Understanding the philosophical scholarships, pedagogy and paradigm associated with effective teaching of chemistry at the University of Namibia

Abstract

Student success in higher education is achieved through intentional, structured, and proactive actions and policies. In Namibia, higher education institutions follow a similar curriculum regulated by a central body, providing students with flexibility and choice. Internal policies at institutions like the University of Namibia (UNAM) guide student assessments, which are crucial for academic progression and graduation rates. Inclusivity is essential, requiring strategies that cater to diverse student needs. Developing student profiles helps educators tailor their teaching methods to individual requirements, supporting academic success through effective teaching, governance, curriculum, and support systems.