ABSTRACT
First, I wish to say a word about my background in relationship to the teacher education reforms in Namibia. This will explain where my information and comprehension come from, apart from public sources. I first went to Namibia in 1989 as a member of a United Nation's mission. Its job was to report on the state of the art in teacher education to the Lusaka Conference on Teacher Education in Namibia. This conference brought together members of the old regime and exiled Namibians and was supported by the international donor community. After independence in 1990 I continued to work as a consultant for the Namibian government and as a researcher and lecturer in several capacities on teacher education reform for the National Institute of Educational Development (NIED) as part of the Swedish-funded Teacher Education Reform Project (TERP) and in the postgraduate diploma and master's courses for teacher educators from the teacher education colleges. A series of reports document these activities in detail (Callewaert 1990a, 1990b, 1995,1997; Callewaert and Kallos 1989).
