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Browsing by Author "Kadhila, Ngepathimo"

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    A critical analysis of universal literature on graduate employability
    (University of Namibia, 2017) Shivoro, Romanus S.; Shalyefu, Rakel Kavena; Kadhila, Ngepathimo
    Enhancing graduate employability is fundamental to higher education institutions’ role of producing human capital that is capable of performing competitively in the contemporary labour market. This pa-per presents a synoptic review of literature on graduate employability with particular focus on the conceptual and theoretical background as well as models and approaches for enhancing employability at-tributes. The analysis established that the discourse of graduate employability is central to higher education provision across the globe. The notion of graduate employability has evolved from conceptualiza-tion to the development of instruments for guiding integration of graduate employability attributes in higher education curricula. The paper provides a synthesis of existing research and makes recommendation for further research on strengthening collaboration between higher education institutions and the industry to enhance graduate employability.
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    A critical analysis of using student evaluation feedback to enhance students’ experience of teaching and learning: Closing the loop
    (University of Namibia, 2015) Kadhila, Ngepathimo; Nyathi, Sifiso F.
    Internationally, 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.
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    Policy issues in the harmonisation of quality assurance systems for higher education in Africa
    (Routledge, 2021) Kadhila, Ngepathimo; Libebe, Eugene Lizazi;
    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.
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    Reconceptualising teaching for quality learning at University of Namibia
    (African Perspectives of Research in Teaching & Learning, 2017) Kadhila, Ngepathimo; Nyathi S.F.; Shanyanana R.N.; Iipumbu N.
    Teaching approaches in contemporary universities around the world need to be underpinned by new theories of how students learn, and the role of academic developers in shaping and influencing institutional culture in this regard cannot be overemphasised. This study investigated the methods used by lecturers at University of Namibia (UNAM) in their teaching and what informs the choice of these methods. The study also gauged lecturers’ views on their involvement in academic development activities. This study employed a phenomenological research design; and a mixed-method approach was used whereby qualitative and quantitative approaches were combined. Structured interviews were conducted with at least 49 lecturers at various levels across 12 UNAM campuses. Participants were purposefully approached to be interviewed because we knew they have experience of the phenomenon explored. The study revealed that lecturers were more comfortable with using traditional lecturer-centred approaches in their teaching. They expressed the need to be equipped with skills that would enhance their ability to facilitate, manage and assess student learning using approaches that have been proven to be effective. Furthermore, they acknowledged the academic development interventions provided by the Centre for Professional Development Teaching and Learning Improvement (CPDTL) in the form of short courses and the recently implemented Postgraduate Diploma in Higher Education for Academics. Only a handful of participants did not support the idea of offering a full academic programme through short courses. The study recommended that CPDTL should capitalise on the willingness of most of academics to engage in academic development activities to intensify its operations and make such activities compulsory in order to promote their effectiveness and fast track their impact
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    Rethinking a framework for contextualising and collaborating in MOOCs by higher education institutions in Africa
    (Journal of learning for development, 2021) Kadhila, Ngepathimo; Haipinge, Erkkie
    Massive 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.
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    The role of a policy brief in policy formulation and review: Bringing evidence to bear
    (University of Namibia, 2017) Likando, Gilbert N.; Kadhila, Ngepathimo
    Applying 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.
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    Strengthening internal quality assurance as a lever for enhancing student learning experiences and academic success: Lessons from Namibia
    (2019) Kadhila, Ngepathimo; Iipumbu, Nangula
    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.
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    Using digital technology in transforming assessment in higher education institutions beyond COVID-19
    (Creative education, 2022) Haipinge, Erkkie; Kadhila, Ngepathimo; Josua, Lukas Matati
    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 careers
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