This study evaluated the training program offered by the University of Namibia, Rundu Campus. The aim was to ascertain the contests that education students face in fulfilling their duties in the teaching profession and deduce approaches which the University of Namibia could engage in their teaching and learning to safeguard students? success in their academic life after graduation. The study is qualitative in nature which was conducted through purposive sampling and analyzed thematically. The sample consisted of twenty graduates in the years 2011- 2018, three inspectors, subject advisors, Heads of departments, and school principals from Kavango West Region participated in the study. Data was collected using semi-structured interviews. The results revealed that a lack of knowledge of the general job description, national standards, code of conduct for teachers, and the public act seem to be a challenge. Thus, Unam?s curriculum should be designed in such a way that more contact hours are reserved for practicals than theory. The article concludes by making recommendations that a closer look at these challenges and approaches may be beneficial to the curriculum reviewers, designers, and educators of Unam to confirm successful teacher trainees prior to joining the workforce.

Teaching and Learning

paradigm shifts

University of Namibia