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One of the challenges of education for sustainable development in Namibian higher education institutions concerns the practice and linkage thereof to other initiatives in education and learning. This paper reports on research into barriers to the implementation of the interdisciplinary model of education for sustainable development in Namibian higher education institutions. The collected data were analysed by means of Microsoft Excel spread sheets and consistent observation of qualitative data. The results show the main barriers to be dispositional, situational and institutional. The members of management in Namibian higher education institutions must be convinced about the importance of education for sustainable development and urged to develop a policy that can be used as an extension for on-the-job training of lecturers. It is necessary to learn from other higher education institutions around the world how they implemented education for sustainable development in their respective institutions. Lecturers should be urged to use this experience to develop resources for implementing education for sustainable development in Namibian higher education institutions.

The Adult Skills Development for Self-employment in the Ministry of Education, Arts and Culture is a partnership venture between the Directorate of Adult Education and the First National Bank of Namibia, which provides a Credit Guarantee Scheme as the common element of contract between these institutions. The aim of this paper is to report on the participating entrepreneurs' views regarding the effectiveness of the Adult Skills Development for Self-employment in the National Literacy Programme in the Khomas Education Region of Namibia. The results show that the project held some benefits for these entrepreneurs in terms of profits generated as well as enabling them to meet living expenses. The training enabled them to record income and calculate expenditure on rent, telephone, water and electricity bills, savings, loan payments, salaries and other cost-related issues. However, knowledge pertaining to how to write a business proposal and conduct market research was still lacking as these issues were not addressed during the training provided. The challenges hampering the effectiveness of the self-employment project are the existence of redtape; poor communication between the Ministry of Education and First National Bank of Namibia; the long route taken to process loans; screening procedures and delays caused by the bank. The possible support measures proposed to improve the effectiveness of the Adult Skills Development for Self-employment relate to the Ministry of Education, Arts and Culture, Ministry of Gender and Child Welfare and the possible involvement of other financial institutions. The recommendations to improve the project's effectiveness involve the Ministry of Education, Arts and Culture, the Directorate of Adult Education and First National Bank of Namibia. These entities need to revisit some of their strategies taking into account the views outlined in this paper.

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Despite efforts to address the economic challenges and provide a social safety net for orphans and vulnerable children, Namibia is still faced with social and economic challenges. The aim of this study is to explore the developmental context that underpins the social and economic challenges of the Namibian children of the liberation struggle at the Berg Aukas camp in Grootfontein in the Otjozondjupa Region. Data were collected by means of in-depth interviews with the Namibian Children of the Liberation Struggle and analysed by means of a case-and content-oriented analysis. The results of the study show that Children of the Liberation Struggle are faced with social and economic hardships. The social hardships include dropping out of school, teenage pregnancies and traumatic events such as illness, stigma and discrimination, isolation and loneliness, poor family structures, and lack of adult support and guidance. The economic hardships relate to lack of financial assistance to further their studies and follow aspired careers. The socioeconomic challenges refer to lack of social support, lack of counseling, lack of personal income to sustain career development and unfamiliarity with Namibian government policies. The study recommended psychosocial counselling and reorientation of supportive policies that would provide social safety nets for these children.

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The 21 st century has witnessed the emergence of a framework for Recognition of Prior Learning (RPL) as a supplementary assessment strategy. The aim of this study is to report on the research that explored the knowledge assessed through Mature Age Entry (MAE) admission tests in Namibian institutions of higher learning. The transformative model was used to discuss the knowledge that was being assessed through these tests. The data were collected through interviews with the MAE examiners and through documentation of MAE papers. The findings suggest that despite work experience being the main requirement to qualify for MAE admission tests, the knowledge assessed during the tests is purely academic, conforming to Mode 1 knowledge. The study also found that the examiners of MAE admission tests did not understand the practice of the RPL. This scenario may have influenced assessment tools used during these tests. There is a need to distinguish between prior certificated learning and prior non-certificated learning in the MAE assessments. Therefore, the assessors at Namibian institutions of higher learning need adhere to RPL policy by accommodating certificated and prior non-certificated learning in MAE assessments.

There is a growing interest among educational leaders in Namibia to promote transformational leadership in schools. The aim of this paper is to report on the contribution of education for sustainable development to transformational leadership among school principals in Namibian schools. The results of the study show that education for sustainable development can be seen as a tool to promote transformational leadership because it provides an opportunity for the sharing of responsibilities, opening communication channels, and achieving change in terms of leadership as well as managing personal hygiene by learners and the wider community. The results also show that the contribution of education for sustainable development to transformational leadership is challenged by the fact that education for sustainable development is a new concept. This shows a lack of awareness, a lack of parental involvement, and a lack of teamwork and unavailability of funding. This study shows the need to run training and awareness programmes by positioning education for sustainable development at the interface of self-leadership strategies and components of transformational leadership. It also indicates that school principals need to be provided with the skills required to implement education for sustainable development. The Namibian environmental education/education for sustainable development policy and related strategy must be aligned to address the roles and responsibilities of the Ministry of Education, the Ministry of Environment, other ministries and departments, and civil society and private actors who have a stake in education for sustainable development. The rewarding of committed environmental clubs and associations is also recommended. These directions should be incorporated as a non-negotiable aspect for the contribution of education to sustainable development and transformational leadership in Namibian schools. A. T. Kanyimba et al.