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: 25 July 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 poli
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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 H
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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 Portfol
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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
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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 v
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Rukambe, Zelda U., and Hilma N. K. Kalimba. "THE LIVED EXPERIENCES OF STUDENTS IN REGARDS TO THEIR MENTAL HEALTH AT THE UNIVERSITY OF NAMIBIA." Namibia Journal for Research, Science and Technology 5, no. 2 (2024): 13–22. https://doi.org/10.54421/njrst.v5i2.113.

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This paper enlists the findings of the Qualitative research study conducted on students at the University of Namibia. This study is concerned with the lived experiences of students registered at the University of Namibia, in regards to their mental health. The study aimed at exploring the mental health issues faced by students at the University of Namibia, investigating how students cope with their mental health challenges as well as the institutional support available at the University of Namibia to promote student’s mental health. This study adapted the phenomenological design and used a qua
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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 usin
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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 ame
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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
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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 particip
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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 for
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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. Howe
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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 programm
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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
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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
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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 approac
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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
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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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Becker, Fritz. Changing worlds of geography: Namibian challenges : retrospect and prospect. University of Namibia, 1997.

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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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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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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
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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 Nami
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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 i
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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 the
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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) suppo
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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 ove
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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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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, admin
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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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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
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