This study focused on investigating the effectiveness of in-service training programmes provided to lecturers at the College of the Arts. The objective of the study was to investigate the effectiveness of the inservice training programmes at the College of the Arts for the upgrading of teaching skills and specialist subject knowledge of academic staff members. The study adopted a mixed research approach, and made used of a multiple case study design to collect data through interviews as well as conducting lesson observations. According to Cresswell (2003) a mixed research approach offers more comprehensive evidence for studying a research problem. It encourages the use of multiple views rather than views associated with a quantitative or qualitative research only. The study also employed a descriptive design, and used close ended questions to gather data through questionnaires. Content analysis method was used to analyse the qualitative data. Quantitative data were processed using the Statistical Package for the Social Sciences (SPSS) IBM version 21 software package and descriptive statistics were used to interpret the participants’ responses. The methodological triangulation of data was accomplished through the use of data obtained through the interviews, observations and questionnaires. The outcome of the research depicted that lecturers at the College of the Arts are qualified artists but are not professionally trained teachers and would therefore find it difficult to effectively transfer knowledge to the students. The study also concluded that the majority of in-service training courses provided by the College of the Arts for the lecturers are not related to the upgrading of teaching and methodological skills of lecturers. The study recommended that the College of the Arts should set up a training and performance evaluation committee consisting of management members, representatives of the College of the Arts’ lecturers, a Chief of Arts Educational Officer, and the President of the Student Representative Council of the College of the Arts. This committee should be required to review the current training and performance evaluation policies of the College of the Arts and align these policies with the College of the Arts objectives. It is further recommended that lecturers should ensure that their teaching is guided by clearly written lesson plans that encourage the development of critical thinking, problem solving and performance skills.

The purpose of this evaluation study was to determine the extent to which the teacher educators in the Faculty of Education at the University of Namibia implemented the national Information and Communication Technology (ICT) Policy for Education. This study employed both the quantitative method in the form of questionnaires and the qualitative method in the form of interviews and classroom observations. From the 100 participants surveyed, there were 73 respondents indicating a 73 per cent response rate to the questionnaire. The data were analysed by using the Likert Scale, Pearson-Product Moment Correlation Coefficient, Eigenvalue: Factor Analysis and Eigenvalue: Cluster. A purposive sampling was then conducted on the teacher educators at University of Namibia campus who were tasked to teach with ICTs. These teacher educators were interviewed and classroom observations were conducted. The findings of the study indicated that the participants had a good understanding of the national

The main purpose of this study was to identify the challenges distance education students experience during their education degree studies. The specific objectives studied included the following: to investigate the technical and technology limitations, limited interactivity between lecturers and students and among distance education students, and lack of support from administrative staff. The research design employed in this study was the survey research design. The distance education students were asked to complete an online survey to determine their experiences doing their studies on a distance mode. The target population for this study included all distance education students (1675) who are enrolled at the Centre for Open, Distance and eLearning (CODEL) at the University of Namibia in 2020. The questionnaire instrument was administered via google form, 354 responses were received in spreadsheet formats, and chats generated from the responses, the Statistical Package of the Social Sciences (SPSS) file, the descriptive and reliability statistics for all the variables. Based on the findings of this study, this study concludes that the University of Namibia needs to improve slow internet speeds, limited internet access, lecturer student interaction, collaboration between distance education students, lack of computers, among others. Some of the recommendations made by this study include: increased funding in ICT infrastructure for distance education students, better training for lecturers on how to deliver pedagogy and the CODeL administrative staff to better support distance education students.