NATIONAL

NAMIBIA TRAINING AUTHORITY 8 NAMIBIA TRAINING AUTHORITY 9 TVET NATIONAL GRADUATE SURVEY GRADUATE TVET NATIONAL Graduates by Year - Number & Distribution & Distribution - Number Year by Graduates Region of Birth by Graduates Usual Residence by Graduates Completed Level Trade by Graduates & Work-in-Training Employment to on Elements related Perception by Graduates Rating and Provisions Conditions Training by Graduates Selecting Samefor Trade Main Reason by Graduates Selecting Samefor Institution Main Reason by Graduates Status Activity Economic Current by Graduates Graduation after Job Search of Duration by Graduates Job-Hunting Method Most Successful by Graduates Industry by Sector Graduates Monthly Income Gross Average by Graduates Benefit(s) Fringe/Other by Graduates Employment in Current Required Skills/Competencies by Graduates Employment in Current Required Skills/Competencies by Graduates Job Current for Level Qualification Best Matching by Graduates Job Choosing Current for Reason by Graduates Usefulness of Training Overall by Graduates 3 Years Next over Training & Further Change in Employment Intended by Graduates Training/Studies Status of Further by Graduates Programmes of Important Recommendation Training Changes for by Graduates Sex by Respondents - Distribution Completed Trades by Respondents - Distribution Business Startup - Status of Graduate Distribution Business Start-Up Graduate Underlying - Reasons Distribution Challengesin Starting by Own Business Graduates Self-Employed Background Training Employee with Business Major Challenges Experienced at Business Growth Attempts Businesses Support Sector to of Public and Private Types Suggested Businesses Support Sector to of Public and Private Types Suggested Criteria Evaluation of Performance Availability/Accessibility Employer Application Knowledge Theoretical Encouraging Employers in Windhoek workshop Reinhold Lugambo’s for photos Merged in Swakopmund. Site Construction Iita’s Henock One of Mr. The Godfryd in Windhoek. Plant Solar Power Kakumo from Entrepreneur Heita - Clothing Production Swakopmund. Ms. Frieda Klemensia Clothing Design cc. of Ongwediva-based photographs Merged at Rundu. Johannes Hikerwa of Mr. Workshop Table 1 Table 2 Table 3 Table 4 Table 5 Table 6 Table 7 Table 8 Table 9 Table 10 Table 11 Table 12 Table 13 Table 14 Table 15 Table 16 Table 17 Table 18 Table 19 Table 20 Table 21 Table 22 Table 23 Table 24 Table 25 Table 26 Table 27 Table 28 Table 29 Table 30 Table 31 Table 32 Table 33 Table 34 Table 1 Photograph 2 Photograph 3 Photograph 4 Photograph 5 Photograph 6 Photograph LISTS OF TABLES & PHOTOGRAPHS & OF TABLES LISTS Better Education for Africa’s for Education Rise Better Authority Property Business and Intellectual Agency Development International Canadian Centers Development Skills Community Program Improvement Sector and Training Education Cooperation International German Institutions Higher Education Plan Prosperity Harambee & Consultancy Research Heivencan Technologies and Communication Information Labor Office International Rights Property Intellectual Management of University International Center Enterprise Youth Katutura Interviews Informant Key Plan National Development Authority Namibia Qualifications Authority Namibia Training and Technology of Science Namibia University Act Training National Vocational Republic of Korea Sampling Methodology Social Science for Statistical Package Plan Study Work of Reference Terms Committee Steering Technical and Training Education and Vocational Technical of Namibia University Organization Cultural Scientific and Nations Educational, United (UNESCO) and Training Education and Vocational Technical for Centre International Centers Training Vocational Institutions Training Vocational

BEAR BIPA CIDA COSDECs ETSIP GIZ HEI HPP HRC ICT ILO IPRs IUM KYEC KII NDP NQA NTA NUST NVTA ROK SM SPSS SWP ToR TSC TVET UNAM UNESCO UNEVOC VTCs VTI LIST OF ABBREVIATIONS OF ABBREVIATIONS LIST TVET NATIONAL GRADUATE SURVEY GRADUATE TVET NATIONAL

NAMIBIA TRAINING AUTHORITY 10 NAMIBIA TRAINING AUTHORITY 11 TVET NATIONAL GRADUATE SURVEY GRADUATE TVET NATIONAL applied on collecting data from collecting applied on to In respect graduates. an online questionnaire completed graduates the latter, on a specialised based on via an Internet-hyperlink In Monkey). (Survey programme software survey completion and questionnaire boosting the response use of a wide making conducted were follow-ups rates, alia, email notifications, Short of methods, inter array reminders. Message Service (SMS) and telephonic and software the in Epi-Info captured Data were for the Statistical Package to subsequently exported analysis. (SPSS), for Social Sciences dominated comparatively cohorts are The graduate the and 42.2% Overall, females. males with 57.8% by respondents of the that 50.12% revealed findings with smaller fractions, unemployed remained either a Securing employed. or occasionally contractually, and an extensive an uphill battle job remains regular fully as only 12.9% are of the respondents process Self- self-employed. are 14.6% whereas employed, and is by respondents to according employment gainful secure endless efforts to by propelled large self- opportunities.employment Furthermore, of start-up capital; a lack by constrained are employers and and family savings on personal mostly relying friend support. registration, Difficulties in businesses and material, of tools/machinery lack competition, opportunities, customer jobs/tender contract limited space/ of operating limitations and a lack base other challenges. are workshops with satisfaction expressed have Although graduates contrasting shared employers their jobs and trades, as training graduate describe sentiments.Employers with the requirements and not compatible obsolete poses a major in turn which of the labour market, in the and thriving in coping graduates to challenge relevance, training In ensuring environment. work market and future meet current doing so, and by alia, adequate inter demands, the study recommends, and soft skills training, during attachment mandatory incorporation, curriculum training, entrepreneurial institutions, and among TVET programmes exchange and the broader NTA between collaboration enhanced industry. Providing first-hand information about the quality about the quality information first-hand Providing registered through offered programmes of TVET in the country; providers TVET and accredited of on the transition Obtaining information the labour market; into graduates graduates TVET which to the extent Reviewing or self- find gainful employment managed to have their to related directly in occupations employment trades; both unemployed by Identifying faced challenges and their perception graduates and employed and TVET; towards both in rates– employment graduate TVET Establish sectors. and informal the formal • • • • • Other key objectives included: objectives Other key a combination the study adopted Methodologically, methods. Longitudinal and qualitative of quantitative in sampling approach design, it applied a random by from solicitingresponses and self-employed employers (census-based form coverage A universal graduates. respondents, out to applied in reaching was approach) were sets of questionnaires three and accordingly, as the served main interviewing Face-to-face developed. and self-employed employers for tool data collecting was on online (digital) approach whereas graduates, As an overarching objective, the survey was aimed at was the survey objective, an overarching As aid the Namibia Training data to empirical generating in theof its ongoing delivery strategic Authority and equitable TVET accessible render to endeavor in the Vocational articulated services, mandate as per its Act, No 1 of 2008. (VET) The and Training Education whether TVET validate to also anticipated survey evolving with the keeping track were qualifications of the relevance in terms demandsthe of market labour thereof. and effectiveness, This report, the first of its kind, summarises key key This report,kind, summarises of its the first of amongst graduates conducted of a survey outcomes and Training Education Vocational Technical Namibia’s of period an extended over Conducted system. (TVET) cohorts from graduate targeted 12 months, the survey which institutions, TVET and accredited registered 41 and 2017. 2015 5 between Level 1 to at Level graduated 1. EXECUTIVE SUMMARY 1. EXECUTIVE educated and skilled society for regional integration and integration regional for society and skilled educated The competitiveness. as global as well development, be to policies and programmes TVET calls for strategy Radical 2013). (UNESCO, national strategies in grounded been have SADC member states by lines of intervention in greater has subsequently resulted which adopted, and development skills to and prioritisation attention of the promotion sector, in the informal employment training. and self-employment entrepreneurship is very there recognition, the regional Notwithstanding within SADC available on TVET evidence research little whether fromsupporting process, this envisioning member SADC Five sources. academic or evaluation 2010 of the beneficiaries Namibia, are including states, for Africa’sEducation Rise (BEAR) Better five-year of TVET review a comprehensive that offered initiative, of the Government by Funded in the region. provision sees member (ROK), the initiative the of Korea Republic of 10 budget a combined equally sharing countries implement TVET BEAR aimed to million US$. Overall, SADC countries in selected programmes sectoral Malawi, Republic of Congo, Democratic (Botswana, public and private Namibia and Zambia) through and base the knowledge improve and to partnership, evidence- develop to systems of local TVET capacity 2016). policies (Galguera, TVET based seems a sector the TVET assigned to priority Low in most African thread common Similarly, countries. a range by is characterised sector the TVET Namibian of practical a significant lack including of challenges, labour to responsiveness inadequate relevance, needs, insufficient infrastructuremarket and outdated in turn which throughputs, low equipment. Extremely is another in teaching quality poor to can be attributed whereas 2017), and Lolwana, (Oketch challenge key general to as being inferior is also portrayed the sector education, serving youth of curbing a main purpose unemployment. TVET Namibia’s in 1990, independence Before fragmented decentralized, was and male- system and in a number of ways Inappropriate dominated. by characterised was the sector supported, not well fragmentation and ethnic lines – a situation along racial Namibians of training black many deprived which to reduced was TVET opportunities. Predominantly, mostly training and industries industry-based training institutions at TVET work. specifically in their line of on focused and largely centralised the time were denied eligible rural which offerings, trade traditional opportunities. enrollment Compared to access learners male- remained TVET sector, the Higher Education to up more take to encouraged were as women dominated as teaching options, such career ‘gender-appropriate’ and nursing. the Ministry of independence, days the early During charged was Development of Labour and Manpower at national of managing TVET with the responsibility the national and develop protect with the aim to level, promote and to the fullest potential to human resources The value of TVET is also clearly recognised within recognised clearly is also of TVET The value African of the Southern and programmes the work the past (SADC). Over Community’s Development and aligned with the objectives years, thirteen and on Education in the SADC Protocol enshrined has been advocating UNESCO of 1997, Training in the sub-region support TVET for increased for Strategic The SADC Regional Indicative 2016). (Galguera, the importance also stresses Plan of 2003 Development an promoting by development regional for of TVET At a continental level, the TVET sector has equally has equally sector the TVET level, a continental At The African support and recognition. received Union as crucial and distinguished TVET recognised in 2007 and productivity employability, workers’ improving for (African growth economic support inclusive to Union, assigned emphasis on the importance of The AU 2007). that the delivery of quality stressing teaching, quality as of teachers, is dependent on the competence TVET technical knowledge, of theoretical in terms measured abreast as keeping as well and pedagogical skills, TVET The AU in the workplace. technologies with new as a key TVET acknowledges and large by Strategy aspect that and a crucial national development catalyst competency-based through acquisition skills promotes for employment. testing and proficiency training TVET patterns, however, vary significantly across significantly vary across however, patterns, TVET assert and Delluc (2001), Atchoarena nation states. educational, political, in historical, that differences for account largely contexts and economic cultural conditions operating in structures, variation such PhD dissertation In a 2016 with the and outcomes. Preckler Miriam of Madrid, University Autonomous widely andvaries is diverse that TVET stresses Galguera from also common are but there country, country to namely demographical face, to challenges global struggles, and labour market economic constraints, and communication information globalization, peace sustainable development, (ICTs), technologies engagement. youth as as well concerns, and security posits (2016) in Galguera as cited aside, Beduwe, Variants a readymade be handled like cannot however that TVET and without that can be used studying its nature tool take has to it in which deeply the context analysing by historical influenced and large, action,it is by as philosophies of training. as diverging as well factors, TVET plays an essential role in producing graduates graduates in producing an essential role plays TVET duties with interact to them that allows with reflexes Hadi Ab et al., 2015). (Mohd Yusop in the workplace Nations the United to and according Traditionally, Organisation Cultural Scientific and Educational, of education and is a sub-sector TVET (UNESCO), of skills a wide range encompassing training national and to opportunities accustomed development concept as a broader is described TVET local contexts. learning and informal non-formal formal, that comprises of institutions, a wide range across place that takes starting from of public and private the inclusion schools, tertiary education organisations, institutes, vocational at the locations, study in different projects community 2009). (UNESCO, centers 2. BACKGROUND TVET NATIONAL GRADUATE SURVEY GRADUATE TVET NATIONAL

NAMIBIA TRAINING AUTHORITY 12 NAMIBIA TRAINING AUTHORITY 13 TVET NATIONAL GRADUATE SURVEY GRADUATE TVET NATIONAL Zusammenarbeit (GIZ) (German International International (German (GIZ) Zusammenarbeit International and the Canadian Cooperation) their support, With (CIDA). Agency Development wide-ranging and adopted developed Namibia has support the transformation to policies and reforms the country’s Aligned to sector. of the country’s TVET a 15-years’ growth, economic for national aspirations Program Improvement Sector and Training Education the strengthening targeted which launched, was (ETSIP) of the and efficiency effectiveness, of the quality, (Ministry of Education, country’s education system 2007). been the has successful Another important innovation Aimed programme. levy of a training introduction funding in sector additional private at sourcing funding sustainable model, this establishing a more fundingof theboth stability ensure to seeks programme as as well capacities, local training develop needed to The outcomes. training to improve of financing the level through mobilises additional resources levy training development of skills and quantity the quality which needs of the meet the training to can be accomplished and the disadvantaged. the unemployed employed, lead positioned to and centrally is well the NTA Today, skills appropriate towards the aspiration national policies TVET the nation. Namibia’s for development the national macro-economic aligned to better now are in the National as articulated aspirations, growth Specifically, 2030. Plans (NDPs) and Vision Development information knowledge, acknowledges 2030 Vision of long the attainment to as central and technology of the Republic (Government goals development term and NDP5 both NDP4 whereas of Namibia, 2004), a to attract reforms TVET specific emphasis of make them prepare and effectively of trainees wider range in high demand in the labour market. jobs that are for - a Plan (HPP) Prosperity the Harambee Equally, action plan that targeted (2016/17-2019/20) four-year and Vision of NDP5 goal the long-term complements knowledge of skills, as a source TVET - recognised 2030 in productivity drive to required and technology societies. The HPP and transitional knowledge-based of Recognition expansion, TVET’s for advocates explicitly services of TVET quality improved (RPL), Learning Prior as as well public image of TVET, an enhanced provision, and funding. apprenticeship introduced the NTA reforms, partAs of intensified for Strategy and Expansion the Transformation and Training Education and Vocational Technical fundamentally advocates in 2016, which (TVET-TES) of the TVET and expansion the transformation for transformation of (a) programmatic in terms sector the quality and growing (improving and expansion transformation and (b) physical of programmes) physical and growing (improving and expansion infrastructure, equipment and financing) with the view Moreover, high impact in defined priorities. achieve to programmes align TVET better to seeks the strategy demands, while labour market and future with present expertise trade-specific to exposure trainees’ facilitating training as strengthening as well and job attachment curriculum and TVET relations andinstitutions industries of the realisation enhance to seeks The strategy review. Congruently, the NTA became a member of the the NTA Congruently, and Vocational Technical for Centre International in (UNESCO-UNEVOC), Centers and Training Education Labour Other2015. partners the International include Union (EU), the World (ILO), European Organisation für Internationale Bank, Gesellschaft the Deutsche As a country, Namibia is a party to the United Nations, the United Namibia is a party to a country, As Educational, Nations the United extension, and by Founded (UNESCO). Organisation Cultural Scientific and through training acknowledges in 1946, UNESCO and an indispensable development to education as key per As 2011). (UNESCO, progress to humanity for tool and build create aims to UNESCO its constitution, of the eradication on peace, based world, a better and intercultural sustainable development poverty, and culture education, science, dialogue through has since UNESCO 1945). Constitution, (UNESCO reforms to with respect player been a key independence The sector. TVET supportand Namibia’s securing for support to offered - 2021 2016 Strategy TVET UNESCO the enhance Namibia, to including member states, nationals of all age equip system, of the TVET relevance decent employment, for required with skills groups and to learning, and lifelong entrepreneurship work, for the 2030 implementation of Agenda to contribute is instrumental The strategy sustainable development. youth foster In particular, it aims to the sector. to and equity promote and entrepreneurship, employment green to the transition and facilitate gender equality 2016). and sustainable societies (Galguera, economies In rising to these challenges, Namibia, through the NTA, Namibia, through these challenges, to In rising and under the supervision of the Ministry of Higher has made and Innovation, Technology Education, and the sector and grow to promote significant strides to of graduates and competence the ability enhance In line with the development. economic to contribute Act in its enabling legislation (VET articulated objectives the to access enhance to seeks work the NTA’s of 2008), the sector’s competitiveness grow and to sector TVET needs meeting the skills by and responsiveness the also performs Theof industry NTA sectors. and financialimportant assurance functions of quality provisioning. A 1993 study which focused on determining Namibia’s Namibia’s on determining focused study which A 1993 deficits in serious and planning needs uncovered TVET to According sector. all aspects of the country’s TVET improvement of substantial the (1993), possibility Turner ‘farfetched’, was medium the term short to over of Namibian TVET lack the serious considering TVET the of classification, at the time. In terms teachers with public institutions of different comprised system training formal for (VTCs) Centers Training Vocational (COSDECs). Centers Development Skills and Community comprehensive manpower development programmes programmes development manpower comprehensive to in accordance training, work-related provide to (Ministrythe needs of Labour the of and economy placed later was TVET 1991). Development, Manpower of the then Ministryunder the care of Higher Education, the following Creation, and Employment Training Training of the National Vocational promulgation of public high levels by in 1994, backed Act (NVTA) investment. ‘fragmented between different types of providers and of providers ‘fragmented types different between and consistent a comprehensive does not constitute the The report cites also 2016). (UNESCO, network’ trainee sufficient enroll to of capacity sector’s lack skills, of foundation a lack of trainees, numbers trainer substandard living conditions, trainee precarious training equipment and a lack qualifications, deficient embark wishing to graduates of support to mechanisms a wide It also highlights journeys. on entrepreneurial in finding graduates trainee by faced of challenges array gainful employment. to of ongoing reforms the background Against the and in validating system the country’s TVET to endeavor of its ongoing strategic effectiveness workers a sustainable pool of skilled establish and grow initiated the NTA of the economy, the development for cohorts from graduate targeting survey a graduate institutions, who TVET and accredited registered 41 and 2017. 2015 5 between Level 1 to at Level graduated Distinct from studies, other higher tracer education the aimed at evaluating predominantly this study was shed light on impact sector’s and to economic TVET It and employers. graduates by faced the challenges can data so derived that the empirical anticipated was current in recalibrating a substantial contribution make and in designing and implementing programmes reforms. future Notwithstanding the radical transformative efforts transformative the radical Notwithstanding and service the the NTA, product by spearheaded blurred. institutions remains positioning of local TVET Report 2016 on in the UNESCO acknowledged As Review Policy and Innovation Higher Education TVET, remains system on Namibia, the country’s TVET national development agendas, such as Vision 2030, the 2030, as Vision agendas, such national development the Harambee Plan (NDP5), Development National Fifth Policy, the Industrial Namibia (HPP), Plan Prosperity Plan and the Growth the National Human Resources 2030 In particular, Vision 2018). (NTA, Home Strategy At and high-quality unified, flexible an integrated, calls for to and equal access system education and training institution training and education vocational excellent by sector the TVET reform to seeks NDP5 whereas equitable, to access and transforming expanding and future that meets the current TVET high quality the Harambee Moreover, demands of the labour force. of skills, as a source TVET prioritise Plan (HPP) Prosperity productivity drive needed to and technology knowledge the societies for and transitional in knowledge-based the Ministrycentury of Higher whereas twenty-first the for Strategy and Innovation Training Education, and Technical of Quality and Expansion Transformation seeks in Namibia and Training Education Vocational and future present to programs training align TVET to amongst others. job requirements industries TVET NATIONAL GRADUATE SURVEY GRADUATE TVET NATIONAL

NAMIBIA TRAINING AUTHORITY 14 NAMIBIA TRAINING AUTHORITY 15 TVET NATIONAL GRADUATE SURVEY GRADUATE TVET NATIONAL towards TVET; and TVET; towards of the TVET rates the employment Establishing sectors. and informal – both in the formal graduates e) Notwithstanding the impact of current TVET strategies, strategies, TVET the impactNotwithstanding of current on and return training plans and programmes; in the sector’s crucial considerations remain investment the outcomes Hence, and expansion. ongoing reform importance of critical remain outcomes of this survey whereas national initiatives, current such in validating also of particular importance are to these outcomes the within TVET necks in identifying bottle the NTA remedial appropriate design and offer and to system interventions. Providing information about the quality of TVET of TVET about the quality information Providing and all registered through offered programs Namibia; in providers TVET accredited of the on the transition Obtaining information the labor market; into graduates graduates TVET which to the extent Reviewing or self- find gainful employment managed to have their to related directly in occupations employment training/competencies; both unemployed by Identifying faced challenges and their perception graduates and employed

a) b) c) d) 3. OBJECTIVES 3. OBJECTIVES The key objectives of this TVET Graduate Survey include include Survey Graduate of this TVET objectives The key the following: Contact Information Contact 1. Email Address Number 2. Cell 3. Landline Number 4. Address Postal Details. Contact Address/Employers 5. Work Demographic Information Demographic 1. Name and Surname Number 2. ID/Passport 3. Sex 4. Nationality Status 5. Citizenship Information Education Institution Name 1. TVET 2. Student Number Undertaken 3. Trade of Exit/Graduation 4. Year Table 1: Response rates 1: Response rates Table sampling frame graduates. 3102 of a total yielded to realised. were rates response the following Moreover, 4.3.1 Universal Coverage or Census-Based Approach or Census-Based Coverage 4.3.1 Universal all the account into takes approach The census-based the sampling units of the population. In this case, since frame As such, was undertaken. no sampling is finite, who met the criteria graduates TVET all the 3,102 partake to qualified the in sub-sectionarticulated above, in the study. 4.3.2 Sensitisation by the Minister of the survey an official launch Following an and Innovation, Technology of HigherEducation, multimedia was sensitisation campaign intensive amongst target awareness create upon to embarked population respondents. designed and placed this end, advertisements were To A platforms. and print television on social media, radio, high advertisement publication and broadcast relatively frequency maintained throughout. was on Internet placed emphasis was Greater page, Facebook official advertisements via the NTA’s people, of which of about 69,000 has a following which highly This proved graduates. TVET are the majority and about the survey in sensitising graduates effective participate. that they about the expectation 4.3Sampling Approach as considered were sampling approaches Two the namely; study for (a) the systematic appropriate and (b) the universal sampling approach random The sampling approach. or the census-based coverage frame as as well demographic the following included graduate: each for information contact Multidimensional methods were however initiated initiated however Multidimensional methods were - consultant The leading this challenge. address to two – initiated & Consultancy Research Heivencan friends a “tell (a) approaches: remedial a friend” tell to details contact and (b) obtainingcampaign, graduates’ calls were telephone from Additionally, graduates. fellow the updated 1 below, in Table shown As later. initiated, The sampling frame as obtained from is the NTA certified between set of all graduates a complete institutions in registered TVET 41 at and 2017 2015 data cleaning thorough following Namibia. However, the validation, information contact and personal sampling frame of 3102, as the majority to reduced was of a high degree due to not be reached could graduates phone numbers. or inactive disconnected 4.2 The Sampling Frame By definition, a sampling to define is a list used frame The frame population of interest. a researcher’s defines a set of elements from can select a a researcher which a sampling Commonly population. sample of the target frame namely (a)) it depicts main purposes, has two of the units in and characteristics the basic the size the study pertains, which and (b) it the population to details of units in the contact in population provides a to questionnaires survey and administer reach to order sample of units, in this case. The target population consisted of all TVET graduates graduates of all TVET population consisted The target institutions TVET credible at 41 who graduated and who acquired and 2017 2015 countrywide between 5. qualifications Level to TVET 1 Level from 4.1 Target Population 4.1 Target Exploratory in its nature, the methodology agreed upon the methodology agreed in its nature, Exploratory design aspects, the target including other key captures population, sampling frame, approaches data collection This study employed and cleaning. and data capturing and qualitative of both quantitative a combination methods. In considering the objectives of this Tracer Study to to Study of this Tracer the objectives In considering at 41 cohorts who graduated graduate TVET survey 2015 institutions countrywide between TVET credible qualifications TVET and who acquired and 2017 from agreed 5, a longitudinal was design Level 1 to Level both qualitative constructing of the purpose upon for of the of the attributes descriptors and quantitative system. Namibian TVET By definition, a survey is a research method used for method used research is a a survey By definition, data fromcollecting respondents of group a predefined of topics various and insights into gain information to interest. 4. METHODOLOGY TVET NATIONAL GRADUATE SURVEY GRADUATE TVET NATIONAL

NAMIBIA TRAINING AUTHORITY 16 NAMIBIA TRAINING AUTHORITY 17 TVET NATIONAL GRADUATE SURVEY GRADUATE TVET NATIONAL enter data emanating fromenter interviews the telephonic and graduates theself-employed of graduates, work field after days began three the employers in the formatted initially Data entrycommenced. was the data was which after programme, software EpiInfo data entry A analysis. manager SPSS for to transferred supervised the data entry Questionnaire officers. consistency for and evaluated inspected subsets were instituted. was system A monitoring and completeness. 0.5%, above rates error administration of In the event for respondents to their return to had team the field collection and data to allow The decision rectification. data entry allowed run parallel to data entryexercises to the data feedback provide to time officials sufficient A observed. were when discrepancies team collection this statistician oversaw and the survey leader team of the Statistical Act, the In line with the provisions work. at for and disposed materials all survey keep is to NTA and anonymity. in confidence 10 years, least 4.6 and Limitations Challenges In updating the sampling frame, established it was a good number of for that the information contact of the in the alumni databases as provided graduates, either incomplete, institutions, was training respective and of data filtering in terms Due diligence or incorrect. in and resulted overlooked was in this respect cleaning of time and costs. in terms the project adjustments to The detected. was number of outliers A greater sampling frame either who have of persons consisted timeframe. – 2017 the 2015 during not graduated Since TVET at any training did not undergo these persons resulting subsequently removed, were institution, they in a smaller sampling frame. , as commissioned at the , as commissioned Version 25. and SPSS Version Graduate Questionnaire; Graduate and Questionnaire; Employer Questionnaire (Entrepreneur) Self-Employed

a) b) c) 4.5 and Data Capturing Cleaning for allowed programme software Monkey The Survey be to questionnaire the graduate for online responses an online to and transferred automatically captured SPSS and other in Excel, that is readable database were Individual responses packages. statistical software Excel to exported data file was created. For the purpose of For the purpose was created. An SPSS data file to defined in SPSS. Work were variables analysis, This undertaking enriched the data collection tools tools the data collection This undertaking enriched processes development mechanisms and data quality and Planning Division Research The NTA’s substantially. and processes all tools, and approved evaluated the main fieldwork. to prior procedures, Tools, processes and procedures were workshopped workshopped were and procedures processes Tools, assessment a standard whereas stakeholders, with key levels the competency determine used to was tool and and supervisors. Enumerators of enumerators field supervisors in a comprehensive also participated and data entry exercise. training work Generally, it is pertinent that tools are understood understood are it is pertinent that tools Generally, manner. and matching in an exact and administered to pre-test a robust the main study, Preceding of the and reliability assess the validity intensively was and procedures processes tools, data collection in the Khomas region. conducted 4.4 Pre-Testing/Piloting of Tools 4.4 Pre-Testing/Piloting Owing to the low online survey response rate, follow- rate, response online survey the low Owing to calls and Short telephone emails, Message ups through interviews Telephonic conducted. Service (SMS) were not who could graduates with conducted were the not access via email, or who could be reached Face- the online questionnaire. complete to Internet used in soliciting responses were interviews to-face from and the namely employers groups, the other two (entrepreneurs). self-employed official launch. official launch. Diverse forms of interviews were used to collect collect used to were of interviews forms Diverse data data. In particular, the graduate the required approach a digital survey took process collection online an questionnaire completed graduates whereby – https://www. hyperlink Internet on a provided surveymonkey.com/r/9YXCQJP 4.3.3 Approach Data Collection the tools main data collecting were Questionnaires largely was used. The the design of questionnaire views precise lobby closed-ended in an effort to editing, and coding, relax as to and opinions, as well were sets of questionnaires In particular,three analysis. namely; developed In mitigating the low online survey response rate, rate, response online survey In mitigating the low of The absence intensified. were interviews telephonic the as was partake, to graduates encourage to incentives impact. the also had pilot phase, an adverse case during work field during a burden proved The language barrier questions interpret to struggled as some respondents in the English language, responses and formulate of the completion as it pertainsespecially insofar to less of a was This questionnaires. the online survey team field where interviews the telephonic for concern fromassisted enumerators ethnic backgrounds diverse vernacular questions into and clarifying in translating languages. Low response rates are generally associated with with associated generally are rates response Low and indeed this phenomenon could online surveys, analysis A comparative this survey. for be observed online surveys for rates response of Duncan (2008) by sources nine literature across surveys and paper-based 20 between varied rates that online response indicated destination survey a graduate Similarly, percent. and 47 universities Cape cohortsof the 2010 from Western three and University Stellenbosch Town, of Cape (University an online survey points to University) Peninsula Cape The percent. 26.7 to 20 of between rate response higher education for survey national graduate 2018 Higher for the Council Namibian National by conducted of cohorts and 2013 (University the 2012 for Education and Technology of Science Namibia, Namibia University a of Management) recorded University and International rate. response 25% mere TVET NATIONAL GRADUATE SURVEY GRADUATE TVET NATIONAL

NAMIBIA TRAINING AUTHORITY 18 NAMIBIA TRAINING AUTHORITY 19 4.3 TVET NATIONAL GRADUATE SURVEY GRADUATE TVET NATIONAL 4.6 40+ 4.0 35.8 5.8 32.0 2017 7.8 38.7 35-39 4.2 Total Total 34.0 21.9 37.1 25.5 2016 30-34 Female Female 19.2 31.6 Male Male 55.7 30.2 53.2 25-29 30.9 57.6 2015 29.7 12.3 8.9 5.0 0.0 19-24 15.0 10.0 35.0 25.0 20.0 30.0 45.0 40.0 14.9 0.0 10.0 30.0 20.0 50.0 70.0 60.0 40.0 Figure 2: TVET Graduates by age and sex by Graduates 2: TVET Figure Figure 2 presents the distribution of graduates by age and sex. The majority of the graduates are aged 25 to 29 years 29 years aged 25 to are of the graduates The majority age and sex. by of graduates the distribution 2 presents Figure 29 25 to the age group belong to (57.6%) males More and above. aged 40 years are while less than 5 percent (55.7%), (53.2%). females to compared years, Figure 1: Graduates by Age and Age Sex by 1: Graduates Figure 5.1 TVET Graduates, 2015 – 2017 Cohorts – 2017 2015 Graduates, TVET 5.1 Information Biographical 5.1.1 almost equal percentages and points to of training of completion year by of graduates the distribution 1 captures Figure 35.8%, 2016, 2017, in 2015, i.e. 34.0% and 30.2% who graduated trainees years, all three for be observed that could their to compared (37.1%) and 2016 (30.9%) in 2015 graduated that they indicated male graduates More respectively. compared graduated, that they reported (38.7) graduates female more where 2017 for except counterparts, female at the in graduates increase has been a year-on-year that there It can be observed (32%). their male counterparts to in 2017. percent in 2016, and 35.4 percent 33.5 in 2015, graduated 29 percent institutions – on average A total of 2668 graduates participated. Comparatively, male respondents dominated. The data interpretations and The data interpretations dominated. male respondents Comparatively, participated. graduates of 2668 A total main areas. three around and structured arranged findings are 5. INTERPRETATIONS AND FINDINGS 5. INTERPRETATIONS 3.1 0.6 1.0

0.6 50+ stated Not 0.5 0.2

0.6 0.4 Other 2.9

3.4

0.9 Zambezi 0.9 4.3 0.5 45-49 2.8

1.4 8.6 Otjozondjupa

12.5 Oshikoto 2.8 11.0 2.2

16.8 2.9 Oshana 40-44 3.2 11.1

24.1 Omusati Total 0.8 5.8 1.4 4.6

Usual residence 2017 Omaheke 5.3 35-39 7.2 7.9 15.7

2016 Ohangwena 0.9

1.4 21.9 Kunene 14.5 Place of birthPlace 2015 25.6

25.1 30-34 7.3 Khomas 26.9 1.7 2.5 55.8

5.1 Kavango West Kavango 60.6 4.6

25-29 53.7 0.7 East Kavango 52.4

1.1 Hardap 12.7

12.3

3.2 Erongo 16.6

19-24 12.0

4.0 1.7 Karas 7.6 5.0 0.0 0.0 15.0 10.0 10.0 25.0 20.0 30.0 30.0 20.0 50.0 70.0 60.0 40.0 Figure 4: TVET Graduates by place of birth place and by usual residence Graduates 4: TVET Figure Figure 3: TVET Graduates by year of completion of TVET training and training age of TVET of completion year by Graduates 3: TVET Figure Figure 4 captures the aspects of place of birth and place of residence. Responses point to the majority of the graduates of the graduates the majority to Responses point the of birth aspects of place of residence. 4 captures and place Figure (12.5%), and Oshikoto (15.7%) Ohangwena Oshana (16.8%), northern namely in the (24.1%), Omusati four O-regions, born is concerned, of residence as place far and males. As amongst can be observed females The same pattern respectively. and Oshana Omusati (11.1%) (12.7%), Erongo in the Khomas (25.6%), reside that they reported of graduates the majority and males. amongst can be observed females The same pattern regions. (11%) Figure 3 summarises the age distribution of graduates by year. More graduates aged 25 to 29 years (60.6%) graduated in graduated (60.6%) years 29 aged 25 to graduates More year. by of graduates the age distribution 3 summarises Figure (52.4%). and 2015 (53.7%), in 2016 cohorts who graduated the other two to compared 2017, TVET NATIONAL GRADUATE SURVEY GRADUATE TVET NATIONAL

NAMIBIA TRAINING AUTHORITY 20 NAMIBIA TRAINING AUTHORITY 21 1.1 1.3 1.7 1.6 6.1 0.1 0.1 0.1 0.1 0.1 0.1 1.0 11.1 3.3 5.3 5.2 2.2 5.6 3.9 9.6 0.3 0.7 0.7 6.9 0.6 0.0 0.0 0.0 0.0 0.0 0.8 0.4 11.6 18.0 100.0 Percent 0.4 TVET NATIONAL GRADUATE SURVEY GRADUATE TVET NATIONAL 0.6 Separated 1 1 1 1 1 3 3 3 2 2 7 4 12 21 19 16 18 26 43 30 34 89 60 46 141 162 185 0.2 105 149 140 257 297 309 480 2668 Number 0.2 0.3 Widow(er) 0.1 Total 0.3 0.4 Divorced Female 0.2 Male 7.2 10.7 Trade completed Trade Married 4.5 92.0 88.0 Never Married Never 95.1 0.0 10.0 30.0 20.0 50.0 70.0 60.0 90.0 80.0 40.0 100.0 Building and civil HR Development Care Water Navigation Theology Business management Awareness and Hazard Firefighter Operator Mechanical Avionics Animal husbandry Basic Reflex Not stated Frame Input Output Controller (FIOC) Input Output Controller Frame Forklift driving Forklift Counselling (ECD) Childhood Development Early and therapy cosmetology Hairdressing, Logistics & Supply Chain Logistics Air conditioning andAir conditioning refrigeration Millwright Electronics Instrumentation Welding and metal fabrication Welding and turner Fitter Automotive engineering, diesel mechanic Automotive and plastering laying Brick and tourism Hospitality Boilermaker Joinery and cabinet making Clothing production Construction engineering Construction Electrical general Plumbing and pipe fitting Plumbing and pipe fitting Office Administration Administration Office Total As summarised in Table 4, the occupational area of ‘Office Administration’ (18%) ranked highest amongst the respondents as highest amongst the ranked (18%) Administration’ of ‘Office 4, area the occupational in Table summarised As General’and ‘Electrical (11.1%). (11.6%) Pipefitting by ‘Plumbing and followed and certification, of training an area Figure 5: TVET Graduates by marital status and marital sex by Graduates 5: TVET Figure In terms of current marital status, about 92 percent of the graduates reported that they have never been married, while while been married, never have that they reported the of graduates percent 92 about status, marital of current In terms married. currently are they that revealed percent only 7.2 Table 4: TVET Graduates by trade completed trade by Graduates 4: TVET Table 1.1 0.1 0.6 1.5 0.2 0.9 Degree 0.7 0.0 Not stated Not stated 0.3 0.1 2.4 1.9 0.1 Total NVC L4 Degree 0.1 2.8 20.2 Advanced No 19.1 Female 1.1 3.3 20.9 1.6 5.0 Male NVC L5 NVC Diploma 2.0 0.8 79.3 Total Total 6.3 2.0 Yes 80.0 2.7 8.2 Other 1.5 78.7 4.9 Not stated Female Female 0.0 5.6 8.7 10.0 30.0 20.0 Male Male 50.0 70.0 90.0 60.0 80.0 40.0 5.4 12.3 Figure 6: TVET Graduates by job attachment during their course of studies and sex their during course job attachment by Graduates 6: TVET Figure Higher NVC L2 NVC 5.8 6.0 Certificate 17.7 15.7 14.7 14.6 NVC L1 Grade 10 Grade 16.4 20.0 60.5 75.4 75.4 56.4 NVC L3 Grade 12 Grade 75.3 63.6 0.0 0.0 10.0 10.0 30.0 20.0 30.0 20.0 50.0 50.0 70.0 70.0 60.0 60.0 80.0 40.0 40.0 Graduates were asked whether they had whether they asked were Graduates during attachment job any undergone 6 shows Figure of training. the course reported 80 percent to close that, overall, than (80%) females More job attachment. have that they indicated males (78.7%) their during job attachments undergone of studies. The job attachment course high participation aspect and the relatively the is important as it points to rankings participated having of graduates majority were they in opportunities which through conditions. work with real familiarised be cast on could aspersions However, during received they whether the training indeed stints were their job attachments job point to Some responses value. of any opportunities as obsolete, attachment the labour misaligned and not matching expectations. market’s Figure 7: TVET Graduates by Level of education before TVET Training and sex Training TVET of education before Level by Graduates TVET 7: Figure 5.1.2 Job Attachment & Work Experience During Course of Training of Training During Course Experience & Work Job Attachment 5.1.2 Figure 6: TVET Graduates by TVET highest qualification level and sex highest qualification level TVET by Graduates 6: TVET Figure 12. as Grade courses TVET for enrolling of education before their level indicated of the graduates percent than 75 More The majority (60.5%) of the graduates reported the National Vocational Certificate (NVC) Level 3 as the highest qualification Level (NVC) Certificate the Vocational National reported of the graduates (60.5%) The majority Only qualification. 3 as a highest TVET Level obtained NVC (56.4%) females to compared (63.6%) males obtained. More of the 5. About 6 percent Level NVC is qualification that their that highest TVET reported of the graduates 3.3 percent diplomas. and certificates include which qualifications, otherTVET as their qualifications highest reported graduates TVET NATIONAL GRADUATE SURVEY GRADUATE TVET NATIONAL

NAMIBIA TRAINING AUTHORITY 22 NAMIBIA TRAINING AUTHORITY 23 % 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 Total TVET NATIONAL GRADUATE SURVEY GRADUATE TVET NATIONAL % 2.5 2.5 2.2 2.2 2.6 2.8 8.2 2.4 6.0 Not stated 10.9 % 6.7 8.7 11.8 12.3 16.2 16.8 14.4 22.3 22.8 Excellent 10.3 Not stated 11.3 % 21.0 14.2 10.8 27.9 27.9 22.2 29.2 27.4 26.8 Very Very Good Total % 7.8 8.5 9.4 8.9 11.2 11.6 13.2 12.0 10.0 34.8 Neutral No 48.7 % Female 35.1 41.8 27.3 35.2 32.3 38.5 43.3 34.3 40.6 Good 24.1 % 3.1 7.5 2.7 6.5 2.9 2.8 Male 12.7 41.2 28.8 Poor 54.4 41.0 Yes 64.6 0.0 10.0 30.0 20.0 50.0 70.0 60.0 40.0 Support search of job attachments Support search of employment/job Offers for acquisition of key competencies of key acquisition for Offers Practice-oriented teaching contents teaching Practice-oriented job attachments Mandatory Relationship between theory and practice Relationship between Subject matters (Course contents) are up to up to are contents) (Course Subject matters practical requirements to with regards date staff of teaching experiences Practical Preparation for work for Preparation Elements related to employment and work and work employment to Elements related programme in training 5.1.3 Study Conditions and Facilities at the TVET Institution at the and TVET Facilities Study Conditions 5.1.3 More institutions. at training and provisions conditions training to with respect of graduates perceptions 6 collates Table facilities recreational trainee with staff, that opportunities consultation for indicated of the graduates than 80 percent that revealed percent 76 than More good, or excellent. good, very were learning, of classroom on campus, and quality of technical lab), the quality instruments, computer lab equipment, measuring equipment (e.g. of technical availability good, were materials and the supply of training access) Internet books, (e.g. materials equipment, the supply of learning and the programme that the job attachment reported than 62 percent more Furthermore, very good, or excellent. excellent. very good, or good, were institution policies, TVET influence to trainees for chances Table 5: TVET Graduates by perception on elements related to employment and work in training programme in training and work employment to on elements related perception by Graduates 5: TVET Table Figure 7: TVET Graduates by paid job attachment during their course of studies and of studies sex their during course job attachment paid by Graduates TVET 7: Figure and the work-in-training employment to on elements related of graduates 5 highlights the perceptions Table staff and the of training experiences practical that the perceived reported than 50 percent More programme. of practical the currency to regard With good, or excellent. very theory were and practice between relationship and content teaching that practice-oriented revealed percent than 41 more work, for and preparation requirements the aspect of to 34.3 agreed Furthermore, percent very good, or excellent. were content (course) subject matter of key the acquisition for offered programmes that training agreed percent 43.3 whereas job attachment, mandatory them when to rendered support that poor quality was reported percent 32 However, of good quality. were competencies of the quality rated respondents of the graduate percent opportunities; while 41.2 job attachment for search to tried they as poor. employment, secure them to to support rendered More than half (54.4%) of the graduates revealed that they participated in paid job attachments, while 34.7 percent while 34.7 percent job attachments, in paid participated they that revealed of the graduates half (54.4%) than More than their female job attachments paid reported males (64.6%) more Furthermore, attachments. job underwent unpaid females. were 48.7 percent job attachment, not a paid that it was Amongst thosewho indicated (41.0%). counterparts % 1.1 1.5 1.5 1.5 1.3 1.3 1.3 1.2 1.0 7.0 Not stated % 7.8 17.2 21.3 13.2 21.2 16.3 13.8 10.3 14.5 20.7 Excellent 0.7 % 27.1 21.5 21.3 21.9 21.9 17.4 14.4 23.7 20.7 24.2 Very Very 1.0 Good Not stated 0.5 % 8.5 8.6 11.0 13.3 13.7 15.7 13.2 12.2 13.6 12.6 Neutral Total % 43.1 42.1 40.1 36.2 39.4 42.2 34.9 43.0 45.4 40.7 Good 22.6 No 22.1 % 6.1 1.8 6.6 8.7 2.8 6.9 6.4 6.8 16.8 18.8 Female Poor 23.0 Male 76.7 Yes 76.9 76.5 0.0 10.0 30.0 20.0 50.0 70.0 60.0 90.0 80.0 40.0 Quality of technical equipment of technical Quality materials Supply of training of buildings Quality Chances for trainees to have an influence on TVET TVET on an influence have to trainees for Chances institution policies lab equipment, equipment (e.g. of technical Availability lab) instruments, computer measuring Job attachment programme Job attachment Supply of learning materials (e.g. books, internet internet books, (e.g. materials Supply of learning access) Quality of classroom learning of classroom Quality with staff consultation Opportunity for Trainees recreational facilities on campus facilities recreational Trainees Training conditions and provisions rating and conditions provisions Training Figure 8: TVET Graduates by preference in choosing the same and trade sex preference by Graduates 8: TVET Figure 5.1.4 Perception of TVET Trade Offerings Trade of TVET Perception 5.1.4 select the same opt to would highlighting that they (76.7%) the of graduates the majority 8 points to Figure among can be observed The same pattern do so. the opportunity to be afforded again, should they area occupational both sexes. Table 6: TVET Graduates by training conditions and provisions rating and conditions provisions training by Graduates TVET 6: Table TVET NATIONAL GRADUATE SURVEY GRADUATE TVET NATIONAL

NAMIBIA TRAINING AUTHORITY 24 NAMIBIA TRAINING AUTHORITY 25 % 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 Total 100.0 100.0 100.0 100.0 100.0 100.0 TVET NATIONAL GRADUATE SURVEY GRADUATE TVET NATIONAL % 1.1 1.3 1.0 1.0 0.7 0.6 0.7 0.6 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 24.7 Not Stated % 11.1 No 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 4.8 17.4 42.1 27.5 23.5 23.6 25.5 33.6 39.5 33.9 56.3 32.9 25.0 33.5 32.4 75.0 38.5 26.9 66.7 20.9 34.7 30.0 46.9 48.3 100.0 100.0 % 0.0 0.0 51.7 73.1 51.7 Yes 79.1 66.1 65.1 57.9 33.3 52.5 72.5 95.2 59.5 76.5 75.0 25.0 82.6 73.8 66.7 70.0 43.8 88.9 66.4 66.0 64.6 60.8 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 Choose the same TVET institution again institution Percent Choose the same TVET Total Trade completed Trade Not stated Navigation (FIOC) Input Output Controller Frame Basic Reflex Hairdressing, cosmetology and therapy cosmetology Hairdressing, Electronics Counselling Water Care Water Construction engineering Construction Business management Animal husbandry driving Forklift Mechanical Operator Mechanical Theology Avionics Logistics & Supply Chain Logistics Firefighter 1 and Hazard Awareness 1 and Hazard Firefighter HR Development Welding and metal fabrication Welding Early Childhood Development (ECD) Childhood Development Early Joinery and cabinet making Clothing production Instrumentation Millwright Building and civil Fitter and turner Fitter Boilermaker Hospitality and tourism Hospitality Office Administration Office and refrigerationAir conditioning Plumbing and pipe fitting Automotive engineering, diesel mechanic diesel mechanic engineering, Automotive and plastering laying Brick Electrical general general Electrical Graduates were also asked to indicate the main reason why they would choose, or not choose the same trade area area the same trade or not choose choose, would they why the main reason indicate to also asked were Graduates to wanted select because they the same trade would out that they pointed 32.9 percent In this regard, again, in future. worth of qualification. It is noting in a particular area excel to passion an innate highlighted others whereas more, learn because they with the same trade continue to not want would that they reported of the graduates that 12.2 percent opportunities. employment to secure it difficult found Table 6 summarises graduates’ preference to pursue further training/studies in the area in which they have been been have they in which the in area further pursue training/studies to preference graduates’ 6 summarises Table of in the areas training completed who graduates for recorded were ratings 100 percent regard, certified. In this ‘Animal ‘Business Management’, Care’, Operator’, ‘Mechanical ‘Theology’, ‘Water Awareness’, 1 and Hazard ‘Firefighter for also recorded were ratings excellent Good to (FIOC)’. Controller Input/Output and ‘Frame Husbandry’, ‘Navigation’ for recorded were ratings percent 70 than More (88.9%). and ‘Counselling’ (95%) Chain’ & Supply as ‘Logistics such areas ‘Instrumentation’, ‘Millwright’, and Turner’, ‘Fitter Refrigeration’, & Tourism’, & ‘Hospitality of ‘Airconditioning the areas and Therapy’. Cosmetology and ‘Hairdressing, ‘Electronics’ Table 6: TVET Graduates by preference in choosing the same and completed trade trade preference by Graduates 6: TVET Table 2.1 1.7 8.1 1.0 2.5 7.4 5.8 2.8 15.8 52.9 5.2 2.2 5.6 5.0 0.2 0.2 4.5 4.6 0.0 12.2 27.3 100.0 32.9 100.0 Percent Percent 11 18 22 27 62 79 30 87 169 567 1072 1 5 5 1.1 60 121 133 123 138 149 325 729 879 Number 2668 Number 1.5 Not stated 0.8 Total 33.7 No 33.5 Female 33.8 Male 65.2 Yes 65.0 65.4 0.0 10.0 30.0 20.0 50.0 70.0 60.0 40.0 No advance Qualification No advance Total Located far from far Located residence place Poor training instructors/equipment’s at the institution instructors/equipment’s training Poor programs job attachment for provision Institution does not make with the dissatisfaction institution General Gained good knowledge at the institution Gained good knowledge the best training at the institution offer The instructors of residence place to close Located The institution has the necessary equipment’s training General Satisfaction with the Satisfaction institution General Main reason for choosing the same TVET Institution choosing for the same TVET Main reason Satisfaction with theSatisfaction Trade the about trade more Learn under this trade work to and prefer passion Have of employment chances Better Qualification No advance Main reason for choosing for the same trade Main reason Gained experience good trade in a different Gain knowledge Difficult opportunities in finding employment interest Change my Not accredited by NTA by Not accredited is not good the of course and the challenges content much Too Not stated Total Insofar as it pertains to graduates’ perceptions of those TVET institutions where they were enrolled, about 65 percent about 65 percent enrolled, were they institutions where of those TVET perceptions graduates’ as it pertainsInsofar to can be observed the same institution again. The same opt for pattern would that they indicated of the respondents the same institution as choose would they why the main reason reported percent and males. About 52 among females choose the same would not that they indicated On the other hand, 15.8 percent satisfied with the institution’. ‘generally not with the satisfied institution’. ‘generally are institution because they Table 8: TVET Graduates by main reason for choosing the same TVET Institution choosing the for same TVET main reason by Graduates 8: TVET Table Figure 9: TVET Graduates by preference in choosing the same TVET Institution and sex in choosing the same TVET preference by Graduates 9: TVET Figure About 65 percent of the graduates indicated that they would like to choose the same institution again. The choose same to like would that they indicated of the graduates About 65 percent and males. among can be observed females pattern Table 7: TVET Graduates by main reason for choosing studies the for same in future trade reason main by Graduates TVET 7: Table TVET NATIONAL GRADUATE SURVEY GRADUATE TVET NATIONAL

NAMIBIA TRAINING AUTHORITY 26 NAMIBIA TRAINING AUTHORITY 27 70.0 % 1.4 2.5 7.8 4.5 6.0 12.9 14.6 50.2 100.0 Percent TVET NATIONAL GRADUATE SURVEY GRADUATE TVET NATIONAL 61.0 60.4 59.9 60.0 % 6.1 1.4 2.6 6.2 8.7 4.0 12.8 58.3 100.0 Female 50.0 % 1.4 7.6 3.2 9.2 2.4 19.1 13.0 44.1 Male 100.0 40.0 Male 30.0 Female 23.1 22.3 21.3 Total 20.0 11.0 10.2 9.3 10.0 5.8 4.9 4.2 1.2 1.3 1.1 1.1 0.9 0.9 0.0 Current economic activity economic status Current Satisfied Not stated Dissatisfied Very satisfied Very nor dissatisfied Very dissatisfied Very Neither satisfied Regular job Self-employed/freelance work Occasional job (justOccasional money) earn to Job attachment work Contract a job for but searching Not employed, Other Not stated Total Figure 10: TVET Graduates by overall satisfaction with trade training and training satisfaction sex with trade overall by Graduates 10: TVET Figure Figure 10 below shows that overall, 60.4 percent of the graduates were satisfied with the quality of training offered offered of training with the satisfied quality were of the graduates percent 60.4 overall, that shows 10 below Figure were they indicated (59.9%) their male counterparts to compared (61.0%) graduates female institutions. More at TVET offered. of training with thesatisfied quality 5.1.5 Economic Activity Economic 5.1.5 sectors. and informal in both the formal rates employment establish graduate to was of the survey objective A key of the (50.2%) than half more 9 points to status. Table activity economic their current indicate to asked were Graduates had a they that indicated jobs. About 12 percent for and searching not employed were reporting that they graduates and males. among can be observed females The same pattern job. regular Table 9: TVET Graduates by current economic activity status and economic sex current by Graduates 9: TVET Table 55.0 2017 63.9 Female 53.6 2016 46.7 Male 2015 0.0 53.6 10.0 30.0 20.0 50.0 70.0 60.0 40.0 53.5 55.5 52.5 53.0 55.0 54.5 54.0 In comparison, an unemployment rate of 55% for the 2017 cohort highlights a slight year-on-year increase of 1.4%. The of 1.4%. increase cohort the 2017 highlights a slight year-on-year for of 55% rate an unemployment In comparison, the rate years, 24 aged 19 to graduates For age groups. is higher amongstyounger rate unemployment graduate overall of 41.6 rate unemployment An average at 55.4%. stood the rate 29 years, those aged 25 to while for percent, at 57.1 stood and older. aged 40 years graduates for recorded was percent Figure 11: TVET graduates unemployment rate by cohort, - 2017 by 2015 rate unemployment graduates 11: TVET Figure The survey result shows similar unemployment rates (53.6%) for graduates who graduated in 2015, and 2016. in 2015, who graduated graduates for (53.6%) rates similar unemployment shows result The survey Figure 11 captures the unemployment rate of graduates, which is higher for females (63.9%), compared to their male to compared (63.9%), females higher is for which of graduates, rate the unemployment 11 captures Figure (46.7%). counterparts TVET NATIONAL GRADUATE SURVEY GRADUATE TVET NATIONAL

NAMIBIA TRAINING AUTHORITY 28 NAMIBIA TRAINING AUTHORITY 29 % 7.3 9.3 9.7 7.4 5.4 8.7 52.2 2018 100.0 TVET NATIONAL GRADUATE SURVEY GRADUATE TVET NATIONAL 41.6 40+ % 7.5 7.3 9.7 5.8 8.0 51.6 10.0 2017 100.0 47.8 35-39 % 2.9 7.0 6.4 8.8 11.2 10.2 53.5 2016 100.0 Year of completion of TVET training of TVET of completion Year 52.6 % 7.3 7.6 5.9 6.7 8.8 51.6 12.0 2015 100.0 30-34 55.4 25-29 57.1 19-24 0.0 Duration searching for job after graduation job after for searching Duration 10.0 30.0 20.0 50.0 60.0 40.0 Total Not stated 6 to less than 9 months 6 to less than 12 months 9 to than one year More 1 to less than 3 months 1 to Less than 1 month Less less than 6 months 3 to Figure 11: TVET graduates unemployment rate by age by rate unemployment graduates 11: TVET Figure About 69 percent of the graduates reported that they were not employed before enrolling for training. All graduates All graduates training. for enrolling before not employed were that they reported the of graduates About 69 percent before not employed were they reported Care’ Operator’ and ‘Water of ‘Mechanical in the areas training who completed (90%), ‘Millwright’ include in this regard, high ratings relatively recorded which areas Otherenrollment. occupational and Turner’ (80%). and ‘Instrumentation’ ‘Fitter and ‘Boilermaker’, Graduates were also requested to indicate the average duration of searching for employment, after graduation. Table 10 Table graduation. after employment, for of searching duration the average indicate to requested also were Graduates after than one year more landed employment that they revealed graduates of employed 52.2 percent that overall shows scope. as per the survey cycles annual graduation all three for can be observed The same pattern graduation. Table 10: Employed TVET Graduates by duration of searching for job after graduation and graduation sex job after for of searching duration by Graduates TVET 10: Employed Table % 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 Total 100.0 100.0 100.0 100.0 100.0 % 5.1 1.0 3.3 2.2 2.3 9.2 5.8 0.7 0.7 0.3 6.8 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 19.1 16.7 10.5 10.8 50.0 Not Stated % No 0.0 0.0 0.0 0.0 0.0 77.1 72.1 91.2 41.3 14.3 27.8 79.5 62.7 76.3 83.2 75.0 75.0 66.7 66.7 28.6 66.7 78.9 63.8 60.5 65.8 68.3 88.5 85.0 50.0 70.0 50.0 48.3 69.6 100.0 100.0 Employed before your TVET training TVET your before Employed % 8.3 21.1 0.0 0.0 8.8 0.0 11.5 16.1 Yes 21.9 71.4 14.3 33.3 33.3 33.3 23.7 32.6 25.6 72.2 56.5 26.7 27.0 26.5 85.7 25.0 28.3 20.2 29.0 24.9 50.0 25.4 100.0 100.0 100.0 100.0 100.0 Total Trade completed Trade Not stated Basic Reflex Frame Input Output Controller (FIOC) Input Output Controller Frame Navigation Electronics and therapy cosmetology Hairdressing, Counselling Construc tion engineering Construc Business management Animal husbandry driving Forklift Theology Avionics Care Water Logistics & Supply Chain Logistics Operator Mechanical Firefighter 1 and Hazard Awareness 1 and Hazard Firefighter HR Development Joinery and cabinet making Early Childhood Development (ECD) Childhood Development Early and metal fabrication Welding Boilermaker and turner Fitter Millwright Building and civil Instrumentation Clothing production Air conditioning and refrigerationAir conditioning Hospitality and tourism Hospitality Office Administration Office Plumbing and pipe fitting Automotive engineering, diesel mechanic engineering, Automotive and plastering laying Brick Electrical general Electrical Table 11: TVET Graduates by employment before TVET training and training trade TVET before employment by Graduates 11: TVET Table TVET NATIONAL GRADUATE SURVEY GRADUATE TVET NATIONAL

NAMIBIA TRAINING AUTHORITY 30 NAMIBIA TRAINING AUTHORITY 31 30.1 TVET NATIONAL GRADUATE SURVEY GRADUATE TVET NATIONAL 25.1 Not stated 32.6 30.2 8.0 24.8 Not stated 4.2 32.9 three jobs three More than More 9.9 Total 19.4 Total 8.0 No 6.6 23.0 Female Three jobs Three Female 8.7 17.6 Male Male 22.1 50.4 23.7 Two jobs Two Yes 52.2 21.3 49.5 31.8 40.4 0.0 10.0 30.0 20.0 50.0 60.0 40.0 One job 27.5 5.0 0.0 15.0 10.0 35.0 25.0 30.0 20.0 45.0 40.0 Table 13 represents the average gross monthly incomes of graduates. It shows that 27.9 percent of the graduates earned earned of the graduates percent that 27.9 It shows of graduates. monthly incomes gross the average 13 represents Table (five-thousand per month. dollars) Namibia than N$5000.00 more As far as industry sector employment uptake is concerned, about 13 percent of the graduates reported that they are are that they reported of the graduates about 13 percent is concerned, uptake as industry employment far As sector ‘Education’ (7.2%), the ‘Construction’ include well ranked which Other sectors sector. Trading’ in the ‘General employed of the graduate percent that 39.9 It should be highlighted sectors. Technical’ Scientific and and ‘Professional, (5.6%) employed. were they in which the sectors did not state respondents In terms of graduates’ thoughts on the most successful job finding method, Table 11 ranks formal employer employer formal ranks Table 11 job finding method, thoughts on the most successful of graduates’ In terms of friends contacts Personal highest at 21.5 percent. notices) Internet, newspapers, and graduate advertisements (e.g. and employment, secured who have graduates at 11.0%. to second This question applied primarily ranked peer referrals of employment. not those still in search Figure 13: TVET Graduates by number of jobs since graduation and graduation sex number of jobs since by Graduates 13: TVET Figure Figure 12: Employed TVET Graduates by alignment of current job with TVET training and training sex TVET job with alignment of current by Graduates TVET 12: Employed Figure (40.0%) females More graduation. had held only one job since that they reported of the graduates About 31 percent the of About 8 percent graduation. since had held only one job, that they indicated males (27.5%) to compared that the be noted It should however graduation. jobs since than three had held more that they revealed graduates opportunities, better for employers their current leave to do not desire maintain these jobs, not because they majority secure. to and easy available not that readily are alternatives employment but because such 5.1.6 Employment and Work Employment 5.1.6 aligned undertook graduates the training which to the degree was Another important aspect the explored study aligned. more Slightly was that the training agreeing 50 percent than more 12 points to jobs. Figure with their current in this regard. in agreement were males (49.5%) to (52.2%) compared females 1.1 3.1 5.1 2.1 1.3 1.6 1.0 1.0 7.2 7.2 3.3 3.3 2.2 3.6 5.6 2.6 3.9 7.0 0.5 0.5 3.0 0.5 0.3 8.3 2.4 0.6 0.6 0.9 0.9 4.2 11.0 21.5 12.5 39.9 30.3 100.0 100.0 Percent Percent 3 7 7 6 6 6 11 11 12 15 18 41 10 10 35 25 27 95 38 58 38 82 24 82 30 45 34 64 80 48 125 142 245 345 455 1140 1140 Number Number Total Water supply, sewerage and air condition sewerage supply, Water Mining and Quarrying activities and insurance Financial Sport, Art,and entertainment recreation and storage Transportation Agriculture, Forestry and fishing Forestry Agriculture, Total Through the careers centre of the TVET institution of the TVET centre the careers Through Not stated Through private employment agencies employment private Through trade Wholesale and retail service and activities food Accommodation activities Human health and social work Through registration at Ministry Creation of Labour and registration Employment Through Through teaching staff at the TVET institution staff at the TVET teaching Through Job fair part-time study Through jobs during graduation part-timeThrough jobs after Education technical scientific and Professional, and support service activitiesAdministrative and air condition gas, steam Electricity, and defense Public administration Manufacturing Through job attachment after graduation after job attachment Through specify)Other (please Facebook) (e.g. (social) networks internet Through Construction Through independent contact to employers independent contact to Through an employer by contacted I was Not stated Trading General Replied to job ads/announcements (e.g. newspaper, internet, notice) internet, newspaper, (e.g. job ads/announcements Replied to contacts help of friends, of personal With etc. students fellow studies of course my during job attachment Through relatives contacts parents, of the help of family With Economic Activity 1 Activity Economic Most successful method finding for Most successful a job Furthermore, 21.8 percent of the employed graduates indicated that they received housing subsidies or rent allowances. housing subsidies or rent received that they indicated graduates of the employed 21.8 percent Furthermore, Table 12: Employed TVET Graduates by industry by Graduates TVET 12: Employed Table Table 11: TVET Graduates by most successful method finding for most a job successful by Graduates 11: TVET Table TVET NATIONAL GRADUATE SURVEY GRADUATE TVET NATIONAL

NAMIBIA TRAINING AUTHORITY 32 NAMIBIA TRAINING AUTHORITY 3333 TVET NATIONAL GRADUATE SURVEY SURVEY GRADUATE GRADUATE TVET NATIONAL TVET NATIONAL a general trading trading a general below photograph photograph below Photograph 1: The Photograph entrepreneur in his entrepreneur for Reinhold Lugambo Reinhold Lugambo for shows merged pictures pictures merged shows workshop in Windhoek. in Windhoek. workshop Iyalo Ipinge, 2019. Iyalo Photo: looks on. looks Photograph 2: In Photograph site of a 2015 TVET TVET of a 2015 site Ipinge and Hertha Uuyage of Heivencan of Heivencan Uuyage Laimi Iita 2019 Photo: leaving a construction a construction leaving photograph 2 are Iyalo Iyalo 2 are photograph Swakopmund while Ms Swakopmund graduate Henock Iita in Henock graduate Resrach and Consultancy and Consultancy Resrach Tuwilika Sholongo of NTA Sholongo of NTA Tuwilika % 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 Total 100.0 % % 9.1 3.1 2.9 9.3 7.0 9.0 5.8 6.6 6.0 41.1 10.1 11.0 21.8 21.4 21.4 22.2 23.9 Total 100.0 % 31.1 31.1 31.1 31.1 31.1 31.8 Not 30.7 30.6 30.9 30.9 30.9 30.8 stated % 27.1 19.2 19.8 27.3 27.7 23.3 23.3 25.4 28.0 28.8 20.8 24.8 A lot % 33 5.1 5.4 8.3 8.7 103 4.3 104 253 10.1 272 249 13.7 244 10.8 33.6 100.0 Female % Number 15.1 19.9 18.4 18.4 25.3 23.2 25.2 22.7 22.2 29.0 28.4 20.4 deal A great A great % 7.1 6.1 11.1 9.6 9.0 11.3 11.4 13.6 15.0 15.0 12.0 10.0 % 6.1 5.7 9.5 6.3 6.3 8.5 2.4 10.1 amount 45.3 Male 100.0 A moderate A moderate A % 5.1 3.2 3.7 5.6 5.9 9.7 6.2 9.6 8.5 12.3 10.3 10.0 little % 1.6 1.6 1.8 1.4 3.2 2.3 3.6 3.9 3.8 8.3 6.9 4.4 at all None Fringe/other benefit(s) Fringe/other Average gross monthly income gross Average Skills/competencies required in current employment in current required Skills/competencies Efficiency Ability To Organize My Work Processes My Work Organize To Ability Others With Productively Work To Ability Under Pressure Well Perform To Ability Ability To Work Efficiently Towards A Goal Towards Efficiently Work To Ability Willingness To Question My And Others Ideas To Willingness Analytical Thinking Ability To Assert My Authority To Ability Changing Conditions To Adapt To Ability Of Others The Capacities Mobilize To Ability Ability To Develop New Ideas And Solutions Ideas New Develop To Ability Mastery Of My Field/Subject-Specific Knowledge Of My Field/Subject-Specific Mastery Less than N$ 500 than Less N$ 500 – 1000 – 1500 N$ 1001 Housing (subsidy, rent allowance) rent Housing (subsidy, allowance) (car/transport Transportation (medicalHealth aid, insurances) Education and training (staff development, family study rebate) study family (staff development, and training Education Retirement (pension, gratuity) Retirement Food benefits Other Fringe N$ 1501 – 2000 N$ 1501 – 2500 N$ 2001 – 3000 N$ 2501 – 4500 N$ 3001 – 5000 N$ 4501 than N$ 5000 More Total Table 15: TVET Graduates by skills/competencies required in current employment in current required skills/competencies by Graduates 15: TVET Table Table 14: Employed TVET Graduates by fringe/other by benefit(s) Graduates TVET 14: Employed Table As far as remuneration fringe benefits are concerned, about 23 percent of the employed graduates reported that they that they reported graduates fringe of the as remuneration employed far As about 23 percent concerned, benefits are benefits, which health received that they indicated than 22 percent while more transportation allowances, received medical aid and insurance. include Table 13: Employed TVET Graduates by average gross monthly income gross average by Graduates TVET 13: Employed Table Furthermore, more than 34 percent indicated that the ‘ability to assert ‘mastery individual authority’, to of field/subject- that the ‘ability indicated 34 percent than more Furthermore, a lot in or deal a great required competencies/skill to as mobilise the of others’ capacities ‘ability and knowledge’ specific employment. their current More than 43 percent agreed that skills/competencies such as a ‘willingness to question theirs and others’ ideas’, as a ‘willingness such ideas’, and others’ question theirs to skills/competencies that agreed percent than 43 More and solutions’ are ideas new develop and ‘the conditions’ to changing ability adapt to ‘the to ‘analytical ability thinking’, employment. in their current deal a lot or a great required 5.1.7 Work Requirements Work 5.1.7 employment. in their current required were certain skills/competencies what extent to indicate to asked were Graduates ‘the a goal’, towards efficiently work to the ‘ability 15, ranked in Table as summarised About 51% of the respondents, to and with others’ ‘the ability productively work to ‘the ability ‘efficiency’, processes’, their work organise to ability employment. in their current deal lot or a great a required skills/competencies as key under pressure’ well perform TVET NATIONAL GRADUATE SURVEY GRADUATE TVET NATIONAL

NAMIBIA TRAINING AUTHORITY 34 NAMIBIA TRAINING AUTHORITY 35 39.6 35.2 TVET NATIONAL GRADUATE SURVEY GRADUATE TVET NATIONAL 26.5 24.8 15.8 Total 9.6 17.3 Total 13.0 9.4 A lot A lot 8.9 37.1 26.3 15.3 2017 A great deal A great A great deal A great 44.1 8.2 13.0 20.1 18.3 Female 6.8 34.6 21.9 10.8 A moderate amount A moderate A moderate amount A moderate 18.8 2016 10.7 14.0 A little A little 37.2 27.4 33.6 16.7 Male 31.5 None at all None at all 13.0 2015 10.8 7.9 11.8 7.9 5.0 5.0 0.0 0.0 15.0 15.0 10.0 10.0 35.0 35.0 25.0 25.0 20.0 30.0 20.0 30.0 50.0 45.0 40.0 40.0 Figure 15: Employed TVET Graduates by utilization of knowledge and skills acquired during training in current job and sex in current during training acquired and skills of knowledge utilization by Graduates TVET 15: Employed Figure Furthermore, graduates were asked to motivate why they thought the knowledge and skills acquired during training training during acquired and skills thought the knowledge they why motivate to asked were graduates Furthermore, and that the skills reported of graduates than 22 percent that more 16 shows Table job. utilised in their current are was knowledge while theoretical work, of the execution practical applied during are as a trainee attained competencies question. this to respond to failed percent than 42 More problems. solve necessary to Figure 14: Employed TVET Graduates by utilization of knowledge and skills acquired during training in current job and sex in current during training acquired and skills utilization of knowledge by Graduates TVET 14: Employed Figure Figure 14 summarises graduate responses on the extent knowledge, skills and competencies acquired during training training during acquired and competencies skills knowledge, on the extent responses graduate 14 summarises Figure and skills that the knowledge reported of the graduates about 40 percent jobs. Overall, applied in their current are when is visible comparing increase jobs. A 3.5 percent utilised in their current are their training during acquired fromresponses cohort that the 2015 with those from reported less than 10 percent cohort. Overall, graduate the 2017 jobs. at all in their current is not utilized their training during acquired and skills knowledge 5.1.8 Relationship Between Training and Employment Training Between Relationship 5.1.8 of in the development is an important training consideration formal during acquired of skills application workplace Real needs of a specific evolving the constantly to and relevant be current need to which and programmes, curricula training occur. to likely are mismatches skills is not strong, If this relationship industry sector. % Total 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 % 7.6 8.3 8.0 18.1 17.3 7.8 40.6 8.9 11.9 Total 16.4 10.4 22.5 22.2 100.0 100.0 Percent % 7.7 0.0 0.0 17.6 13.3 15.2 17.6 13.6 13.8 14.3 27.3 33.3 25.7 22.2 26.5 20.2 28.6 30.0 50.0 40.0 Other % 7.6 3.3 5.9 6.9 0.0 16.1 11.4 21.7 16.5 15.0 16.9 71.4 32.3 22.2 28.6 20.6 66.7 58.8 50.0 100.0 NVC L5 NVC % 5.9 8.9 51 24.1 10.4 58 78 68 20.7 30.0 147 145 107 654 100.0 Female Number % 7.1 6.1 11.1 7.7 5.6 5.9 6.3 6.7 8.3 6.9 0.0 0.0 0.0 0.0 11.8 11.8 12.3 18.2 14.3 10.0 NVC L4 % 5.9 0.0 0.0 0.0 0.0 53.1 31.3 62.1 21.4 41.6 52.9 33.8 55.0 43.3 32.4 45.2 45.5 20.0 44.4 100.0 % 9.6 6.7 6.9 NVC L3 15.5 14.9 46.4 Male 100.0 % 3.3 5.9 5.9 6.5 5.9 7.4 8.5 3.0 5.0 5.0 6.8 4.6 0.0 0.0 0.0 0.0 0.0 0.0 0.0 11.7 NVC L2 NVC % 1.5 6.1 7.7 3.3 3.3 5.9 6.5 5.9 2.9 6.7 4.5 0.0 0.0 0.0 0.0 0.0 0.0 11.4 13.9 14.3 Qualification/degree level matches best for current job for current best matches level Qualification/degree NVC L1 Trade completed Trade NVC L5 NVC NVC L1 NVC L2 NVC L3 NVC L4 NVC Other qualification Total Qualification/degree level matches best for current job for current best matches level Qualification/degree Electrical general Theoretical knowledge is needed when doing problem solving is needed when doing problem knowledge Theoretical Motivation on utilization of knowledge acquired in current job in current acquired of knowledge on utilization Motivation The skills attained as a trainee is expected to be applied during the execution of work the execution be applied during to is expected as a trainee attained The skills apply at the workplace What is taught at the institution is what we Not related to what I studied to Not related from work I attained Not all the skills current needed in my institution are the TVET on time as expected the work execute To independently work To Total Brick laying and plastering laying Brick Plumbing and pipe fitting Automotive engineering, diesel mechanic Automotive Office Administration Office andAir conditioning refrigeration and tourism Hospitality Millwright Fitter and turner Fitter Building and civil Instrumentation Boilermaker Clothing production Joinery and cabinet making Early Childhood Development (ECD) Childhood Development Early and metal fabrication Welding Firefighter 1 and Hazard Awareness 1 and Hazard Firefighter HR Development Logistics & Supply Chain Logistics Theology Table 18 points to about 62 percent of graduates matching NVC Level 3 qualifications to the occupational area of area to the occupational 3 qualifications Level NVC matching of graduates about 62 percent 18 points to Table and Engineering’ ‘Automotive with the 3 qualifications Level NVC matched percent 53 while about and Turner’, ‘Fitter Childhood 5 qualifications with the ‘Early Level NVC matched About 71 percent ‘Diesel Mechanic’ areas. occupational area. occupational Development’ Table 18: TVET Graduates by qualification/degree level that matches best for current job and trade for current best that matches level qualification/degree by Graduates 18: TVET Table Table 17: TVET Graduates by qualification/degree level that matches best for current job and job sex for current best that matches level qualification/degree by Graduates TVET 17: Table Table 16: Employed TVET Graduates by skills/competencies required in current employment in current required skills/competencies by Graduates TVET Employed 16: Table In terms of graduates’ experiences on the appropriateness of qualifications for labour market needs, Table 17 shows that 17 shows Table needs, market for labour qualifications of on the appropriateness experiences of graduates’ In terms NVC selected about 17 percent jobs, while their current to best match 3 qualifications Level NVC considered percent 40.6 match. the 5 qualifications as better Level TVET NATIONAL GRADUATE SURVEY GRADUATE TVET NATIONAL

NAMIBIA TRAINING AUTHORITY 36 NAMIBIA TRAINING AUTHORITY 37 % % 100.0 100.0 100.0 100.0 100.0 Total Total 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 % 4.1 4.1 2.2 7.4 3.8 3.0 42.2 100.0 % % 8.3 0.0 0.0 0.0 0.0 0.0 0.0 27.3 28.6 30.4 20.7 31.5 31.7 31.7 31.9 Not TVET NATIONAL GRADUATE SURVEY GRADUATE TVET NATIONAL 32.4 Other stated % 0.0 0.0 0.0 0.0 0.0 0.0 17.2 21.4 18.2 14.3 25.0 NVC L5 NVC % 17.3 19.0 23.7 23.9 25 28.0 47 47 43 34 84 147 1140 useful Sum Extremely Extremely % 7.1 8.9 0.0 0.0 0.0 0.0 0.0 8.6 30.0 50.0 100.0 NVC L4 % 27.7 33.2 33.0 30.5 34.2 Very Very useful % 0.0 0.0 0.0 0.0 12.5 45.5 42.9 30.0 50.0 38.8 100.0 NVC L3 % 6.1 7.0 6.8 10.2 10.4 % 7.1 useful 0.0 0.0 0.0 0.0 0.0 0.0 16.1 6.8 16.7 100.0 Somewhat Somewhat NVC L2 NVC % 9.1 7.9 0.0 0.0 0.0 0.0 0.0 % 10.7 1.6 1.9 50.0 3.7 3.2 40.0 2.0 100.0 Qualification/degree level matches best for current job for current best matches level Qualification/degree NVC L1 useful Not so % 3.6 3.9 2.8 2.4 4.9 useful Not at all Trade completed Trade Overall usefulness of TVET training usefulness of TVET Overall For the economic development of your of your development the economic For country My current job allows me to work in a favoured geographical place geographical in a favoured work me to job allows My current My current job allows a flexible time schedule a flexible job allows My current For the development of your personality of your the development For For your future professional professional future your For development/career For finding an adequate job after job after finding an adequate For your studies finishing professional fulfilling present your For if applicable tasks, Total My interests have changed have My interests My current job offers more security more job offers My current My current job allows me to take into consideration the interests of my family/children my of the interests consideration into take me to job allows My current Reason for choosing current job choosing for current Reason I have not found an appropriate job (yet) job an appropriate not found I have job a higher salary current in my I receive Frame Input Output Controller (FIOC) Input Output Controller Frame Not stated Electronics Avionics driving Forklift and therapy cosmetology Hairdressing, Total Counselling Water Care Water engineering Construction Animal husbandry 5.1.9 Work Orientation and Orientation Job Satisfaction Work 5.1.9 depend not only may orientation Work work. individuals view individuals and how across varies with work Satisfaction Individuals who see their work on their but also beliefs and values. of their work, facets with various on satisfaction contrast, work. By for the benefits, as their primary motivation with material most concerned are as a job orientation monetary not only by motivated and are investment a deeper personal have as a career individuals who see their work as individuals who see their work for Finally, and self-esteem. higher social standing, power, for a desire gain, but also by They from or advancement. inseparable is an end in itself, a calling, work rewards is not on financial Their focus their life. in society. a difference to make and wish work find fulfillment in their More than 50 percent of the graduates indicated that their respective training courses were very or extremely useful for for useful very or extremely were courses training that their respective indicated of the graduates than 50 percent More for the development prospects, and career development professional for future tasks, professional fulfilling their present that the TVET reported percent About 49 of the country. development the economic and for of their personalities, job. finding an adequate useful for very or extremely were courses Table 19: TVET Graduates by Overall usefulness of TVET training usefulness of TVET Overall by Graduates 19: TVET Table Table 18: TVET Graduates by reason for choosing current job choosing current for reason by Graduates 18: TVET Table As job seekers, TVET graduates often secure employment in areas for which they did not train. Table 18 summarises 18 summarises Table did not train. they which for in areas employment secure often graduates TVET job seekers, As qualifications. A their trade to related jobs not closely keeping were from they responses why as to graduates such choose This implies that respondents job yet. an appropriate had not found that they reported of 42.2 percent majority opportunities. qualification-relevant any not secure could jobs mainly because they their current 21.4 26.2 Not stated 17.8 3.5 6.3 3.9 5.7 Very Very satisfied Not stated 6.8 3.2 18.9 Total 15.5 Satisfied Total 72.7 21.5 No 73.0 Female 9.0 Female 72.4 6.6 Neither Male Male dissatisfied satisfied nor 10.8 23.8 5.0 3.7 23.1 Yes Dissatisfied 6.0 24.4 39.3 0.0 Very Very 42.3 10.0 30.0 20.0 50.0 70.0 60.0 80.0 40.0 dissatisfied 36.9 5.0 0.0 15.0 10.0 35.0 25.0 30.0 20.0 45.0 40.0 Table 19 shows that 19.6 percent of the respondents reporting that they had successfully completed further 13.2 training, completed had successfully reporting that they of the respondents percent that 19.6 19 shows Table they had abandoned further further courses, of completing training while 12 percent training, in the process are percent in. had enrolled Figure 16: TVET Graduates by further TVET training after graduation and graduation sex after training further by TVET Graduates 16: TVET Figure 5.1.10 Further TVET Training After Graduation After Training Further TVET 5.1.10 further after any did not undertake training highlighting that they of the graduates percent that 72.7 16 shows Figure and males. among can be observed females The same pattern graduation. Figure 15: TVET Graduates by extent satisfied with current job situation and sex satisfied with current extent by Graduates 15: TVET Figure Figure 15 show that 39.3 percent of the graduates reported that they were very dissatisfied with their current job status job status with their dissatisfied very current were that they reported of the graduates percent that 39.3 15 show Figure and outlook. Table 20 shows that 48.4 percent of the graduates indicated that they would like to get employed within the next three three the within next get employed to like would that they indicated of the graduates that 48.4 percent shows 20 Table of the rea to linked closely a job more take to like would that they reported percent than 20 more Furthermore, years. part-time, study or learning, continuous pursuing of chance obtain a better employment, secure more achieve training, start business. their own TVET NATIONAL GRADUATE SURVEY GRADUATE TVET NATIONAL

NAMIBIA TRAINING AUTHORITY 38 NAMIBIA TRAINING AUTHORITY 39 8.8 40+ TVET NATIONAL GRADUATE SURVEY GRADUATE TVET NATIONAL 2.3 5.9 35-39 4.6 20.6 30-34 Female 23.0 Male 61.8 25-29 63.2 2.9 21-24 6.9 0.0

20.0 60.0 80.0 40.0 The NTA should create platforms to connect employers and graduates. employers connect to platforms should create The NTA standards. market meet current better to shouldbe upgraded curricula Training at higher levels. qualification courses offer to Institutions should aspire equipment and workshops. training in market-relevant Institutions should invest institutions. different between programmes student exchange Introduce and levels areas all occupational for job attachment mandatory must enforce The NTA (instructors). trainers become to trainees train to Institutions should aspire infrastructure. and accommodation and hostel classroom Institutions should upgrade and practical industry with vast experience. trainers attract to Institutions should strive as ‘Engineering subjects including such offerings, training in all the STEM-aspect Institutions should strengthen Literacy’. ‘Mathematics’ and ‘Computer Drawing’, upon graduation. toolkits with equipment and well-resourced should be provided Graduates training. offer to should not be allowed the NTA by institutions not registered Training Percent • • • • • • • • • • • • Figure 17: Percent distribution of the self-employed TVET graduate by age group and age sex group by graduate TVET of the self-employed distribution Percent 17: Figure Figure 17 presents the distribution of the self-employed graduate with respect to age group. The result shows that the shows The result age group. to with respect graduate of the self-employed the distribution 17 presents Figure by followed males and females, for 29 years 25 to in the age group were (63.2% of the respondents majority and 61.8%) of age In terms of females. percent and of males 20.6 23 percent for accounting 34 years, of 30 to those in the age group 40 in the age group were the survey to who responded male graduates 2.3 percent rates, response with lower groups years. 24 21 to in the age group recorded were graduates female while 2.9 percent and above, years 5.2.1 Biographical Information 5.2.1 Biographical females. percent males, and 28.1 of whom were 71.9 percent interviewed, were graduates of 121 self-employed A total Summarising survey outcomes for this component, this section is divided into key categories, namely, graduate graduate namely, categories, key this component, this section is divided into for outcomes survey Summarising as general as well information, employee business challenges, business information, information, biographical and support. social responsibilities regarding information Another component of the study focused on those TVET graduates who have ventured into self-employment and who self-employment into ventured who have graduates on those TVET of the study focused Another component established businesses of their own. have 5.2 Self Employed Graduates Survey Graduates 5.2 Employed Self Changes to TVET Programmes Recommendations TVET on Important Graduates’ Changes to 5.1.11 of a myriad offered respondents thegraduate be improved, can in TVET quality their about thoughts how on Asked and not that of the respondents, of the graduate the recommendations are (These below. as summarised suggestions, study). 0.8 1.7 4.1 4.1 3.3 3.3 3.3 7.4 5.8 5.0 8.3 0.8 0.8 0.8 17.4 10.7 10.7 12.4

100.0

2.5 Zambezi Percent 3.3

2.5 Otjozondjupa 1 1 1 5 2 5 7 6 9 4 4 4 3.3 13 13 15 21 10 121

Number 9.9 Oshikoto

11.6 16.5 Oshana

15.7 36.4 Omusati 5.8 Usual residence

16.5 Ohangwena 3.3

1.7 Kunene Place of birthPlace 30.6

4.1 Khomas 5.0 4.1

Trade completed Trade Kavango West Kavango 1.7

3.3 Kavango East Kavango

16.5 1.7 Erongo

2.5 Karas 0.8

0.0

10.0 30.0 20.0 40.0 Percent Total Construction engineering Construction Counseling Autotronic Diesel mechanic Clothing production Joinery and cabinet making and metal fabrication Welding & Supply Chain Logistics Electrical general engineering, diesel mechanic Automotive and plastering laying Brick Plumbing and pipe fitting Administration Office andAir conditioning refrigeration and tourism Hospitality Boilermaker Navigator Marine Males continue to dominate the traditionally gender-appropriate trades such as ‘Bricklaying and Plastering’ and and Plastering’ as ‘Bricklaying such trades gender-appropriate the traditionally dominate to Males continue with General’ with ‘Electrical joint third Ranked respectively. percent and 12.4 percent at 17.4 ‘Plumbing and Pipefitting’ entrepreneurs. female by is dominated ‘Clothing Production’ percent, 10.7 In terms of occupational area/trade in which the self-employed graduate was certified, ‘Plumbing and Pipefitting’ (17.4%) (17.4%) Pipefitting’ certified, ‘Plumbing and was graduate the self-employed in which area/trade of occupational In terms (10.7%) ‘Clothing Production’ (10.7%), General’ ‘Electrical (12.4%), and Plastering’ ‘Bricklaying by highest, followed ranked (8.3%). and ‘Diesel Mechanics’ Table 24: Distribution of trades completed of trades Distribution 24: Table Figure 15: TVET Graduates by extent satisfied with current job situation and sex satisfied with current extent by Graduates 15: TVET Figure The graduates were asked to indicate from which region they hailed, as well as the region where they currently reside as reside currently from they where indicate as the region to as well hailed, they asked region which were The graduates in Omusati, born were (36.4%) of birth, the region the majority to with respect 19, Figure From of residence. a usual place the majority of residence, the usual place to respect With each. and 16.5 Oshana with percent, Ohangwena by followed of percent and 15.7 16.5 percent by followed of residence Khomas as their usual place indicated (30.6%) of the graduates and Omusati, respectively. Erongo who indicated the graduates TVET NATIONAL GRADUATE SURVEY GRADUATE TVET NATIONAL

NAMIBIA TRAINING AUTHORITY 40 NAMIBIA TRAINING AUTHORITY 4141 TVET NATIONAL GRADUATE SURVEY SURVEY GRADUATE GRADUATE TVET NATIONAL TVET NATIONAL 2019 Iipinge 2019 Photograph 4: This Photograph photograph exposes exposes photograph Frieda describes her describes Frieda Hertha Photo: Uuyage to his clients in the city. in the city. his clients to Godfryd sells electricity Godfreyd solar Kakumo an entrepreneur froman entrepreneur 4 present Frieda Heita Frieda 4 present business as small scale in clothing production. production. in clothing power plant in Windhoek. plant in Windhoek. power Swakopmund venturing venturing Swakopmund however sustainable but however Iyalo Iyalo her business. Photo: call for assistance to grow grow to assistance call for Photograph 4: Photograph Photograph 52.5 47.5 100.0 Percent 2.5 3+ 0.0 3.4 57 63 120

Number

No 58.9% Total 9.1 2 8.8 Female 9.2 Male Number of businesses 88.4 1

91.2

Yes 41.1% 87.4 Did you start a businessDid you 0.0

10.0 30.0 20.0 50.0 70.0 90.0 60.0 80.0 40.0

100.0 Percent Total Yes No Figure 20: Percent distribution of the self-employed graduate by sex and number of business sex by graduate of the self-employed distribution Percent 20: Figure The graduates were also asked to indicate as to whether they started their businesses immediately after graduation. graduation. after their businesses immediately started whether they as to indicate to also asked were The graduates their started self-employed who are of the graduates percent that only 47.5 25 shows in Table presented The result not started have to indicated of the graduates On the other hand, 52.5 graduation. percent after businesses immediately 21). (Figure graduation after their businesses immediately 5.2.2 Business Information businesses. In particular, the self-employed on the further status of the graduates’ The survey information sought engaged. fromIt is observed are they the of businesses number in which indicate to the result asked were graduates males and 91.2% females). a single business (87.4% owns that the majority 20 in Figure presented Table 25: Distribution of graduate by the status of starting by a business of graduate 25: Distribution Table Figure 21: Distribution of graduate’s status of employment when they did not when they start status of employment a business of graduate’s 21: Distribution Figure TVET NATIONAL GRADUATE SURVEY GRADUATE TVET NATIONAL

NAMIBIA TRAINING AUTHORITY 42 NAMIBIA TRAINING AUTHORITY 43 3.3 2.5 9.9 9.9 5.0 5.0 42.1 22.3 100.0 Percent TVET NATIONAL GRADUATE SURVEY GRADUATE TVET NATIONAL 3 6 6 4 12 12 51 27 121 Number 19.4% Public Sector 80.6% Private Sector Private Challenges faced whenChallenges starting faced business own Trouble registering the company with the relevant authorities with the relevant the company registering Trouble and materials of tools/machinery Lack jobs/tenders of contract Unavailability customers Fewer space/Workshop of operating Lack Competition Not stated Total Unavailability of funds to start the of funds business to Unavailability Capacity building and entrepreneurship skills development are important considerations for self-employed TVET TVET self-employed for important are considerations development skills building and entrepreneurship Capacity the self- In this regard, expectations. with market track keep and to sets current their skill in keeping graduates self-employed Female programmes. such any had attended if they indicate to asked were graduates employed their male whereas only, management programmes had attended that they indicated (50%) overwhelmingly graduates and as coaching as well (10%), management programmes (20%), programmes partin leadership took counterparts (5%). programmes mentoring With respect to the type of the business, the survey asked the self-employed graduates to provide a breakdown of their a breakdown provide to graduates the self-employed asked of the business, the survey the type to respect With highest, ranked (16,5%) A.II.1). Construction General in Appendix II, Table presented are (outcomes business operations. Engine Repairs’ ‘Automotive (9.9%), Design/Sewing’ (14.9%), ‘Plumbing and Pipefitting’ ‘Tailoring/Fashion by followed Installations’ (7.4%). and ‘Electrical (8.3%) Maintenance’ ‘Automotive (9.1%), Table 26: Reasons that led to graduates starting a business graduates that led to Reasons 26: Table Figure 22: Distribution of the graduate sectors of employment sectors of the graduate 22: Distribution Figure The majority of the graduates (61.2%) who started their own businesses did so because they were not employed. not employed. were businesses they did so because their own who (61.2%) started of thegraduates The majority (16.5%) be self-employed’ to the ‘desire include thegraduates by starting for a business advanced other reasons Similarly, of living’. standards and the ‘need support and improved the family to From the 41.1 percent of graduates who indicated that they were employed (Figure 22), a relatively high majority (80.6%) (80.6%) majority high relatively 22), a (Figure employed were they that who indicated graduates of percent the 41.1 From percent businesses, while 19.4 establishing their own to prior sector in the private employed were that they indicated came from sector. the public employment 15.1 8.8 thrice More than More 17.6 50.0 10.0 Management 10.9 5.9 Thrice 12.9 0.0 Total Female Leadership 20.0 Male Female NTA Programmes NTA 21.0 Male 26.5 Twice 0.0 18.8 Mentoring 5.0 Coaching and Coaching 0.0 10.0

20.0 30.0 50.0 60.0 40.0

52.9 Percent 58.8 Once 50.6 0.0 10.0 30.0 20.0 50.0 70.0 60.0 40.0 Out of those who indicated that they started their own business with more than one attempt, about 65 percent about 65 percent than one attempt, business with more their own started that they Out of those who indicated of the self- of funds. About 11 percent the unavailability due to did not succeed attempts that the previous explained than Less of tools/machinery. a lack due to did not succeed attempts that their previous revealed graduates employed their previous why as a reason and business space of operating a lack cited graduates of the self-employed 2 percent unsuccessful. were attempts Figure 24: Self-employed by number of attempts to start a business to number of attempts by Self-employed 24: Figure Figure 24 show that 52.9 percent of the self-employed graduates indicated that they started their own business with their own started that they indicated graduates of the self-employed that 52.9 percent show 24 Figure business with their own started that they indicated graduates of the self-employed About 15 percent only one attempt. their business with started that they reported males (50.6%) to compared (58.8%) females More attempts. than two more only one attempt. Figure 23: Distribution of self-employed graduate participation in NTA related programmes related participationin NTA graduate of self-employed 23: Distribution Figure TVET NATIONAL GRADUATE SURVEY GRADUATE TVET NATIONAL

NAMIBIA TRAINING AUTHORITY 44 NAMIBIA TRAINING AUTHORITY 45 3.3 2.5 9.9 9.9 5.0 5.0 42.1 22.3 100.0 Percent TVET NATIONAL GRADUATE SURVEY GRADUATE TVET NATIONAL 70.0 65.4 3 6 6 4 60.0 12 12 51 27 121 Number 50.0 40.0 30.0 20.0 11.5 7.7 10.0 5.8 3.8 3.8 1.9 0.0 Fewer customers Fewer Lack of operating space of operating Lack Theft: Stolen equipments Theft: Stolen Challenges faced whenChallenges starting faced business own Unavailability of contract jobs/tenders contract of Unavailability Lack of tools/machinery and materials of tools/machinery Lack Trouble registering the company with.. the company registering Trouble Unavailability of funds to start the busines of funds to Unavailability Trouble registering the company with the relevant authorities with the relevant the company registering Trouble and materials of tools/machinery Lack jobs/tenders of contract Unavailability customers Fewer space/Workshop of operating Lack Competition Not stated Total Unavailability of funds to start the of funds business to Unavailability A lack of operating space or workshop is another challenge facing self-employed graduates. The majority of respondents of respondents The majority graduates. self-employed facing is another challenge or workshop space of operating A lack from operate some from their equipment and material. settings; to unconducive pose threats which open spaces them from and service their product prevent and displaying which Others work offices visibly marketing from boxed from (evident offerings 5 and 6). photographs Table 27: Self-employed graduates by challenges faced when starting business faced challenges own by graduates Self-employed 27: Table Self-employed graduates were asked to state the main challenges faced to start their own business. Table 27 shows that that shows 27 start business. Table their own to faced thechallenges main state to asked were graduates Self-employed start their to of funds as their main challenge the unavailability reported graduates the of self-employed percent 42.1 as a main of tools/machinery a lack cited graduates of the self-employed percent about 22 business. Furthermore, own challenge. Figure 25: Self-employed graduates by explanation about previous attempts to start a business to attempts about previous explanation by graduates 25: Self-employed Figure Clemensia Nghinamune started graduate a 2016 line, but clothing her own of a lack by is constrained posing space, operating outside her boutique. Paulina viewing Max of the NTA while attires, Clemensia’s Hertha of Heivencan Uuyage on. looks office. office.

Photograph 6: In the Photograph Laimi Iita, 2019 Photo: workshop. Johannes is workshop.

however lack a generally a generally lack however instead frominstead this chaotic accepted office space and space office accepted picture is Hikerwa Johannes is Hikerwa picture venturing in general trading trading in general venturing

TVET NATIONAL GRADUATE SURVEY SURVEY GRADUATE GRADUATE TVET NATIONAL TVET NATIONAL 46 NAMIBIA TRAINING AUTHORITY 46 NAMIBIA TRAINING AUTHORITY 47 6.7 TVET NATIONAL GRADUATE SURVEY GRADUATE TVET NATIONAL 6.9 Other 6.6 1.7 0.0 27.6 Not stated 2.3 17.2 Family Friends and Friends 31.6 Total Total 83.5 63.8 No 91.2 75.9 Savings Female Female 59.2 80.5 Male Male 1.0 14.9 0.0 Development 1.3 8.8 Yes Bank of Namibia 17.2 1.0 0.0 0.0 Bank 10.0 30.0 20.0 50.0 70.0 60.0 90.0 80.0 40.0 100.0 Commercial 1.3 0.0 10.0 30.0 20.0 50.0 70.0 60.0 80.0 40.0 Figure 27: Self-employed graduates by source of funding and sex source by graduates Self-employed 27: Figure Figure 26: Self-employed graduates by funding the during start-up by of business and sex graduates Self-employed 26: Figure Self-employed graduates were asked whether they received equipment or livestock at the start-up stage. The figure at the start-up stage. The figure equipment or livestock received whether they asked were graduates Self-employed at the start-up their of own equipment or livestock did not receive that they reported percent that 90.1 shows below equipment or livestock. did not receive that they indicated (85.3%) females to compared males (92.0%) businesses. More Self-employed graduates were asked whether they were able to access funding during the start-up of their own the start-up funding during their of own access to able were whether they asked were graduates Self-employed not funded at the start-up phase. More were indicating that they (83.5%) the that majority shows 26 businesses. Figure were that they not funded. Out of those who revealed were that they males reported to compared (91.2%) females funds accessed that they indicated percent 27 About savings. their used own they that indicated funded, 63.8 percent from friends and family. 173 27 Total 146 2.5 5.9 8 Not stated 1.1 0 8 Sub-contractors Total Total 90.1 No 85.3 100 Female 19 Female 92.0 Type of workers Type 81 Casual workers Casual Male Male 7.4 65 8.8 Yes 8 6.9 Permanent 57 0.0 10.0 30.0 20.0 50.0 70.0 60.0 90.0 80.0 40.0 100.0 0.0

20.0 60.0 80.0 40.0

120.0 160.0 180.0 140.0 100.0 200.0 Number of employers of Number Figure 28: Self-employed graduates by whether they received equipment or live stock during the start-up of their own business during the business start-up of their own stock equipment or live whetherreceived they by graduates 28: Self-employed Figure and sex. With respect to the aspect of training background, the results presented in Table 28 show that the majority of the that the majority 28 show in Table presented the results the background, aspect of training to respect With who of the employees percent with the 23.1 institution. This is in contrast at a TVET nottrained were (71.1%) employees institution. at a TVET trained were 5.2.3 Graduates’ Contribution Towards Employment Creation Creation Employment Towards 5.2.3 Contribution Graduates’ The self-employed company. of a and profitability the productivity determine assets as they valuable are Employees at their businesses. It can be observed employed currently of employees point out categories to asked were graduates By employees. (57%) employees by permanent followed first, ranked (81%) from 8 that male casual workers Figure and permannt (19%) in the casual work percentages low recording be underemployed, seem to females comparison, categories. (8%) work Figure 29: Types of business employees and sex of business employees 29: Types Figure TVET NATIONAL GRADUATE SURVEY GRADUATE TVET NATIONAL

NAMIBIA TRAINING AUTHORITY 48 NAMIBIA TRAINING AUTHORITY 49 % 5.8 71.1 23.1 Total 100.0 4.3 TVET NATIONAL GRADUATE SURVEY GRADUATE TVET NATIONAL 2.9 Other 4.8 % 2.9 8.8 88.2 1.7 100.0 Female 0.0 11.1 Not stated 2.9 2.3 % Lower prices Lower 4.6 31.0 64.4 Male 100.0 14.5 Total 5.8 Total 14.5 5.9 No 14.7 Female Marketing Female 14.5 5.7 Male Male 59.8 92.6 64.7 care Yes 94.1 Good customer Good customer 57.8 92 10.3 Employees trained at TVET trained Employees 14.7 0.0 Niche 10.0 30.0 20.0 50.0 70.0 60.0 90.0 80.0 40.0 100.0 8.4 0.0 Trained at TVET institution at TVET Trained Not stated Total Not Trained at TVET institution at TVET Not Trained 10.0 30.0 20.0 50.0 70.0 60.0 40.0 Table 29 shows that 25.6 percent of the self-employed graduates indicated that decreasing customer numbers as one numbers customer that decreasing indicated graduates of the self-employed percent that 25.6 29 shows Table costs and running finance funds to to access by followed encountering, their businesses were of the major challenges and equipment. tools purchase About 59 percent of the self-employed graduates reported that the method used to align their business to remain remain align their business to that the method used to reported graduates of the self-employed About 59 percent (14.5%). marketing by followed care, as good customer competitive 5.2.4 Business Competitors and Expansion 5.2.4 Business Competitors or city. in their village, town had competitors that they reported graduates of the self-employed (92.6%) The majority or city. in their village, town competitors experienced that they males indicated to compared (94.1%) females More Figure 31: Methods of Alignment of business to remain competitive remain 31: Methods Alignment of of business to Figure Figure 30: Competitors in village/town/city 30: Competitors Figure Table 28: Employees training background training 28: Employees Table 2.5 7.4 5.8 5.8 8.3 10.7 34.7 24.8 100.0 Percent 3 7 7 9 13 10 42 30 121 5.8 Number 11.8 grow business to business to to helping my helping my to My trade skills skills My trade 3.5 were of no use were Total 35.8 41.2 Female Moderately, I Moderately, business grow 33.7 skills to help my help my to skills had to use other had to Male 58.3 47.1 To a very To high extent 62.8 Efforts to let your business grow let your Efforts to 0.0 10.0 30.0 20.0 50.0 70.0 60.0 40.0 Late payments from payments pay. Late to or refusal customers, and materials. tools/machinery and insufficient Inadequate jobs and tenders. of contract Unavailability customers. Fewer space/workshops. of operating Lack competition. much Too of transportation.Lack Funds to finance running costs and purchase tools and equipment. costs and purchase running finance to Funds Lower prices/rates Lower service quality render to workers Motivate with clientele/customers and relations good communication Fostering and commitment work hard Through in the business Re-invest Not stated Total Social Media Advertising/Marketing care service and customer good quality Offer • • • • • • • • Figure 32: Extent to which trade skills helped business to grow helped business skills trade to which to Extent 32: Figure Table 30: Efforts to let your business grow let your 30: Efforts to Table Figure 32 shows that the majority (58.3%) of the self-employed graduates revealing that the trade skills and skills that the trade revealing graduates of theself-employed (58.3%) that the majority shows 32 Figure aiding their business growth. training through acquired they competencies Table 30 shows that 34.7 percent of the self-employed graduates citing the use of social media advertising and graduates of the self-employed that 34.7 percent 30 shows Table offering by followed base, their customer their businesses and grow promote to which through as a channel marketing care. service and good customer quality Major challenges: TVET NATIONAL GRADUATE SURVEY GRADUATE TVET NATIONAL

NAMIBIA TRAINING AUTHORITY 50 NAMIBIA TRAINING AUTHORITY 51 TVET NATIONAL GRADUATE SURVEY GRADUATE TVET NATIONAL 70.0 59.3 60.0 0.8 50.0 0.0 Not stated 1.1 40.0 30.0 17.6 Total 19.0 20.0 6.6 No 6.6 20.6 10.0 4.4 5.5 Female 18.4 0.0 Male 80.2 To increase revenue increase To Yes 79.4 To enter new markets new enter To 80.5 To become more competative more become To To offer better customer services customer better offer To To create employment opportunities employment create To 0.0 10.0 30.0 20.0 50.0 70.0 60.0 90.0 80.0 40.0 To grow and expand the business operations and expand grow To Figure 34: Reasons for expanding for 34: Reasons Figure About 59 percent of the self-employed graduates revealed that the main reason why they wanted to expand their expand to wanted they why that the main reason revealed graduates of the self-employed About 59 percent opportunities. employment create to business was Figure 33: Planning to expand business expand Planning to 33: Figure About 80 percent of the self-employed graduates reported they had plans to expand their businesses. The same pattern their businesses. The same pattern expand had to plans they reported graduates of the self-employed percent About 80 amongcan be observed sexes. both 0.8 0.0 Not stated 1.1 Total 83.5 Furthermore, they are of the opinion that the are they Furthermore, of tools in the form grants should provide Government the NTA businesses, whereas TVET and equipment for and qualification higher standards towards must aspire and programmes training of in the development levels curricula. of the area Other introducing suggestions include the narrow to offerings Management’ in course ‘Project and engineers artisans; gap between labour market to workshops training in invest to the Government and with skills entrepreneurs graduate empower manage their businesses sustainably; and expertise to businesses to support TVET better to communities for growth. economic promote Employers Survey Results Survey 5.3 Employers an important are graduates who employ Employers Survey. Graduate sub-component of the TVET information participants, direct their first-hand As and capacities on the competencies, and experience of utmost importance and are of graduates readiness perspective. a critical provide this study, for selected were employers 42 In total, whose main of companies array a diverse representing and Supply’, ‘Electrical activities ‘Sales include Execution Administration’, ‘Office ‘Education’, Installations’, and Maintenance ‘Auto and Tourism’, ‘Hospitality and ‘Manufacturing Repair’, ‘Masonry and Civil Works’, No 88.2 Female 81.6 Male 15.7 11.8 Yes 17.2 0.0 10.0 30.0 20.0 50.0 70.0 60.0 90.0 80.0 40.0 100.0 Provide financial of start-up support form in the Provide capital. and jobs. tenders Provide and equipment grants. tools Provide of supporting entities start-ups instead Empower established. already that are devise sector, In partnership with private opportunities as sub-contracts. such the between cooperation and enhance Facilitate and SMEs. sector private and implementation of Support development strategies marketing and entrepreneurial Support and facilitate management training trade SME sector-specific and coordinate Facilitate fairs. space. workshop and provide Establish • • • • • • • • • • Less than 10 percent of the self-employed graduates graduates of the self-employed than 10 percent Less up entrepreneurial take graduates that TVET suggested as as well employment, activities than seeking rather train to up with workshops come to the Government for run businesses successfully. to on how graduates TVET Desired Government Support to TVET Businesses: TVET Support to Government Desired In terms of Government support, 35 percent of the support, percent 35 of Government In terms insisting backing government called for respondents that financial of start-up support capital form in the percent while 33 graduates, to should be provided and of tools in the form grants Government call for their businesses. equipment for Figure 35: Business engage in Corporate Social Responsibilities Business engage 35: in Corporate Figure 5.2.5 Corporate Social Responsibilities and Responsibilities Social Suggestions 5.2.5 Corporate social their that business engagedin corporate indicated graduates of the self-employed (83.5%) The majority that their businesses engaged such in reported (88.2%)females (81.6%) than males activities. More responsibility initiatives. TVET NATIONAL GRADUATE SURVEY GRADUATE TVET NATIONAL

NAMIBIA TRAINING AUTHORITY 52 NAMIBIA TRAINING AUTHORITY 53 TVET NATIONAL GRADUATE SURVEY GRADUATE TVET NATIONAL (66.3%) Total (100.0%) (100.0%) (100.0%) 28 (33.7%) 55 83 (100.0%) 178 150 Total 116

2017 60 (67.9%) (40.0%) (49.4%) 19 (46.3%) 22 (53.7%) Accessible 41 (100.0%) (100.0%) 41 49 Sex 2016 Females 28 2015

118 (78.6%) (32.1%) (60.0%) (50.6%) 9 (21.4%) 101 33 42 (100.0%) (100.0%) 42 Males Performance Performance evaluation criteria evaluation 88 0

50

150 100 200 Number of graduates of Number No Total (row%) Response Yes (column%) (column%) Yes Graduates’ soft skills were rated by the employers using a 5-point Likert scale, whereby a score of one represent the of one represent a score scale, whereby using a 5-point Likert the employers by rated were soft skills Graduates’ Figure in result presented rating. The the highest (favorable) represent of five and a score rating (unfavorable) lowest one where skills, communication for expect two, was the employers by provided that the minimum ratings shows 37 the by of one. On the provided other hand, rating the maximum ratings an unfavorable the graduate rated employer the graduate rated have most employers average, rating. On a five was employed they against the graduate employers the on average where solving skills problem for except the board, across of four rating a favorable in their employment a three. was rating Table 33: Proportion of employers who indicated availability and accessibility of performance evaluation criteria evaluation of performance and accessibility availability who indicated of employers Proportion 33: Table The availability of a performance evaluation criterion for technical skills evaluation is an important intervention for for is an important intervention evaluation skills technical for criterion evaluation of a performance The availability the proportion presents The table below environments. work in their respective performances the graduates’ tracking the graduate. for criteria evaluation of the performance and accessibility availability indicated who have of employers percentage, (row) and the across of the employers percentage the within (column) represent The table entries in their criteria evaluation of the performance the existence indicated (78.6%) of the employers The majority respectively. accessible. are percent establishment, 53.7 of which Figure 36: Number of TVET graduates employed by sex and year sex by employed graduates 36: Number of TVET Figure Fabrication’, ‘Medical Services’, ‘Carpentry and Joinery’, ‘Mining’ and ‘Marine and Fisheries’. (see Appendix I, Table A.I.1 for (see Appendix I, Table and ‘Carpentry Joinery’, ‘Medical Services’, and Fisheries’. ‘Mining’ and ‘Marine Fabrication’, A.I.2 out). the activities main for carried and Table the names companies of (a) - (c) The 2017. to 2015 the period for in their employment of graduates the total indicate to asked were The employers at the employment who found in thenumber of graduates sustained growth 36 indicates Figure in presented result counterparts their female outnumbered that male graduates further Theparticipating results showed companies. in 2016, registered of male graduates in favour of 55 with the difference minimum under review, years the three across 2015. in the year registered and a maximum of 60 graduates 16.7 Teamwork skills rating skills Teamwork rating skills Flexibility/Adaptibility ratings solving skillls Problem ratings skills Creativity ratings management skills Time rating skills ethics Work Communication skills ratings skills Communication attachment 83.3 Prefer graduate with job graduate Prefer No Yes 14.3 Induction provided 85.7

0.0

10.0 30.0 20.0 50.0 70.0 90.0 60.0 80.0 40.0 Percent

1 3 5 2 6 4 0 Average rating Average Ability to apply skills which they have acquired from acquired have they (26.2%). which training apply skills to Ability supervision (26.2%). under limited work to with equipment and ability Familiarity (21.4%). environment to a new to adapt and the ability flexibility Demonstrated 4 qualification, or higher (9.5%). Level should be possession of NVC Graduates at all (4.8%). No expectation • • • • • Figure 38: Percent of companies providing induction and their preference for graduate with job attachment graduate for induction and their providing preference of companies 38: Percent Figure Figure 37: Employer’s average ratings of the graduate’s soft skills of the ratings graduate’s average Employer’s 37: Figure With regard to the expectations of the companies of graduates’ competency levels and ability to use their attained skills skills use their attained to and ability levels competency graduates’ of of the companies the expectations to regard With who have of employers expectations (percentage five top the following A.I.3), provided (AppendixTable I, the employers in brackets): the particular provided for expectation advocated Furthermore, the employers were asked to indicate as to whether their respective companies had graduate induction had graduate companies whether their respective as to indicate to asked were the employers Furthermore, induction indeed facilitated that their companies indicated (85.7%) of the employers The majority in place. programmes of the majority the overwarming prefer, that they of graduate the type to respect with 38). Furthermore, (Figure the providing In addition to background. with a job attachment those graduates prefered that they indicated employers during graduates to mentors attached (90%) of companies with induction, the majority in their employment graduates 39). (Figure days/weeks the first TVET NATIONAL GRADUATE SURVEY GRADUATE TVET NATIONAL

NAMIBIA TRAINING AUTHORITY 54 NAMIBIA TRAINING AUTHORITY 55

TVET NATIONAL GRADUATE SURVEY GRADUATE TVET NATIONAL Total (100.0%) (100.0%) 4 (4.8%) (100.0%) 80 (95.2%) 84 (100.0%) (75.0%) 3 (7.1%) (48.7%) (50.0%) Graduate Graduate (92.9%) 39 (92.9%) 42 (100.0%) (100.0%) 42 performance

contributed to to contributed

No 90.5%

improvement to company company to improvement

No 9.5%

(97.6%) (51.3%) (25.0%) 1 (2.4%) (50.0%) 41 42 (100.0%) (100.0%) 42 knowledge to apply theoretical apply theoretical to Encourage graduate graduate Encourage No Total (row%) Response Yes (column%) (column%) Yes They believe that graduates have contributed to improving company performance (42.9%) performance company improving to contributed have that graduates believe They (38.1%) challenges smoothly limited with ran progress work Graduates’ (9.5%) as a result had increased revenue The company’s • • • In contrast, a reverse trend was observed when it came to those graduates who were provided opportunities further for provided who were those graduates when observed it came to was trend a reverse In contrast, opportunities further for did not afford training from In particular, the result training. that employers 4 shows Figure such granted who were percent the 38.1 for submitted reasons However, (61.9%). of the graduates the majority to to upgrade well as as ‘required in fields of study’ alia, the ‘needopportunities (60.0%), gain knowledge inter included to A.I.6). (Appendix I, Table (40.0%) their skills’. Figure 40 below presents the percentage distribution of graduates by promotion and further promotion status, as training by of graduates distribution the percentage presents 40 below Figure from cohort, (52.4%) – 2017 the 2015 half of the graduates that over It is observed employers. their respective by indicated as advanced performance’, ‘outstanding was promotion for The main reason promotions. received employed, who were A.I.5). (Appendix I, Table On the other hand, ‘no as a of the cited opportunities’ employers promotion was percent 28.6 by of the graduates. percent 47.6 not promoting for reason Table 34: Proportion of employers who indicated encouragement to graduates to apply theoretical knowledge and whether knowledge they apply theoretical to graduates to encouragement who indicated of employers 34: Proportion Table performance company to contributed The result presented in Table 34 shows that the overwhelming majority of the employers indicated that graduates were were that graduates indicated of the employers majority that the overwhelming 34 shows in Table presented The result improvements to contributed and that graduates (97.6%), in the workplace knowledge apply theoretical to encouraged in improvements to contributed that the graduates who indicated The employers (92.9%). performances in company is a particular reason to attributed of employers (percentage reasons: the following provided performances company list): A.I.4 complete for Appendix I, Table to (refer in brackets) provided Figure 39: Percent distribution of companies that provides mentors for TVET graduate in the first days or weeks. or in the days first graduate TVET for mentors that provides of companies distribution 39: Percent Figure the task have performing whether the trainees as to in determining application is an important measure Knowledge the determine to In addition, it can also be used as a measure do the job. to and skills contents the required grasped employed if the graduates indicate to asked were employers In this regard, courses. of the training and relevance quality as as well also, in the workplace knowledge apply their theoretical to being encouraged were in their companies performance. overall in the company’s improvements to had made contributions whether they 7.1 1 Year 61.9 No 2.4 6 Months 6 47.6 Further training Further 23.8 training were adequate. This majority (59.5%) of the (59.5%) This majority adequate. were training the gained by that the skills indicated employers those similar to was training formal during graduate A.I.7), pointing to the job (Appendix I, Table for required In contrast, programmes. of the training the relevance that the indicated of the employers percent only 28.6 inadequate, were transferred and skills competencies not in line jobs were current because the graduates’ or studied. completed they with the trade 3 Months Adaptation period Adaptation 38.1 26.2 1 Month Yes Graduate promoted Graduate 52.4 40.5 1 Week 5.0 0.0 15.0

0.0 10.0 35.0 25.0 30.0 20.0 45.0

40.0 10.0 30.0 20.0 50.0 70.0 60.0 40.0

Percent Percent It is observed from the result presented in Figure 42 fromIt is observed 42 in Figure presented the result that felt of the employers (71.4%) that the majority formal during transferred and skills the competences The uptake of skills is not only relevant in terms of those in terms is not only relevant of skills The uptake those who impart the it, to but critical who received place. has taken transfer absolute ensure to knowledge in this role a critical play institutions therefore TVET that employers It is against this background regard. whether those competencies indicate to asked were their formal during graduates to transferred and skills the current for adequate were programme training themselves found they in which environments working in. Figure 41: Percent distribution of TVET graduates adaptation period to their working environment and productive. environment their working to adaptation period graduates of TVET distribution Percent 41: Figure Figure 40: Percent distribution of TVET graduates by promotion and further promotion by status. training graduates of TVET distribution 40: Percent Figure Employers were further asked to indicate how long the graduates in their employment took to adapt to the work the work adapt to to took in their employment long the graduates how indicate to further asked were Employers about a took graduates that indicated (40.5%) Most of the employers work. productive up taking before environment of one and an adaptation period indicated and On the 23.8 other hand, 26.2 percent percent 41). adapt (Figure to week before of one year, an adaptation period indicated of the employers percent 7.1 while only months respectively, three became productive. graduates TVET NATIONAL GRADUATE SURVEY GRADUATE TVET NATIONAL

NAMIBIA TRAINING AUTHORITY 56 NAMIBIA TRAINING AUTHORITY 57

TVET NATIONAL GRADUATE SURVEY GRADUATE TVET NATIONAL

Yes

76.2%

Yes

71.4%

No

23.8%

No 28.6% There is a need for the NTA to enforce more time on mandatory job attachment programmes for all trades in the all trades for programmes job attachment time on mandatory more enforce to the NTA is a need for There (19.0%). sector TVET for furtherTVET at the training to allow qualification levels higher trade into and expand grow is a need to There institutions (14.3%). equipment, and campus training soft skills components, of practical in terms institutions should improve TVET (14.3%). space and industry (9.5%). standards market meet current to be benchmarked needs to curricula TVET (9.5%). in all trades institutions should implement the compulsory use of computers TVET There is just no time to train trainees (50.0%) trainees train is just no time to There The timeframes short (40.0%) institutions is too TVET of (10.0%) trainees pay is not enough funds to as there Budgetary constraints, • • • • • • • • Finally, the employers where requested to submit suggestions as to what adjustments or improvements could be made could what adjustments or improvements submit suggestions as to to requested where the employers Finally, from is a summary of their input. (as extracted in Namibia. Below, table A.I.9, programmes with the percentage TVET to the particular for brackets). suggestion in advocated who have of employers Figure 43: Percent distribution of the employers view as to whether employers are doing enough in terms taking up student for job taking up student for doing enough in terms are whether employers as to view of the employers distribution Percent 43: Figure attachments. Figure 42: Percent distribution of adequacy of the graduate’s competency skills transfer for the current working environment. working the current for transfer skills competency of adequacy of the distribution graduate’s Percent 42: Figure Employers were also asked to indicate as to whether they thought companies were doing enough in terms of taking of taking doing enough in terms were thought companies whether they as to indicate to also asked were Employers felt the of employers (76.2%) that the it can be observed majority below, 43 Figure From job attachment. for in trainees of the the 23.8 percent However, job attachment. for in trainees of taking doing enough in terms were that companies a cited job attachment for trainees absorb not doing enough to were that companies indicated who have employers in brackets): the reason A.I.8, who advanced (Appendix I, Table of employers with the of reasons. percentage wide array 6.1 TVET Graduates 2015 – 2017 Cohorts – 2017 2015 Graduates TVET 6.1 programmes TVET of that the quality reveal The findings out of alignment with the and large, and by poor, as very indicated have demand. Although graduates market’s received, they training with the formal satisfaction the Despite unemployed. remain half the respondents employers 12 holders, being Grade of graduates majority graduates to offered training that the formal indicate the labour to in relation cases obsolete in many was requirements. market’s mismatches visible skills The findings furtherreveal to be ascribed This could amongst graduates. weakened deficiencies on the supply side and of who are with industry roleplayers collaboration and review require curricula the opinion that training however, transformation, Curriculum realignment. all concerned effort between a coordinated requires the present address to at large and society stakeholders relevance. training and ensure imbalances is another and experience quality Trainer/instructor the of pertinent percent About 35 challenge. of the experience practical perceived respondents This implies that poor. as fairly staff, trainer/instructor Providing information about the quality of TVET of TVET the about quality information Providing and NQA- at all NTA-registered offered programmes institutions in Namibia; TVET accredited of the on the transition Obtaining information the labour market; into graduates graduates TVET which to the extent Reviewing or self- find employment gainful managed to have their to related directly occupations in employment qualifications; trade both unemployed by Identifying faced challenges and their perception graduates and employed and TVET; towards of TVET rates the employment Establishing sectors. and informal – both in the formal graduates from graduates TVET cohorts – 2017 from the 2015 institutions; TVET 41 from (entrepreneurs) graduates the Self-employed and same cohorts – 2017); (2015 cohorts. graduates’ – 2017 of the 2015 Employers

• a) • • • • b) c) The findings underline a visible mismatch between between The a visible mismatch findings underline and industry requirements outcomes training graduate a sentiment share employers and demand. Many and industry curriculum of enhanced collaboration training ensure to in order and renewal transformation relevance. the following: of the study included objectives Key three around organised in this study are Findings namely: areas. thematic/focus The findings indicate that the majority of TVET TVET of that the majority The findings indicate while smaller fractions unemployed, remain graduates employed. or occasionally either contractually, are and extensive is a challenging employment Securing rates The high unemployment graduates. for process self- them into driven have amongst graduates of challenges again a myriad where employment, of alia lack inter their progress, hamper and delay start-up capital, businesses registration to access tools/ of lack competition, market intensified challenges, of contract non-availability machinery and material, of and lack base. customer limited jobs/tenders, amongst others. space/workshops, operating This graduate survey is the first of its kind in Namibia. of its the is first survey This graduate trade who acquired graduates TVET Targeting 5 certification to level at 2017 to 1 2015 Level from from based was countrywide, institutions survey this TVET sampling frameon an updated participants of 3,102 from The institutions. who graduated TVET 41 the strategic to contribute serve to outcomes survey’s of the as custodians NTA, and planning objectives of its as per the provisions sector, TVET of Namibia’s Act of 2008). enabling legislation (VET 6. CONCLUSION TVET NATIONAL GRADUATE SURVEY GRADUATE TVET NATIONAL

NAMIBIA TRAINING AUTHORITY 58 NAMIBIA TRAINING AUTHORITY 59 TVET NATIONAL GRADUATE SURVEY GRADUATE TVET NATIONAL instructor quality, graduates plea with TVET institutions institutions TVET with plea graduates quality, instructor and with vast trainers/instructors recruit increasingly to experience. and practical market labour relevant of the incorporation include Other recommendations ‘Mathematics’ Drawing’, ‘Engineering as subjects such course institution Studies’within TVET and ‘Computer with toolkits graduates provide as to as well offerings, and equipment upon graduation. 6.2 Self-Employed Graduates Graduates 6.2 Self-Employed (Entrepreneurs) sampled self-employed of 121 randomly A total by dominated is largely areas in 17 trade graduates (90%), been married never who have graduates young and 30 29 (62.8%) 25 to of categories in the age group equally fairly are Male and female and older (22.3%). represented. in the born were (36.5%) of the respondents The majority However, and Oshana regions. Omusati, Ohangwena mainly in the Khomas (37%), reside currently they the to owing and Omusati (19) regions (20%) Erongo at strategic bases and viable economic well-established cases (2.5%) in isolated Only locations in these regions. businesses. The than two more own do graduates most only one business. The two owns (88.4%) majority Contractor’ ‘General are business operations common (14.9%). ‘Office and ‘Plumbing and Pipefitting’ (16.5%) business operation common is the least Administration’ with only 0.8%. and (61.2%) the desire Unemployment the for major drivers are (16.5%) be self-employed to businesses. establishment of own the unavailability Starting by businesses is constrained a constraints, of start-up funds, business registration an unavailability and materials, of tools/machinery lack bases, customer decreasing jobs/tenders, of contract space/ of operating andcompetition a lack intensified their expand amidst ambitious efforts to workshops, depend entrepreneurs many businesses. Subsequently, and friends (63.8%) savings on personal and family support (27.6%). contributing significantly are that they feel Graduates and development the country’s growth economic to Government improved call for outlook. they Hence, start-up financing and support availing through and equipment of tools in the form grants incentivizing further call for businesses. The self-employed TVET for - primarily collaboration and public private enhanced ease to and secondarily relevance training ensure to Other the market. into of graduates the transition entrepreneurial facilities, workshop suggestions include and intensified skills, training and management skills options. career on TVET and advocacy guidance career that the also recommend entrepreneurs The graduate its engagement of industry intensifies stakeholders NTA training TVET current enhancing and improving towards prepare better that would and programmes curricula Notwithstanding their perceptions on poor trainer/ their perceptions Notwithstanding Amongst others, the graduates recommend that the recommend Amongst the graduates others, and graduates connect better to platforms create NTA better to be reformed curricula that TVET employers, and requirements, standards market meet current their qualification as institutions expanding as well pursue them to allow to higher levels to offerings are . The graduates further at their alma maters training institutions should invest further that TVET of the view equipment and that training and updated in current the for also request They be enhanced. spaces workshop between programmes exchange trainee of introduction according institutions. Job attachment, TVET different and should should be a mandatory be graduates, to stakeholders. with key coordinated strategically Despite the fact that the majority of employed of employed that the the majority fact Despite their businesses owning prefer seem to respondents constrained are graduates being employed, over notably the limited a multitude of challenges, by according of finance, start-up capital. A lack to access their why is also the main reason respondents, to the it through make to businesses most in failed cases efforts extent, To a large of establishment. year first development TVET or finance government secure to driven consequently and have failed funds have initiative challenged are graduates thembusiness. out of Equally, lack while others of machinery a lack and materials, by to operate space of A lack workshop from. and office them of expertise has deprived training entrepreneurial own and register business proposals own formulate to training entrepreneurial their calls for businesses, hence Inclusively, curricula. training into be incorporated ito occupations, satisfied with their current are 24% over with their current discontent expressed while 39% have from of graduates jobs. The majority – 2017 the 2015 hence, unemployed; and large by are cohorts graduates of utmost importance. are interventions urgent Albeit that the majority of the employed respondents respondents of the employed Albeit that the majority qualifications, in linewith their trade employed are and difficult job is a protracted a regular securing this and of other socio-economic a result As process. compelled often are respondents circumstances, Newspapers employers. their first switch remain to securing method for advertisement is a successful of job attachment while proof gainful employment, applicants securing in graduate a role also plays to access enjoy graduates Employed employment. fringeremuneration benefits. the training curricula are askew to labour market labour market to askew are curricula the training (although job attachment the gap, demands. Bridging and orientated prepared has practically not mandatory) the demands of to (79%) of respondents the majority support that institutional the of fact In view industry. is correspondingly and job searches attachment for is the labour market into transition graduates’ poor, being of the respondents 50.1% with arduous, quite unemployed. indicated that graduates took minimal time to adapt time minimal to took that graduates indicated productive. and become environment working new to the of potential their appreciation Notwithstanding gainful employment create to of job attachments economic cited opportunities, employers many inadequate and budgetaryhardships constraints, timeframesattachment impacting adversely as factors intakes. on attachment and the self-employed the inputs of graduates Similar to enhanced called for too the employers entrepreneurs, institutions TVET between collaboration and intensified graduates connect better to and industry stakeholders a requires however, Collaboration, and employers. and sustained effort amongst stakeholders coordinated the and enforce imbalance the present address to and pathways career jobs with clear of decent creation graduates. TVET for contracts fair in order reform further curricula called for Employers expand as to as well standards, market meet current to higher qualification to offerings institutional course of trainee the introduction for While advocating levels. TVET different between programmes exchange institutions to TVET called for institutions, employers training, as practical as far about improvement bring are training equipment and soft skills training the NTA for suggested the employers Finally, concerned. for programmes job attachment mandatory enforce to trades. all TVET The employers also invested in graduates enrolling enrolling in graduates also invested The employers and gain their skills upgrade furtherfor to training (40.5%) The majority trades. in related knowledge more Although numerous employers (97.6%) encouraged encouraged (97.6%) employers Although numerous in the knowledge theoretical apply to graduates provided are in most instances graduates workplace, in were 92.9% of the employers Regardless, mentors. had immensely contributed that graduates agreement have which performance, their companies’ to some. for promotions into subsequently resulted A total of 42 employers from employers of 42 business operations A total diverse interviewed. were settings the lacked graduates the employers, to According supervision excessive andnecessary required skills them. This skills assigned to the tasks complete to is not only the employers, to according mismatch, on the of a deficiencies and shortcomings the result be ascribed institutions alone, but could part of TVET sector, particularly those in the private employers, to of the opinion that the are The employers as well. to new in adapting should be flexible graduates with all familiarity and demonstrate environments tools. trade-specific equipment and 6.3 Employers of the 2015 – 2017 – 2017 of the 2015 6.3 Employers Cohorts Graduate graduates for employment and entrepreneurship. They They and entrepreneurship. employment for graduates support to and companies public private call on both the introduction for them, while at the same advocating management and entrepreneurship of project the narrow to programmes TVET into components gap. labour market TVET NATIONAL GRADUATE SURVEY GRADUATE TVET NATIONAL

NAMIBIA TRAINING AUTHORITY 60 NAMIBIA TRAINING AUTHORITY 61 TVET NATIONAL GRADUATE SURVEY GRADUATE TVET NATIONAL in concert with TVET institutions, avail an updated an updated institutions, avail with TVET in concert sampling frame safeguard to intent with a clear which – a shortcoming information contact graduates has had a visible impact on this study. is sector the that country’sNotwithstanding TVET are institutions whereby essentially supply-driven efforts concerted development; economic for producing as TVET market-driven consider to should be intensified who can workers high-skilled a method of developing demands. market labour adapt to saturated studies should also explore future Lastly, This will in the labour market. (trades) areas training in saturated graduates and producing prioritising avoid areas. market In this respect, the consultant is of the view that in is of the view In this respect, the consultant understanding, a and broader establishing a clearer Survey Graduate TVET all-inclusive however, second, accurate a more provide to should be undertaken graduates. TVET of the status of Namibia’s investigation of the country’s Should the as the NTA, custodian recommendation, of this work make is to sector, TVET should be made in sensitising significant investment and their feedback and share participate to graduates input. further The consultant suggests that the NTA, Owing to a number of challenges as highlighted, as highlighted, challenges a number of Owing to to attempting participation rate, overall notably thelow from conclusions and generalised generalisations draw may Survey, Tracer Graduate of this TVET the outcomes and conclusive. informative not be exclusively 7. RECOMMENDATIONS 7. Nikica Mojsoska-Blazevski, N. (2017). Tracing Secondary Tracing (2017). N. Mojsoska-Blazevski, Nikica in the Graduates Education and Tertiary Vocational Tracer 2016 Republic of Macedonia. Yugoslav Former Foundation. Training Study Results. European to or Not Vocationalize To (2009). M. O. Oketch, and Trends on Current Perspectives Vocationalize? in Africa.Issues on TVET Handbook of In International 531-545). (pp. of Work the Changing World for Education Dordrecht. Springer, L. - of VET Reimagining the Purpose (2012). Powell, In South African Aspire to the Capability Expanding Students. International and Training Education Further 643-653. 32(5), Development, of Educational Journal Technical for Framework ICT Quest, R. Multi-Stakeholder in Namibia. and Training Education Vocational Handbook of (2008). R. (Eds.). & Maclean, F., Rauner, and Training Education and Vocational Technical Springer. Dordrecht: 49). (Vol. Research Inequality, Schooling (2016). J. Rogan, M., & Reynolds, from Evidence and the Labor Market: Higher Education South Cape, Study in the Eastern Tracer a Graduate Africa. Africa, Southern Development 343-360. 33(3), (2017). N. R. K., & Kadhila, R., Shalyefu, Shivoro, in Attributes Employability Embedding Graduate of Two A Case Curricula: Management Sciences and Learning of Teaching Journal Namibian universities. 8(1), 123-136. Employability, Graduate for A Tracer (2018). T. Melese, M., & Wale, Z., Abebe, T., Siraye, Oo Business and Economics Study on Employability Journal International at Bahir Dar University. Graduates 2(1), 45-63. and Sustainability, of Higher Education Study E. A Tracer (2016). A.,Sorkatii, Khalid, I., & Waheed, Institute and Training Education Vocational of Technical State. in Khartoum Graduates and Vocational (1993). Planning Technical J. Turner, of Namibia. The The Case and Training: Education 285-297. Aspect of Education, 45(3), Vocational Technical Revitalize to Strategy May). Union, A. (2007, in Africa. (TVET) and Training Education and Vocational of Ministers of the Conference In Meeting of the Bureau of the Africanof Education II+) (pp. Union (COMEDAF 29-31). Revisiting of TVET. C. The Attractiveness (2013). Winch, Reflections on Theory and in TVET: Trends Global 86-122. Practice, Machumu, H. J. (2015). Deploying Blended Learning in Blended Learning Deploying (2015). H. J. Machumu, In Tanzania: Systems and Training Education Vocational and Do?. Know Need to What Educators Contributing Factors (2016). & Emmanuel, J. Munishi, D., and Among Technical Skills Of Employable Lack to In Tanzania. Graduates (TVET) Education Vocational Report the National Survey by National Graduate (NCHE), 2018. National Higher Education for Council Windhoek Higher Education. for Council Johanson, R. K., & Adams, A. V. (2004). Skills Skills (2004). A.Johanson, R. K., & Adams, V. Africa. Bank. In Sub-Saharan Development The World and Technical I. (2013). & Shaorshadze, P., Krishnan, in Ethiopia. and Training Education Vocational of School London Centre, Growth International Science. andPolitical Economics Haan, H. C. (2006). Training for Work in the Informal in the Informal Work for Haan, H. C. Training (2006). from Evidence Fresh Sector: Sub- Micro-Enterprise Africa & Business Media. Sahara Science 3). Springer (Vol. A., A. Hassan, R., Razzaq, Hadi, M. Y. R. A., M. Z. & Mustafa, A Survey In Career: Skills Application of Thinking (2015). (TVET) Training Education and Vocational on Technical Procedia- Job Duties. Qualification Semi-Professional 211, 1163-1170. Sciences, Social and Behavioral Galguera, M. P. (2016). The Influence of UNESCO on of UNESCO The Influence (2016). M. P. Galguera, Education of National Technical the Development Study A Comparative (TVET): Training and Vocational dissertation, and Namibia (Doctoral in Botswana de Madrid). Autónoma Universidad Eicker, F., Haseloff, G., & Lennartz, B. (2017). Vocational G., & Lennartz, Haseloff, Vocational B. F., (2017). Eicker, Africa. in Sub-Saharan and Training Education W. Verlag. Bertelsmann Chinien, C., McOmish, E., Perera, M., & Chinien, A.Chinien, C., E., McOmish, (2009). Perera, Pacific Region: A Survey andAsia in the TVET of A Profile In Practices. and Promising Innovations of Progress, the Changing for Handbook of Education International Dordrecht. Springer, 749-764). (pp. of Work World of Response The Adequacy (2008). Nulty Duncan D. Be Done? Can What Surveys: Online and Paper to Rates 33, Vol: In Higher Education, and Evaluation Assessment – 314. pp: 301 No.3, Atchoarena, D., & Delluc, A. M. (2001). Revisiting Technical & Delluc, A.D., Technical Revisiting M. (2001). Atchoarena, Africa: In Sub-Saharan Education An and Vocational and Challenges. Final Innovations On Trends, Update Planning for Education for Institute Report. International Bank. The World DC: Bank, Washington the World Akoojee, S., Gewer, A., S., S. & McGrath, Gewer, Akoojee, A. (2005). (Eds.). Africa: in Southern and Training Education A Vocational Press. HSRC Study. Comparative 8. BIBLIOGRAPHY 8. BIBLIOGRAPHY TVET NATIONAL GRADUATE SURVEY GRADUATE TVET NATIONAL

NAMIBIA TRAINING AUTHORITY 62 NAMIBIA TRAINING AUTHORITY 63 TVET NATIONAL GRADUATE SURVEY GRADUATE TVET NATIONAL Company Name Company cc Baumann and Workshop Meier Namibia Crush Plant Man Group Bearing Ltd Namibia Pty Bokomo Company Namibian Bottling Coca-Cola Engineering ServicesConserv Ondangwa Cosdec Shop Delux Coffee Medical Practice Dr Nakanduungile Metals Dundee Precious Specialist Dunns Pepcor E.B.E Services Maintanance Embinda Fishing Supply Services Industrial Erongo Ltd (Pty) Microfinance Eshisha Agency Observer Fisheries Spares Motor Greg Carpentry Hess CC Holzbau (Ltd) Namibia Pty Electrical Inexma Centre Enterprise Youth Katutura Caterberg MACNAM Institute Training Technical MAPAC (Namibia) Diesel and Turbo Midvaal Millenium and Refrigeration and Services Electrical (Ltd) Pty Namdeb Diamond Corporation (COSDEC) Foundation Development Skills Namibia Community (Ltd) Pty and Trails Namibia Tracks Namibian Diaries NAVY Namibian Ship Dauries (ltd) Novanam Council Town Okohao Clothing CC Joy Olive Ongwediva Plastic Packaging (Ltd) Pty Plastic Packaging Division Motor Pupkewitz Nissan Oshakati Pupkewitz Roof of Africa Engineering CC Stainless Steel URANIUM SWAKOP Ulli Services AfricaUnited Ltd (Pty) Group [Oshana Regional] Area Settlement Uukwangula Pharmacy Wanahenda 1 3 2 5 7 6 9 8 4 11 13 31 12 15 21 17 16 19 18 41 10 14 35 33 32 23 22 25 37 27 26 36 39 29 38 28 24 20 30 42 34 40 Number Table A.I.1: Employer’s companies name A.I.1: companies Employer’s Table Appendix I 7.1 7.1 7.1 7.1 7.1 2.4 2.4 2.4 2.4 2.4 2.4 2.4 9.5 4.8 4.8 4.8 4.8 4.8 4.8 2.4 2.4 2.4 2.4 2.4 2.4 2.4 4.8 4.8 16.7 31.0 21.4 14.3 100.0 100.0 Percent Percent 1 1 1 1 1 1 1 1 1 1 1 1 1 1 3 2 2 2 2 2 2 7 3 3 3 3 2 2 9 4 13 42 6= 42 Number Number Main Activities 1 Main Activities 2 Education and supply purification Water and fishingMarine activity and fabricating Manufacturing and supply Sales execution Electrical and Repair Maintenance Auto Carpentry and joinery of instrumentations and equipment Maintenance Masonry and Civil Works Finance Mining and tourism Hospitality Medical services Administration Office Not stated Total Auto Maintenance and Repair Maintenance Auto Carpentry and joinery Education Electrical Finance General works General Hospitality and tourism Hospitality Maintenance of instrumentations of and equipment Maintenance Manufacturing and fabricating Manufacturing and fishingMarine activity Masonry and Civil Works Medical services Mining estate Real Sales execution and supply Sales execution and supply purification Water Total Table A.I.2 place Table work (b): Main activities at the employer’s performed Table A.I.2 place Table work activities (a): Main at the employer’s performed TVET NATIONAL GRADUATE SURVEY GRADUATE TVET NATIONAL

NAMIBIA TRAINING AUTHORITY 64 NAMIBIA TRAINING AUTHORITY 65 7.1 7.1 2.4 2.4 2.4 2.4 2.4 9.5 9.5 9.5 9.5 4.8 4.8 2.4 4.8 4.8 4.8 38.1 21.4 14.3 64.3 47.6 26.2 26.2 28.6 42.9 60.0 40.0 100.0 100.0 100.0 100.0 100.0 Percent Percent Percent Percent Percent TVET NATIONAL GRADUATE SURVEY GRADUATE TVET NATIONAL 1 1 1 1 1 1 3 3 2 2 2 2 2 6 6 9 9 4 4 4 4 11 11 12 16 15 18 27 42 20 42 42 42 Number Number Number Number Number Reason Reason Expectation Main Activities 3 Total Water purification and supply purification Water and fishingMarine activity and fabricating Manufacturing and supply Sales execution Plumbing works and Repair Maintenance Auto Masonry and Civil Works Hospitality and tourism Hospitality Administration Office Not stated They have improved the company performance the company improved have They has increased revenue Company acquisition of skill interns very limited are performance Trainees Total Their work progress run smoothly with little troubles run smoothly with little progress Their work They should have NVC L1 NVC should have They They should have NVC L2 NVC should have They Promoted to a high position to Promoted with a salary a promotion increase Received their skills upgrade To in other fields of study gain knowledge To No promotion yet No promotion outstanding was Because their performance Total Total They should have NVC L3 NVC should have They They should have NVC L4 or higher L4 NVC should have They from acquire they which apply skill should be able to They school Need less supervision and familiar with all the equipment regarding technical skills. technical Need less supervision with all the equipment regarding and familiar Trainees should be able to adapt to a new environment and be flexible environment a new adapt to should be able to Trainees No expectation Total Table A.I.4: Reason TVET graduates contributed to improvements in the performance of your company of your in the performance improvements to contributed graduates A.I.4: TVET Table Reason Table A.I.3: Expectations from company on graduate’s competency levels and ability to use attained skills use attained to and ability A.I.3: levels Table from Expectations competency on graduate’s company Table A.I.2 (c): Main activities performed at the employer’s work place A.I.2 work Main activities at theTable employer’s performed (c): Table A.I.6: Reason Company sent out graduates from sent out graduates further institutions for A.I.6: during the training Company TVET Reason Table – 2017 2015 period Table A.I.5: Reason Company provide graduates from graduates institutions with promotions provide TVET – 2017 A.I.5: 2015 Company Table Reason 7.1 7.1 7.1 9.5 9.5 9.5 2.4 11.9 11.9 16.7 19.0 14.3 14.3 10.0 59.5 50.0 40.0 100.0 100.0 100.0 Percent Percent Percent 1 1 3 3 3 5 5 5 7 6 6 8 4 4 4 4 10 25 42 42 Number Number Number Reason Reason Suggestion Graduate’s job is not in line with the trade they completed/studied job is not line in they with the trade Graduate’s thejob for those required similar to training gained during Skills students) pay to is no enough finance (there crisis Economic so as to companies with different joint ventures institutions should form TVET graduates to connect employers standards market meet current to curriculum Upgrade further institutions for those studies at respective allow to levels trade Increase Takes time for graduates to adapt to the working conditions the working adapt to to graduates time for Takes do the job effectively to guided are Graduates environment the working to cope struggle to Graduate’s Total soft equipment’s, training on theirpractical’s, Institutions should improve TVET and the campus space skills institutions TVET different between programs student exchange Introduce in all trades for programs time job attachment on mandatory more enforce to NTA sector the TVET TVET Institutions time frameTVET is short training the trade for students training is no time for There in all trades institutions should implement compulsory uses of computers TVET the for trades, within the different skills short on competency courses Introduce preparation labour market No comments Total Total Table A.I.8: Reason think employers are doing enough in terms of taking up students for job attachments up students for of taking doing enough in terms are A.I.8: think employers Table Reason Table A.I.7: Reason Competency skills transferred to graduates during study program adequate for current working working current for adequate program during study graduates to transferred skills Competency Reason A.I.7: Table environment Table A.I.9: Suggestion for adjustments or improvements for TVET study programs TVET for A.I.9: adjustmentsTable Suggestion for or improvements TVET NATIONAL GRADUATE SURVEY GRADUATE TVET NATIONAL

NAMIBIA TRAINING AUTHORITY 66 NAMIBIA TRAINING AUTHORITY 67 1.7 1.7 9.1 2.5 2.5 7.4 7.4 9.9 5.0 5.8 8.3 5.8 0.8 0.8 16.5 14.9 100.0 Percent TVET NATIONAL GRADUATE SURVEY GRADUATE TVET NATIONAL 1 1 3 2 2 3 7 7 6 9 9 11 12 18 10 20 121 Number Business operations General Contractor: Building houses Contractor: General and parts replacements engine overhaul Repairs: Auto Tailoring: Fashion Design & Sewing Fashion Tailoring: Auto Maintenance: Car service Car and fault finding Maintenance: Auto Sales: household appliances Social Worker delivery & Dine, Food Wine Accommodation, Hospitality: Plumber General Electric Installations: Wiring household properties and industrial Electric Installations: Wiring mailing and scanning Copier, Printing, Multi-Purpose Printing: Metal Welding and Fabrication Metal Welding Carpentry Works Retail outlet Not stated Total Maintenance of Electrical Appliances: Air Cons, Refrigeration Air Cons, Appliances: of Electrical Maintenance Administration Office Table A.II.1: Breakdown of business operations A.II.1: Breakdown Table Appendix II ANNEXURE A: ANNEXURE The Graduates’ The Graduates’ Questionnaire GRADUATES QUESTIONNAIRE GRADUATES Education and Training (TVET) Institutions, Namibia, 2015-2017 Institutions, (TVET) andEducation Training Economic Impact Assessment (Tracer Study) on Graduates from Technical Vocational from Vocational on Graduates Study) Impact AssessmentEconomic (Tracer Technical TVET NATIONAL GRADUATE SURVEY GRADUATE TVET NATIONAL

NAMIBIA TRAINING AUTHORITY 68 NAMIBIA TRAINING AUTHORITY 69 TVET NATIONAL GRADUATE SURVEY GRADUATE TVET NATIONAL INTRODUCTION Respondent Dear upon an Economic embarking is currently (NTA) Authority The Training Namibia from who graduated institutions from graduates TVET Impact of TVET Assessment - 2017. 2015 completed they after employability assess graduates The of the main aim study is to the offered, programs of TVET the study will assess the quality their Moreover studies. and challenges and identify graduates’ the labour market into of graduates transition programmes. on TVET perceptions and be highly appreciated will participationin this important of graduates survey Your find Please confidentiality. with strict will be treated collected that the information note convenience. earliest at your the questionnaire complete time to participation kind and support. your for in advance very much Thank you Ohangwena Ohangwena Omaheke Oshikoto Otjozondjupa Zambezi Married Never Separated specify):Other (please 8 9 10 Omusati 11 Oshana 12 13 14 status marital current A5. What is your 1 2 Married 3 Divorced 4 Widow(er) 5 6 ...... A6. What trade did you complete? Please specify your specify your Please complete? did you What trade A6. trade. ………………………………………………………………………………………… highest qualification level? TVET What is your A7. 1 NVC L1 L2 2 NVC 3 NVC L3 4 NVC L4 L5 5 NVC specify):6 Other (please ...... Training? TVET before education level A8. Your ...... Year of Completion (date) of Completion Year K ǁKaras Erongo Hardap East Kavango West Kavango Khomas Kunene Ohangwena Omaheke Oshikoto Otjozondjupa Zambezi K ǁKaras Erongo Hardap East Kavango West Kavango Khomas Kunene Male Age in years Age of birth? region A3. What is your 1 2 3 4 5 6 7 8 9 10 Omusati 11 Oshana 12 13 14 usual residence? A4. your What is 1 2 3 4 5 6 7 1 2 Female Institution A1. What is your gender? What is your A1. last birthday? at your you old were A2. How SECTION A: BIOGRAPHICAL INFORMATION A:SECTION BIOGRAPHICAL A9. State the institution where you did your TVET Training and the date of completion. and the date Training TVET did your the you institution where State A9. TVET NATIONAL GRADUATE SURVEY GRADUATE TVET NATIONAL

NAMIBIA TRAINING AUTHORITY 70 NAMIBIA TRAINING AUTHORITY 71 5 TVET NATIONAL GRADUATE SURVEY GRADUATE TVET NATIONAL Excellent 4 Very Good Very 3 Neutral 2 Good 1 Poor Preparation for work for Preparation are contents) (Course Subject matters practical to with regards date up to requirements staff of teaching experiences Practical theory and Relationship between practice contents teaching Practice-oriented job attachments Mandatory of key acquisition for Offers competencies Support search of employment/job search Support of job attachments B3. How would you rate the following elements related to employment and work in your training programme? programme? training your in and work employment to elements related the following rate you would B3. How B2. If yes, was it a paid job attachment? it a paid was B2. If yes, 1 Yes 2 No 1 Yes 2 No COURSE OF STUDIES AT THE TVET INSTITUTION TVET THE AT STUDIES OF COURSE not of studies (this does refer course duringyour attachment job undergone any you B1. Have etc.)? practical projects, courses team to SECTION B: JOB ATTACHMENT AND WORK EXPERIENCE DURING EXPERIENCE WORK AND B: JOB ATTACHMENT SECTION 5 Excellent 4 Very Good Very 3 Neutral 2 Good 1 Poor Quality of classroom learning of classroom Quality on facilities recreational Trainees campus (e.g. materials Supply of learning access) books,internet with consultation Opportunity for staff programme Job attachment an have to trainees for Chances institution policies TVET on influence equipment of technical Availability lab equipment, measuring (e.g. lab) instruments, computer equipment of technical Quality materials Supply of training of buildings Quality specify):Other (please ………………………………………………………… AND FACILITIES AT THE TVET INSTITUTION THE TVET AT AND FACILITIES institution? at the TVET experienced you the and conditions training provisions rate you would C1. How SECTION C: EVALUATION OF STUDY CONDITIONS CONDITIONS OF STUDY EVALUATION C: SECTION TVET NATIONAL GRADUATE SURVEY GRADUATE TVET NATIONAL

NAMIBIA TRAINING AUTHORITY 72 NAMIBIA TRAINING AUTHORITY 73 5 TVET NATIONAL GRADUATE SURVEY GRADUATE TVET NATIONAL Very Satisfied Very 4 Satisfied 3 dissatisfied Neither satisfied nor 2 Regular job Self-employed/freelance work job (justOccasional money) earn to Job attachment work Contract a job for but searching Not employed, specify):…………………………………………………………Other (please Dissatisfied 1 1 3 5 2 7 6 Very Satisfied Very 4 SECTION E: ECONOMIC ACTIVITY ECONOMIC E: SECTION activity economic status? current E1. What is your D5. Overall, to what extent are you satisfied with your trade training?your trade satisfied with you are what extent to D5. Overall, D4. Please motivate your answer in D3 in D3 answer your D4. motivate Please D3. Would you choose the same TVET institution again? institution again? choose the same TVET you Would D3. 1 Yes 2 No D2. Please motivate your answer in D1 in D1 answer your motivate D2. Please D1. Looking back, would you again choose the same trade? again choose the same you trade? back, Looking would D1. 1 Yes 2 No SECTION D: PERCEPTION OF TVET TRAINING TVET OF D: PERCEPTION SECTION Less than 1 month Less less than 3 months 1 to less than 6 months 3 to less than 9 months 6 to less than 12 months 9 to than one year More Less than 1 month Less less than 3 months 1 to less than 6 months 3 to less than 9 months 6 to less than 12 months 9 to than one year More 1 1 3 3 5 5 2 2 6 6 4 4 Employer’s Name Employer’s Details Contact Employer’s Address Physical E2. How long have you searched for job after graduation? graduation? job after for searched you longhave E2. How 1 Yes 2 No F2. Is your current job in-line with your trade? job in-line with your current F2. Is your F1. If employed, provides us with your employer’s details employer’s us with your provides F1. If employed, SECTION F: EMPLOYMENT AND WORK AND WORK F: EMPLOYMENT SECTION E3. Were you employed before your TVET training? TVET your before employed you Were E3. 1 Yes 2 No TVET NATIONAL GRADUATE SURVEY GRADUATE TVET NATIONAL

NAMIBIA TRAINING AUTHORITY 74 NAMIBIA TRAINING AUTHORITY 75 TVET NATIONAL GRADUATE SURVEY GRADUATE TVET NATIONAL lied to job ads/announcements (e.g. newspaper, internet, notice) internet, newspaper, (e.g. job ads/announcements lied to One job jobs Two jobs Three jobs than three More Rep relatives of parents, contacts the help of family With of friends, contacts help of personal With students etc. fellow employers independent to contact Through of studies course my during job attachments Through graduation after job attachments Through part-time study Through during jobs graduation part-time Through after jobs an employer by contacted I was Job fair at Ministry Creation of Labour and Employment registration Through agencies employment private Through Facebook) (e.g. (social) networks internet Through institution of the TVET centre the careers Through institution staff at the TVET teaching Through specify):…………………………………………………………Other (please 1 1 3 2 3 5 2 7 4 9 6 8 4 11 13 15 12 16 14 10 F4. What was the most successful method for finding a job? Choose only one answer. Choose one only answer. method the finding most for successful a job? What was F4. F3. How many jobs have you had altogether job)? you current (including graduation since your jobs have many F3. How Less than N$ 500 Less N$ 500 – 1000 – 1500 N$ 1001 2000 N$ 1501– – 2500 N$ 2001 – 3000 N$ 2501 4500 N$ 3001– 5000 N$ 4501– than N$ 5000 More 1 3 5 2 7 6 9 8 4 Gross income refer to the amount of money you receive monthly as a salary from receive deductions. you the amount of money main job before to your refer income Gross F7. What is your average monthly income? monthly income? average What is your F7. 3 .……………………………………………………………………………………………...... ……………………………… 2 .……………………………………………………………………………………………………………………...... ……… 1 .……………………………………………………………………………………………………………………………...... F6. What kind of activities are carried out at your work place? What are the main functions? What are place? work out at your kind What activities of F6. carried are 3 .……………………………………………………………………………………………...... ……………………………… 2 .……………………………………………………………………………………………………………………...... ……… F5. Outline three of your main duties in your current job. current duties in your main your of Outline three F5. 1 .……………………………………………………………………………………………………………………………...... TVET NATIONAL GRADUATE SURVEY GRADUATE TVET NATIONAL

NAMIBIA TRAINING AUTHORITY 76 NAMIBIA TRAINING AUTHORITY 77 5 Lot A TVET NATIONAL GRADUATE SURVEY GRADUATE TVET NATIONAL 4 A great Deal A great 3 Amount moderate moderate 2 A Little A Little 1 all None At Housing (subsidy, rent allowance) rent Housing (subsidy, allowance) (car/transport Transportation (medical aid, insurances) Health study rebate) family (staff development, and training Education (pension, gratuity) Retirement Food specify):…………………………………………………………Other (please 1 3 5 2 7 6 4 Mastery of my field/subject- of my Mastery knowledge specific and solutions ideas new develop to Ability assert authority my to Ability conditions changing adapt to to Ability mobilise the of others capacities to Ability Analytical thinking and others’ question my to Willingness ideas a goal towards efficiently work to Ability processes work my organise to Ability Efficiency with others productively work to Ability under pressure well perform to Ability G1. To what extent are the following skills/competencies required in your current employment? employment? current in your required skills/competencies the following are what extent G1. To SECTION G: WORK REQUIREMENTS REQUIREMENTS G: WORK SECTION F8. What kind of fringe/other benefit(s) do you receive? Multiple possible. are answers kind What of fringe/otherF8. receive? you benefit(s) do 5 Lot A 4 A great Deal A great 3 Amount moderate moderate 2 A Little A Little 1 all None At I have not found an appropriate job (yet) an appropriate not found I have job a higher salary current in my I receive security more job offers My current changed have My interests time schedule a flexible job allows My current place geographical in a favoured work me to job allows My current family/children of my the interests consideration into take me to job allows My current specify):...... Other (please 1 3 5 2 7 6 8 4 H4. If your job is not closely related to your trade qualification, why did you choose this job? State all that applies. State chooseyou this job? did why qualification, trade your to H4. job is not related closely your If 1 NVC L1 L2 2 NVC 3 NVC L3 4 NVC L4 L5 5 NVC specify):6 Other ...... (please H3. In your opinion, which qualification/degree level matches best for your current job? job? your current for best matches level qualification/degree opinion, which H3. In your H2. Please motivate your answer in H1. answer your motivate H2. Please H1 To what extent are the knowledge and skills acquired during your training utilized in your current job? job? current your in utilized training during your and acquired skills the knowledge are extent what H1 To SECTION H: RELATIONSHIP BETWEEN STUDY AND EMPLOYMENT STUDY BETWEEN H: RELATIONSHIP SECTION TVET NATIONAL GRADUATE SURVEY GRADUATE TVET NATIONAL

NAMIBIA TRAINING AUTHORITY 78 NAMIBIA TRAINING AUTHORITY 79 5 useful Extremely Extremely TVET NATIONAL GRADUATE SURVEY GRADUATE TVET NATIONAL 4 Very Useful Very 3 Useful Somewhat Somewhat 2 Useful Not so 1 useful Not at all For finding an adequate job after job after finding an adequate For your studies finishing professional present your fulfilling For if applicable tasks, professional future your For development/career of your the development For personality of development the economic For country your H5. Overall, how do you rate the usefulness of your training? the usefulness your of rate do you how H5. Overall, 5 useful 5 Extremely Extremely Very satisfied Very 4 Very Useful Very 4 Satisfied 3 Useful Somewhat Somewhat 2 3 Useful Not so dissatisfied Neither satisfied nor 1 useful Not at all 2 Dissatisfied 1 Very Dissatisfied Very To change my employer my change To obtain higher income To of work area my change To assignment restart full-time study To study part-time To business start own my To get employed To employment discontinue To employment secure more achieve To use of my better achieve To knowledge of pursuing chance obtain a better To learning continuous to linked closely a job more take To study my in mind no major changes I have specify):...... Other (please I2. To what extent are you satisfied with your current job situation? your current satisfied with you are what extent I2. To I1. What changes in employment and further training do you intend to achieve within the next three years? years? three within the next achieve to and furtherI1. What changes employment in intend you do training Multiple possible. answers SECTION I: WORK ORIENTATION AND JOB SATISFACTION AND JOB ORIENTATION I: WORK SECTION TVET NATIONAL GRADUATE SURVEY GRADUATE TVET NATIONAL

NAMIBIA TRAINING AUTHORITY 80 NAMIBIA TRAINING AUTHORITY 81 TVET NATIONAL GRADUATE SURVEY GRADUATE TVET NATIONAL Thank you for your your for Thank you participation! Yes, go to J2 to go Yes, No it successfully completed I have I am still studying stopped I have Other 1 1 3 2 2 4 K1. What important changes would you recommend for your TVET training programme? training TVET your K1. for recommend important What you changes would SECTION K: Your comments and comments recommendations K: Your SECTION J2. further What is the status of your studies? J1. Did you undertake any further TVET training after your graduation? your after training further any undertake TVET J1. Did you SECTION J: FURTHER TVET TRAINING AFTER TRAINING GRADUATION TVET J: FURTHER SECTION ANNEXURE B: B: ANNEXURE Self-Employed (Entrepreneurs) Training (TVET) Institutions, Namibia, 2015-2017 (TVET) Training Questionnaire GRADUATES QUESTIONNAIRE GRADUATES Economic Impact Assessment on Graduates from Technical Vocational Education and Education from Vocational Impact AssessmentEconomic on Graduates Technical TVET NATIONAL GRADUATE SURVEY GRADUATE TVET NATIONAL

NAMIBIA TRAINING AUTHORITY 82 NAMIBIA TRAINING AUTHORITY 83 TVET NATIONAL GRADUATE SURVEY GRADUATE TVET NATIONAL (mm/yyyy) Completion date date Completion Kunene Ohangwena Omaheke Oshikoto Otjozondjupa Zambezi K ǁKaras Erongo Hardap East Kavango West Kavango Khomas Kunene Ohangwena Omaheke Oshikoto Otjozondjupa Zambezi 7 8 9 10 Omusati 11 Oshana 12 13 14 1 2 3 4 5 6 7 8 9 10 Omusati 11 Oshana 12 13 14 A5. What is your usual residence? usual A5. What is your (mm/yyyy) Commencement date date Commencement Age in years Age Never Married Never Separated specify):Other (please K ǁKaras Erongo Hardap East Kavango West Kavango Khomas Male 1 2 Married 3 Divorced 4 Widow(er) 5 6 ...... of birth? region A4. your What is 1 2 3 4 5 6

1 2 Female Institution A8 State the of study. institution State A8 1 NVC L1 L2 2 NVC 3 NVC L3 4 NVC L4 L5 5 NVC specify):6 Other ...... (please A7 What is your highest TVET qualification? qualification? highest TVET What is your A7 A6 What was your trade of study? trade your What was A6 A3 What is your current marital status marital current A3 What is your A1: What is your gender? What is your A1: last birthday? at your you old were A2: How SECTION A: BIOGRAPHICAL INFORMATION A: SECTION BIOGRAPHICAL Once Twice Thrice than thrice More Entrepreneurship and Mentoring Coaching Leadership Management 1 1 3 3 2 2 4 4 C1. How many times did you attempt to start your own business? own start your to attempt times did you many C1. How SECTION C: BUSINESS CHALLENGES C: SECTION B7 Did you attend any of the following NTA related programmes? Please tick all that apply. tick Please programmes? related NTA of the following any attend B7 Did you B6. What led you to start your business? start your to B6. What led you ………………………………………………………………………………………………………………………………………………………………….…………………………………………………………………..……………… ……………………………………………………………………………….………………………………………………………………………………………………………………………………...... ……………………………………...... ……………………………………...... B5. Please provide a breakdown of your business operations. of your a breakdown provide B5. Please ………………………………………………………………………………………………………………………………………………………………….…………………………………………………………………..……………… ……………………………………………………………………………….………………………………………………………………………………………………………………………………...... ……………………………………...... ……………………………………...... B4. If yes in B3, in which sector were you employed in? employed you were B4. sector in B3, in which If yes 1 Public Sector Sector 2 Private B3. If no in B2, were you employed before? employed you B3. If no in B2, were 1 Yes 2 No B2. Did you start a business immediately after graduation? startB2. after a business Did you immediately 1 Yes 2 No B1. How many businesses are you currently engaged in? currently you businesses are many B1. How SECTION B: BUSINESS INFORMATION B: BUSINESS SECTION TVET NATIONAL GRADUATE SURVEY GRADUATE TVET NATIONAL

NAMIBIA TRAINING AUTHORITY 84 NAMIBIA TRAINING AUTHORITY 85 TVET NATIONAL GRADUATE SURVEY GRADUATE TVET NATIONAL Total Females Males Yes No Commercial Bank Commercial Bank of Namibia Development Savings and Family Friends specifyOther, ...... Yes No 1 1 1 3 5 2 2 2 4 Permanent workers Casual Sub-contractors D1 How many employees are currently employed at your business? at your employed currently are employees many How D1 SECTION D: BUSINESS EMPLOYEES SECTION C6. Did you get any equipment or live stock during the startup of your business? during the business? startup stock of your equipment or live get any Did you C6. C5. Please indicate your source of funding. of source your indicate Please C5. C4. Did you get any funding get any during theC4. business? startup Did you of your ………………………………………………………………………………………………………………………………………………………………….…………………………………………………………………..……………… ……………………………………………………………………………….………………………………………………………………………………………………………………………………...... ……………………………………...... ……………………………………...... C3. What were the challenges faced when starting your own business? when the starting challenges faced own your were What C3. ………………………………………………………………………………………………………………………………………………………………….…………………………………………………………………..……………… ……………………………………………………………………………….………………………………………………………………………………………………………………………………...... ……………………………………...... ……………………………………...... C2. If more than once, in C1, please explain what happened with your previous attempts. previous happened what your with explain C2. in C1, than once, If more please To a very high extent a very To business grow help my to use other skills I had to Moderately, grow business to helping my of no use to were skills My trade Yes No Niche care Good customer Marketing prices Lower specifyOther, ...... 1 1 1 3 2 2 3 5 2 4 E5 To what extent has your trade skills helped your business to grow? business to helped skills trade your has your what extent To E5 ………………………………………………………………………………………………………………………………………………………………….…………………………………………………………………..……………… ……………………………………………………………………………….………………………………………………………………………………………………………………………………...... ……………………………………...... ……………………………………...... E4 What did you do to let your business grow? let your do to What did you E4 ………………………………………………………………………………………………………………………………………………………………….…………………………………………………………………..……………… ……………………………………………………………………………….………………………………………………………………………………………………………………………………...... ……………………………………...... ……………………………………...... E3 What are the major challenges that you have been experiencing with your business? with your been experiencing have the major challenges that you What are E3 E2 How do you align your business to remain competitive? remain business to align your do you How E2 E1 Are there any competitors in your village/town/city? in your competitors any there E1 Are SECTION E SECTION D3 How many of this employees were trained at TVET Institutions? at TVET trained were of this employees many How D3 TVET NATIONAL GRADUATE SURVEY GRADUATE TVET NATIONAL

NAMIBIA TRAINING AUTHORITY 86 NAMIBIA TRAINING AUTHORITY 87 TVET NATIONAL GRADUATE SURVEY GRADUATE TVET NATIONAL time! Thank you for your your for Thank you Yes No Yes No 1 1 2 2 F3 What other thoughts and comments would you like to make? make? to like F3 What other you thoughts and would comments ………………………………………………………………………………………………………………………………………………………………….…………………………………………………………………..……………… ……………………………………………………………………………….………………………………………………………………………………………………………………………………...... ……………………………………...... ……………………………………...... F2 What type of support do you suggest public and private sector to give to businesses? to give to sector suggest public and of supportF2 private What type do you ………………………………………………………………………………………………………………………………………………………………….…………………………………………………………………..……………… ……………………………………………………………………………….………………………………………………………………………………………………………………………………...... ……………………………………...... ……………………………………...... ………………………………………………………………………………………………………………………………………………………………….…………………………………………………………………..……………… ……………………………………………………………………………….………………………………………………………………………………………………………………………………...... ……………………………………...... ……………………………………...... If yes please share with us? share please If yes F1 Does your business engage in Corporate Social Responsibilities? businessF1 engage Does your in Corporate SECTION F SECTION ………………………………………………………………………………………………………………………………………………………………….…………………………………………………………………..……………… ……………………………………………………………………………….………………………………………………………………………………………………………………………………...... ……………………………………...... ……………………………………...... If yes please share with us? share please If yes E6 Do you plan to expand your business? If yes, please provide reasons. provide please If yes, business? your expand plan to Do you E6 Employers’ ANNEXURE C: C: ANNEXURE Training (TVET) Institutions, Namibia, 2015-2017 (TVET) Training Questionnaire EMPLOYER QUESTIONNAIRE EMPLOYER Economic Impact Assessment on Graduates from Technical Vocational Education and Education from Vocational Impact AssessmentEconomic on Graduates Technical TVET NATIONAL GRADUATE SURVEY GRADUATE TVET NATIONAL

NAMIBIA TRAINING AUTHORITY 88 NAMIBIA TRAINING AUTHORITY 89 TVET NATIONAL GRADUATE SURVEY GRADUATE TVET NATIONAL INTRODUCTION Respondent Dear Impact upon an Economic embarking is currently (NTA) Authority The Training Namibia from who graduated institutions from graduates TVET of TVET Assessment - 2017. 2015 completed they after employability assess graduates The of the main aim study is to the offered, programs of TVET the study will assess the quality their Moreover studies. and challenges and identify graduates’ the labor market into of graduates transition programs. on TVET perceptions and opinions on your views your of some of these graduates, Being an employer their to with respect comments, Your will be highly appreciated. employees TVET will be crucial in our their tasks execute effectively to and capacity competencies in their knowledge use their and practical theoretical to assessments on theirability workplace. that and note participationin this important will be highly appreciated survey Your to find time Please confidentiality. with strict will be treated collected the information convenience. earliest at your the questionnaire complete participation kind and support. your for in advance very much Thank you 2017 Score 1(low) to 5(High) to 1(low) Score ...... 2016 Yes No Yes No 2015 Teamwork Solving Problem Soft Skill Communication Flexibility/Adaptability Creativity Time Management Time Ethics Work 1 1 1 3 5 2 2 2 7 6 4 Male Female Total A5. How would you rate the following soft skills of the graduates that you have employed so far? employed have that you of the soft skills graduates the following rate you would A5. How Is it accessible? Is it accessible? A4. Is there a performance evaluation criteria for technical skills evaluation for graduates? for evaluation skills technical for criteria evaluation A4. a performance Is there A3. How many graduates from TVET institutions has your company employed during the 2015-2017? period from employed graduates company many A3. institutions has your How TVET 1 .………………………………………………………………………………………...... …………………… 2 .……………………………………………………...... ……………………………………………………… 3 .…………………………………………………………………...... ………………………………………… A2. What kind of activities are carried out at your work place? What are the main functions? What are place? work A2. out at your What kind of activities carried are ………………………………………………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………...... ………………………………………..…… …………………………………………………………………………………………...... ………………………………………..…… A1 What is the name full of the company? A1 SECTION A SECTION TVET NATIONAL GRADUATE SURVEY GRADUATE TVET NATIONAL

NAMIBIA TRAINING AUTHORITY 90 NAMIBIA TRAINING AUTHORITY 91 TVET NATIONAL GRADUATE SURVEY GRADUATE TVET NATIONAL Yes No Yes No Yes No Yes No Yes No 1 1 1 1 1 2 2 2 2 2 Please give reason? give Please ………………………………………………………………………………………………………………………………………………………………….…………………………………………………………………..……………… ……………………………………………………………………………….………………………………………………………………………………………………………………………………...... ……………………………………...... ……………………………………...... B2 Have the TVET graduates contributed to improvements in the performance of your company. of your in the performance improvements to contributed graduates the TVET B2 Have B1 Is the graduate encouraged to apply theoretical knowledge in the workplace? knowledge apply theoretical to encouraged B1 Is the graduate SECTION B SECTION Please give reason give Please ………………………………………………………………………………………………………………………………………………………………….…………………………………………………………………..……………… ……………………………………………………………………………….………………………………………………………………………………………………………………………………...... ……………………………………...... ……………………………………...... A9. Did the company provide a mentor for the graduates during their days/weeks. first the graduates for a mentor provide Did the company A9. A8. What are the expectations from the company on the graduate’s competency levels and ability to use their to and ability levels from theA8. expectations What are competency on the graduate’s the company skills? attained ………………………………………………………………………………………………………………………………………………………………….…………………………………………………………………..……………… ……………………………………………………………………………….………………………………………………………………………………………………………………………………...... ……………………………………...... ……………………………………...... A7. Would the company prefer a graduate with job attachment? a graduate prefer the company Would A7. A6. For this graduates, was induction provided for them? for induction provided was this graduates, For A6. 1 Week 1 Month 3 Months 1 Year than 1 year More Yes No Yes No

1 1 1 3 5 2 2 2 4

SECTION D SECTION and productive? become environment their working adapt to to the graduates for long did it take How D1 If yes please specify please If yes ………………………………………………………………………………………………………………………………………………………………….…………………………………………………………………..……………… ……………………………………………………………………………….………………………………………………………………………………………………………………………………...... ……………………………………...... ……………………………………...... C2 Has your company sent out graduates from sent out graduates further company institutions for – Has your during training C2 the 2015 period the TVET 2017? Please give reason? give Please ………………………………………………………………………………………………………………………………………………………………….…………………………………………………………………..……………… ……………………………………………………………………………….………………………………………………………………………………………………………………………………...... ……………………………………...... ……………………………………...... C1 Did your company provide graduates from 2015 – 2017 TVET institutions with any promotions? from promotions? graduates with any institutions provide TVET – 2017 company 2015 C1 Did your SECTION C SECTION TVET NATIONAL GRADUATE SURVEY GRADUATE TVET NATIONAL

NAMIBIA TRAINING AUTHORITY 92 NAMIBIA TRAINING AUTHORITY 93 TVET NATIONAL GRADUATE SURVEY GRADUATE TVET NATIONAL time! Thank you for your your for Thank you Yes No Yes No 1 1 2 2 D4 What adjustments or improvements can you suggest for TVET study programs? TVET suggest for can you D4 What adjustments or improvements ………………………………………………………………………………………………………………………………………………………………….…………………………………………………………………..……………… ……………………………………………………………………………….………………………………………………………………………………………………………………………………...... ……………………………………...... ……………………………………...... If no please explain more explain If no please ………………………………………………………………………………………………………………………………………………………………….…………………………………………………………………..……………… ……………………………………………………………………………….………………………………………………………………………………………………………………………………...... ……………………………………...... ……………………………………...... D3 Do you think employers are doing enough in terms of taking up students for job attachments? job attachments? of taking up students for doing enough are in terms think employers Do you D3 Please give reason give Please ………………………………………………………………………………………………………………………………………………………………….…………………………………………………………………..……………… ……………………………………………………………………………….………………………………………………………………………………………………………………………………...... ……………………………………...... ……………………………………...... D2 Were the competency skills transferred to the graduates during their study program adequate for the current the current for adequate during their study program the graduates to transferred skills the competency Were D2 environment? working ANNEXURE D: D: ANNEXURE Training (TVET) Institutions, Namibia, 2015-2017 (TVET) Training (Under finalization) FRAMEWORK FOR FUTURE TRACER STUDIES TRACER FUTURE FOR FRAMEWORK Economic Impact Assessment on Graduates from Technical Vocational Education and Education from Vocational Impact AssessmentEconomic on Graduates Technical TVET NATIONAL GRADUATE SURVEY GRADUATE TVET NATIONAL

NAMIBIA TRAINING AUTHORITY 94 NAMIBIA TRAINING AUTHORITY 95 TVET NATIONAL GRADUATE SURVEY GRADUATE TVET NATIONAL [email protected] www.nta.com.na T: +264 (0) 61 207 8550 | F: +264 (0) 207 8551 (0) 207 | F: +264 8550 (0) 61 207 +264 T: PO Box 7407 Khomasdal, Windhoek, Namibia 7407 PO Box NTA Village, Rand Street, Khomasdal, Street, Windhoek Rand Village, NTA TVET NATIONAL GRADUATE SURVEY GRADUATE TVET NATIONAL

NAMIBIA TRAINING AUTHORITY 96