Finding our way to more Student-Centered Teaching in Namibia

The case of the postgraduate certificate in higher education

Authored by: Katherine Carter , Judy Aulette

The Routledge International Handbook of Student-Centered Learning and Teaching in Higher Education

Print publication date:  July  2020
Online publication date:  July  2020

Print ISBN: 9780367200527
eBook ISBN: 9780429259371
Adobe ISBN:

10.4324/9780429259371-33

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Abstract

Because student-centered instruction (SCI) is a key piece of Postgraduate Certificates in Higher Education (PGCHE), universities across the globe are using this tool to ensure excellence in teaching and learning. In southern Africa, the continuous professional development of university lecturers plays an important role in addressing the barriers to implementing more SCI. This chapter begins by reviewing the goals of a PGCHE program and its efficacy in Namibia. Qualitative data were obtained from lecturers who graduated from a PGCHE program. Although SCI is recognized and highly valued in Namibia, teaching for the most part remains lecture based. The challenge for educators is to determine how best to move away from these practices to a student-centered approach. We explore the successes and failures lecturers describe in their attempts to implement student-centered instruction. The research reviews specific student-centered practices being used by the PGCHE graduates and considers which challenges are most salient to their implementation as well as how barriers might be overcome. We conclude by reflecting on the lessons learned in Namibia by comparing them to other educator’s experiences reported in the literature and suggest how the PGCHE program might best be implemented and revised to achieve our student-centered goals.

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