By: Stephanus Pombili
Currently, I find myself in the Ohangwena Region with a singular objective: to assess the performance and presence of International University of Management (IUM) graduates within the education sector.
Recent reports, particularly those emanating from political circles, have raised concerns regarding the employability of IUM graduates.
This prompted my decision to conduct a thorough evaluation in Ohangwena. IUM remains a formidable private institution dedicated to nurturing, educating, employing, and empowering communities.
Throughout my visits to various schools, I have consistently encountered IUM graduates who are permanently employed as teachers.
This observation serves as compelling evidence against the unfounded notion that IUM graduates, particularly those in the teaching profession, struggle to secure employment.
My ongoing assessment reveals a stark contrast between the prevailing narratives in public discourse and the realities on the ground.
The evidence clearly demonstrates that IUM graduates possess the competence necessary to thrive in the competitive job market, particularly within the challenging landscape of education.
While the job market for educators is undeniably competitive, IUM graduates continue to make significant inroads, securing permanent positions in schools.
One principal I spoke with emphasized his preference for hiring student teachers from IUM, citing the quality of education, character, and overall preparedness of these graduates. This endorsement underscores the institution’s commitment to producing well-rounded, disciplined, and capable educators.
It is imperative to assert that IUM graduates are indeed employable. My ongoing assessment, grounded in factual data collected from primary sources, including interviews with school principals overseeing government institutions in the Ohangwena region, supports this assertion.
A 2019 graduate survey conducted by the National Council for Higher Education revealed that IUM received the highest evaluation in terms of educational provision, with a teaching quality rating of 4.2, compared to NUST’s 3.9 and UNAM’s 3.7.
Furthermore, IUM’s infrastructure was rated at 3.8, further solidifying its reputation as a leading educational institution.
Consequently, IUM stands as a formidable institution, and its success stories serve as a testament to its ability to produce quality educators.
Despite the disparaging assumptions propagated by political rhetoric, IUM’s impact extends far beyond the confines of the classroom. In the face of a challenging job market for teachers, IUM graduates continue to secure positions in government schools with relative ease.
The challenges facing the education sector are not a reflection of IUM, UNAM, NUST, or any other institution; rather, they stem from a broader lack of job opportunities for teachers. IUM consistently proves its critics wrong by demonstrating the employability of its graduates.
IUM remains a force to be reckoned with, an institution that embodies the aspirations of the people. My assessment has dispelled any doubts I may have had, confirming that IUM graduates in the teaching sector continue to find employment with remarkable ease.
This represents a significant milestone for the black community, reinforcing the belief in the success of our peers. If IUM can produce permanent teachers in urban areas, one can only imagine the potential for graduates in remote schools.
Thus, I assert that studying at IUM is a vital academic journey, one that individuals should take pride in. From a single student to an institution that nurtures, educates, and transforms society, IUM exemplifies the power of education to effect meaningful change.
Stephanus Pombili is an independent consultant and researcher, and the founder of Stephanus Pombili Consultants. The views expressed here are his own and do not reflect the official position of IUM.
