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Quality assurance mechanisms in higher education institutions in Namibia
No full textEnglish: Throughout the world, quality assurance (QA) has become an increasingly dominant theme in higher education (HE) in recent years, with international processes playing an important role in the way in which quality assurance is interpreted and implemented (European Commission Tempus, 2009:7). The importance of quality assurance mechanisms in Higher Education Institutions (HEIs) is reflected in the literature review which suggests that clearly defined and effective quality assurance policies are necessary in order to raise the standards in HEIs. The main drivers of change in higher education and the incentives for introducing more structured approaches to quality assurance have been identified as the growth in student numbers (massification), the recognition that higher education and skills levels are vital elements in the economic, political and social development of countries, stakeholder demands for accountability, and the perception that higher education has become both an international and a competitive market area. These are some of the many factors that have contributed to the understanding of the need for greater transparency and consistency in quality assurance in HEIs (Becket & Brookes, 2005:1; Fresen, 2005:18). Globally, the majority of HEIs in most countries have now implemented more structured and systematic approaches to quality assurance in response to the new demands for quality higher education in order to ensure high academic standards, integrity and accountability. The Commonwealth of Learning (COL) suggests that, while there is a clear need for the development and implementation of quality assurance strategies in HEIs throughout the world, there is, nevertheless, a lack of uniformity and agreement in respect of the form that such strategies should take (COL, 2009:3). This also applies to the HEIs in Namibia. This study was conducted in order to investigate the phenomenon of quality assurance with special reference to the internal quality assurance mechanisms implemented by HEIs in Namibia and, based on the findings of the study, to make recommendations aimed at the improvement of the practice of quality assurance in higher education in Namibia. The recommendations are contained in a proposed framework for best practice in quality assurance in HEIs in Namibia – see Annexure to this thesis. As background to the study an extensive literature review was conducted to investigate the phenomenon of quality assurance. This literature review revealed that, apart from unpublished official documents, there is little information available on empirical literature on quality assurance in higher education in Namibia. Accordingly, the researcher identified the need to investigate the field of quality assurance in higher education in Namibia in an attempt to close the existing knowledge gap. The research design was tailored to the purposes of this study and comprised a qualitative research approach. A phenomenological explorative and descriptive design was used with the aim of seeking an understanding and interpretation of the true meaning that the participants accorded to their experience of the phenomenon under study, namely, quality assurance in HEIs. In other words, this design provided the researcher with an opportunity to understand the phenomena as they unfolded in their natural setting during the enquiry. The methodology was based on improvement-oriented evaluation. The study confined itself to degree-granting HEIs only, with a university status. Three institutions participated in the study − one public university, one private university, and one polytechnic. The data were collected by means of individual interviews (purposeful sampling) and institutional document analyses. Focus group interviews were conducted for the purposes of triangulation. This threefold approach was adopted so as to allow the triangulation that would ensure effective data collection and information validation. The key research questions in terms of which the study aimed to find answers may be summarised as follows: What are the internal quality assurance mechanisms in place in HEIs in Namibia? What may be said about the implementation stage of these mechanisms, and are there areas of possible improvement? The study revealed, inter alia, that the overall picture is that the new paradigm for quality assurance systems in higher education in Namibia, in its current format and at both national and institutional level, is an extremely recent phenomenon as it is in the initial stage of development. The NCHE‟s national quality assurance system in Namibian higher education was only introduced in 2009. Certain institutions had taken the initiative to introduce formalised quality assurance systems before 2009. However, mechanisms and procedures for self-evaluation have not been part of the quality assurance practices of HEIs. No attention has ever been given to benchmarking as one of the mechanisms of quality assurance which identifies best practices from which to learn in the interests of improvement. Many quality assurance mechanisms are informal and it is essential that attention be given to more structured mechanisms. Overall, there is a growing awareness of internal quality assurance in the Namibian HEIs. There is, however, very little agreement on notions of quality and quality assurance in these HEIs in Namibia. The understanding of the concept of quality assurance and the involvement of key stakeholders, such as students and employers, tend to be limited and, in the case of employers, actually relatively rare. Quality culture in HEIs in Namibia is generally extremely low. In certain institutions there appears to be a gap between the formal legal requirements and the actual implementation of quality assurance. There seems to be a lack of publicly available, transparent information about the quality assurance processes and their outcomes in the HEIs in Namibia. Where they do, in fact, exist, quality assurance units and offices in HEIs tend to be inadequately resourced. Although there are some notable exceptions, central information systems, which are key to effective decision-making, are still lacking in most HEIs. A framework for best practice in quality assurance in HEIs in Namibia, aimed at the improvement of the practice of quality assurance in higher education in Namibia, was deemed necessary and, thus, such a framework was developed and suggested. See Annexure A attached to Chapter 6. The value of this study is to be found in its endeavour to address the lack of research on quality assurance in higher education in Namibia. It is hoped that the study will make a meaningful contribution to the establishment and improvement of quality assurance in a relatively „young‟ higher education system in Africa. The significance of the study lies in its enhancing the awareness of the current development of quality assurance in higher education practices and in its promoting the need to introduce formalised internal quality assurance systems and processes in order to improve the quality levels in HEIs in Namibia. Through this study much needed information on institutional quality assurance will be available to HEIs in Namibia, and also to government, higher education policy makers, and development partners. In addition, the study addressed the issue of accountability and continuous improvement as regards protecting the students from poor quality higher education.Afrikaans: Gedurende die afgelope aantal jare het gehalteversekering (GV) wêreldwyd „n dominante onderwerp in hoër onderwys (HO) geword. Dit omsluit onder andere internasionale prosesse wat 'n belangrike rol speel in die wyse hoe gehalteversekering geïnterpreteer en geïmplementeer word (European Commission Tempus, 2009:7). Die belangrikheid van gehalteversekeringsmeganismes vir hoëronderwys instellings (HOIs) word in die literatuur gereflekteer en suggereer en meld dat duidelike gedefinieerde en effektiewe gehalteversekeringbeleide noodsaaklik is om die standaarde van HOIs te verhoog. Die belangrikste dryfveer vir verandering in hoëronderwys en die bekendstelling van 'n meer gestruktureerde benadering tot gehalteversekering kan geïdentifiseer word as die groei in studentegetalle (massifikasie); erkenning dat hoëronderwys en vaardigheidsvlakke noodsaaklike elemente is vir die ekonomiese, politieke en sosiale ontwikkeling van lande; rolspelers se aandrang op rekenskap; en die persepsie dat hoëronderwys in beide die internasionale en kompeterende mark meeding. Hierdie is slegs sommige van die baie faktore wat meewerk tot die verstaan van die behoeftes vir groter deursigtigheid en koersvastheid van die HOIs se gehalteversekering (Becket & Brooks, 2005:1; Fresen, 2005:18). Wêreldwyd het hoëronderwysinstellings in verskeie lande meer gestruktureerde en sistematiese
benaderings tot gehalteversekering geïmplementeer, in reaksie tot die nuwe vereistes vir gehalte hoër onderwys en vir die versekering van hoër akademiese standaarde, integriteit en verantwoordelikheid. Die Commonwealth of Learning (COL) suggereer dat daar wêreldwyd „n behoefte bestaan vir die ontwikkeling en implementering van gehalteversekeringstrategië in HOIs. Daar is egter nie eensgesindheid rakende die formaat van hierdie strategië nie (COL, 2009:3). Hierdie stelling is ook van toepassing op die HOIs in Namibië. Hierdie studie is onderneem om die gehalteversekeringsfenomeen te ondersoek, met spesiale verwysing na die interne gehalteversekeringsmeganismes wat in HOIs in Namibië geïmplementeer is. Gebaseer op die bevindings van hierdie studie word aanbevelings gemaak wat gemik is op die verbetering van gehalteversekeringspraktyke in hoër onderwys in Namibië. Hierdie aanbevelings
is opgeneem in „n voorgestelde raamwerk vir beste praktyk in gehalteversekering van HOIs in Namibië – sien Bylaag tot hierdie tesis. 'n Uitgebreide literatuurstudie is as agtergrond tot die studie gedoen om die gehalteversekeringsfenomeen te ondersoek. Die literatuurstudie het getoon dat, afgesien van die ongepubliseerde amptelike dokumentasie, daar weinig inligting en empiriese literatuur beskikbaar is rakende die gehalteversekering van hoër onderwys in Namibië. Gevolglik het die navorser die
behoefte geïdentifiseer om die die terrein van gehalteversekering in hoër onderwys in Namibië te ondersoek as poging om die bepaalde kennisgaping te oorbrug. Die navorsingsontwerp is ontwikkel met die doelstellings van die studie voor oë en bestaan uit „n kwantitatiewe ondersoekbenadering. „n Fenomenologiese beskrywende ontwerp is gebruik met die doel om begrip en duidelikheid te verkry rakende die ware betekenis en ervaring van die fenomeen wat bestudeer word, naamlik die gehalteversekering in HOIs, soos ervaar deur die betrokke deelnemers. Anders gestel, hierdie ontwerp het die navorser die geleentheid gebied om die fenomeen te verstaan soos dit ontvou het gedurende die studie, gesetel in „n natuurlike situasie. Die metodologie is gebaseer op „n verbeteringsgeoriënteerde evaluering. Die studie is beperk tot hoëronderwysinstansies in Namibië wat graadstudies aanbied. Drie sodanige instansies was deel van hierdie studie, naamlik een openbare universiteit, een privaat universiteit en 'n polytechnikon. Die data is ingesamel deur middel van ‘n analise van institusionele dokumentasie. Die fokusgroeponderhoude is onderneem vir triangulasie. Hierdie metode van drievoudige triangulasie-evaluering het effektiewe dataversameling en
inligtingsgeldigheid verseker. Die kernondersoekvraag waarop die studie gemik was is om antwoorde te verkry op die kernvraag wat as volg opgesom word: Watter interne gehalteversekeringsmeganismes bestaan tans aan Namibiese hoëronderwysinstellings? Op watter stadium van implementering is hierdie meganismes, en bestaan daar terreine vir moontlike verbetering? Die studie het onder andere aan die lig gebring dat die oorkoepelende nuwe paradigma vir gehalteversekeringsisteme in Namibiese hoër onderwys in die huidige formaat, en beide op nasionale en institusionele vlak, „n relatief resente fenomeen is wat in „n beginstadium van ontwikkeling is. Geen nasionale gehalteversekeringsisteem het vóór 2009 in Namibiese hoër onderwys bestaan nie. Sommige instansies het wel voor 2009 inisiatief geneem om enkele formele gehalteversekeringsisteme te vestig. Meganismes en prosedures vir self-evalering was
egter nie deel van die gehalteversekeringspraktyke van die HOIs nie. Geen aandag is gegee aan yking as een van die gehalteversekeringsmeganismes om beste praktyke as „n vorm van leer met die oog op verbetering te identifiseer nie. Baie gehalteversekeringsmeganismes is informeel en dit is noodsaaklik dat meer aandag aan die vestiging van meer gestruktureerde meganismes gegee moet word. In die geheel gesien is daar toenemende bewustheid van interne gehalteversekeringsbewustheid in die Namibiese HOIs. Daar bestaan egter weinig eenstemmigheid oor die betekenis van die begrippe gehalte en gehalteversekering aan Namibiese HOIs. Begrip van die konsep van gehalteversekering en die betrokkenheid van sleutelrolspelers, soos studente en werkgewers, neig om beperk te wees, en in die geval van werkgewers bestaan dit bykans nie. Daar is bykans geen sprake van „n kultuur van gehalteversekering in Namibiese hoër onderwys nie. Daar is ook „n gaping tussen die formele wettiese vereistes en die implementering van gehalteversekering en 'n tekort aan amptelike en
deursigtige inligting rakende gehalteversekeringsprosesse en gepaardgaande uitkomste in die HOIs van Namibië. Waar gehalteversekeringseenhede en -kantore wel by HOIs bestaan is daar gewoonlik „n gebrek aan die nodige ondersteuningsmiddele. Alhoewel daar enkele uitsonderings is, is daar aan die meeste van die HOIs „n gebrek aan „n sentrale inligtingsisteem wat noodsaaklik is vir effektiewe besluitneming. „n Raamwerk vir beste praktyke in gehalteversekering vir hoër onderwys in Namibië blyk dus noodsaaklik te wees. Sodanige raamwerk is ontwikkel en word voorgestel (sien Bylae A in Hoofstuk 6). Die waarde van hierdie studie is daarin geleë dat dit „n poging is om die tekort aan navorsing oor gehalteversekering in hoër onderwys in Namibië aan te vul. Die navorser vertrou dat die studie „n bruikbare bydrae sal lewer tot die daarstelling en verbetering van die gehalteversekeringsmeganismes van 'n relatief jong hoëronderwyssisteem in Afrika. Die belangrikheid van die studie is om 'n bewustheid te kweek rakende bestaande gehalteversekeringspraktyke en die uitbouing van die behoefte om geformaliseerde interne gehalteversekeringsisteme en – prosesse van die HOIs te verbeter. Hierdie verslag sal inligting oor gehalteversekering wat dringend benodig word, beskikbaar stel aan HOIs in Namibië, en ook aan die regering, hoëronderwysbeleidmakers en ontwikkelingsvennote. Hierbenewens het die studie die kwessie van verantwoordingdoening en voortgesette verbetering onder die loep geneem ten einde studente teen hoër onderwys van swak gehalte te beskerm
Rethinking a framework for contextualising and collaborating in MOOCs by higher education institutions in Africa
No full textThis paper investigates the phenomenon of MOOCs from the
standpoint of open and distance learning, and within the framework of Open Educational Resources
from an African perspective. The purpose of the paper is to suggest solutions to the challenges
experienced by higher education institutions in contextualisation of MOOCs to meet the local learning
needs, exploring pedagogical implications of MOOCs, identifying inter-institutional collaboration
frameworks on MOOCs for higher education institutions in Africa, and exploring methods of
contextualising MOOCs for Africa’s local learning contextsMassive Open Online Courses (MOOCs) are online courses that are open to anyone with
Internet access. Pioneered in North America, they were developed for contexts with broader access
to technology and wider access to the Internet. As globally networked learning environments
(GNLEs), MOOCs foster collaborative communities and learning in ways not conceived as feasible
until recently. The affordances of MOOCs, such as the ability to access learning beyond one’s
immediacy, exemplify their benefits for open and distance learning, especially in developing
countries that continue to consume rather than produce online courses. However, the globality of
MOOCs and their delivery mode pose a challenge of contextualising learning content to the local
needs of educational institutions or individual students that choose to use the courses. This
theoretical paper used a desk-research approach by revising literature to investigate and propose
ways of contextualising MOOCs to the African higher education setting. It applied the principles of
reuse and repurposing learning content, while suggesting the use of mobile learning as a
technological delivery solution that is relevant to the local context. The paper also suggests a
framework for inter-institutional collaboration for higher education institutions to guide future
efforts in the creation and sharing of credit-bearing MOOCs
Challenges facing Pre-Primary Mobile School Teachers in the teaching of Arts Education:: A case study of the Kunene Region of Namibia
Full text linkArts education has been acknowledged as a subject that enhances holistic child development as it helps learners to develop skills in creative problem-solving, motor, language, social, decision-making, risk-taking and creativity. This study aimed at investigating challenges that pre-primary teachers experience in teaching arts education in resource-challenged, mobile schools in Kunene region as well as ways in which to enhance the prevailing practice of teaching and learning. The study employed a qualitative approach, using a case study research design. A total number of six pre-primary, mobile government schools: Three from Epupa and three from the Opuwo circuit respectively were purposively selected for the study. Interviews and observation were used to collect the requisite data while a purposive sampling technique was used to select the interviewees. The study found that, despite the growing importance of arts education, there are numerous challenges that are continuing to impact adversely on the effective teaching of arts education in pre-primary mobile schools in the Kunene region. These challenges include inadequate teaching and learning resources, teacher and socio-economic factors as well as financial constraints. Based on the study’s findings, we propose formal training workshops for teachers on arts, support from the regional office and other stakeholders as well as the appointment of advisory teachers for non-promotional subjects such as arts education as possible ways in which to overcome the challenges and improve the teaching of arts education in resource-challenged environments
The role of a policy brief in policy formulation and review: bringing evidence to bear
Full text linkApplying scientific evidence in policy making is a complex, yet crucial issue that policy makers need to embrace at all times. Evidence-based policy making helps in filling the gap between academic research and practice. A policy brief is perceived in this review paper as a neutral synopsis that makes research findings easily digestible with a sole purpose to succinctly evaluate policy options regarding a specific issue, for a policy-maker audience. Unlike the general recommendations from findings of an academic research, a policy brief is a ‘professional’ concise report that ensures the impact of research in addressing problems and challenges facing society. Using document analysis as a methodological approach, this review paper discusses the importance of a policy brief in facilitating policy formulation and review. In addition, it critically examines, what a persuasive policy brief entails, and what steps to consider in de-signing actionable policy brief. The paper also provides a critical analysis of the current status-quo in terms of the development and use of policy briefs in policy formulation in Namibia
Strengthening internal quality assurance as a lever for enhancing student learning experiences and academic success: Lessons from Namibia
No full textDrawing on a critical literature review, this article argues that to ensure sustainable quality assurance systems in Namibia, there is a need to strengthen internal quality assurance systems within higher education institutions that have a direct impact on enhancing student learning experiences and academic success rather than focusing on external quality assurance systems that promote managerialisation and bureaucratisation of academia at the expense of academic freedom and institutional autonomy.Higher education plays an important role in the social, eco-nomic and political development of any given nation. In the Namibian context, quality assurance systems have been put in place at both national and institutional levels through the establishment of national quality assurance agencies and units responsible for quality in institutions. A critical literature analysis of quality assurance systems in higher education shows that although they claim to strike a balance between improvement and accountability, external quality assurance mechanisms tend to have an accountability and compliance focus and to promote managerialisation and bureaucratisation of academia. This article argues that internal quality assurance systems, built on a strong quality culture, tend to be more effective in enhancing the quality of student learning experience and academic success than externally driven quality assurance. Thus, to promote genuine quality, more energy must be invested in external quality assurance capacitating and strengthening internal quality assurance systems
A critical analysis of using student evaluation feedback to enhance students’ experience of teaching and learning: Closing the loop
No full textInternationally, higher educational institutions have adopted students’ evaluation of
teaching as a normative practice. Such student evaluations are normally used for ma king decisions on monitoring teaching and course quality as well as staff promotion. This paper critically reviews reports available on collecting, analysing and using student feed back to enhance the quality of teaching and learning. The review was combined with research findings from experiences and perspectives of Namibian higher education institutions. The paper established that in many higher educational institutions, there was a missing link between obtaining feedback from students and using this information to close the quality loop. The paper therefore recommends that in order to close the quality loop, there is a need for higher
educational institutions to implement systematic approaches for collecting, analysing and using feedback; and for improving the communication of actions arising from results to all key stakeholders involved
Routledge Handbook of Public Policy in Africa
No full textThis chapter seeks to establish why slow implementation in the harmonisation of quality assurance initiatives in African higher education
systems is based on critical literature analysis. Doing so attempts to address the following
questions:
a Which harmonisation policy initiatives have been adopted in higher education on the
African continent?
b What is the current situation regarding the implementation of such policy initiatives?
c Have commitments to the implementation of the harmonisation policy framework been
made and realised by African countries?
d What are the factors that hinder the effective implementation of such initiatives?
e How could the current status quo be improved?Harmonised quality assurance systems for higher education are imperative for Africa to realise the vision of an integrated and prosperous continent characterised by economic growth, deeper integration and competitiveness in the global economy. Diverse higher education systems have resulted in a lack of mutual recognition of credits and qualifications, constraining academic integration and student mobility across Africa. The African Union has promoted policies that should harmonise and strengthen higher education quality in Africa to ensure local relevance and global competitiveness. This chapter shows that despite these efforts and attendant benefits that these initiatives may offer, implementation has been very slow. This consequently call for sound policies, planning, resources and efficient implementation arrangements, mechanisms for monitoring, evaluation and evidence-based policy formulation and implementation
A critical analysis of using student evaluation feedback to enhance students’ experience of teaching and learning: Closing the loop
Full text linkInternationally, higher educational institutions have adopted students’ evaluation of teaching as a normative practice. Such student evaluations are normally used for ma king decisions on monitoring teaching and course quality as well as staff promotion. This paper critically reviews reports available on collecting, analysing and using student feed back to enhance the quality of teaching and learning. The review was combined with research findings from experiences and perspectives of Namibian higher education institutions. The paper established that in many higher educational institutions, there was a missing link between obtaining feedback from students and using this information to close the quality loop. The paper therefore recommends that in order to close the quality loop, there is a need for higher educational institutions to implement systematic approaches for collecting, analysing and using feedback; and for improving the communication of actions arising from results to all key stakeholders involved
The role of a policy brief in policy formulation and review: Bringing evidence to bear
No full textApplying scientific evidence in policy making is a complex, yet crucial issue that policy makers need to embrace at all times. Evidence-based policy making helps in filling the gap between academic research and practice. A policy brief is perceived in this review paper as a neutral synopsis that makes research findings easily digestible with a sole purpose to succinctly evaluate policy options regarding a specific issue, for a policy-maker audience. Unlike the general recommendations from findings of an academic research, a policy brief is a ‘professional’ concise report that ensures the impact of research in addressing problems and challenges facing society. Using document analysis as a methodological approach, this review paper discusses the importance of a policy brief in facilitating policy formulation and review. In addition, it critically examines, what a persuasive policy brief entails, and what steps to consider in de-signing actionable policy brief. The paper also provides a critical analysis of the current status-quo in terms of the development and use of policy briefs in policy formulation in Namibia
Using digital technology in transforming assessment in higher education institutions beyond COVID-19
No full textThe paper demonstrated fulfilling some of the Assessment Policy goals as well as the ideas learned from literature, through creating guidelines that help academics to implement digital assessment and to achieve integrative assessment. This has helped to fill theoretical and praxis gaps and opportunities for the role of technology in supporting assessment policy implementation. Technology is a tool for opening opportunities for accommodating new ways of curriculum implementation such as the mirroring of graduate attributes into the competency frameworks on the digital learning platform to be able to track student achievement thereof through assessment tasks. Finally, there are opportunities for further collaboration among different institutional departments such as the faculties, quality assurance, innovation in learning and teaching, and research units, towards investigating, improving, and implementing new ways of assessing that are forward-looking and more supportive of student learning beyond their university careers.Purpose: This paper explores the dominant practices by integrating the use of technology to enhance assessment practices to better respond to the learning needs of the 21st century and the imperatives of the 4th industrial revolution. Objectives: 1) To explore how digital assessment could support diagnostic assessment in post-COVID-19 assessment practices. 2) To develop a digital assessment tool that supports the uptake and appropriate use of diverse digital assessment techniques. 3) To strengthen lecturers’ awareness of Constructive Alignment and implement it in digital-assisted assessment to promote the integration of graduate attributes in students. Method: The paper adopted the three elements of criticality, reflexivity, and praxis to address the use of digital technology to transform assessment of and for student learning within an institutional context. Criticality was used to provide a constructive reflection aimed at transforming the context; reflexivity enabled introspection and self-awareness regarding assessment as a pedagogical component that enhances student learning, and praxis helped to relate theories, concepts, and ideas to practice. The three elements informed the development of the model for enhancing and transforming digital enhancement assessment at the University of Namibia. Findings: The main findings revealed that higher education institutions could benefit from the forced COVID-19 migration to digitally-enabled assessment. The paper also revealed that for the digitally enabled assessment to be enhanced it requires collaboration between various institutional stakeholders. Conclusion: The paper concluded that there are opportunities for further collaboration among different institutional departments such as the faculties, quality assurance, innovation in learning and teaching, and research units, towards investigating, improving, and implementing new ways of assessing that are forward-looking and more supportive of student learning beyond their university career
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