NAMCOL LEARNERS/STUDENTS/TRAINEES SATISFACTION SURVEY

Namibian College of Open Learning (NAMCOL)

2015

Research Development and Quality Unit (RDQU)

TABLE OF CONTENTS

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1. EXECUTIVE SUMMARY 1

2. INTRODUCTION 2

3. BACKGROUND INFORMATION 3

4. RATIONALE AND THE SIGNIFICANCE OF THE STUDY 4

5. METHODOLOGY 5

6. RESULTS AND DISCUSSIONS 6

7. CONCLUSION – SUMMARY OF RECOMMENDATIONS (ALL REGIONS) 11

8. ANNEXURE – QUESTIONNAIRE GUIDE 13

9. REFERENCES 14

1. EXECUTIVE SUMMARYThe study aimed to analyse learners’ satisfaction and concerns related to services offered by NAMCOL. Students were of the opinion that they receive good and reliable customer services from front-desk officers in terms of student assistance and that it is done in a friendly manner and with a smile. The majority of the students were generally satisfied with the tutoring work of most of the tutors as they were perceived to be helpful and encouraging and communicate well with the students.The respondents indicated that they were satisfactorily provided with the following learning materials that help them to improve their academic results:

Study guides and lesson notes Textbooks, and Examination booklets.

The main concern they had was the late delivery of some of the learning materials. The majority of the respondents were impressed with the quality and relevance of the programmes that are offered by NAMCOL. They congratulated NAMCOL on doing a good job by creating life opportunities in terms of employment and further studies.

A number of challenges were identified by respondents: Assignment turn-around time is too long. Some TVET classes are not properly coordinated and managed in terms of starting

periods and in some instances classes do not take place or classes are shared with other learners at different levels.

Some of the teachers/tutors do not do a good job, especially in the provision of practicals in the laboratories and some show negative attitudes in the way they communicate with the students.

There is a lack of qualified tutors, especially at certificate and diploma level. For some students the study fees are very expensive. The registration queues are very long. Afternoon classes are too late for most of the students.

Students had different views with regard to the period of the workshop classes. Some were of the opinion that the workshops are too long and others felt that they are too short. This shows that different students have different needs, depending especially on whether they work or not.The respondents nevertheless identified a number of recommendations:

The management and operations of TVET (Technical, Vocational Education and Training Programmes) require better organisational work.

Teachers/tutors should get more capacity-building interventions to improve their skills and also their attitudes.

Other programmes should be offered in the areas of carpentry, joinery and tailoring. The starting time of afternoon classes should be reviewed to commence earlier. More attention should be given to the teaching of literature and practical subjects. The registration process should be shortened to reduce the long registration

queues.

2. INTRODUCTION

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The Namibian College of Open Learning (NAMCOL) is a semi-autonomous educational institution established by an Act of Parliament (Act 1 of 1997) and it falls under the jurisdiction of the Ministry of Education. The NAMCOL Head Office is situated in Windhoek at the Yetu Yama Centre. The College has four regional offices – at Ongwediva, Otjiwarongo, Rundu and in Windhoek – and three sub-regional offices – at Gobabis, Katima Mulilo and Keetmanshoop.

NAMCOL offers study opportunities for adults and out-of-school youth in three categories: secondary education, professional education and vocational education. The secondary education programmes consist of the Junior Secondary Certificate, Grade 10 (JSC) and the Namibia Senior Secondary Certificate, Grade 12 (NSSCO). The professional and vocational education offers the following programmes: Certificate in Education for Development (CED), Certificate in Local Government Studies (CLGS), Commonwealth Diploma in Youth Development Work (CYP), Certificate in Business Management (CBM), Certificate in Community-Based Work with Children and Youth (CWCY), Certificate in Early Childhood Development (CECD), Diploma in Education for Development (DED), Diploma in Early Childhood and Pre-Primary Education (DECPPE), Automotive Mechanics, Welding and Metal Fabrication, Plumbing and Pipefitting, Office Administration, Basic Computer Literacy, the International Computer Driving Licence (ICDL) and the English Communication Course (ECC).

The College is committed to providing quality services to all its customers. The College is a member of the Namibian Open Learning Network Trust (NOLNet) and the Distance Education Association of Southern Africa (DEASA). The professional programmes are accredited by the Namibia Qualifications Authority (NQA). The secondary education study materials conform to the curricula of the Namibia Junior and Senior Secondary Education. The College is registered with the Namibia Training Authority (NTA) as a vocational training provider.

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3. BACKGROUND INFORMATION

The majority of NAMCOL learners are female. More often than not learners have other commitments that interfere with their learning (e.g. employment, family responsibilities, civil and social commitments). NAMCOL learners’ pass rates have been observed to be low in comparison with those of conventional schools (Statistical Digest, NAMCOL 2012/13). The retention and pass rates can be attributed to the type and quality of the learner support services provided. Learner support services that are directly related to learner academic performance include printed learning materials (e.g. study guides, modules, tutorial letters), face-to-face tutorials, computer-assisted learning, audio- and video-recorded information, student counselling services and library support.

There is a tendency among enrollees in distance education to drop out. Keegan (2001) suggests that this tendency can be rectified by planning quality course materials, but above all, by providing adequate learner support services. It is understood that where learners have a choice, they will judge institutions by both the quality of the course materials they produce and (probably even more) the standards of learner support they offer (Simpson, 2002).

Learner support therefore, is not an “add-on” but “an all-pervasive component of educational processes which ensures that learning and teaching are approached from a learner-centred vision of education” (Möwes, 2005: 32).

Consequently, learner support is as important as teaching: it is teaching; it is central to everything we do as professionals. Providers of distance education should take into consideration the expressed needs of their learners in whatever support they offer (Sewart, 1992).

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4. RATIONALE AND THE SIGNIFICANCE OF THE STUDY

NAMCOL is continuously monitoring and evaluating its programmes and services in order to make improvements which will be of benefit to the College and its various stakeholders.

Improving service delivery is key to NAMCOL’s strategic plans; therefore the institution invests a great deal of its resources in the delivery of quality and satisfactory services to its learners. It is against this background that NAMCOL strives to collect evidence-based information for monitoring and evaluating its programmes/products and services. NAMCOL needs to raise its profile and its achievements to dispel the myth that Open and Distance Learning institutions offer inferior services.

Both learner retention and pass rates in ODL are closely related to learner-support services. Therefore, poor service delivery and learner-support services are believed to result in low pass rates. The status and quality of learner-support services have not yet been researched thoroughly.

It is against this background that NAMCOL intends to conduct a survey on learner satisfaction/opinion regarding NAMCOL customer care services and its operation.The study seeks to –

1. identify learner concerns that are related to NAMCOL customer care services and their operations; and

2. provide evidence-based information to NAMCOL to improve its services.

Expected outcomes Improved leaner satisfaction with various services offered by NAMCOL Increased learner services approval and retention, and Enhanced academic performance.

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5. METHODOLOGY5.1 AimThe aim of the study is to analyse learners’ satisfaction and concerns related to services offered by NAMCOL.

5.2 ObjectivesThe objectives of the study are –

1. to identify learner concerns that are related to NAMCOL customer care services, products and operations, and

2. to provide evidence-based information to improve NAMCOL’s services and operations.

Expected outcomes Improved leaner satisfaction with various services offered by NAMCOL Increased learner approval of NAMCOL services, products and operations Increased learner retention rate, and Enhanced academic performance.

5.3 Research questionsThis study will address and answer the following key questions:

To what extent are the learners satisfied with NAMCOL’s service delivery including its products and operations?

What concerns/challenges do they have regarding NAMCOL’s service delivery/products and its operations?

What are their suggestions/recommendations to improve the operations and service delivery of NAMCOL?

What are the key factors that are required to improve service delivery at NAMCOL?

5.4 Research designThe study used a qualitative method for data collection with the population all of whom are NAMCOL learners. An open-ended questionnaire was prepared and distributed with suggestion boxes to all four NAMCOL regions including Head Office. Boxes were placed at various strategic places at NAMCOL Regional Offices, Head Office, at the resource centres and the CBLC centre. The boxes were used for the completed questionnaires. Bulk text messages were sent to all enrolled learners/students to inform them about the study, the questionnaires and the location of the suggestion boxes.

The questionnaire covered the following aspects: positive aspects of the services, challenges and respondents’ recommendations. The boxes with the questionnaires were placed at these locations for one month, after which they were sent back to the Research Unit for analysis. The data were analysed, using appropriate themes. The following themes were identified: Customer service/service delivery, teaching and learning, materials and facilities, registration and enrolment and other support services.

6. RESULTS AND DISCUSSIONS

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The part below addresses the positive aspects of service delivery, challenges and recommendations on how best to improve service delivery and the general operation of NAMCOL. The responses were categorised as per participating region and identified themes.

6.1 SOUTHERN REGION

TEACHING AND LEARNING (MATERIALS AND FACILITIES, PROGRAMMES AND COURSES, REGISTRATION AND ENROLMENT, LEARNER SUPPORT SERVICES AND SERVICE DELIVERY)

Positive aspectsRespondents were of the opinion that the front desk officers are friendly, helpful and always show a smile. “I always get good service at reception and I just want to say keep going.” They commended the material that NAMCOL offers them. “We have the best material that we need for our studies.”

The respondents indicated that teaching is generally good. Communication between teachers and learners was also perceived to be good. Relevant information is given to the students whenever needed. The English teacher at Grade 10 level was singled out as a good motivator. The respondents indicated that they are satisfactorily provided with the necessary learning materials that help to improve their academic results, e.g. study guides and lesson notes, textbooks and examination booklets. Students indicated that through NAMCOL they have been able to improve their marks and were very grateful for such an opportunity. “Through NAMCOL a number of students are now able to enrol at universities.”

ChallengesRespondents complained that they do not get their assignment feedback on time (i.e. poor turn-around time). They felt that the time of starting classes of 18:00 to 20:00 is too late for them. “Lessons from 18:00 to 20:00 in the evening is too late, some of us are far from Yetu Yama.” The teaching of literature is a serious problem as most students do not comprehend it. They have difficulties answering questions on literature books. According to some of the students, the study fees for subjects are too high and they cannot afford it, although they would like to continue with their studies.

With regard to TVET, they stated that students’ classes are sometimes delayed for reasons only known to NAMCOL. Students spend the whole day at school without being taught anything and as a result they have to stay outside the whole day. Lack of job attachment was also a concern. “Our programme is a waste of time; it was supposed to be six months on training and six months on job attachments. We have now completed one and a half year without doing our job attachment.” They complained about the management of the TVET and suggested that some instructors be replaced by others. Some of the classes are congested as some of the TVET learners have to share classrooms with the 3rd intake at the same time. “We don’t know why we are in a class with a 3rd intake at the same time. Please improve the system; this system is most unsatisfactory, from the management down to the instructors.”

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Recommendations (including those by the respondents themselves)

NAMCOL should add more courses to the already existing TVET programmes, for example carpentry, joinery and tailoring.

Minimise the time/period during the registration/enrolment process, and improve the registration process so that long queues can be avoided.

Teachers should commit themselves to their work by giving learners more homework on a daily basis and giving tests on Fridays to improve examination preparation.

NAMCOL is requested to give examples of how to answer questions on literature books.

Classes for the new academic year should start as early as possible in January. Classes should start earlier and not in the evening. Teachers should conduct experiments/practicals and investigations in the

laboratories. NAMCOL should provide or build its own teaching/learning facilities (e.g. classrooms

and toilets). More initiatives should be undertaken to motivate students. The management and operations of TVET require perfection. Additional instructors for some TVET courses are necessary and qualified and

competent instructors need to be employed. Tutors who teach full time at schools tell students that they are tired and as a result

they are not able to teach properly in the afternoons. Tutors should not be allowed to use their cellphones while teaching.

6.2 CENTRAL REGION

TEACHING AND LEARNING (MATERIALS AND FACILITIES, PROGRAMMES AND COURSES, REGISTRATION AND ENROLMENT, LEARNER SUPPORT SERVICES AND SERVICE DELIVERY)

Positive aspectsRespondents indicated that they received good and reliable customer service in terms of student assistance. “I like the services that NAMCOL tutors provide, and the way they teach is so efficient.” They were of the opinion that tutors are very helpful and motivate students at all times. They claimed that the examination booklets are very helpful in their preparation for the examination. The timely delivery of the material was highlighted.

The respondents stated that NAMCOL offers courses which most young school leavers can attend so that they can become productive citizens and that through NAMCOL a number of students are now able to enrol at universities.

Challenges They said that the centre is too far for students to inquire about the service they need. Some of the students were of the view that the workshops are too short and more time is needed to cover all the learning material. Learners do not get their assignments and

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results on time (i.e. poor turn-around time) and the registration/enrolment process takes too long. The respondents claimed that books are not sent to the students in time and learning materials are perceived not to be enough. They mentioned a lack of qualified tutors, especially at certificate and diploma levels. They stated that tutors discriminate against them through inappropriate words, e.g. their being repeaters.

Recommendations (including those by the respondents themselves) NAMCOL should produce more English booklets, as they are in high demand. “NAMCOL, keep up the good work that you are doing in Namibia. Without you we

will never get anywhere. So far you are doing a great job, but we want more and the best of the best.”

NAMCOL should expand on the current courses it is offering. NAMCOL should provide students with opportunities to do job attachment before

completing their studies. NAMCOL should increase face-to-face classes and workshops. Students need more English tests and examinations during the course of the year to

improve their academic performance. Some of the students said that some tutors are too lazy to help them; instead they

are scolded because they are repeating their grades. NAMCOL should encourage tutors not to discriminate or tell learners off. NAMCOL should encourage tutors to be respectful to learners and stop criticising them because they are repeaters.

NAMCOL should improve the registration process so that long queues can be avoided.

6.3 NORTHERN REGION

TEACHING AND LEARNING (MATERIALS AND FACILITIES, PROGRAMMES AND COURSES, REGISTRATION AND ENROLMENT, LEARNER SUPPORT SERVICES AND SERVICE DELIVERY)

Positive aspectsRespondents encouraged staff at the reception area to keep up the good customer service that they are currently providing. Respondents indicated that they are happy that NAMCOL is providing quality and affordable education for all. They claimed to be happy with NAMCOL services, especially the books (modules), but requested NAMCOL to summarise the notes. They had high praise for the receptionists. “Keep it up with your quick service at the front desk.”

ChallengesSome of the students were of the opinion that staff members at the reception area are unfriendly. Some of them indicated that they do not receive the required help from some of their tutors. ICDL students need to be recognised like the other NAMCOL learners in terms of graduation. Some centres like Ipumbu do not offer all the modules even though the learners paid in full. They complained of “corruption” where some identified tutors make private copies at NAMCOL and recruit their own people/family for assignments. They remained without a Physical Science tutor at Gabriel Taapopi SSS even after complaining to the Head of Centre. No examination “scope” is given for professional programmes. They have their doubts regarding the quality of the DECPPE programme. “We want NAMCOL to

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go on the air and tell us our DECPPE diploma has quality, because some principals said that the diploma is of low quality.”

Recommendations (including those by the respondents themselves) Respondents would like to have a graduation ceremony for ICDL learners, as this will

encourage them to put in more effort to pass all the ICDL modules. Respondents recommended that NAMCOL should arrange job attachment for ICDL

learners. Respondents indicated that NAMCOL should provide a wider variety of study

material. Respondents want extra classes so that the syllabi can be finished on time. Learners feel that extra classes have to be introduced during holidays as the duration

time of the workshops is too short. Decentralise main services to customers at regional centres. Popularise the DECPPE programme in terms of quality.

6.4 NORTH-EASTERN REGION

Positive aspectsRespondents felt happy that there is an open-door policy and that they are free to ask questions regarding their studies. They indicated that customer service is excellent.The respondents indicated that the teachers put in an effort to assist the students with their studies. They were of the opinion that motivational speeches encourage them. Respondents indicated that they have been given a second chance to register for Grade 12, while others indicated that they had the opportunity to register for professional programmes which they valued. “I am so pleased with NAMCOL that initiated the professional programmes. I am a DECPPE student. I was a Shoprite cashier. Today I am a primary school teacher in the Ministry of Education. I really appreciate what NAMCOL does for the whole of Namibia, including me.” They valued the vacation workshops as these help them to understand the work better and to learn more.The ICDL programme was highly valued by the respondents. The respondents indicated that services of NAMCOL are affordable.

Respondents were thankful that NAMCOL offers loans and awards to learners who perform well academically. Respondents indicated that the tutors are competent and teach in a clear and understandable manner. Respondents liked the fact that they are allowed to ask questions during tutoring sessions. They were happy that they are offered books to study. They indicated that they have enough books to study from and that the books are affordable. There are also extra books for revision. They were very happy with the fact that NAMCOL makes an effort to improve language proficiency through debating and essay-writing competitions. They showed appreciation for the fact that they can access some of the study material online.

ChallengesSome of the respondents indicated that they do not receive the required help from their tutors. Respondents indicated that the classrooms available to NAMCOL learners are not

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sufficient to accommodate all the learners. They were of the opinion that the NAMCOL books are expensive. Delay in the marking of the assignments was a major problem to them. They said some of the teachers do not attend classes at all. “Teachers are late, don’t come, don’t teach.” Teachers are often absent, especially for English, and time is wasted. Some teachers give too much attention to the girls. “Teachers flirt with the learners and sometimes take girls outside, and sometimes they make jokes in class during the lesson time.”

Respondents complained that some of the teachers are not interested in helping them and some of the tutors do not turn up for class. They were not satisfied with the provision of learning materials (e.g. the DVDs and CDs), as these are sometimes out of stock, as are the examination booklets in some of the subjects. Respondents indicated that some of the tutors do not use appropriate language when tutoring. Sometimes some of the learners disturb the class with their cellphones. Respondents were not happy that teachers are replaced by other teachers in the middle of the year. They suggested that NAMCOL should expand. “I wish NAMCOL could have its own institution where they offer degrees and diplomas due to the job opportunities in our country.”

Recommendations (including those by the respondents themselves) There should be close monitoring of the centres. Use learners’ mobile phones to communicate examination results. NAMCOL should improve its textbooks, e.g. make them short and self-explanatory. Learners enrolling for PETE must take an aptitude test. Workshops should be decentralised to reduce long-distance travelling. A cinema for viewing video lessons based on membership should be established. NAMCOL motivational speeches should be available to all the NAMCOL students. Adult students should have separate classrooms as their learning rate is slower than

that of the younger students. Students would like to have a platform to present their concerns in person. NAMCOL management should visit schools in order to improve student relations and

NAMCOL registration points. NAMCOL should acquire its own buildings where learners can be taught. Students should receive their assignments in time to improve their learning. Learners suggested that they ought to be able to order NAMCOL T-shirts. They want NAMCOL to continue with prize-giving ceremonies. They also want NAMCOL to keep up with the debating sessions.

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7. CONCLUSION – SUMMARY OF RECOMMENDATIONS (ALL REGIONS)

“NAMCOL, keep up the good work that you are doing in Namibia. Without you we will never get anywhere.” “So far you are doing a great job, but we want more and the best of the best.”“Continue with prize-giving ceremonies.”“Keep up with the debating sessions.”

TVET1. NAMCOL should add more courses to the already existing TVET programmes

such as carpentry, joinery and tailoring. 2. Instructors should engage with learners at all times.3. Strengthen the management ability and the operation of TVET programmes. 4. Strict monitoring of the TVET programmes should be imposed. Competence

evaluation of some tutors should be made. 5. NAMCOL should provide students with opportunities for job attachment.

Other programmes6. Minimise the time of registration and enrolment process to prevent long queues.7. Teachers should be encouraged to be committed to their work and tutors

encouraged always to be on time for their sessions. Tutors should continuously upgrade their skills and knowledge.

8. Learners should be given more homework on a daily basis and be given more tests, e.g. every Friday.

9. Literature books – seek ways how to make these books more accessible to learners, e.g. give some examples of how to answer questions set on literature books.

10. Classes for the new academic year should start as early as possible, even as early as January.

11. More alternative initiatives should be undertaken to motivate students – continue with the motivational talks.

12. Tutors and learners should be forbidden to use mobile phones in the classroom.13. NAMCOL should produce more English booklets as they are in high demand.14. NAMCOL should expand on the current courses it currently offers.15. NAMCOL should provide students with opportunities to do job attachment

before completing their studies (ICDL).16. NAMCOL should improve the registration process so that long queues can be

avoided.17. Organise a graduation ceremony for ICDL learners. 18. Respondents want extra classes so that the syllabi can be finished on time.19. Learners feel that extra classes have to be introduced during holidays as the

duration time of the workshops is too short.20. Decentralise main services to customers at regional centres, e.g. workshops.21. Popularise the DECPPE programme in terms of quality.

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22. Strengthen close and periodic monitoring of the centres.23. If possible, use learners’ mobile phones to communicate examination results.24. A cinema for viewing video lessons based on membership should be established.25. Create a platform where learners can air their concerns. 26. Improve on the assignment turn-around time.27. Make some promotional products available to learners, e.g. T-shirts.28. Increase the workshop training time.29. Make NAMCOL motivational speeches accessible to all learners.

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8. ANNEXURE – QUESTIONNAIRE GUIDE

Private Bag 15008, Katutura, WindhoekTel: + 264-61-320 5111, Fax: + 264-61-216 987

www.namcol.com.na

Suggestions Box to improve NAMCOL services and products

INSTRUCTIONS

You are hereby kindly requested to complete this questionnaire concerning services and products that NAMCOL offers you:

A. POSITIVE THINGS HAPPENING………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

B. SHORTCOMINGS………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

C. RECOMMENDATIONS/SUGGESTIONS ON HOW TO IMPROVE………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

D. ANY OTHER COMMENTS………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Grade or programme you have enrolled for (Tick in the appropriate box – for the Professional and Vocational Programmes please specify):

Grade 10 ……….

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Grade 12 ………..

Professional Programmes ……….. Please specify……………………………………………………………

9. REFERENCES/BIBLIOGRAPHY

Keegan, D. (2001). Foundations of Distance Education. London: Routledge Falmer.

Möwes, D. L. 2005. An Evaluation of Student Support Services in Open and Distance Learning at the University of Namibia . Unpublished PhD Research Report. South Africa: University of Stellenbosch.

Sewart, D. (1992). Student Support Systems in Distance Education. In Scriven, B., Lundin, R. and Ryan, Y. (Eds.), Selected papers from the 16 th World Conference of the ICDE, Thailand . Queensland University of Technology: International Council for Distance Education.

Simpson, O. (2002). Supporting Students in Online, Open and Distance Learning. London: Kogan Page Limited.

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