Browsing by Author "Nekongo-Nielsen, Haaveshe"

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    Open Access
    Creating Pathways to Community Economic Development through Open and Distance Learning: The University of Namibia Northern Campus Approach
    (2006-10) Nekongo-Nielsen, Haaveshe
    PCF4 // Under normal circumstances community and economic development initiatives start with government or chambers of commerce setting goals for economic growth and taking steps to bring economic activities and projects to a particular community. However, the University of Namibia (UNAM) recognized that community economic development should be addressed through empowering community members who must participate in such economic activities. // During 2000 and 2001 UNAM, through its Northern Campus and in collaboration with Regional Councillors of north central Namibia, and two educational institutions in the USA, developed and implemented two educational programmes, namely the New Leaders Initiative Programme and the JobStart Programme. These programmes were developed to address issues of leadership development and eradication of unemployment among the youth of the region. The two programmes utilized open learning models to enable people who are far away from a University Campus, to learn and immediately apply what has been learned. // This paper will highlight the impact that the two programmes had made on the individual participants and their communities. It will provide information about the contributions the individual participants are currently making to the socio-economic development of their communities. The paper will further present useful learning outcomes as to what happens when a higher education institution tries to be involved in community development programmes of this sort. // The development and implementation of the New Leaders Initiative and JobStart programmes were made possible by a generous funding from The Ford Foundation. // Paper ID 209
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    National ODL Policy Development for Namibia
    (2008) Nekongo-Nielsen, Haaveshe; Möwes, Delvaline; Murangi, Heroldt V; Beukes, Jerry; Bennett, Norah
    PCF5: Cross-Cutting Theme // Open and Distance Learning in Namibia - Even before independence in 1990, it was recognised that Open and Distance Learning (ODL) has the potential to address Namibia’s educational and training needs in a cost-effective manner. ODL has the flexibility to accommodate varying levels of enrolment and the capacity to reach out to all corners of the country. // In the Namibian public sector, there are four institutions which provide ODL programmes: the Centre for External Studies at the University of Namibia (UNAM-CES), the Centre for Open and Lifelong Learning at the Polytechnic of Namibia (PoN-COLL), the Namibian College of Open Learning (NAMCOL) and the National Institute for Educational Development (NIED). Over the last eight years, these publicly-funded ODL institutions have been working together with the Ministry of Education to coordinate their activities through the establishment of a national trust, known as the Namibian Open Learning Network Trust (NOLNet). // Since its establishment in July 2001, NOLNet has been striving to enhance opportunities for supported, independent learning for adults and young people through a framework of collaborative management of open learning centres in terms of a legal agreement between publicly-funded ODL institutions. NOLNet’s activities include institutional capacity-building; establishment and expansion of a national network of open learning centres; supporting elearning initiatives to supplement existing ODL print-based programmes; and the development of radio programmes and audio-visual material. // Paper ID 350
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    Radio and the Pedagogy of Intellectual Engagement among Cattle Farmers
    (2008-09) Nekongo-Nielsen, Haaveshe
    PCF5 Sub-theme: Livelihoods // This paper is based on information collected during the 2001/2002 study and the September 2007 study on the same farmers who participated in 2001/2002. These two studies, conducted in north central Namibia, tried to explore the theoretical and methodological issues about using radio to facilitate learning among cattle farmers. North central Namibia covers an area of 55,000 km2 and in addition to accommodating 43% of Namibia’s population it accommodates a cattle population of over 1 million. // We all have ideas about how people go about learning new things and how the new experiences influence their thinking and behaviours and enable them to change the world around them. However, we lack knowledge of how effective learning is facilitated and how adults are enabled to take collective action to bring about the desired change in society. // Educators are not the only ones concerned about how learning is facilitated among adults, governments and non-governmental organizations are also concerned. In 1997 the Namibian Ministry of Agriculture decided to intensify its educational programmes for farmers, teaching farmers through radio. At the beginning, this came just as broadcasting messages and later on was improved to teach specific topics of importance to farming activities in the country. In 2000 these radio programmes were evaluated and found to make very little impact on farmers’ knowledge, attitudes and practices. As a response, the University of Namibia designed a radio course aimed at engaging cattle farmers into learning and assist them to discover new ways of doing things. // Paper ID 364
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    The Contributions of Open and Distance Learning to National Development in Namibia
    (2006-10) Nekongo-Nielsen, Haaveshe
    PCF4 // Education in general continue to be a crucial means to national development and a well educated and trained population is found to contribute meaningfully to the socio-economic development of any country (Marope, 2005). In addition, open and distance learning methods and programmes are known to make valuable contributions to the socio-economic development of countries that offer such programmes. Man countries have therefore recognized that open and distance learning is a powerful tool for achieving the country’s educational and training needs and a potent instrument in creating a learning society capable of bringing about scientific, technological, social and economic development. // Since achieving independence in 1990 Namibian educational institutions have been offering programmes utilizing open and distance learning methods. By offering open and distance learning programmes educational institutions have recognized the critical role that open and distance learning can play in national development. Thus, open and distance learning programmes in Namibia are located within the developmental context of the country and have been designed and developed to address the developmental needs of the country. // Paper ID 351