https://digital.unam.edu.na/xmlui/handle/11070.1/19496 Postgraduate portfolio 2026-04-08T21:43:46Z https://digital.unam.edu.na/xmlui/handle/11070.1/21911 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 https://digital.unam.edu.na/xmlui/handle/11070.1/21910 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 https://digital.unam.edu.na/xmlui/handle/11070.1/21909 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 https://digital.unam.edu.na/xmlui/handle/11070.1/20352 Understanding the philosophical scholarships, pedagogy and paradigm associated with effective teaching of chemistry at the University of Namibia Uusiku, Alina 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. 2023-01-01T00:00:00Z