A Social Realist Panorama on Quality Assurance: A Case of the
University of Namibia
Alina Uusiku1, Kelvin Mubiana Katukula1,3, Lukas Matati Josua2
(1. Centre for Research Services, University of Namibia, Windhoek, Namibia;
2. Department of Higher Education and Lifelong Learning, University of Namibia, Oshakati, Namibia;
3. Department of Curriculum Studies, Faculty of Education, Stellenbosch University, Stellenbosch, South Africa)
Abstract: Quality is an aspect that can be defined differently depending on the scenario it is being used. It measures the level of satisfaction at which the service is being delivered to and from any working organisation, including in institutions of higher learning. The article highlights the components and angles of quality higher education as per the Harvey & Green analysis. The different levels and understanding of quality, such as exceptional, perfection or consistency, fitness for purpose, value for money, and transformation, are closely related to the teaching and learning in disciplines of the field of science at UNAM. It also fully interrogates the Margret Archer Social Realism Theory components of structure, culture and human agencies at the national and institutional level (UNAM). While in Namibia, the delivery of quality higher education is determined by the national quality assurance agencies, the process to ensure its implementation success in institutions starts and entirely depends on the institutions of higher learning. In the case of UNAM, an internal quality assurance unit, centre, and policies are established to facilitate the quality assurance processes of institutional and external agencies.
Key words: quality assurance, University of Namibia, teaching and learning, culture, structure, agency
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