Upload
fillemon-ziindje-iyambo
View
94
Download
0
Embed Size (px)
Citation preview
HIGHER EDUCATION SECTOR IN NAMIBIA
FILLEMON Z. IYAMBOSENIOR QUALITY ASSURANCE OFFICER
THE INTERNATIONAL UNIVERSITY OF MANAGEMENT(IUM)
JUNE 2016
BACKGROUND • Higher education (HE) in Namibia started in 1980, when
the Academy of Tertiary Education was established. • Prior to this, students pursuing higher education went
abroad, mainly to South Africa. • In 1985 HE was divided in three: The Academy of
Tertiary Education, a university component, organised around faculties of social science, nursing and teachers training; Technikon Namibia (offering diplomas and certificates) and The College for Out of School Training.
• Shortly after independence it was decided to divide these three components into two independent higher education institutions (HEIs): University of Namibia (UNAM) and the Polytechnic of Namibia (PoN). In 1994 Technikon Namibia and The College for Out of School Training merged to become PoN.
PUBLIC HIGHER EDUCATION INSTITUTIONS 1. University of Namibia (UNAM)The University of Namibia (UNAM) was established by an Act of Parliament on August 31, 1992 as recommended by a Commission on Higher Education, has 12 campuses and over 19 000 students from different continents.
2. Namibia University of Science and Technology (NUST) (Formerly known as Polytechnic of Namibia)
NUST has its roots in the establishment of the Academy for Tertiary Education by Act No. 13 of 1980.
3. Namibian College of Open Learning (NAMCOL)
Created by Act of Parliament (Act 1 of 1997) to provide learning opportunities for adults and out-of-school youth. However, today, it also offers HE qualifications.
PRIVATE HIGHER EDUCATION INSTITUTIONS
1. International University of Management (IUM)2.LINGUA International Training College LINGUA 3.Headstart Montessori Teacher Training College -
HEADSTART 4. ILSA Independent College5. Institute of Open Learning - IOL 6.Monitronic Success College - MONITRONIC7.Namibia Evangelical Theological Seminary - NETS 8. Institute of Bankers - IOB 9.Triumphant College - TRIUMPHANT10.ULTS-PAULINUM United Lutheran Theological
Seminary-Paulinum
The International University of Management (IUM)• Has its roots in the Institute of Higher Education
which was founded in 1994.• Officially launched as the first private university
in Namibia on 26 October 2002. • Currently, it has a student’s population of more
than 8 000.
Headstart Montessori Teacher Training College - HEADSTART Was established in 2011 as a demonstration project to reflect the philosophy and teaching methods of the Montessori Teacher Education Programme at Headstart Montessori Teacher Training College.
LINGUA International Training College LINGUA International Training College – Lingua (also known as Lingua Consultancy Services) was established in 2001 with the aim to provide Language Training, other Educational Training & Consultancy Services to both the public (individuals, institutions, etc.) and the Private Sector.
ILSA Independent College (ILSA) Was founded in the 1965 and over the years has established itself as a strong and well-recognised brand in the areas of Corporate, Technical, Vocational and Professional Business training.
Triumphant College Was established in 2006. Its establishment, to a great extent, derives from Namibia Vision 2030, which identifies Education, Science and Technology, as one of its driving forces in achieving the national goals.
Monitronic Success College (MSC)MSC is a privately owned Institute of Higher Learning striving to provide quality education to Namibians , SADC and International students of different academic backgrounds without regards to race, creed, color, sex, age, origin or physical abilities, aiming to produce graduates that are equipped with knowledge and skills that are relevant to various sectors of the economy of the Republic of Namibia in line with the national goals of vision 2030 and other countries worldwide.
Institute For Open Learning (IOL)IOL is Namibia`s largest distance learning institution that have registered more than 40 000 students in over 400 course offerings ranging from certificates, diplomas to degree level qualifications since 2005.
Namibia Evangelical Theological Seminary - NETS
Was established in 1991 by a merger of two theological institutions: Windhoek Theological Seminary (WTS) and Windhoek Evangelical Bible College (WEBCol). NETS serves 16 different local Christian denominations as well as para-church organisations by training their people for ministry.
ULTS-PAULINUM United Lutheran Theological Seminary-Paulinum
Since 1963 it has been a theological training institution for pastors from two Lutheran churches, the Evangelical Lutheran Church in the Republic of Namibia (ELCRN) and the Lutheran Church in Namibia (ELCIN). However, Paulinum, today, is open to students from other church denominations.In 2007 it got the formal accreditation by the Namibian Qualification Authority as a tertiary academic institution.
REGULATORY FRAMEWORK
There are two regulatory bodies that are responsible for regulating HE in Namibia namely:
National Council for Higher Education (NCHE)NCHE was established by Act of Parliament (Act No. 26 of 2003) to advise the government on issues related to HE.
Namibia Qualifications Authority (NQA)This is a statutory body that was established by the Act of Parliament Act No. 29 of 1996.
National Council for Higher Education (NCHE)
It is responsible for:• Accrediting, in concurrence with NQA, programmes of
HE.• Monitoring the quality assurance mechanisms of HEIs;• Promoting access of students to HEIs;
• Undertaking such research studies with regard to HE.
• Advising the Minister of Education of its own accord or at request of the Minister on -o The structure of the HE system in general;o Quality promotion and quality assurance in HE;o The allocation of public moneys to HEIs; ando The governance of HEIs.
Namibia Qualifications Authority (NQA)
This is a statutory body that was established by the Act of Parliament Act No. 29 of 1996. Its mandates are:
• to set up and administer a National Qualifications Framework
• set the occupational standards for any occupation, job, post or positions in any career structure
• set the curriculum standards for achieving the occupational standards
• promote the development of, or analyse, benchmarks of acceptable performance norms for any occupation , job or position
Namibia Qualifications Authority (NQA) Conts...
• accredit persons, institutions and organisations providing education and courses of instruction or training
• evaluate and recognise competencies learnt outside formal education
• be a forum on matters pertaining to qualifications• establish facilities for the collection and
dissemination of information in connection with matters pertaining to qualifications
Namibia Qualifications Authority (NQA) Conts...
• enquire into whether any particular qualification meets the national standards
• advise any person, body, institution, organisation or interest group on matters pertaining to qualifications and national standards for qualifications.
NATIONAL QUALIFICATIONS FRAMEWORK (NQF)
The principles of the NQF which was the primary mechanism for achieving greater quality in education and training and must be:• comprehensive in its recognition of all learning and all
qualifications attained in the country• cognisant of each individual’s right and desire for access
to lifelong learning through different pathways to achieve success
• directed towards quality through the development of standards-based qualifications that would recognise outcomes no matter how achieved
NATIONAL QUALIFICATIONS FRAMEWORK (NQF) Conts…
• capable of redressing past injustices, particularly through the recognition of prior learning
• relevant, with a closer interaction between what was taught and assessed with the competences required in and across career structures
• democratic, proving for stakeholder engagement and participation in meaningful ways
• integrated so that learners might progress horizontally and vertically in a more free and efficient manner so that the prospects of reaching locked into dead-end programmes were minimised.
OBSERVATION• There has been a lot efforts and resources
invested in education at all levels.• However, despite such investments, quality
remains a question of the day especially with respect to HE.
• Currently, the accreditation by NQA is not compulsory therefore allows some institutions to operate unregulated and thereafter offer non-standardised education. It is worth noting that the NQA Act is currently under review.
OBSERVATION Conts…• Although there is a mushrooming of HEIs, it
remains that no sufficient places for all students who meet the requirements.
• Another challenge is that there a lack of understanding in the philosophy of quality assurance.
• It emerges that much needs to be done in HE to ensure total quality management.
CONCLUSION
• It all started from humble beginnings to build up higher education in the 1980s with only two providers and shortly the number escalated to over 15 providers.
• Quality has been the core point for consideration has establishment of quality assurance agencies to regulate the higher education system.
• Although a lot has been done, much needs to be done to ensure total quality management in HE system in Namibia.
THE END
THANK YOU