Joseph Ruzendo
In the realm of Namibian higher education, the recent interview with Josy Nghipandua, the Students Recruitment and Operations Officer at the University of Namibia (UNAM), sheds light on the contrasting admission policies among the country’s universities.
Notably, while the Namibia University of Science and Technology (NUST) and the International University of Management (IUM) welcome Grade 11 learners, UNAM adheres strictly to Grade 12 completion.
The central argument arises from the assumption that the highest academic performance, often quantified by points, guarantees the quality of education. However, this assertion is challenged by the inherent differences in admission approaches. The prevailing narrative suggests that a learner achieving top performance in Grade 11 might face barriers at UNAM, but find acceptance at NUST or IUM.
It is crucial to acknowledge that the interview underscores UNAM’s commitment to maintaining certain standards, emphasising not only academic achievements, but also the significance of National Qualifications Framework (NQF) levels, and a requisite level of maturity for tertiary education. UNAM’s approach reflects a belief in a comprehensive evaluation process that extends beyond numeric achievements, considering the broader educational landscape.
A noteworthy aspect of the interview is Nghipandua’s suggestion for learners to take at least two AS subjects, combined with three ordinary-level subjects, emphasising the importance of a well-rounded academic foundation. This approach contrasts with the admission policies of NUST and IUM, signalling a diversity in educational philosophies.
The discourse prompts us to question the correlation between the points achieved in Grade 12, and the actual quality of education delivered at these institutions. Can a teacher graduating from IUM with 25 points outshine their counterpart from UNAM?
This opens a dialogue about the interplay between the quantity of academic achievements, and the qualitative aspects of teaching and learning.
Quality and quantity, as observed, are not synonymous. The assumption that a higher number of points ensures superior education overlooks the intricacies of teaching methodologies, faculty expertise, and institutional culture. The interview encourages us to move beyond a narrow focus on academic metrics, and consider the holistic educational experience provided by each university.
In conclusion, Namibia’s educational landscape is characterised by diverse admission policies amongst its universities. The UNAM interview prompts us to re-evaluate the conventional belief that higher points equate to a superior education.
As the debate continues, it is imperative to recognise the unique strengths and philosophies of each institution, fostering a nuanced understanding of the complex relationship between quality and quantity in Namibian higher education.
*Joseph Ruzendo is a freelance writer, and the views expressed herein are his personal thoughts. He can be reached at: rjvanott97@gmail.com