Technology advancement, the shift toward greener practices, and broader economic trends are causing significant changes in industries, leading to a fast-paced transformation of the global job market. As a result, universities are transitioning from traditional knowledge-based to competency-based learning paradigms to equip students to apply their education for societal benefit. However, many institutions in the Global South, including the University of Namibia, still follow the traditional knowledge-based approaches in computing programs. A growing consensus advocates for project-based learning, industry and academic collaboration, and integrating emerging technologies to enhance student engagement and preparedness for the workforce. This dissertation presents a conceptual model for a software engineering ecosystem to enhance student competencies in this region. Utilising the Design Science Research methodology, the study was conducted in two iterative phases. The first phase examined the potential for reshaping computing education through collaboration with the satellite campus of the University of Turku (Finland) in Namibia. The second phase concentrated on fostering partnerships with the local software engineering industry to enhance learning outcomes. Findings from this study show significant gaps in hard and soft skills among students, indicating a pressing need for competency-based learning that emphasises real-world problem-solving. The study highlights the need for a reformed curriculum that aligns with local industry requirements, enabling students to develop relevant applications. These insights are critical in addressing the high unemployment rates in Namibia, suggesting that a strategic plan focused on skills development is essential. The research advocates for establishing robust partnerships between universities and industries to ensure educational programs are tailored to meet the specific needs of key sectors within the country. Additionally, it emphasises the importance of integrating entrepreneurship skills into the curriculum to empower students to launch their startups. Future research directions include a focus on a new stream of practically oriented computing education research to experiment with new pedagogical innovation. In addition, exploring strategies for aligning the educational offerings at the University of Namibia with the Computing Curriculum 2020. This dissertation also recommends exploring how Namibian students can be prepared for the international space (offshoring).