Browsing by Author "Shalyefu, Rakel Kavena"

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    Adoption and utilisation of workplace e-learning practices in the public sector organisations: A systematic review
    (Journal of learning for developement, 2023) Serema, Marguerite Margie; Shihomeka, Sadrag P.; Shalyefu, Rakel Kavena
    The e-learning concept is increasingly receiving attention in education butthere seems to be inadequate guidance in developing a formal programme for implementing e-learning, especially in the public sector. Hence, this study focuses on aggregating information on the adoption and utilisation of e-learning in the public sector and attempting the development of a conceptual model for understanding workplace e-learning implementation. A systematic search of the literature was conducted to collect all the literature addressing the adoption and utilisation of e-learning in the public sector. This review brought to light key factors that influence the adoption and utilisation of e-learning amongst public sector employees, including attitude, satisfaction, behaviour intention, continuance intention, or behaviour to use e-learning. The adoption and utilisation of e-learning in the public sector requires a carefully thought-through and evidence-based approach, especially the development of the e-learning programme
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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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    The interplay between structure, culture and agency on student learning and academic development activities – a trajectory of the University of Namibia
    (University of Namibia, 2018) Shalyefu, Rakel Kavena
    Higher Education Institutions have reached the end of their lifespans, unless we reinvent them to fit the constantly changing context. This paper is a reflective piece interrogating the impact of the context (internationally, regionally, nationally and institutionally) on student learning and academic development and its implications for the Higher Education Institutions (HEI) in Namibia. It is part of a reflective practice required in the Postgraduate Diploma of Higher Education for Academic Developers at Rhodes University. The diploma requires that practitioners should develop a greater self-awareness of the nature and the impact of their performance, an awareness that creates opportunities for professional growth and development. The maximum benefits from reflection are said to occur when participants value their personal and intellectual growth and they have time to engage in meaning-making processes using systematic, rigorous and disciplined ways of thinking rooted in scientific inquiries. The course prescribed contextual anchors to make this learning episode meaningful. Consequently, a sociology theoretical framework that explains the interrelations of social structure, culture, and human agency, has been utilized as a lens for this reflective analysis. For that reason, data is based on empirical experiences and observations (culture), the actual legislations and policies of Higher Education Institutions (HEIs) (structure), and documents analysis by an academic developer (human agent). In the light of analysing the context, the constraining and enabling factors for academic development and student learning are exposed. The discussion ends with a proposal of a new agenda to enhance student learning and academic development at HEIs in Namibia.
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    Mainstreaming multiple knowledge systems in the south-north collaboration for higher education
    (University of Namibia, 2018) Shalyefu, Rakel Kavena; Cleghorn, Aile
    This paper discusses the need for a shift in the role of South- North collaboration for higher education. To do so, it points to some persistent trends in the nature of South-North partnerships. Rather than being empirically-based, the aim of the paper is to spark critical discussion and new research, drawing from the authors’ collaborative experience over the last couple of years. Some suggestions for change in the field of higher education are offered.
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    Training and research
    (1996) Shalyefu, Rakel Kavena