‘The Lost Generation’: Why Namibia’s Youth Are Educated but Unemployed

ON A HOT afternoon in Windhoek, Thomas, a 24‑year‑old graduate in logistics, scrolls through yet another list of unfilled positions, most requiring two to five years of experience.

“I finished university with honours,” he says, “but no job wants someone like me.”

His story is not unique. It reflects a growing paradox: Namibia’s youth are educated yet increasingly excluded from the economy.
In 2025, Namibia recorded one of the highest unemployment rates in the Southern African Development Community, with 36.9% of the labour force without a job.

When the broader measure (including discouraged jobseekers) is considered, unemployment soars above 50%.

For young Namibians aged 15–34 – nearly two‑thirds of the working population – these figures are even more distressing.
Yet many of these young jobseekers are not uneducated; they hold diplomas and degrees.

In fact, government policies have significantly expanded access to tertiary education which has outpaced the economy’s ability to absorb graduates.

The problem lies not in the ambition of youth, but in a structural mismatch between what is taught and what the economy demands.
Namibia’s education system remains significantly theoretical, even as global labour markets evolve rapidly.

In many secondary schools in rural areas, pupils lack access to quality infrastructure, specialist teachers, and up‑to‑date curricula.

As a result, many young people graduate with certificates that do not equip them for the digital, technical and creative jobs emerging in the global economy.

Nor does the labour market offer clear bridges from graduation to gainful employment.

Internships, apprenticeships, and structured on‑the‑job experience are largely underdeveloped.

Consider Germany’s dual education system, where apprenticeships are a standard part of vocational training. Students split time between classrooms and paid workplace training, emerging ready to contribute from day one.

Switzerland employs a similar model, while Singapore update curricula in real time based on labour‑market needs.

These systems ensure that young people enter the workforce with both credentials and experience.

Other countries have forged innovative solutions too.

Australia’s Jobs PaTH initiative blends internships mentoring, and wage subsidies to help young people transition into work.

Mauritius reduced youth unemployment through deliberate economic diversification into tourism and financial services, paired with vocational training tied directly to those sectors.

Rwanda has shown progress by centring entrepreneurship, information and communication technology, and public‑private partnerships in its employment strategies – lowering youth unemployment from over 22% to roughly 17%.

Namibia must adapt these lessons. Practical steps include:

– National Apprenticeship and Internship Framework: Government, education institutions, and the private sector jointly fund structured workplace experience.
– Labour Market Intelligence Units: These track emerging skills demand and guide periodic curriculum reform across secondary schools, TVETs, and universities.
– Digital Work Hubs: Centres in towns and rural regions to connect youth to freelancing, remote services, and e‑commerce opportunities.
– Employer Incentives: Tax breaks, wage subsidies, or recognition schemes for firms that hire and train young workers.
– Youth Enterprise Ecosystems: Bundled access to start-up financing, mentorship, and market connections to turn entrepreneurial talent into sustainable businesses.

Importantly, these reforms require more than technical fixes; they demand political will, cross‑sector collaboration, and sustained investment.

Education must shift from simply issuing certificates to building workplace readiness and economic relevance.

The stakes are not just economic. Namibia has one of the youngest populations in the region, with a majority under 35.

If this generation remains unable to find meaningful work, the social and political costs could lead to rising inequality, frustration, stunted innovation and slower growth.

Yet the potential upside is equally profound. A well‑trained, employed youth workforce could drive productivity, innovation, and long‑term inclusive growth.

Achieving this, however, will require confronting inconvenient truths about systemic inefficiencies and replacing outdated models with forward‑looking, evidence‑based policies.

For Namibia, the question is clear: will it reform its systems and unlock the potential of its youth – or watch a generation of educated young people remain idle on the margins?

* Turimove Katjipo is a freelance researcher and journalist.

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