University Of Namibia Research Articles

Providing digital reference services: a Namibian case study

PurposeThe purpose of this study was to evaluate digital reference services at the Namibia University of Science and Technology (NUST) and the University of Namibia (UNAM) library. Two aspects were evaluated, namely, “resources” and “elements of the general digital reference model”.Design/methodology/approachThis study adopted a descriptive case study approach and used qualitative research methods, which comprised interviews and an observation checklist. The population consisted of librarians working at NUST and UNAM Library.FindingsThe research findings showed that these libraries used the general digital reference model in providing responses to the library users. The study established that the two libraries did not follow the International Federation of Library Associations and Reference and User Services Association standards of staffing and training of librarians working with digital reference services. The study further found that a lack of ability to fully demonstrate to users how to access various library services was one of the major problems that the librarians experienced.Research limitations/implicationsThe study was limited to two academic libraries: UNAM and NUST.Originality/valueThe study could contribute to a better understanding of digital reference services provided by NUST and the UNAM libraries and contribute to the body of knowledge on the subject of digital reference services, especially in an African context, where few studies have been conducted on this subject. The two libraries could use the findings to improve digital reference services, plan for intervention and develop the services.

Lessons from the implementation process of the merger between the University of Namibia Faculty of Education and former Colleges of Education in Namibia

This article is based on the implementation process of the merger between the University of Namibia and former colleges of education in Namibia. The aim of this article is to share some staff and student experiences of what transpired during the merger. The methodology used in this article reflects characteristics of both the quantitative and qualitative methodology.Questionnaires were used as research instruments for data collection. The article concludes that the general implementation process of the merger was slow, communication was very poor, stakeholder participation was very limited, pre-merger planning was not enough, time was not on the side of the university and unavailability of financial resources were a major obstacle to actual implementation.

First-generation entry into higher education

With the changing political and socio-economical profile of previously disadvantaged Namibians, school leavers, as well as adults, increasingly decide to invest in Higher Education for an improved future. Students who come from homes where the responsible older generation was deprived of opportunities to enrol in education facilities are pioneering and positioning the world of academia for themselves. In their quest for education, they are at the same time paving the way for improved education for future generations. In a study conducted with First-Generation entrants at the University of Namibia it became clear that their general profile differs from that of First-Generation entrants in developed countries and their strengths and needs cannot be underscored by literature from developed countries. Further research into First-Generation entry into Higher Education in the African context will provide a clearer picture of the phenomenon and will allow educators to support the strengths that these entrants bring along to the tertiary institution of their choice.

Needs analysis for the implementation of a complementary course in Mathematics education for teachers of Mathematics in Namibia

After the introduction of the Basic Education Teacher Diploma (BETD) in Namibia, a number of studies were conducted on how teachers, lecturers, stakeholders and the Namibian public perceived the BETD program and its implementation. However, very few studies focused specifically on mathematics subject content knowledge and pedagogical content knowledge in the BETD. This paper reports on a study which investigated the need for a complementary course for mathematics teachers to address the perceived lack of mathematical content and pedagogical knowledge in the Namibian BETD. The study involved five mathematics school teachers, two former mathematics college lecturers in the Kavango educational region and a professor of mathematics education at the University of Namibia. These participants were purposefully selected because of their knowledge and experiences with various aspects of the BETD program. And the data was collected by means of two methods namely documents analysis and semi-structured interviews. These methods complemented each other and also provided a degree of cross checking of claims.

A Selection of Abstracts Presented at the 44th Annual Conference of the Anatomical Society of Southern Africa (ASSA), May 8-11, 2016, Bloem Spa Hotel and Conference Centre, Bloemfontein, Free State, South Africa.

In memory of Professor Willie Vorster who was a long-standing member of ASSA and served on the Council for many years. He was a devoted teacher of Anatomy and Embryology at various tertiary institutions in South Africa, and the founding member of the School of Medicine at the University of Namibia where he served as the first Professor in Anatomy.

Impact of the University of Namibia merger on staff and students

The merger of the University of Namibia (UNAM) with the four Colleges of Education in 2010 was necessitated by an Act of Parliament for tertiary institutions. This study aims to identify the challenges for staff and students to cope with the merger, in order to bring the merger process to the attention of the stakeholders. This study is important because, while history is being made, one needs to establish the human experiences of those going through these changes. It is intended to capture the merger’s impact on the academic, administrative and auxiliary staff and students. Participants responded to open-ended questionnaires and interviews designed to assess their perceptions of capabilities in their new roles, as well as the responsibilities, constraints and opportunities availed for personal and professional growth. The students who participated are the former BETD (Basic Education Teacher Diploma) students who were articulated into the B.Ed. (Bachelor of Education) Lower and Upper Primary program during the merge. Preliminary results indicated that the majority of the participants had positive experiences after joining UNAM. Challenges in the following areas were highlighted: infra-structure, unreliable communication technologies, the breadth and depth of work covered in some modules, diminishing philosophy of learner-centered education. A few participants voiced their concerns regarding some anomalies. A number of suggestions from the different stakeholders to make the merger even more effective and efficient are offered.

Challenges and Opportunities for Implementing Recognition of Prior Learning at the University of Namibia

The University of Namibia (UNAM) has developed and approved a policy on the recognition of prior learning (RPL), but the implementation thereof is dormant. The purpose of this paper is to present potential challenges and opportunities that can influence the implementation of RPL at UNAM. The paper used a qualitative approach and the phenomenological design to solicit participants’ views, perceptions and experiences concerning RPL at UNAM. Semi-structured interview schedules were employed to collect data from 12 staff members of UNAM who were purposively chosen based on their positions that are key to providing information to answer the research questions. The findings reveal opportunities such as the availability of political will to implement RPL at the institution, the availability of expertise, capability in terms of technology and infrastructure, the availability of RPL policy, quality assurance and the assessment policy of the institution. Challenges identified are lack of ontological knowledge of what counts as RPL, how it is assessed and its validity and integrity. The data reveal high demands regarding training on issues of assessment and raising awareness of RPL at the institution. The paper recommends that the Ministry of Education, the Namibia Qualifications Authority and the National Council of Higher Learning spearhead a campaign to raise awareness and sensitize the nation as to the significance of RPL. It also recommends that RPL be perceived as an assessment strategy of which the outcomes bring about admission, but is not by itself an admission issue.

An Evaluation of the National Information Communication and Technology (ICT) Policy at the University of Namibia in the Faculty of Education

The purpose of this evaluation study was to determine the extent to which the teacher educators in the Faculty of Education at the University of Namibia implemented the national Information and Communication Technology (ICT) Policy for Education. This study employed both the quantitative method in the form of questionnaires and the qualitative method in the form of interviews and classroom observations. From the 100 participants surveyed, there were 73 respondents indicating a 73 per cent response rate to the questionnaire. The data were analysed by using the Likert Scale, Pearson-Product Moment Correlation Coefficient, Eigenvalue: Factor Analysis and Eigenvalue: Cluster. A purposive sampling was then conducted on the teacher educators at University of Namibia campus who were tasked to teach with ICTs. These teacher educators were interviewed and classroom observations were conducted. The findings of the study indicated that the participants had a good understanding of the national ICT Policy for Education. A majority of the teacher educators indicated that they were at the beginning level of using ICTs for teaching. They mainly used word processors and presentation tools for the purpose. However, the findings further indicated that the respondents lacked training in ICT pedagogy, lacked the time to learn and incorporate ICT skills and tools into lessons, and exposed insufficient budget allocation in place for procurement of ICT tools such as hardware and software.

Experience of Students Nurses regarding Caring of Mothers’ Undergone Caesarean Section at Postnatal Ward at Katutura State Hospital

The purpose of this study was to explore and describe the experiences of second year University of Namibia nursing students regarding caring of mothers’ undergone caesarean section at postnatal ward at Katutura state hospital. Participants were purposively sampled and unstructured individual interviews were used to collect the data amongst eleven students. This was done after permission was granted by the Ministry of Health and Social Services and from the University of Namibia. Informed consent was obtained and the researcher ensured the ethical principle of justice, autonomy, beneficence and respect. Data was analysed using TESCH’S method of data analysis that merged to the formation of five (5) themes and eight (8) subthemes. The results indicated that participants experience challenges during the care of mother’s undergone caesarean section. Participants expressed patient factors that are hindering the caring of mothers. Participants also expressed different experiences regarding learning opportunities and different emotions regarding caring of mother’s undergone caesarean section. Recommendations were made regarding reinforcement of guidelines and policies which govern health care personnel and introduction of new policies which will promote the health and wellbeing of mothers who have undergone caesarean section, and also improve health education on wound care and aseptic techniques within service training programs.

Retrospective study on small ruminants losses in a farm of Namibia

Losses of goats (Boer and Kalahari Red) and sheep (Karakul, Damara and Dorper) reared at Neudamm farm (University of Namibia) were studied retrospectively from March 2002 to December 2015. Significantly (P<0.05) higher proportion of males (29.5±11.6%) than females (16.5±5.8%) were lost during this period. The mean annual loss of immature small ruminants (28.3%) was significantly (P<0.05) higher than the loss of mature animals (14.8%). These small ruminant losses cost the establishment US$ 161280.00 of which 37.5%, 33.3%, 16.8%, 9.1% and 3.3% were due to losses of Boer, Karakul, Dorper, Damara and Kalahari Red, respectively. Predations, infections, thefts, unknown causes and toxic plants were responsible for 38.8, 22.8, 12.1, 10.8 and 8.7% of revenue lost, respectively. Trauma, cold exposure, bloat, dystocia, starvation and snake bites contributed to 6.8% of the total losses. Overall, the months of March, June, September and December were responsible for 24.9, 18.7, 17.6 and 16.3% of the total losses, respectively. Significantly (P<0.05) higher losses were experienced in 2003, 2008, 2009, 2011, 2014 and 2015. The possible predisposing factors responsible for such higher losses were farm location, adverse climatic conditions, lack of vermin/theft-proof paddocks and inadequate veterinary care.

An Exploration of Hedging and Boosting Devices Used in Academic Discourse Focusing on English Theses at the University of Namibia

&lt;p&gt;&lt;em&gt;This paper explored the application of hedges and boosters in all ten theses of the Master of Arts in English Studies submitted and examined at the University of Namibia between 2014 and 2015. A mixed research approach was chosen because of the descriptive nature of this study. This method also gave an in-depth understanding of issues such as why research writers prefer some types of hedging and boosting devices over the others, and why some theses chapters have certain types of hedges and boosters. The study only examined three chapters of the theses: the Introduction, Discussion, and Conclusion. Hyland’s (2004) taxonomy of hedges and boosters was used to analyse the types of hedges and boosters used. Kaplan’s (1997) Contrastive Rhetoric Theory was used to explain how researchers use hedges and boosters to express their uncertainties and certainties respectively. The study revealed that writers prefer Type 3 of hedges and boosters in all the three chapters. It further revealed that there is an unequal distribution of hedges and boosters among writers. Finally, the paper concluded that the preference of Type 3 may have been caused by the fact that since Type 3 does not have boosting devices writers find it less threatening to employ it in order to conform to the accepted academic writing style. The unequal distribution may also suggest that writers in academic discourse are not proficient in the English language.&lt;/em&gt;&lt;/p&gt;

Know your health status; not only at world health day: A community service held at the University of Namibia 2017

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 particular on tests like blood pressure, glucose and eye's test; and secondly to provide information about the importance of general medical check up to the students of the University of Namibia. Purposeful convenience method was used to select the sample and structural questionnaires were employed to gather data. The results revealed that the majority 34% of the students at the University of Namibia never went for medical examination to detect disease early. Recommendations were made based on the findings is that everyone to take initiative and visit any health facility (public or private) for medical examinations as soon as possible and not only to wait to be tested on world health day, since it might be too late.

Building an Academic Library Collection in a Developing Country

ABSTRACTThe University of Namibia was established in 1992 and started as a one-campus institution with fewer than 2,500 students to a university with twelve (12) campuses and nine (9) centers and more than 25,000 students. This study examines the profiles of the UNAM Library collections and the historical dynamics that have impacted it. New programs, schools, and campuses were introduced at a rapid pace and the library could only attempt to keep track with all new developments surrounding it. The role of collection assessment, collection development policy, and e-books were investigated within this scenario.

Report on the experiences of fourth year nursing students registered for the degree of bachelor of nursing science at the university of Namibia, regarding rural placement in 2014

The School of Nursing and Public Health sends every year the final year nursing degree students to rural placements. Students are send to the different clinics and hospitals in regions namely; - Khomas, Otjozondjupa, Kharas, Erongo, Omaheke, Kavango East and West, Otjikoto and Zambezi region. The students were placed from the 2nd June to 4th June 2014. Rural placement is organized because of complaints received from the public sector. It was uttered that newly qualified professional nurses after having obtained their degrees, lack the skills to operate independently.Aim: The aim of rural placement for fourth year nursing students is to gain knowledge and to develop the necessary skills to practice independently under the supervision of a qualified and experience registered nurse.Method: No actual research was conducted. The answers were collected from the fourth year nursing students’ reports.Results: The findings from the report of the fourth year nursing students were positive and negative. The findings were divided in themes and sub themes by using Tech’s method. The positive responses were:Management of administrative aspects. Platform to work independently; Students learn to apply their critical thinking.Practice how to manage a health facility: Learn more on integrated management of neonatal and childhood diseasesManagement of hypertension, asthma and other emergency cases.Students Experience the difference between rural and urban. Distances were very far; roads are difficult to travel; There is not always a doctor and you had to make own decisions for the patient.Prepare students to become responsible and accountable professional nurses.Work under supervision of the registered nurse.Negative responses were: Staff shortage; no delegation at some places; poor communication; language barriers; far distances.Conclusion: Although there were some hiccups the students were very grateful for the exposure to the rural placement. Students have learnt a lot of activities they were previously not fully confident of.

Comparative study of M. oleifera and M. ovalifolia survival rates in Central Namibia

The objective of this study was to compare the survival rates of Moringa oleifera and Moringa ovalifolia grown at the Neudamm Experimental Farm of the University of Namibia in the Central Namibia rangeland. This part of Namibia being arid and semi-arid, the growing of drought resistant fodder trees to aid in the provision of animal fodder or supplement is essential and paramount to livestock farmers. Many trees including Moringa species go into dormancy during winter season. After winter, survived plants sprout while others die off permanently due to severe winter cold.

Community lab, Namibia University of Science and Technology

opinion Share on Community lab, Namibia University of Science and Technology Authors: Heike Winschiers-Theophilus View Profile , Anicia Peters View Profile Authors Info & Claims InteractionsVolume 24Issue 6November + December 2017 pp 16–19https://doi.org/10.1145/3143563Published:25 October 2017Publication History 2citation463DownloadsMetricsTotal Citations2Total Downloads463Last 12 Months92Last 6 weeks19 Get Citation AlertsNew Citation Alert added!This alert has been successfully added and will be sent to:You will be notified whenever a record that you have chosen has been cited.To manage your alert preferences, click on the button below.Manage my AlertsNew Citation Alert!Please log in to your account Save to BinderSave to BinderCreate a New BinderNameCancelCreateExport CitationPublisher SiteGet Access

Overcoming barriers of isolation in Distance Learning: Building a Collaborative Community in Learning

The rise in popularity of distance education programmes in a rural and remote Namibia poses challenges on students that are far removed from their colleagues, tutors and even their study materials. Interaction between the student and the study materials, tutors and peers are key challenges in open and distance learning. At the same time, sparsely populated areas of the country with less network coverage pose more challenges for web-based learning that could close up the gap. Using interviews, supported by this study engaged 5 groups of students (eight in each group) who have initiated collaborative groups while doing research studies at the Centre for External Studies, University of Namibia. The students are continuing with their educational endeavours through open and distance learning but who find themselves in areas that isolate them more from academic, administrative and logistics support. Their experiences of distance learning were investigated and three main themes emerged. These were academic and administrative challenges. Amongst many, the recommendations included: improving student-study materials contact, student-tutor contact and student-student contact (collaborative learning). Students do well when there is clear support from peers, tutors and the study materials that they interact with from day to day.

English

The study looked at scholarly communication with great emphasis being placed on the value of institutional repositories (IR) and electronic portfolios (EP) at the University of Namibia. The methodology adopted for the study was a qualitative design which included interviews and content analysis of relevant literature. The study provides an insight into key terms such as scholarly communication, open access (OA), institutional repository (IR) and electronic portfolios. The authors argue that IRs and e-portfolios complement each other as tools for a scholarly communication process since their role is to provide open access literature, and provide a platform of a usage-reporting service which gives authors and their institution information on how the content of the repository is being used. In the discussion, the study describes the implementation of the scholarly communication in Africa programme (SCAP) at the University of Namibia which was spearheaded by the Faculty of Humanities and Social Sciences and highlights some of the challenges faced which include absence of a dedicated institutional intellectual property (IP) policy, lack of interest by academics to share their artifacts or publications and limited skills and capacity on the part of personnel working on the project. Key words: Institutional repositories, open access, scholarly communication, scholarly materials.

Real Life’ in Everyday and Academic Math: Analyzing Ways of Teaching Comparison of Numbers in Senior Primary Mathematics Education

This paper draws on the author’s experience that is based on teaching practices of Mathematics Education students. Mathematics Education students consist of school mathematics teachers who are already in the teaching field, and are currently upgrading their qualifications, and student teachers who are currently training to became mathematics teachers at the University of Namibia. These student teachers used four different approaches to teach comparison of numbers at senior primary level (Grade5 -7). School mathematics teachers who are already in the teaching field are observed while conducting their microteaching lessons during School-Based-studied (SBS). Student teachers who are currently training to become mathematics teachers at the University of Namibia were observed while giving their Microteaching lessons to fellow trainees. Data from these observations is used to indicate that contexts that teachers incorporate into the mathematics may not necessarily be institutionalized everyday activities. Secondly, these observations are used to challenge the assumption that: (1) individual teachers are always able to design teaching contexts that draw on every day, for mathematics learning, (2) Teachers are able to predict for their students, how mathematics should be learnt through the use of everyday contexts. In analyzing teacher utterances, I draw from Paul Dowling’s notion of recontextualisation, as well as his language of description, that is used to describe school mathematics texts.

Factors that hinder the academic performance of the nursing students who registered as first years in 2010 at the University of Namibia (UNAM), Oshakati Campus in Oshana, Namibia

The University of Namibia (UNAM) is the only national university in Namibia that was established in 1992. It offers diploma and degree courses. The Bachelor of Nursing Science (Clinical) (Honours) was introduced in 2008 after the Diploma in Comprehensive Nursing Science was phased out. This degree is offered over the period of four years full-time. Students are allocated to the clinical practice throughout the training to acquire the relevant nursing skills. At the time of research the course was offered at two campuses only namely Windhoek and Oshakati. The total number of students who were admitted in 2010 was 83, but at the time of the research when they were in their fourth year, there were only 59. The difference of 24 was the students who could not make it to the fourth year and finish in the prescribed time frame. The lecturers were concerned with the poor performance of the students, the increased number of students with some modules behind, and the overcrowding of some classes. The purpose of the study was to identify, explore and describe the factors that hinder the academic performance of the nursing students at the UNAM Oshakati campus. The study was conducted among nursing students who registered for the Bachelor of Nursing Science (Clinical) (Honours) in 2010. The study was qualitative, exploratory, descriptive and contextual in nature using non-probability purposive sampling. The findings revealed that the academic performance of student nurses at the University of Namibia Oshakati campus is influenced by both internal and external factors. However, external factors are many compared to internal factors. External related factors comprise of teaching and learning, insufficient resources, lack of university accommodation, curriculum related and socio-economic factors. Teaching and learning related factors include use of one teaching strategy, language barriers, inadequate support and labeling of students by lecturers. On the other hand, insufficient resources are unavailability of the bookshop on campus, insufficient prescribed textbooks, poor internet facility, lack of space and less equipped library. Curriculum related factors include overloaded examination time table, huge scope of test, study day system and module pre-requisites, while socio-economic factors are problems in relationships, peer influence, financial problems and pregnancy while studying. Internal factors comprise of students’ attitude and lack of self-discipline among some students. Those factors result in increased number of students with some modules behind, overcrowding of some classes, increased student-lecturer ratio and some students not completing their studies within the prescribed time frame.