Skills for global citizenship: A case study of TVET diploma in civil and building services engineering in Namibia

Abstract

This study presents the analysis of the findings that aimed to explore the integration of Global Citizenship Education (GCED) skills into the Namibia TVET curriculum, focusing specifically on the Civil and Building Services Engineering Diploma at NQF Level 5. The findings reveal that while GCED principles are implicitly integrated into the curriculum, their implementation remains insufficient and underdeveloped. These findings mirror broader global trends regarding the integration of GCED into vocational education and training (VET) systems, particularly in developing countries. This study explores the integration of Global Citizenship Education (GCED) skills within the Technical and Vocational Education and Training (TVET) curriculum, focusing on the National Vocational Diploma in Civil and Building Services Engineering in Namibia. The research aims to assess how effectively GCED principles are incorporated into the TVET curriculum and whether students are adequately prepared with the skills for the global labor market. Utilizing a qualitative case study design, the study examines the Civil and Building Services Engineering Diploma Level 5 program delivered through blended distance learning at a state-owned public vocational training center in Namibia. The research draws on interviews with three TVET trainers, three TVET trainees, and three Curriculum Standard Developers, all purposively selected for their roles and expertise within the TVET system. The findings suggest that while GCED concepts are implicitly integrated into the curriculum, their implementation is inadequate and lacks coherence. Both trainers and trainees recognize the importance of skills such as cultural sensitivity, critical thinking, and adaptability; however, these areas remain insufficiently developed within the current educational framework. The study highlights the need for explicit integration of GCED to improve students' competencies for local and international employment. Furthermore, it points to the necessity of curriculum reform, enhanced trainer preparedness, and strengthened policy support to better align the TVET system with global labor market demands. The findings contribute to ongoing discussions on improving educational practices in Namibia and emphasize the importance of equipping students with the skills necessary to navigate an increasingly interconnected world.