https://digital.unam.edu.na/xmlui/handle/11070.1/20225 2026-04-09T00:17:38Z 2026-04-09T00:17:38Z Nambinga, Monica Mwadinomo https://digital.unam.edu.na/xmlui/handle/11070.1/21911 2026-03-11T08:01:22Z 2004-01-01T00:00:00Z

A reflective practice in a higher education context through the lens of social realist theory Nambinga, Monica Mwadinomo This portfolio documents an academic essay examining the integration of technology in higher education, with a specific focus on the University of Namibia (UNAM). The work explores how digital tools, online platforms, and virtual learning environments transformed teaching, learning, assessment, and supervision, particularly during and after the COVID‑19 pandemic. It analyses the shift to online learning, the increased accessibility and interactivity enabled by educational technologies, and the implications for students and lecturers. Using Margaret Archer’s social realist theory as an analytical lens, the study unpacks the structural, cultural, and agential dynamics that shape the adoption and use of educational technologies in higher education. The essay provides a nuanced understanding of how contextual conditions, institutional practices, and human agency interact to influence technological integration and pedagogical transformation in university settings. A portfolio report submitted in partial fulfillment of the requirements for the degree og the Postgraduate Diploma in Higher Education of the University of Namibia

2004-01-01T00:00:00Z Harris, Christian https://digital.unam.edu.na/xmlui/handle/11070.1/21910 2026-03-11T07:47:19Z 2024-01-01T00:00:00Z

An assessment of legal and policy framework pertaning to quality assurance managemen in higher education Harris, Christian This portfolio contains research exploring how the COVID‑19 pandemic accelerated the adoption of educational technologies in Namibian higher education institutions, with a focus on the University of Namibia. It examines both the opportunities and challenges experienced during the rapid shift from traditional face‑to‑face instruction to online learning. The study further discusses the broader impact of technology on teaching and learning, the role of contextual factors in sustainable education, and the relevance of sociological theories, particularly Giddens’s structuration theory, in understanding how structure, culture, and agency influence academic practices within higher education. A portfolio submitted in partial fulfillment of the requirements for the Postgraduate Diploma in Higher Education at the University of Namibia

2024-01-01T00:00:00Z Samupwa, Astridah Njala https://digital.unam.edu.na/xmlui/handle/11070.1/21909 2026-03-11T07:23:51Z 2024-01-01T00:00:00Z

Enhancing student engagement through reflective practice Samupwa, Astridah Njala This reflective portfolio captures my personal journey through the Post Graduate Diploma in Higher Education (PGDHE) program. It narrates my personal and professional growth, bringing to light key experiences and understandings acquired throughout the course. Through a series of reflective entries, I explore the development of my teaching philosophy, the development of my pedagogical skills, and the impact of critical incidents on my practice. Each section of the portfolio is designed to demonstrate my commitment to continuous improvement and lifelong learning. By engaging in reflective inquiry, I have been able to critically analyze my teaching methods, adapt to diverse learning environments, and enhance student engagement. This portfolio not only serves as a testament to my achievements but also as a roadmap for future professional development. A portfolio report submitted in partial fulfillment of the requirements for the postgraduate diploma in higher education of the University of Namibia

2024-01-01T00:00:00Z Nelongo, Josefina Nuumvo https://digital.unam.edu.na/xmlui/handle/11070.1/20253 2024-11-07T12:52:46Z 2017-01-01T00:00:00Z

Learning to swim in academia: A reflective practice Nelongo, Josefina Nuumvo I viewed teaching and learning in academia like swimming in an ocean; as in consideration of the tactics required to survive in the ocean, these were absent in my role before enrolling in the diploma in higher education. This portfolio is a reflection of my journey in academia on executing my role as a lecturer until when I came upon reflective practice, a practice that could bring changes in teaching and learning environments. It broadens my understanding of most aspects that I came across as I learnt to critically analyse and reflect. The journey that led to this portfolio started in 2016, I took studies in PGDHE because of the opportunity that was available. I took it with high expectations and eagerness because I have been swimming in the deep sea without the personal protective equipments. However, I came across theories and concepts that broadened my understanding and helped me improve in my role of teaching and learning. Having being to the Science discipline where I can prove facts through experiments, I found myself lost in the wild land on the first days of attending the PGDHE. As the time pass by, the courses became interesting when topics came closer to what I do in my practice. I learnt that life in academia is about a change that could be realised through reflective practice. In line with what I acquired from the programme, I have written five chapters in line with modules given during the course in which I have reflected on what I do with my students as well as with colleagues. My chapters are structured as follows: Chapter 1 - Context of higher education and perspectives, Chapter 2 - Principles of adult learning, Chapter 3 - Curriculum design and development, Chapter 4 - Teaching and learning in higher education and Chapter 5 - Assessment and evaluation of student learning. I have realised that what takes place in higher education institutions is a process and when I was coming up with this portfolio, it is evident that it is impossible to talk about one topic without touching on the other topic. A portfolio submitted in the partial fulfilment of the requirement for the Postgraduate Diploma in Higher Education

2017-01-01T00:00:00Z