Urgent Action Needed on Disparities in Teaching Admission Requirements

Namibia’s education system is undergoing significant changes, particularly in how pupils transition into higher education.

Previously, Grade 12 served as the sole exit level for pupils aspiring to enter higher education institutions (HEIs).

However, with the introduction of a new curriculum, pupils now exit at either Grade 11 or Advanced Subsidiary (AS) level.

This shift has led to inconsistent admission requirements for professional programmes such as the bachelor of education (honours) offered at the International University of Management (IUM) and the University of Namibia (Unam).

IUM accepts students with a Grade 11 exit level, whereas Unam requires AS level.

Despite these differences, graduates from both institutions obtain the same accredited qualification, compete for the same teaching positions and receive identical salaries in the job market.

This disparity in admission criteria raises critical concerns about fairness.

When institutions apply different entry requirements for the same qualification, it creates an uneven playing field.

Stricter admission policies may limit students’ access to tertiary education, denying them the opportunity to pursue their chosen careers.

Conversely, more flexible admission policies may impact institutional competitiveness, as HEIs with lower entry requirements tend to attract higher enrolments, gaining a financial advantage.

PRESSING QUESTIONS

Beyond fairness, this situation also raises concerns about academic standards and prompts important questions.

• • Does admitting students with a Grade 11 exit level compromise academic quality. If so, what are the consequences for institutions that adopt this approach?
• • Does denying Grade 11 exit level students access to tertiary education violate their right to education and should institutions be held accountable for exclusionary practices?

Such questions cannot be left to individual institutions.

They require urgent intervention from the National Council for Higher Education (NCHE), which was established to “promote a coordinated higher education system, enhance students’ access to higher education and ensure quality higher education”.

As all HEIs fall under NCHE’s oversight, it is imperative for the regulatory body to ensure consistency in admission policies, particularly for professional qualifications such as teaching.

A clear and standardised approach would help prevent unjust discrepancies and ensure that no institution gains an unfair advantage based on arbitrary admission policies.

It is important to emphasise that this call does not seek to undermine universities’ autonomy in setting admission criteria.

Rather, it advocates for fairness and consistency in programmes leading to the same professional qualifications.

Without such measures, disparities in entry requirements may continue to create confusion, limit young Namibians’ opportunities and compromise the credibility of Namibia’s higher education system.

The NCHE must take decisive action to address this issue and promote a more equitable framework for university admissions.

• – Linus Nekondo is a lecturer at the University of Namibia (HP Campus). He holds a PhD in Higher Education Studies from Rhodes University. This article is written in his personal capacity.

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