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Social media integration in educational administration as information and smart systems: Digital literacy for economic, social, and political engagement in Namibia
(IGI Global, 2020) Shihomeka, Sadrag P.; Amadhila Helena N.
The proliferation and access to social media platforms that allow easy access to information systems and services, content creation, and sharing, in a convenient form, has taken education administration and management by storm. Facebook is one of the many online media that can let education administrators and managers interact with each other or their subordinates by sharing information about themselves or any topical community issue via personal profiles or institutional profiles. Furthermore, it is noted that social media applications by their nature have the capabilities of educating, informing, entertaining (leisure), and socializing the audience. The research revealed that there are various groups on Facebook where youthful education administrators can use to post educational information and discuss pertinent issues concerning their institutions. Indeed, social media are being used as channels to foster economic, social, and political development education among Namibian educational administrators
Characterization of online learners or students in Namibia
(IGI Global, 2021) Shihomeka, Sadrag P.
The purpose of this chapter is to present the characteristics of online learners or students in the Global South and specifically in Namibia. The characteristics were identified by using an autobiographical narrative enquiry of over 17 years of teaching experience in the field of distance education, secondary school teaching, university teaching, and online facilitation. The chapter presents four key characteristics of online learners or students that are likely to be found in the Global South. These characteristics should be taken into consideration before a final decision as to whether use online learning, blended learning, or offline learning. These are technologically-endowed (TE) student/learner, moderate technologically-exposed (MTE) student/learner, severe technologically disadvantaged (STD) student/learner, and acute technologically marginalized (ATM) student/learner. The chapter proposes that a rubric with grading criteria should be developed so that at the end the institution will be able to tell how many students/learners fall under each category
Facebook usage as a community engagement tool by residents in the Sauyemwa location, Kavango East region, during COVID-19 lockdown
(NAWA Journal of Language and Communication, 2023) Leevi, Peter Ihalo; Shihomeka, Sadrag P.
The purpose of this study was to investigate and explore how residents in Kavango east used Facebook as a community engagement tool during the pandemic in Kavango East region, being the region with the lowest percentage of people with access to cellphones and internet. The study also aimed at assisting different communities to create new alternative ways on how to engage with each other using social media platforms like Facebook during the pandemic. The author used a qualitative method to randomly select 10 participants (8 males and 2 females) that were interviewed using a semi-structures interview. The findings reveal that, Sauyemwa residents used Facebook to communicate with others, to share and receive trending information around the world. Moreover, residents used Facebook Messenger for commenting on posts, liking and possibly sharing, to stream and share live videos and events. This study suggests that, Sauyemwa residents should use Facebook as an alternative mode of communication during the pandemic as it allows people to connect remotely
Exploring grade 11-12 teachers’ use of instructional videos in natural science subjects at Ponhofi Secondary School
(International Journal of Arts and Social Science, 2023) Nghuumbwa, Malakia; Shaimemanya, Cornelia Ndahambelela S.; Shihomeka, Sadrag P.; Kapolo, Paulus
This study explored Grade 11-12 teachers’ use of instructional videos in Natural Science subjects
at Ponhofi Secondary School in Namibia. To explore the attitudes, perceptions and experiences of teachers’ use
of instructional videos, 8 semi-structured interviews (pre and post) were conducted. The pre-semi structured
interviews were about the teachers’ attitudes, perceptions and experiences and were held with individual teachers
before the teaching intervention using instructional videos. After the intervention, the post semi-structured
interviews were conducted with the same individual teachers to assess their attitudes, perceptions and experiences
after the use of instructional videos. The findings revealed that most of the teachers perceive instructional videos
as powerful tools to teach Natural Science subjects and good for the learners’ subject mastery. The results further
showed that most of the teachers lack self-confidence and have a high level of technophobia. It also emerged that
there are a lot of barriers that affect teachers’ ability to use instructional videos such as technology resources,
technology support, knowledge and skills and these barriers negatively affect the use of technology in schools and
prevent teachers from becoming frequent technology-users. Finally, the findings revealed that, most of the
teachers use free downloadable videos from various websites such as Eureka, Make Me Genius, Smart Learning
for All and YouTube. The study concluded that teachers should adopt the culture of using instructional videos in
their lessons to make their lessons informative, interesting, and resourceful and enhance understanding, and
knowledge retention
A reflection on constructively aligned remote assessment for quality learning beyond COVID-19 pandemic: A case of University of Namibia
(Creative Education, 2022) Neshila, Kashinauua Faustina; Joshua, Lukas Matati; Shihomeka, Sadrag P.
To take a critical reflection on quality assessment used beyond remote teaching, learning and assessment at the University of Namibia. Objectives: 1) To encourage assessment tasks that promote critical thinking beyond remote learning period. 2) To promote constructively aligned assessment that enhances quality student learning. 3) To fulfill various purposes of assessment in higher education setting. Method: The paper adopted Donald Schön’s Reflection-in-Action as method to critique constructive aligned assessment for quality learning beyond COVID-19 era. Findings: The main findings revealed that for quality post-remote assessment to take place it should be aligned to curriculum, teaching and learning activities. Quality assessment promotes student lifelong learning and the assessment criteria should be explicit. Conclusion: The paper concluded that assessment is the heart of education and should be well understood by both lecturers and students. Effort should be made to ensure that culture does not constraint quality remote assessment. Recommendations: It is recommended that the university should organize capacity building training for lecturers in the ever-changing assessment practice. Finally, it is recommended that attention should be placed on demystifying remote assessment which enhances teaching and lifelong learning
Co-cultivation and matching of early- and late-maturing pearl millet varieties to sowing windows can enhance climate change adaptation in semi-arid sub-Saharan agroecosystems
(MDPI Open access journal, 2023) Awala, Simon Kamwele; Hove, Kudakwashe; Valombola, Johanna Shekupe; Nafuka, Helena Nalitende; Simasiku, Evans Kamwi; Chataika, Barthlomew; Horn, Lydia Ndinelao; Angombe, Simon; Akundabweni, Levi S.M; Mwandemele, Osmund
In semi-arid regions, climate change has affected crop growing season length and sowing time, potentially causing low yield of the rainfed staple crop pearl millet (Pennisetum glaucum L.) and food insecurity among smallholder farmers. In this study, we used 1994–2023 rainfall data from Namibia's semi-arid NorthCentral Region (NCR), receiving November–April summer rainfall, to analyze rainfall patterns and trends and their implications on the growing season to propose climate adaptation options for the region. The results revealed high annual and monthly rainfall variabilities, with nonsignificant negative trends for November– February rainfalls, implying a shortening growing season. Furthermore, we determined the effects of sowing date on grain yields of the early-maturing Okashana-2 and local landrace Kantana pearl millet varieties and the optimal sowing window for the region, using data from a two-year split-plot field experiment conducted at the University of Namibia-Ogongo Campus, NCR, during the rainy season. Cubic polynomial regression models were applied to grain yield data sets to predict grain production for any sowing date between January and March. Both varieties produced the highest grain yields under January sowings, with Kantana exhibiting a higher yield potential than Okashana-2. Kantana, sown by 14 January, had a yield advantage of up to 36.0% over Okashana-2, but its yield gradually reduced with delays in sowing. Okashana-2 exhibited higher yield stability across January sowings, surpassing Kantana’s yields by up to 9.4% following the 14 January sowing. We determined the pearl millet optimal sowing window for the NCR from 1–7 and 1–21 January for Kantana and Okashana-2, respectively. These results suggest that co-cultivation of early and late pearl millet varieties and growing early-maturing varieties under delayed seasons could stabilize grain production in northern Namibia and enhance farmers' climate adaptation. Semi-arid agro-region policymakers could utilize this
information to adjust local seed systems and extension strategies.
Assessing staff digital literacy level vs attitude toward online teaching and learning quadrant
(NAWA Journal of Language and Communication (NJLM), 2023) Shihomeka, Sadrag P.
This paper aimed at positioning a staff digital literacy level versus attitude toward online teaching and learning quadrant in the curriculum transformation interventions of various institutions to ensure that their policy intervention with regard to online learning remains user-friendly and sector appropriate. Using a critical autobiographical narrative inquiry, this quadrant was developed to assist educational institutions, personnel, and other stakeholders with a unique tool to assess their staff digital literacy level and the position of their attitude toward online teaching and learning. The quadrants consist of 4 sections: High Digital Literacy Level-Low Attitude Toward e-Teaching & Learning; High Digital Literacy Level-High Attitude Toward e-Teaching & Learning; Low Digital Literacy Level-Low Attitude Toward e-Teaching & Learning; Low Digital Literacy Level-High Attitude Toward e-Teaching & Learning. The quadrant used staff attitude as a yardstick to effectively implementing online learning initiatives in the education sector. The quadrants also serve as an educational re-engineering intervention strategy for the society 4.0/5.0 curriculum professionals
Effectiveness information communication technology systems and its impact on organizational performance: Case of the Evangelical Lutheran Church In Namibia
(IGI Global, 2023) Hainane, Wilhelm; Shihomeka, Sadrag P.
This chapter evaluated the effectiveness of the current information communication technology systems in use by ELCIN and its impact on overall performance in the administration of the church. The study utilised a quantitative approach with a randomly selected sample . The findings reveal that only 14% of ELCIN staff had PCs. On ICT skills competences, the digital illiteracy rates are high with databases (illiterate= 85%, literate=0%), PowerPoint (illiterate=87%, literate =13%), and Excel (illiterate=20%, literate=20%, not sure=60%). The study further reveals that there is generally non-usage (f=27, 90%) of specialised administrative software such as Oracle, Pastel, and SAP. The research also showed that there are varied reasons for the low adoption of ICT in ELCIN that include inadequate hardware and software and low skills capacitation among others. It is therefore recommended that ELCIN sends the staff members to refresher courses in basic ICT and to strengthen the digital literacy training. Also, proper system implementation should be accompanied by appropriate expertise
Adoption and utilisation of workplace e-learning practices in the public sector organisations: A systematic review
(Journal of learning for developement, 2023) Serema, Marguerite Margie; Shihomeka, Sadrag P.; Shalyefu, Rakel Kavena
The e-learning concept is increasingly receiving attention in education butthere seems to be inadequate guidance in developing a formal programme for implementing e-learning, especially in the public sector. Hence, this study focuses on aggregating information on the adoption and utilisation of e-learning in the public sector and attempting the development of a conceptual model for understanding workplace e-learning implementation. A systematic search of the literature was conducted to collect all the literature addressing the adoption and utilisation of e-learning in the public sector. This review brought to light key factors that influence the adoption and utilisation of e-learning amongst public sector employees, including attitude, satisfaction, behaviour intention, continuance intention, or behaviour to use e-learning. The adoption and utilisation of e-learning in the public sector requires a carefully thought-through and evidence-based approach, especially the development of the e-learning programme
Assessing the impact of online learning on student performance at the Namibia business school during COVID-19
(University of Namibia, 2022) Nambambi, Hilma
The aim of thisthesis was to assesses the impact of online learning on student performance
at the Namibia Business School during the COVID-19 pandemic. This was in relation to
students studying towards their Postgraduate Diploma, Masters and Doctor of Business
Administration. Data was gathered from 3 different campuses including the Windhoek
main campus, Ongwediva and Swakopmund Campuses. Data for the study was collected
from a quantitative sample of registered students at the Namibia Business School at the
University of Namibia. Questionnaires were administered and distributed online because
of the COVID-19 regulations that were prevailing at the time of the study. The study
found several challenges to be affecting students’ online journey and key among them
included lack of internet access, cost of data and noisy environments. Further analysis of
the findings shows that the online learning processes, benefits of online and student
motivation are critical and statistically significant predictors of students’ performance in
online environments. The study concluded that with several challenges in place, online
learning could be problematic, and these challenges need the cooperation of higher
education managers and government. It is imperative for NBS to leverage the data-driven
insights obtained from this study to design adaptable and flexible learning approaches that
cater to the diverse needs of its student community. By harnessing the potential of
technology and tailoring educational resources to promote interactive and collaborative
learning experiences, NBS can create an environment that empowers students to thrive
academically, even in times of crisis