Namibia Is on is on the threshold of a new chapter.
Offshore oil discoveries, green hydrogen projects and mining and renewable energy investments are attracting global attention.
Namibia is being positioned as one of Africa’s next big energy economies.
This should be good news. It means more investment, more projects, and more jobs.
But we must ask some hard questions: will it help all of us or just a few?
And is our education system preparing people for the coming economy?
Many resource-rich countries end up with money in the ground, not in the hands of their people.
The reason is simple: resources alone don’t create prosperity – people do.
When a country fails to train its citizens, the best jobs go to foreigners while locals watch from the sidelines.
Right now, youth unemployment is critical. Graduates can’t find work while employers constantly say they can’t find people with the right skills.
We need to close that gap fast.
KNOCK-ON EFFECT
The new economy won’t only need petroleum engineers and scientists.
Among others, it will also require electricians, welders, mechanics, geologists, environmentalists, safety officers, data analysts, accountants, and logistics experts.
Big projects also drive local business – from transport and construction to catering, security and tech.
The opportunities are manifold, but only if Namibians have the skills to step in.
That is why education must be treated as an economic plan.
The workforce of 2030 and beyond will be built in classrooms, labs and TVET centres.
If we get it right, the growth from oil and hydrogen will be shared. If we get it wrong, we will end up importing both the technology and the people to run it.
Where to start?
First, our universities and TVET institutions must act faster.
STEM subjects – science, technology, engineering, and maths – need better labs but technical and vocational training also need to be prioritised.
A country cannot build an oil rig or a hydrogen plant with engineers alone – it needs artisans. Skilled artisans should be celebrated as much as a degree graduate.
Second, we need stronger links between education and industry through internships and apprenticeships.
Companies that invest in Namibia must see skills development as a business imperative, not just corporate social responsibility. When local people are involved, it can boost support from communities.
The government has expanded access to higher education. Now we must invest in quality: better-trained teachers, modern equipment and relevant curricula.
The world of work in 2026 is not the same as 2016. Our classrooms can’t be either.
FORKS IN THE ROAD
Third, career guidance must be a national priority.
Many pupils finish school unaware of emerging careers in renewable energy, data science, or environmental management, among others.
Some don’t know there are careers in green hydrogen or data science.
How can you prepare for jobs in fields you don’t know exist?
Schools must bring in professionals, and show pupils examples of careers in the new economy, helping parents support options beyond the traditional professions.
Fourth, we must foster an entrepreneurial mindset.
Not every graduate will get a job in a big corporation.
Many will create their own opportunities. Some will start companies that supply the energy sector. Others will invent solutions for water, waste or energy efficiency.
Our education system should teach problem-solving, creativity, teamwork and leadership – skills that turn job-seekers into job-creators.
IT’S NOT MAGIC
Finally, Namibians must be prepared to compete globally.
Our graduates will need digital literacy, good English and strong communication skills, and the discipline of lifelong learning.
The person who graduates today will have to re-skill several times in their career. That should start in school.
This is not the job of the government alone. Teachers need continuous training to keep up with technology.
Schools and colleges need proper funding and equipment. Businesses need to open their doors for training and mentorship.
Parents need to encourage children to take technical subjects seriously. And students need to be curious and adaptable, and see learning as something that never stops.
Oil and green hydrogen are not magic. They can give Namibia a foundation for growth but cannot guarantee it.
Education is what turns raw resources into real development. And a nation that invests in its people will always outperform one that only extracts wealth from the ground.
If we act now, then Namibia won’t just be known for exporting oil or hydrogen – we will also be known for exporting talent, innovation and leadership.
We will build an economy where a young person from Oshakati, Rundu, Keetmanshoop, Gobabis or Tsumkwe can say: “I helped build that.”
That should be our goal. And it starts in the classroom today.
– Monicah Tjatindi is an English teacher at a Gobabis school. Her interests include language, education policy and skills development for Namibia’s future economy.
