Relevant bibliographies by topics / University of Namibia

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'University of Namibia'

Author: Grafiati
Published: 4 June 2021
Last updated: 12 June 2025

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Journal articles on the topic "University of Namibia"

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Sharley, Victoria, Janetta Ananias, Alyson Rees, and Emmerita Leonard. "Child Neglect in Namibia: Emerging Themes and Future Directions." British Journal of Social Work 49, no. 4 (2019): 983–1002. http://dx.doi.org/10.1093/bjsw/bcz043.

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Abstract This article initiates the conversation on the conceptualisation of child neglect in Namibia, reporting findings from a small study undertaken in 2017. The research is a collaboration between academics at the University of Namibia, Africa, University of Bristol and Cardiff University in the UK. The study is the first of its kind in Namibia, offering original knowledge about what constitutes neglect for children in the local context of child-rearing practice. Qualitative interviews with practitioners in schools and social-care organisations were undertaken in three of the fourteen political regions of Namibia. Interviews ascertained participants’ thoughts and understandings of child neglect at individual and community levels. Teenage pregnancy and substance misuse emerged as central to the conceptualisation of neglect within the local context, with a tension between Western and indigenous child-rearing practices. This article offers rich insights into the social construction of child neglect amongst indigenous communities in Namibia, identifying a need for knowledge gathering into broader aspects of child health and well-being within Namibia’s diverse indigenous peoples. The authors call for future co-produced research, which engages local communities and stakeholders in investigating this issue, to improve the health and well-being of Namibian children in congruence with the United Nations Sustainable Development Goals.
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Ziezo, Mercy, Jude Odiakaosa Osakwe, Martin Ujakpa, and Gloria Iyawa. "An Evaluation Framework for The Adoption of Big Data Technologies in Higher Educational Institutions." Journal of Information Systems and Informatics 5, no. 1 (2023): 44–86. http://dx.doi.org/10.51519/journalisi.v5i1.385.

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The aim of this study is to develop a framework for the use of Big Data Technology in Higher Educational Institutions (HEIs). The research which employed a mixed method approach, is primarily based on relevant critical analysis and literature review of studies conducted within the Big Data Technology area in higher education institutions. It investigated the processes of monitoring student performance by Namibian HEIs. The challenges faced by Namibian HEIs on the use of BDT. The various methods of data collection by Namibian HEIs and determined the level of readiness to adopt BDT.in Namibian HEIs. The study further undertook quantitative surveys and qualitative interviews with staff of the three (3) higher institutions in Namibia. A sample of 345 participants from International University of Management (IUM), Namibia University of Science and Technology (NUST), and The University of Namibia comprising the study's population (UNAM) were selected for this study using the simple random sampling technique. The Unified Theory of Acceptance and Use of Technology (UTAUT) constructs model was used to analyse to collect and analyse the quantitative data collected in this study. Finally, the study developed a sustainable framework that will guide the use of Big Data Technology in Namibian Higher Educational Institutions (HEIs). The validity of the framework was ascertained by expert reviews to ensure that the framework developed is effective and appropriate in fulfilling the purpose of the study and its objectives.
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Zannier-Wahengo, Aurélie. "Evaluation of the implementation of the University of Namibia portfolio for French as a foreign language." Namibia CPD Journal for Educators 5 (November 21, 2019): 42–69. http://dx.doi.org/10.32642/ncpdje.v5i0.1256.

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Namibia is a young country which gained its independence in 1991. Before that date the educational system was based on an Apartheid regime imposing discriminative access to education among the population. After Reconciliation, Namibia had the hard task to create a new education system for all valorizing the former underprivileged children. The Ministry of Education fast considered the learner centered approach as a good alternative to reach schools new objectives. Nevertheless, this pedagogy is still encountering difficulties to be fully operational in Namibian classrooms. The Namibian Portfolio for Languages (NPL) was conceived as a practical tool promoting this approach at secondary level. NPL findings proved that it was indeed well received by pupils, learner-centered and contextualised but they also revealed that teachers faced some challenges implementing self-assessment and individual counseling with their learners. Therefore, the present paper proposes a comparative approach between NPL results and another language portfolio implemented at the University of Namibia (UNAM) with beginner levels in 2016. Findings are cross-examined to assess the benefices gained from language portfolios in general and in particular to investigate the statu quo of self- assessment and learning strategies guidance at U NAM to holdout solutions supporting teachers in secondary schools.
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Kloppers, Joan M., Esther Kamenye, and Taimi Nauiseb-Amakali. "Know your health status; not only at world health day: A community service held at the University of Namibia 2017." International Journal of Medicine 5, no. 2 (2017): 260. http://dx.doi.org/10.14419/ijm.v5i2.8338.

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The overall purpose of this article is to describe how the World Health Day was celebrated at the University of Namibia in 2017. University of Namibia as one of the higher institutions of learning in Namibia is celebrating the world health day yearly, mainly to promote health and prevent ill health, through partaking in the health campaigns. In 2017, the University of Namibia had conducted a mini survey and the main aims of the survey were twofold, firstly, to determine whether the students at the University of Namibia are visiting their general practitioners regularly for medical examination particular on tests like blood pressure, glucose and eye's test; and secondly to provide information about the importance of general medical check up to the students of the University of Namibia. Purposeful convenience method was used to select the sample and structural questionnaires were employed to gather data. The results revealed that the majority 34% of the students at the University of Namibia never went for medical examination to detect disease early. Recommendations were made based on the findings is that everyone to take initiative and visit any health facility (public or private) for medical examinations as soon as possible and not only to wait to be tested on world health day, since it might be too late.
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Haitota, Mathew, Chirimbana Moses, and Haimbangu Malakia. "An Assessment of ICT Support for Students Living with Disabilities at the University of Namibia." International Journal on Integrating Technology in Education 10, no. 4 (2021): 65–79. http://dx.doi.org/10.5121/ijite.2021.10406.

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The purpose of the study was to assess the ICT support for the students living with disabilities at The University of Namibia. A qualitative methodology was used through the use of an in-depth face to face in interview which was administered to 12 participants who were lectures and disabled students from the University of Namibia disability Unity. The participants in the study were selected through the use of the purposeful strategy. The study findings unveiled that PCs cell phones and internet, software programmes, projectors and white boards, classroom televisions and radios downloaded app videos and braille’s and hearing aids are some of the ICT equipment available for the students at living with disabilities at the University of Namibia. The study also established that lack of training in administrators, lecturers and disabled student who are in the disability unity of the University of Namibia in ICT equipment usage, lack of technical support from the University, lack of ICT resources, lectures low content knowledge and limited computer knowledge of the lectures for students living with disabilities are some of the challenges faced by students living with disabilities at the University of Namibia. The study also found out that there is need for management collaboration and support ICT resources for students living with disabilities. The study also revealed that the provision of incentives to the lecturers teaching students with disabilities will improve the lectures utilisation of ICT gadgets during the teaching of students living with disabilities at the University of Namibia. In addition, the study also recommended that monitoring and evaluation of the ICT support for the students living with disability need to be strengthened at the University of Namibia. Furthermore, the study also recommended that there should be collaboration between the various educational stakeholders in the provision of ICT support to students living with disabilities at the University of Namibia.
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Amweelo, Moses. "Towards Implementing a New Maritime Accident Reporting and Analysis System in Namibia." Journal of Advance Research in Applied Science (ISSN: 2208-2352) 5, no. 11 (2018): 01–11. http://dx.doi.org/10.53555/nnas.v5i11.634.

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When Namibia became an independent state in 1990, the Republic of Namibia inherited the Merchant Shipping Act No. 57 of 1951 from the old South Africa regime. The Merchant Shipping Amendment Act, 1991 was signed into force “in order to adjust its provisions in view of the independence of Namibia; and to provide for incidental matters.” Maritime issues were placed under the authority of the Ministry of Works and Transport, however, without any particular defined body, except Department of Transport, to enforce the provisions of the amendment Act (The Merchant Shipping Act No. 57 of 1951, as amended in 1991). In 1995 the Directorate Maritime Affairs was established to be the Ministry’s executing body, and one of the first tasks taken on in order to get a firm picture of the maritime legal situation was to carry out an analyse of the Merchant Shipping Act. According to Professor Hilton Staniland of the University of Natal, in his executive summary he states among others: ‘’The 1951 Act is out of date and places, in particular, the safety of life and ships at sea, the protection of the marine environment provide Namibia a disadvantageous position as far as international maritime transport and trade is concerned. It is interesting in this connection to note the concerns at that time expressed by representatives from the fishing industry: ‘’The industry therefore (not sufficient Namibians with certificates) favours the amendment of section 83 of the Merchant Shipping Act 1951 in order to provide for the more ready recognition of foreign certificates. Section 83 of the Act opens up for allowing holders of foreign certificates to serve on board Namibian ships. In the meantime the newly established Directorate Maritime Affairs should make a choice: Either hastily accede to the International Maritime Organisation (IMO) Conventions or first ensure that relevant instruments were in place and then work for the accession to the Conventions. It was decided to ensure that the Directorate would be able to enforce the Conventions and then accede. The aims of the directorate are: to ensure the safety of life and property at sea; to prevent and combat pollution of the marine environment by ships and to promote the maritime interests of Namibia.
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Ziezo, Mercy Mwangala, Jude Odiakaosa Osakwe, Martin M. Ujakpa, and Gloria E. Iyawa. "Challenges of Implementing Big Data Technology in Higher Institutions." Journal of Information Systems and Informatics 3, no. 3 (2021): 376–91. http://dx.doi.org/10.51519/journalisi.v3i3.161.

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The aim of this study is to investigate the challenges of implementing Big Data Technology (BDT) in Higher Educational Institutions (HEIs) in Namibia. The study further undertook quantitative surveys with staff of the three (3) higher institutions in Namibia. A sample of 345 participants from International University of Management (IUM), Namibia University of Science and Technology (NUST), and The University of Namibia comprising the study's population (UNAM) were selected for this study using the simple random sampling technique. The data collected was analysed for descriptive statistics using the Statistical Package for Social Sciences (SPSS). The finding indicated that there are challenges such as lack of awareness of BDT, lack of support for management and inadequate IT infrastructure. The study further recommended strategy that will enhance the implementation of BDT in HEIs.
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Kwembeya, E. G., and N. Mbukusa. "Rethinking biology teaching at the University of Namibia." Namibia CPD Journal for Educators 5 (November 20, 2019): 326–53. http://dx.doi.org/10.32642/ncpdje.v5i0.1247.

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The University of Namibia students today are very diverse. This is largely due to differing cultures, learning styles and levels of emotional and social maturity. Acknowledging this diversity will help avoid the “common sense” based predisposition of higher education teachers to treat every student the same. Diagnosing student needs and crafting learning experiences in response to revealed diagnoses is therefore imperative. In this study, second year Biometrics students were profiled with a focus on the social, economic, political and psychological aspects of their lives. Data from Sixty five (65) Biometrics students from the Department of Biological Sciences at the University of Namibia were recorded using a two-part questionnaire. The first part of the questionnaire comprised personal and socioeconomic questions and the second part was a VARK questionnaire. The VARK questionnaire was used to determine a person’s sensory modality preferences. The percentage of the students who fell into the four modalities, that is, visual, aural, read/write, kinaesthetic or multimodal was determined. The most popular learning style was multimodal (61.3%). In addition, there was a significant relationship between the race of the student and their mode of transport to the University campus (Chi-square, p<0.001) with most of those who walk to campus and those using buses or taxi being black. A highly significant association existed between race and student funding (Chi-square, p<0.001), with the majority of black students on NSFAF funding (40). This study reveals the government’s commitment to the funding of higher education since the majority of the previously disadvantaged black students are funded by NSFAF. The internationalisation of Namibian higher education and cross-border provision of higher education have increased student diversity, hence the need to respond to such diversity in our academic practice. We therefore recommend the tracking of these students until they finish their degree program to see if application of the knowledge acquired through this study will improve student learning and performance.
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Gaoses, Stephanie L., Taimi Amakali-Nauiseb, and Sesilia Ndafenongo. "Impact of clinical practicals on the mental health status of university nursing students." International Journal Of Community Medicine And Public Health 10, no. 7 (2023): 2350–55. http://dx.doi.org/10.18203/2394-6040.ijcmph20232021.

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Background: Mental health has been slightly neglected in all aspects of life. The aim of the study was to explore the impact of clinical practicals on the mental health status of 4th year nursing degree students at the University of Namibia main campus. The objective of the study was to explore the impact of clinical practicals on the mental status and describe the general attitude of 4th year nursing degree students at the University of Namibia main campus towards clinical practicals. Methods: A cross-sectional, explanatory research study with a qualitative approach was employed. The participants were among 104, fourth year 2021 nursing degree students at the University of Namibia main campus. Virtual interviews were conducted via Microsoft teams until saturation point was reached, the thematic/grounded theory was used to establish themes from the context. Results: Clinical practicals have an impact on the mental health status of fourth year nursing degree students at the University of Namibia main campus. The students experience slightly negative attitude towards clinical practicals due to immense requirements and limited time to complete them. Conclusions: The School of Nursing and Public Health at the University of Namibia have to provide professional services to cater for the mental health status of students such as a counsellor, social worker, psychologist, conducive environment or management skills to help students to cope. In addition, this is thought to also improve the attitude of students towards clinical practicals, in producing- effective and efficient students.
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Sichombe, Beatrice Sinyama. "Curricula in Teacher Education for Diversity in the University of Namibia." African Journal of Teacher Education 7, no. 2 (2018): 91–121. http://dx.doi.org/10.21083/ajote.v7i2.4072.

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Namibia’s classroom compositions are diverse. Its policies on diversity reflect international practices of achieving Education for All. It advocates for teacher education that is responsive to the country’s needs. What is unknown is what a socio-cultural curriculum means in Namibian teacher education. This article focuses on the nature of the UNAM’s B.Ed. curriculum and how students learn its contents. I argue that teacher education for diversity should go beyond traditional teacher education programmes. Its curricula should adopt a socio-cultural view. Coursework and teaching practice should reflect the needs of learners and society. Data collection consisted of documents, and interviews. Content analysis was used. Findings revealed that teaching practice lacked dedication in regard to diversity teaching. Consequently, the B.Ed. Programme partially equipped students with competencies to teach diverse learners because coursework alone cannot suffice. The study contributes to knowledge of what a socio-cultural curriculum means in Namibian teacher education. 
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Dissertations / Theses on the topic "University of Namibia"

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Frindt, Gertrud. "Bridging the gap between school and university: a case study of the University of Namibia's Access Programme." University of Cape Town, 2002. http://hdl.handle.net/11394/6618.

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Doctor Educationis<br>Without neglecting the broader scope of the phenomenon of student access, this study focuses mainly on student academic access. An Access Programme, initiated by the University of Namibia, is used as a case study in order to gain a contextual understanding of such programmes, and to identify and critically analyse both those factors which contribute to its success and those which hinder it. Theoretical perspectives on student access are provided in chapter 1. These shed some light on different notions of access, on the multiplicity of entry paths, on the various forms of access, the targets of access initiatives and the factors driving the need for widening access provision. Attention is also given to access barriers whereby alternative approaches and strategies to illuminate such barriers are provided. Personal interviews, questionnaires, observations and statistical data on student enrollments and end-of-year results, contribute to a triangulation of research methods so that the situation can be viewed from more than one viewpoint by using both quantitative and qualitative data. The study reveals that Access Programmes are increasingly recognized as necessary, and the need for them is likely to increase in future. Findings also reveal consensus on the need for epistemological access which places emphasis on learner success and throughput rates rather than access that is limited to admission and entry. While the study is not an evaluation of the particular Access Programme, the study does contribute to understanding of what makes for an effective Access Programme within the Namibian context and beyond.
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Sichombe, Beatrice Sinyama. "Teacher education for diversity at the University of Namibia : policies and practices." Thesis, University of Pretoria, 2017. http://hdl.handle.net/2263/65467.

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This is a study about teacher education for diversity at the University of Namibia (UNAM), the only government university in the country that trains teachers. It is a response to changing classroom demographics in Namibia, as classroom composition has become more diverse in terms of race, ethnicity, gender and socioeconomic class. These changes require teachers with knowledge on teaching for diversity. Namibia’s post-apartheid policy on diversity reflects international practices aimed at achieving Education for All. It advocates teacher education that is responsive to the country’s needs. However, little is known about how UNAM implements these government diversity goals. This research comprised an interpretivist case study of the way in which UNAM incorporates diversity issues into its Bachelor of Education (BEd) programme. I argue that teacher education for diversity should go beyond traditional teacher education programmes, thus requiring a special set of policies, curricula, and practices. The study draws on various academic readings and debates on diversity policies, curricula and teacher preparation practices and is grounded in social justice and constructivist principles. Twenty-three final-year Social Science student teachers were purposefully sampled for the study which entailed the perusal of pertinent documents, classroom observations, and interviews. Content analysis was used which involved coding, categorising and the development of themes. The findings revealed that the BEd programme lacks dedication in regard to diversity teaching due to Namibia’s absence of a national policy on diversity in relation to teacher education. Secondly, the BEd programme only partially equips student teachers with the competencies required to teach diverse learners. Lastly, it was found that the majority of student teachers’ classroom practices were not suited to diverse classrooms. Based on these findings, recommendations are made for improving the BEd programme. This study makes a contribution to knowledge on diversity policies. It argues that an educational institution cannot operate without national policies, and that institutions should respond to such policies through policies and curricula. It explains what a socio-cultural curriculum means in Namibian teacher education and demonstrates the way courses, teaching practice and teacher educators can contribute to holistic development for diversity.<br>Thesis (PhD)--University of Pretoria, 2017.<br>Education Management and Policy Studies<br>PhD<br>Unrestricted
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Iipinge, Reginald Kaleke. "An investigation into the perceptions of the first year mathematics students towards the alternative mode intervention : UNAM case study." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1015669.

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A number of tertiary institutions offer bridging courses and intervention programmes in order to increase the number of students performing well in first year mathematics. At the university of Namibia, the science faculty provides educational opportunities to students who have not met the requirements to proceed with MAT 3511 (Basic Math). Unfortunately, the majority of students are not able to cope with the first year modules in Mathematics and the pass rates are unacceptably low. In the interest of supporting students, the University was prompted to introduce a two mode intervention programme in first year mathematics, namely: the normal mode and the alternative mode intervention. The alternative mode intervention was designed to improve the mathematics achievement of first year students who are considered low achieving or at risk of failure. This programme involves the identification of the lowest attainers in first year mathematics, and the provision of professional and faculty trained tutors and individualized teaching to these students in order to advance them to a level at which they are likely to learn successfully in a normal mode system. This research explores the experience and perceptions of first year students on the alternative mode, in particular as it relates to mathematical strands of proficiency. A second step was to explore how teaching contributes to the learning of mathematics on the intervention programme. The empirical investigation was done in 4 phases. A questionnaire on mathematics teaching and learning was given to the students during the first phase. During the second phase, two focus group discussions were conducted. Thereafter four interviews were carried out with lecturers, and finally tutorial and lecture observation were conducted. An analysis of these findings led to the identification of the students’ experiences on the alternative mode. Analysis of the results indicate that the students identified mathematical proficiency as the central element to their learning, and pedagogical knowledge and exploratory talk were critical aspects of good teaching in the mathematical intervention programme.
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Mässing, Christoffer. "Success Factors and Challenges for E-learning Technologies in the Namibian Higher Education System : A case study of the University of Namibia." Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-13757.

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Education is one of the deciding factors for poverty alleviation and economic growth. Governments of developing countries is struggling to meet the demand for qualitative education and the nation of Namibia is no exception. Namibia is struggling with the lack of a skilled workforce and the lack of access to qualitative higher education has been identified as one of the prime causes. ICTs have been identified as a potential enabler for an increased access and quality of education in Namibia. This study employed a qualitative approach to examining the success factors and challenges that applies to e-learning at the University of Namibia (UNAM). The study identified a multitude of critical factors within 5 different areas: i) Access, ii) User motivation, -attitude and -awareness, iii) Systematic approach, iv) Evaluation and analytical challenges, and v) Transforming the education. This rapport will discuss the role of e-learning at UNAM, the factors that are critical for e-learning at the learning institution and how this correlate with previous findings made by the scientific community on similar issues.
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Otaala, Laura Ariko. "Action researching the interaction between teaching, learning, language and assessment at The University of Namibia." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&amp.

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The purpose of this study was to investigate the views of students and lecturers at the University of Namibia about teaching and learning. The study specifically determined the views of students and lectures in relation to language, teaching, learning and assessment as well as what we might learn from analysis of these views to assist in improving teaching, learning and assessment.
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Kirby-Harris, Robert. "The role of the 'community-oriented' university campus in promoting socio-economic development : the case of the University of Namibia northern campus." Thesis, Lancaster University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.413852.

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Engelbrecht, Frederik Daniel Jacobus. "A framework for the design and implementation of competency-based teacher education programmes at the University of Namibia." Thesis, Stellenbosch : University of Stellenbosch, 2007. http://hdl.handle.net/10019.1/1425.

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Thesis (PhD (Curriculum Studies))--University of Stellenbosch, 2007.<br>Competency-based education (CBE) was introduced in the 1970s in the United States of America and its philosophical and practical dimensions are still being explored. As the Government of Namibia subscribes to CBE for all levels of education, the University of Namibia needs to understand this approach to education and how such programmes are ideally designed and implemented to bridge the gap between education (graduateness) and training (competence). The goal of this study was to develop a contextualised CBE programme design and implementation framework. International programme design and implementation frameworks were analysed and synthesised and applied to a local university programme, the Advanced Diploma in Education, in order to test the validity of an international framework and adapt it to local conditions. A qualitative research approach was used. On the one hand, data on the Advanced Diploma in Education (ADEd) was generated through methods such as stakeholder feedback on the ADEd design questionnaire as well as the analysis of relevant design and implementation documents. The post-hoc qualitative approach included a literature review, a visit to Australian universities and an international survey regarding the proposed design and implementation framework. The findings of the study pertain to programme design and programme implementation. The programme design findings emphasised the importance of the management of change to a CBE approach, the format of module descriptors and the assessment of competence. The implementation findings highlighted the necessity of administrative changes to accommodate CBE features, the training of staff and continuous evaluation of the teaching environment and lecturer performance. The study concludes that CBE appears to be appropriate for teacher education in Namibia when certain pitfalls are avoided and recommends that CBE programme designers at the Faculty of Education at the University of Namibia might apply the researched framework, comprising a comprehensive design and implementation section.
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Muhapili, Andrew Matumo. "Exploring student teachers' active learning through self-assessment, peer assessment and reflection at Rundu Campus at the University of Namibia." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/79881.

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Thesis (MPhil)--Stellenbosch University, 2013.<br>Bibliography<br>Student teachers are faced with the challenge of adapting their teaching so as to accommodate active learning through self-assessment, peer assessment and reflection. The objectives of the study were therefore to explore how active learning may be enhanced through self-assessment, peer assessment and reflection. The participants in the study were second- and third-year students at Rundu Campus of the University of Namibia. The research employed a case study design with qualitative data and using a descriptive, contextual approach. Semi-structured interviews, focus-group interviews and observations were utilised to obtain data. Once consent was obtained from the relevant authorities, second- and third-year student teachers were interviewed. Ethical requirements were adhered to throughout the research process. The findings indicated that students had both positive and negative perceptions in respect of self-assessment, peer assessment and reflection in promoting their active engagement in learning. Overall, the findings of the study revealed positive signs that active learning can be enhanced by student teachers through the use of strategies such as self-assessment, peer assessment and reflection. The study also pointed to implications of the research for teacher education practices and possible future research.
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Möwes, Delvaline Lucia. "An evaluation of student support services in open and distance learning at the University of Namibia /." Link to the online version, 2005. http://hdl.handle.net/10019/1620.

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Mowes, Delvaline Lucia. "An Evaluation of student support services in open and distance learning at the University of Namibia." Thesis, Stellenbosch : University of Stellenbosch, 2005. http://hdl.handle.net/10019.1/1263.

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Distance education and open and flexible learning policies have done much to extend accessibility to higher education throughout the world. However, distance education is not just a move away from learning in the classroom. It is a complete paradigm shift and when delivering learning materials outside the classroom across any distance, it is important that technologies and techniques support students. Against this background, the case has been made that the provision of student support services, according to the diverse needs and expectations of adult distance education students, should be an integral part of the provision of open and distance learning. The focal point of this study was to evaluate student support services, provided at the northern campus of the University of Namibia, from a student perspective. A combination of both quantitative and qualitative methodologies was chosen and data were collected by means of a literature review and a questionnaire, supplemented with open-ended questions. The subjects of the study were second- and third-year B.Ed. students from the northern campus of the University of Namibia. The results of this study have provided evidence that adult distance education students indeed value the provision of student support services. Specifically, students in this study placed the greatest importance on student support services related to getting started with their studies, for example orientation sessions about available student support services and contact and communication with tutors and fellow students by means of vacation schools, face-to-face tutorials on Saturdays at regional centres and support through study groups. One of the conclusions of the study was that the institutional policy and the role of management are crucial in the establishment of an effective student support model to facilitate distance learning. The following recommendations were formulated: The University’s Centre for External Studies (CES) should conduct periodic and regular evaluation studies of its distance education students to design, develop and provide student support services that will be tailored to students’ specific needs and expectations. CES should pay attention to support services that help reduce barriers if it is to attain its mission of making quality higher education more accessible. CES should provide adequate training to tutors to prepare them for the special challenges presented by open and distance learning. CES should design and implement an appropriate Information and Communication Technology (ICT) course to empower distance education students adequately for the use of modern ICT.
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Books on the topic "University of Namibia"

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University of Namibia. French Department. Un monde idéal--: An ideal world--. Out of Africa Publishers [for] The French Department, University of Namibia, 2001.

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Namibia, University of. The University of Namibia at a glance. University of Namibia, 2004.

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Namibia, University of. The University of Namibia, 1980-1989: A learning experience. Namibia Institute for Social and Economic Research, University of Namibia, 1989.

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Namibia, University of. University of Namibia: First five year development plan (1995-1999). The University, 1995.

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Namibia, University of. University of Namibia: Installation, inauguration, and graduation ceremonies, 23 and 24 April, 1993. UNAM, 1993.

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Nujoma, Sam. The first ten years of the University of Namibia: Speeches on educational excellence delivered at graduation and other ceremonies by the chancellor, H.E. President Dr. Sam S. Nujoma, and vice-chancellor, Professor Peter H. Katjavivi. University of Namibia Press, 2003.

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Namibia. Law Reform and Development Commission. Discussion paper on the transformation of the Polytechnic of Namibia into the Namibia University of Science and Technology. Republic of Namibia, Law Reform and Development Commission, 2014.

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Iivonen, Mirja, Helminen Päivi, Joseph M. Ndinoshiho, and Outi Sisättö. Empowering people: Collaboration between Finnish and Namibian University libraries. Tampere University Press, 2012.

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Becker, Fritz. Changing worlds of geography: Namibian challenges : retrospect and prospect. University of Namibia, 1997.

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Barnabas, Otaala, Legesse Kahsay, and University of Namibia. Faculty of Education., eds. Report of the University of Namibia early childhood care and development summer school: Held in Windhoek, Namibia, September 29th-October 17th, 1997. Faculty of Education, University of Namibia, 1998.

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Book chapters on the topic "University of Namibia"

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Krishnamurthy, Sarala, and Charl C. Wolhuter. "Upgrading Polytechnic in Namibia to the Namibia University of Science and Technology and the Post-Secondary Education Niche in Namibia." In Handbook of Comparative Studies on Community Colleges and Global Counterparts. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-38909-7_14-1.

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Krishnamurthy, Sarala, and Charl C. Wolhuter. "Upgrading Polytechnic in Namibia to the Namibia University of Science and Technology and the Post-secondary Education Niche in Namibia." In Handbook of Comparative Studies on Community Colleges and Global Counterparts. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-50911-2_14.

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Dhaka, Poonam, Atty Mwafufya, Hilma Mbandeka, Iani de Kock, Manfred Janik, and Dharm Singh Jat. "The Study of the Relationship Between Internet Addiction and Depression Amongst Students of University of Namibia." In Information and Communication Technology for Sustainable Development. Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3920-1_53.

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Mlotshwa, Zanele, and Apostolos Giannakopoulos. "The Impact of Mobile Technology in Education: A Focus on Business Information Systems at the International University of Management in Namibia." In Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-28883-3_10.

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Mwatilifange, Saavi R., and Tulimevava K. Mufeti. "Using Moodle to Teach Computer Literacy to First-Time Computer Users: A UNAM Case Study." In Transforming Entrepreneurship Education. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-11578-3_4.

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AbstractComputer literacy courses provide opportunities for students to develop skills that are essential for lifelong learning. Many educational institutions in developing countries offer compulsory Information and Communication Technology (ICT) courses to help their first-year students develop these skills. Due to factors such as lockdowns imposed as a result of the COVID-19 pandemic, some first-year students may not be able to attend these courses in person. This chapter investigates the suitability of an online environment for teaching a Computer Literacy course to first year students with varied demographics. It takes as a case study the delivery of the Computer Literacy course on the University of Namibia (UNAM) Moodle Learning Management System (LMS) over one semester. The course caters to a diverse student population, some of whom come from marginalized backgrounds and have never used a computer before. Using a questionnaire based on the Unified Theory of Acceptance and Use of Technology (UTAUT), the study used a survey to determine the satisfaction of students and lecturers involved with the course. We also conducted semi-structured interviews to get an in-depth understanding of the actual use and level of satisfaction with Moodle. Results indicate that most students do not have access to ICT devices or the software required for the course. Although all students completed the course without any dropouts, the study also found that the students consistently accessed only two features supported by Moodle. The study recommends that all first-time users take an informal Introduction to Online Learning course before starting the Computer Literacy course. It also recommends that the current course be adapted to fit the context of use and to enhance online teaching of Computer Literacy to first-time computer users at UNAM.
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Dhaka, Poonam, and Cynthia Naris. "A Study of the Correlation Between Internet Addiction and Aggressive Behaviour Among the Namibian University Students." In Lecture Notes on Data Engineering and Communications Technologies. Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-7641-1_1.

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"INDIANA UNIVERSITY in Namibia." In Indiana University and the World. Indiana University Press, 2019. http://dx.doi.org/10.2307/j.ctvkjb3z5.19.

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Tubulingane, Booysen Sabeho, and Simon T. Angombe. "Education Quality and Offerings Intersection Post Pandemic for Inclusive Development." In Handbook of Research on Global Institutional Roles for Inclusive Development. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-2448-3.ch003.

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Contact learning and teaching was suspended in 2020 at many universities globally, including in Namibia, to counter the spread of COVID-19 transmission. The study assessed the impact of the COVID-19 outbreak on student academic performance per respective offering type (online and contact) using quantitative inferential statistical regression analysis. Data from a total of 20770 student population for 2019 and 2020 academic years was applied in the study. The study established that online rather than contact education offering is associated with improved student academic performance at the Namibian university. However, Namibian students do not benefit from online education equally due to socio-economic inequality. A correlation between internet access and online student academic performance was established. The study has also demonstrated the importance of equality in student offering modes in upholding the quality of higher education. An academic research directed at evaluating the level of plagiarism associated with online and contact offering at the Namibian university needs to be conducted.
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Kazavanga, Japhet. "The digital divide and the accessibility of print-based learning materials." In Learning Design Voices. EdTech Books, 2023. http://dx.doi.org/10.59668/279.10579.

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The COVID-19 pandemic prompted a rapid shift of face-to-face classes to online classes. Furthermore, globally, distance education is shifting towards online education. In the context of Namibia, characterised by high levels of unequal access to limited resources, I, an instructional designer at a Namibian university, maintain that the retention of conventional distance models, and the production of print study materials is key to both access and equity. While going digital reduces costs for the institution in some ways, it reduces the opportunities for students with limited access to digital infrastructure and digital literacies. Moving away from printed guides towards online-only materials widens the digital divide.
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Tomas, Nestor, and Lucia Hausiku. "Stress and Coping Strategies Among Nursing Students at the University Campus in Namibia." In Student Stress in Higher Education. IGI Global, 2023. http://dx.doi.org/10.4018/979-8-3693-0708-3.ch006.

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There's strong evidence suggesting that nursing students experience extreme stress. Yet no research has explored the perspectives of nursing students on stress and coping strategies among student nurses in Namibia. A qualitative exploratory descriptive research was employed on 15 undergraduate nursing students. This chapter explored and described nursing students' perceptions on factors contributing to stress and the coping strategies among nursing students at the University of Namibia, Rundu campus. In-depth individual interviews using a semi-structured interview guide were analysed using thematic analysis. The focus of this study centered on two main themes. The initial theme sheds light on the perceived stressors followed by the strategies employed to cope with stress.
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Conference papers on the topic "University of Namibia"

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Beukes-Amiss, Catherine Margaret, and Erkkie Haipinge. "Keeping Learning Open during Covid-19 and beyond through Innovative Learning Design: A Case Study of the University of Namibia." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.9219.

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The infusion of technology into Open and Distance Learning (ODL) practices was nothing new at the University of Namibia (UNAM) during the emergence of Covid-19. The Centre for Innovation in Learning and Teaching (CILT) (previously the Centre for Open, Distance and eLearning (CODeL) at UNAM, focuses on leading learning innovations and was tasked with developing innovative approaches during the Covid-19 pandemic’s lockdown period, which remain relevant beyond the pandemic. // This study examined how CILT as an academic support Centre in collaboration with the Commonwealth of Learning (COL) supported efforts of various Higher Education Institutions (HEIs), to keep student learning of all modes of study (face-to-face, online, ODL) open, during the Covid-19 pandemic. This was achieved through the creation and implementation of a Rapid Development Process (RDP) as part of learning design capacity development initiatives and a Creative Commons ascribed resource website, focusing on Learning Design and Digital Assessment resources. The RDP resources were workshopped with various Namibian Universities and an African University. As part of the methodology, the study adopted a single case study research design and used a structured workshop evaluation survey and secondary sources as data collection instruments. // The findings of the study reveal overall satisfaction with the RDP workshop approach and topics covered, as well as its relevance to Continuous Professional Development (CPD) of participants. Most of the participants indicated that they only started to engage in online teaching and online assessment activities because of institutional strategies that were forced by Covid-19. // The study concludes that the RDP workshops were well-structured and had a positive impact as the learning experiences gained can be practiced in participants’ institutional contexts and as part of the new norm in HEIs.
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Ntinda, Maria Ndapewa, Carolina Islas Sedano, Mikko Apiola, and Erkki Sutinen. "Aligning Academic Efforts with Key Industries: A Case of Computing at the University of Namibia." In 2023 IEEE Frontiers in Education Conference (FIE). IEEE, 2023. http://dx.doi.org/10.1109/fie58773.2023.10343344.

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Shalyefu, Rakel Kavena, Haaveshe Nekongo-Nielsen, and Helena Naitsuwe Amadhila. "Lessons from Reviews of Lifelong Learning Policies in Namibia." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.4839.

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This paper is a document analysis of students’ assignments who studied a course on Policy Studies in Adult Education and Lifelong Learning offered at an undergraduate level, Bachelor of Education (Lifelong Learning and Community Education) at the University of Namibia. The aim of the document analysis was to dissect if there is an answer to the research questions on whether Lifelong Learning policies in Namibia accurately translate what their legislations provide for. The study was qualitative in nature as it interrogated eighty-one voices presented in assignments submitted for assessments over the period of three years (2019 – 2021). The analysis of cohorts’ responses over the years was documented by the educators to find out if they demonstrate a deep-rooted insight into policy development, policy implementation and evaluation and the relationship between policies and legislations. The findings from the three cohorts increased trustworthiness because of resource triangulation that enhanced the guard against bias. The main findings were that in reviewing Lifelong Learning policies, the student developed the necessary understanding that policies derive from legislations and serve as the basis for operationalizing or translating those laws and rules into practice. Additionally, they learned about policy development and policy review as well as best practices in operationalizing laws into policies. However, they failed to see connections between some of the Enabling Acts that were from other sectors rather than education. In conclusions, it was understood that when the policy is developed without it being anchored onto an Act, it creates chaos and uncertainty. In reverse, when the Acts are not comprehensively operationalized through policies, procedures, and guidelines, it also creates chaotic environments.
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Ntinda, Maria, Hannah Thinyane, and Ingrid Sieborger. "m-Learning system enhancing mathematical concepts (m-LSEMC): A case study of University of Namibia and Rhodes." In 2014 IST-Africa Conference & Exhibition. IEEE, 2014. http://dx.doi.org/10.1109/istafrica.2014.6880659.

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Nakale, Samuel Nghidengwa, and Lameck Mbangula Amugongo. "Predicting Student Attrition: A Case Study of the University of Namibia Bachelor of Accounting (Chartered Accountancy) Programme." In 2023 International Conference on Emerging Trends in Networks and Computer Communications (ETNCC). IEEE, 2023. http://dx.doi.org/10.1109/etncc59188.2023.10284930.

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Andjamba, Taleni Shirley, Guy-Alain Lusilao Zodi, and Dharm Singh Jat. "Interference analysis of IEEE 802.11 wireless networks: A case study of Namibia University of Science and Technology." In 2016 International Conference on ICT in Business Industry & Government (ICTBIG). IEEE, 2016. http://dx.doi.org/10.1109/ictbig.2016.7892726.

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Hako, Anna Niitembu, Prisca Tautiko Shikongo, Genesia Shipena, and Ina Asino. "The Effects of Psychological Adjustment on First-Year Students: A Case of the University of Namibia, Hifikepunye Pohamba (HP) Campus." In –The Asian Conference on Education & International Development 2024. The International Academic Forum(IAFOR), 2024. http://dx.doi.org/10.22492/issn.2189-101x.2024.31.

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Mosha, Martha. "Use of Moodle Workshops for Student Self and Peer Assessment." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.604.

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Self and peer assessment is reported to be an effective assessment practice for students in higher education with a number of benefits as well as challenges. Learning Management Systems have created ways in which to implement such assessments online with Moodle having the Workshop activity as an option. This study aims to explore the success of an online self and peer assessment activity experience. Students in two practical courses at the Department of Social Sciences, University of Namibia were introduced and participated in a self and peer assessment activity. An online questionnaire, administered through Moodle’s Survey activity, was used to gather data from the students. Key findings include the fact that most students had never been exposed to self and peer assessment before hence faced a number of challenges. However, those who managed to pull off the assessment did share that is was useful and they enjoyed it. The findings from the study would be added to the training of lecturers on the use of Moodle Workshops at the University.
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Temaneh-Nyah, Clement, and Leonard Mukwekwe. "An investigation on the effect of operating temperature on power output of the photovoltaic system at University of Namibia Faculty of Engineering and I.T campus." In 2015 Third International Conference on Digital Information, Networking, and Wireless Communications (DINWC). IEEE, 2015. http://dx.doi.org/10.1109/dinwc.2015.7054211.

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Mallinson, Brenda. "Building Online Education Capacity during a Pandemic - from Concept to Action in Developing Regions." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.4780.

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This paper describes a learning journey which started with a COL-supported webinar series addressing ‘Learning Design leading to Sensitisation for Online Course Development using OER’. The webinar OER materials were hosted on Moodle and required participants to complete a series of related online activities interspersed between the synchronous sessions. The high-level output of this stage was the drafting of an institutional, faculty, or departmental action plan to propagate deeper understanding and new skills at an institutional level. The second stage was the refinement of these Action Plans using a Results-Based Management approach, with the third stage being the COL-supported implementation of these plans. // In a COL collaboration with the Southern African Development Community Centre for Distance Education (SADC-CDE), the first cohort of 39 participants were drawn from four educational institutions: College of Open Schooling (COS) at Botswana Open University (BOU); Institute for Adult Education (IAE) in Tanzania; Lesotho Distance Teaching Centre (LDTC); and Namibia College of Open Learning (NAMCOL). COS BOU, LDTC, and NAMCOL continued this journey through to the final (3rd) implementation stage. // A revised webinar programme was repeated for the West African Sub-region (WASR) under a COL collaboration with the Regional Training and Research Institute for Distance and Open Learning (RETRIDOL). This involved 39 participants from Cameroon, Ghana, Sierra Leone, and the Gambia, drawn from educational institutions and national education ministries. Although this cohort did not progress to the 2nd stage of action plan refinement supported by COL, intentions were to refine plans at a national level for the WASR States. // Throughout the webinar series regular online reflections were encouraged using the Moodle blog, and a final reflection based on the Brookfield Critical Incident Questionnaire was undertaken at the conclusion of each cohort experience. Useful feedback was obtained indicating factors that sparked engagement and what constituted challenges for each cohort. // Finally, findings relating to the two cohorts’ engagement and experience of their journeys are presented, and achievements of participating institutions and countries with reference to their goals and plans are recognised. Lessons learned by the project leader and collaborators are identified, and potential improvements suggested. The projects took place during the Covid-19 pandemic within which all participating institutions and the facilitator were in lockdown in their home countries (2020/2021) and experienced associated challenges.
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