The notion of entrepreneurship education is critical in the context of Namibia’s endeavours to become a knowledge economy by 2030. This study highlights the profile of entrepreneurship educators, identifies the teaching methods used in teaching entrepreneurship and explores whether the teaching methods differ based on the target audience. Data were collected using a survey with open-ended questions sent to educators. This was followed up with scheduled interviews. The study finds that entrepreneurship educators are variously referred to as teachers, lecturers, trainers, facilitators and tutors, depending on the target audience and the organisation they work for. The results further reveal that educators use different teaching and training methods, which are accompanied by various tools that aid teaching and that vary depending on the target audience. As highlighted by the study, the entrepreneurship curriculum should be developed bearing in mind the diversity of target audiences.
The new wave in the higher education space, which includes mass access to higher education, changes in the diverse needs of the student body, economic challenges faced by many countries, societal and general stakeholder expectations, relationships with external stakeholders, and new funding mechanisms has necessitated new forms of accountability in the sector. These factors have a profound influence on the handling of quality assurance arrangements at both national and institutional levels. This chapter seeks to critically analyze the current state of quality management practices in higher education in Namibia at both national and institutional levels. The chapter identifies achievements that have been recorded so far, as well as challenges and areas for further development.
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