Academic literature on the topic 'Namibia vision 2030'

The research’s fundamental investigation elaborates on interactions between tertiary educational factors and Namibia’s sustainable economic development. Sequential mixed-research-method guides the investigation towards its results: A quantitative statistical data analysis enables the selection of interrelated educational and economic factors and monitors its development within Namibia’s last three decades. Subsequent qualitative interviews accumulate respondents’ subjective assessments that enable answering the fundamental interaction. Globally evident connections between a nation’s tertiary education system and its economic development are partially confirmed within Namibia. The domestic government recognizes the importance of education that represents a driving force for its sustainable economic development. Along with governmental NDP’s (National Development Program) and its long-term Vision 2030, Namibia is on the right track in transforming itself into a Knowledge-Based and Sustainable Economy. This transformation process increases human capital, growing GDP, and enhances domestic’s living standards. Namibia’s multiculturalism and its unequal resource distribution provoke difficulties for certain ethnicities accessing educational institutions. Namibia’s tertiary education system’s other challenges are missing infrastructures, lacking curricula’ quality, and absent international expertise. The authors’ findings suggest that, due to Namibia’s late independence, there is a substantial need to catch up in creating a Namibian identity. Socioeconomic actions would enhance domestic’s self-esteem and would enable the development of sustainable economic sectors. Raising the Namibian tertiary education system’s educational quality and enhancing its access could lead to diversification of economic sectors, accelerating its internationalization process. Besides that, Namibia has to face numerous challenges, including corruption, unemployment, and multidimensional poverty, that interact with its tertiary education system.

Abstract This paper looks at the novels by Joseph Diescho (Born of the Sun, 1988), Kaleni Hiyalwa (Meekulu’s Children, 2000), and Neshani Andreas (The Purple Violet of Oshaantu, 2001) with a special focus on the access to education and land, but also problems such as Gender Based Violence and poverty. By comparing how an independent Namibia is imagined during South African apartheid rule, during the Liberation Struggle, and post-independence, the novels open up perspectives that empirical studies may overlook or decide not to emphasise. Furthermore, this comparison also allows for a linear, yet non-chronological, view on how the literary visions evolve with concepts such as nation and liberation, but also modernity and nationalism as they ‘enter’ into the characters’ every day. With the protagonists deeply involved in the make-up of their respective villages, they can also be considered prototypical Namibians in their value systems and networks. Through their eyes, it is possible to trace how political promises that were envisioned and imagined prior to 1990 are either realised or disappointed.

Namibia has been striving to improve the rural poor quality of life through policies and schemes in line with the national development framework (Vision 2030). Sustained food production is one of the major initiatives, as it constitutes as basic livelihood activity but also augments rural income and livelihood. Apart from that, it is also a citizen's critical need. Though significant the schemes are, their contribution to household income and their role in improvement of livelihood is never taken up and exploration done. Adopting the DFID sustainable livelihood assessment framework, this chapter uses direct observations and primary data to present an assessment of the contribution of selected agricultural schemes.