Equity, Dignity, and Justice in Higher Education PostCOVID-19: The Case of a Public University in Namibia
Keywords:
Blended learning, equity, learning management system, Moodle, resilient, online teaching
Abstract
COVID-19 has disrupted teaching and learning and consequently introduced pedagogical changes into higher education institutions. Institutions of higher learning shifted from the traditional face-to-face, to online, teaching and learning mode. Most of the institutions of higher learning around the world, including the University of Namibia, had to re-think, re-imagine, re-innovate and re-design the provision of accessible, equitable and quality education. Despite unreliable internet connectivity and a lack of or unstable electricity supply in remote areas, institutions of higher learning resiliently continued to provide education for all students. Due to the aftermath of COVID-19, and forces from the 4th and 5th industrial revolutions, institutions of higher learning have adopted the blended learning approach, which is rooted mainly in social constructivism and classical liberal theory, which advocate for equal opportunities in education, irrespective of the socio-economic background of students. The aims of blended learning include providing different modes of content delivery to encourage interaction by students, promote the acquisition of knowledge and skills through physical classrooms, and the continuation of learning processes electronically. The blended teaching and learning approach demand that lecturers and students possess 21st-century skills in order to function effectively and build resilient mechanisms for a sustainable future. Through a desktop review, this paper explored practices of equity, dignity and justice in general higher education, but with the focus on a public university in Namibia, during and post-COVID-19. Notwithstanding infrastructural impediments and inadequate digital literacy skills among all parties, universities are determined to provide equitable and quality education for all.
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References
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35. Sulaiman, J., & Ismail, S. N. (2020). Teacher competence and 21st century skills in Transformation Schools 2025 (TS25). Universal Journal of Educational Research, 8(8), 3536-3544. https://doi.org/10.13189/ujer.2020.080829.
36. Tuffour, A. D., Cobbinah, S. E., Benjamin, B., & Otibua, F. (2021). Impact of COVID-19 pandemic on education sector in Ghana: Learner challenges and mitigations. Research Journal in Comparative Education, 2(1). Available at https://royalliteglobal.com/rjce/article/view/625 [accessed 10 May 2023].
37. University of Namibia (UNAM). (2020). Curriculum Transformation Framework: Towards Increased Access with Success. Windhoek: UNAM
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42. Yu, W. K., Sun, Y. C., & Chang, Y. J. (2010). When technology speaks language: An evaluation of course management systems used in a language learning context. ReCALL, 22(3), 332-355.
2. Alakrash, H. M., & Razak, N. A. (2022). Education and the fourth industrial revolution: Lessons from COVID-19. Computers, Materials & Continua, 70(1), 951-962. https://doi.org/10.32604/cmc.2022.014288.
3. Aljawarneh, S. A. (2020). Reviewing and exploring innovative ubiquitous learning tools in higher education. Journal of Computing in Higher Education, 32(1), 57-73. https://doi.org/10.1007/s12528-019-09207-0.
4. Altinpulluk, H., & Kesim, M. (2021). A systematic review of the tendencies in the use of learning management systems. The Turkish Online Journal of Distance Education, 22(3), 40-54. https://doi.org/10.17718/tojde.961812.
5. Amoako, C, Adarkwa, K. K., & Poku-Boansi, M. (2022). Effects of COVID-19 on urban mobility and public space use in Kumasi, Ghana. In Brunn, SD & Gilbreath, D (eds). COVID-19 and a World of Ad Hoc Geographies. Cham: Springer International Publishing, 987-1007.
6. Archambault, L., Leary, H., & Rice, K. (2022). Pillars of online pedagogy: A framework for teaching in online learning environments. Educational Psychologist,57(3),178-191.https://doi.org/10.1080/00461520.2022.2051513.
7. Ata, R, Yıldırım, K., İpek, P., & Ataş, U. C. (2021). Technology integration of Turkish elementary school: Teaching literacy skills in the post-COVID-19 era. The European Educational Researcher, 4(2), 193-207. https://doi.org/10.31757/euer.424.
8. Bao, W. (2020). COVID‐19 and online teaching in higher education: A case study of Peking University. Human Behavior and Emerging Technologies, 2(2), 113-115.
9. Centre for Quality Assurance and Management [CEQUAM]. (2011, August). Quality Assurance External Audit Report. Windhoek, Namibia. Available at http://www.unam.edu.na/sites/default/files/quality_assuarance_external_audit_report.pdf [accessed 21 June 2023].
10. Chowdhury, F. (2020). Blended learning: How to flip the classroom at HEIs in Bangladesh? Journal of Research in Innovative Teaching & Learning, 13(2), 228-242.
11. Dias, A., Scavarda, A., Reis, A., Silveira, H., & Scavarda, A. (2022). Equity, justice, and quality during the COVID-19 pandemic period: Considerations on learning and scholarly performance in Brazilian schools. Education Sciences, 12(5), 354. https://doi.org/10.3390/educsci12050354.
12. Di Gennaro, F., Pizzol, D., Marotta, C., Antunes, M., Racalbuto, V., Veronese, N., & Smith, L. (2020). Coronavirus diseases (COVID-19) current status and future perspectives: a narrative review. International Journal of Environmental Research and Public Health, 17(8), 2690.
13. Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1), 5-22.
14. Dube, B. (2020). Rural online learning in the context of COVID-19 in South Africa: Evoking an inclusive education approach. Multidisciplinary Journal of Educational Research, 10(2). 135-157. https://doi.org/10.17583/remie.2020.5607.
15. Government of the Republic of Namibia. (1990). The Constitution of the Republic of Namibia. Windhoek: Government Press.
16. Hadiyanto, H., Failasofah, F., Armiwati, A., Mukhlash, A., & Yulhenli, T. (2021). Students’ practices of 21st century skills between conventional learning and blended learning. Journal of University Teaching & Learning Practice, 18(3). https://doi.org/10.53761/1.18.3.7.
17. Henrick, G. (2018). Moodle 2 interactive tool guide gets an interactive treatment. Moodle News. Available at https://www.moodlenews.com/2015/moodle-2-interactive-tool-guide-gets-an-interactive-treatment/ [accessed 20 June 2023].
18. Kaisara, G., & Bwalya, K. J. (2020). Investigating the e-learning challenges faced by students during COVID-19 in Namibia. International Journal of Higher Education, 10(1), 308-318.
19. Kadhila, N., & Nyambe, J. (2021). Barriers to the quality of emergency online pedagogies in higher education during the COVID-19 pandemic: A case study from the University of Namibia. Journal of Learning for Development, 8(3), 516-531.
20. Kim, S., Raza, M., & Seidman, E. (2019). Improving 21st-century teaching skills: The key to effective 21st-century learners. Research in Comparative and International Education, 14(1), 99-117. https://doi.org/10.1177/1745499919829214.
21. Lwoga, E. (2012). Making learning and Web 2.0 technologies work for higher learning institutions in Africa. Campus-Wide Information Systems, 29(2), 90-107. https://doi.org/10.1108/10650741211212359.
22. Magadza, M. (2010, May 9). Teacher colleges merge with universities. The University World News: Africa Edition. Available at https://www.universityworldnews.com/post.php?story=20100507211902877 [accessed 12 May 2023].
23. Matengu, K., Likando, G., & Kangumu, B. (2014). Governance and coordination of the higher education system in Namibia: Challenges and prospects. FIRE: Forum for International Research in Education, 1(2), 83-97.
24. Mathew, I. R., & Iloanya, J. E. (2016). Open and distance learning: Benefits and challenges of technology usage for online teaching and learning in Africa. Proceedings of the Pan-Commonwealth Forum 8 (PCF8).
25. Mathrani, A., Sarvish, T., & Umer, R. (2022). Digital divide framework: Online teaching in developing countries during COVID-19 lockdown. Globalization, Societies and Education, 20(5), 625-640.
26. Mbongo, E. N., Hako, A. N., & Munangatire, T. (2021). Benefits and challenges of online teaching during COVID-19 pandemic at Rundu Campus of the University of Namibia. European Journal of Educational Sciences, 8(4), 53-64.
27. Mulenga, E. M., & Marbán, J. M. (2020). Is COVID-19 the gateway for digital learning in mathematics education? Contemporary Educational Technology, 12(2), ep269. https://doi.org/10.30935/cedtech/7949.
28. Munna, A. S., & Shaikh, M. S. I. (2020). Working from home vs learning from home: A critical investigation and analysis during the COVID-19. Asian Journal of Education and Social Studies, 12(3), 23-29.
29. Ministry of Education, Arts and Culture – Namibia (MoEAC). (2020). Circular: Form ED 3/2020 Guidelines for Education Staff to Ensure Continued Learning and Preparedness of School for the Resumption of Face-to-Face Tuition Post Covid-19 National Lock-down. Windhoek: MoEAC.
30. Nuuyoma, V., Mhlope, N. J., & Chihururu, L. (2020). The use of WhatsApp as an educational communication tool in higher education: Experiences of nursing students in Kavango East. Namibia International Journal of Higher Education, 9(5), 105-114.
31. Ratten, V. (2023). The post COVID-19 pandemic era: Changes in teaching and learning methods for management educators. The International Journal of Management Education, 21(2), 100777. https://doi.org/10.1016/j.ijme.2023.100777.
32. Sergis, S., & Sampson, D. G. (2017), Teaching and learning analytics to support teacher inquiry: A systematic literature review. In Peña-Ayala, A. (ed.). Learning Analytics: Fundaments, Applications, and Trends: A View of the Current State of the Art to Enhance e-Learning. New York, NY: Springer International, 25-63.
33. Sithole, A., Mupinga, D. M., Kibirige, J. S., Manyanga, F., & Bucklein, B. K. (2019). Expectations, challenges and suggestions for faculty teaching online courses in higher education. International Journal of Online Pedagogy and Course Design, 9(1), 62-77. https://doi.org/10.4018/IJOPCD.2019010105.
34. Strielkowski, W. (2022). New trends in international education: Impact of COVID-19 and digitalization on higher education and student mobility. In Akgün, B. & Alpaydın, Y. (eds). Education Policies in the 21st Century. Singapore: Palgrave Macmillan, 191-215. https://doi.org/10.1007/978-981-19-1604-5_8.
35. Sulaiman, J., & Ismail, S. N. (2020). Teacher competence and 21st century skills in Transformation Schools 2025 (TS25). Universal Journal of Educational Research, 8(8), 3536-3544. https://doi.org/10.13189/ujer.2020.080829.
36. Tuffour, A. D., Cobbinah, S. E., Benjamin, B., & Otibua, F. (2021). Impact of COVID-19 pandemic on education sector in Ghana: Learner challenges and mitigations. Research Journal in Comparative Education, 2(1). Available at https://royalliteglobal.com/rjce/article/view/625 [accessed 10 May 2023].
37. University of Namibia (UNAM). (2020). Curriculum Transformation Framework: Towards Increased Access with Success. Windhoek: UNAM
38. UNESCO. (2021). Education: From Disruption to Recovery. Available at https://en.unesco.org/covid19/educationresponse [accessed 04 June 2023].
39. United Nations. (2020). Namibia Declares a State of Emergency Due to COVID-19. Available at https://namibia.un.org/en/38970-namibia-declares-state-emergency-due-covid-19 [accessed 24 May 2023].
40. World Health Organization (WHO). (2020). Coronavirus Disease (COVID-19) Pandemic. Available at https://www.who.int/emergrncies/diseases/novel-coronavirus-2019 [accessed 15 May 2023].
41. Yasuv, A., Akbana, Y. M., & Hiniz, G. (2020). 21st century skills after COVID-19: Case of Çanakkale Onsekiz Mart University, School of Foreign Languages. Paper presented at the EDUCON 2020 Empower Teaching Conference.
42. Yu, W. K., Sun, Y. C., & Chang, Y. J. (2010). When technology speaks language: An evaluation of course management systems used in a language learning context. ReCALL, 22(3), 332-355.
Published
2023-10-22
How to Cite
Anyolo, E. O., Hako, A. N., & Iipinge, S. M. (2023). Equity, Dignity, and Justice in Higher Education PostCOVID-19: The Case of a Public University in Namibia. European Scientific Journal, ESJ, 22, 498. Retrieved from https://eujournal.org/index.php/esj/article/view/17316
Section
ESI Preprints
Copyright (c) 2023 Eveline O. Anyolo, Anna N. Hako, Sakaria M. Iipinge
This work is licensed under a Creative Commons Attribution 4.0 International License.
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