Mathematics Teacher Training in Namibia: A Systematic Review of the Reforms, Challenges, and Implications of the Fourth Industrial Revolution (4IR)

The Namibian teacher training system underwent various transformations after independence, in 1990, since societal needs evolved. The shifts also resulted heavily in ever-changing responses to ‘what skills mathematics teachers’ (knowledgeable others) should have for learners to acquire the knowledge we want’. Technological advancements also play a critical role in teacher training. This chapter, therefore, uses Cultural Historical Activity Theory (CHAT) as a lens to conduct a systematic review of literature from 1990 to 2020 on the evolution of mathematics teacher training in Namibia. The chapter makes reference to the Mathematics teacher training curriculum, qualification, trends in Mathematics teachers training in Namibia, challenges, and the implications of the 4th Industrial Revolution (4IR). This was done through a desktop review and snowballing technique (i.e., collecting data by tracking down references in the bibliographies of various sources) of articles, books, conference papers, government gazettes, curriculum documents, and official reports on major milestones on both curricular reforms and teacher training. In the end, we proposed that policy makers, curriculum developers, higher education institutions in Namibia both public and private and all that are involved in teacher training should ensure that the curriculum should equip both in-service and pre-service mathematics teachers with relevant and appropriate skills including ICT skills necessary to navigate the changing educational landscape. The appropriate skills would afford upcoming mathematics teachers a competitive advantage and opportunity of relevance for the 4th Industrial Revolution and future evolutions.