Browsing by Author "Beukes-Amiss, Catherine M."

Now showing 1 - 9 of 9
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    Establishment of a multi-stakeholder e-Learning Centre in Namibia
    (University of Namibia, 2007) Beukes-Amiss, Catherine M.
    This presentation looks at Namibia, a large country with a small widely dispersed population with several regions in need of e-services for all, but with a strong vision to avoid duplication of efforts. Furthermore, it looks at the very diverse educational institutions and primary-secondary, tertiary and private-vocational training institutions and governmental divisions. All at different levels of e-activities and services. The presentation argues the great need to bring multiple stakeholders together and use one common Learning Management System (LMS).
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    The impact of the diffusion of ICTs into educational practices
    (Nera, 2005) Beukes-Amiss, Catherine M.; Chiware, Elisha R.
    ICTs have been seen as the missing technologies i11 the developme11t of Africa. Over the last decade we have witnessed the deployment of ICTs into various sectors in Africa, including education. This paper aims to evaluate whether the impact of the diffusion of ne1v technologies into educational practices, in developing countries, and in Namibia in particular, has brought about any meaningful changes, knowing that educational planners all over the world are forced in one way or another to use new technologies as part of educational practices. Moreover it examines with specific emphasis what is happening in Africa compared to where we are in Namibia, trying to answer the questions: Is diffusion ofJ CTs into educatio11al practices something good or something bad? Is the educational system ready for such investments or just creating further digital divides between rich urban schools and poor rural schools? The paper follows a methodological sryle of reviewing existing literature, as welL as initiatives aiming toward diffusiOII of ICTs into Namibian schools and the role of government. It concludes in highlighting some of the current debates of the impact of ICTs in developing countries, and the educational sector in particul01:
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    Knowledge 2011
    (NUFU, 2011) Beukes-Amiss, Catherine M.
    This paper addresses the problem of scalable and sustainable implementation of e-Learning activities of champions. The main question arising from the problem is: Which activities of champions implementing eLearning processes influence scalability and sustainability? The paper identifies and describes the characteristics and activities of champions in relation tQ scalability and sustainability. 1n addition, the rationale and motivation stem from the problem and assumption that champions are engaged in e-Learning implementation processes in Higher Educational Institutions, but lack institutional support and policies that directly or indirectly hamper scalable and sustainable efforts. The conceptual framework underpinning this paper is guided by three models. The fust model addresses Critical Success Factors (CSF), Higher Educational Institutions could consider to base decision making and strategic thinking about e-Leaming. The second model aligns e-Learning policies and infrastructure with the institutional training culture and the third model highlights aspects to consider for creating a sustainable e-Learning environment. The paper follows a qualitative research design through the use of semistructured interviews with champions and policy level staff as well as document analysis. The main ftndings highlight particular characteristics and activities of champions implementing e-Learning processes in Higher Educational Institutions. However, specific reference is made to various institutional support structures and considerations that must be in place in order for champions to implement their activities successfully. The significance of this paper lies in proposing a synthesised toolkit reflecting the characteristics, qualities, mindsets and attitudes aligned according to activities of champions in relation to those activities that could affect scalability and sustainability.
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    The mg Times
    (JP Inspiring Knowledge, 2014) Beukes-Amiss, Catherine M.
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    Namibia positioning itself as a knowledge economy
    (2012) Beukes-Amiss, Catherine M.
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    Organisational knowledge management: A case study of the Ministry of Gender Equality and Child Welfare (MGECW) in Namibia
    (University of Namibia, 2017) Nengomasha, Cathrine T.; Mubuyaeta, Mitchel M.; Beukes-Amiss, Catherine M.
    This paper reports on a study carried out on organisational knowledge management (KM) practices in the Ministry of Gender Equality and Child Welfare (MGECW) in Namibia. The objectives of the study were: to explore knowledge sharing (KS), knowledge acquisition (KA), knowledge capture (KC), knowledge dissemination (KD), and knowledge transfer (KT) at MGECW; to determine barriers and enablers to organisational KM; to examine the work culture and attitudes of personnel which affect organisational KM and its practices; and to investigate how management supports organisational KM practices. The case study used a mixed methods approach. Two instruments were used to collect data, namely semi-structures interviews and questionnaires. The results reveal that organisational knowledge (OK) in the MGECW hinges on tacit and explicit OK and respondents had a comprehensive understanding of OK and KM, however, the management of OK was found to be informally practiced without KM structures in place and no structural procedures to encourage employees to share their OK. Organisational KD and KT practices showed a strong preference for the use of fax machines, telephones and face-to-face meetings as forms of dispensing and transferring OK. Same enablers of organisational KM in the MGECW included positive leadership (senior management), technology (im-proved ICT infrastructure), organisational culture, employee commitment and involvement, trust, social networking and teamwork. The study found lack of skills and technical support in ICT; poor ICT infrastructure; lack of motivation and reward systems; negative attitude of employees towards organisational KM practices; poor record management; lack of time and funds for training and equipment as barriers of organisational KM.
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    Seminar on using the internet for professional development
    (University of Namibia, 2000) Beukes-Amiss, Catherine M.
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    Towards education for all
    ((NOLNet) Namibian Open Learning Network Trust, 2005) Beukes-Amiss, Catherine M.; Mufeti, Kauna
    In acquiring new software/ an organization can either, {1) buy ready-made software/ {2) download open source software/ or (3) develop their own software from scratch. With a lot of debates about Open Source Software (OSS) or Proprietary Software/ it becomes imperative to look at the benefits and challenges of using OSS instead of Proprietary Software. The real benefit of OSS is in terms of freedom of access to the source code to be able to customize it to suit your need􀃚 and in some cases it is also free in terms of purchase charge􀃚 and software licensing (O.S.S. Africa/ 2005). This paper highlights direct benefits and challenges of using open source software. The benefi􀃛s among other, are reliabili� stabili􀃞 cos􀃜 flexibility and freedom (gbdirect 2005) and some of the challenges are limited support from developer􀃚 and the level of programming knowledge require􀃝 which is often lacking in organizations. It concludes focusing on the experiences of using an open source Learning Management System (LMS) for e-Learning activities/ at the University of Namibia.
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    Using the internet for social science research
    (University of Namibia, 2004) Mchombu, Kingo; Beukes-Amiss, Catherine M.
    It is estimated that Internet users around the world are over 200 million (Clarke 1998). Others have claimed that by 2005, Internet users will number one billion. Chadwick notes that few technologies have generated as much interest, paranoia, and hype as the Internet (Chadwick 1998). Apart from its vast reach, another characteristic of the Internet is the fast development of the technology. In fact the technology is developing so fast that it seems capable of running ahead of definitions. As recently as 1999, for example, the Internet was defined as "a large number of interconnected computers in a single cooperative global system". To date, such a definition would be inadequate because of the rapid advances in technology. An appropriate definition would have to include: Satellite technology, Wireless applications (WAP), 1-mode (wireless Internet connection via cell-phones), TV sets, to mention but a few possibilities.