5Year Strategic Plan - University of Namibia

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ii

TABLE OF CONTENTS
PAGE
FOREWORD..................................................................................................................................................................................... v
ABBREVIATIONS .......................................................................................................................................................................... vi
EXECUTIVE SUMMARY ............................................................................................................................................................... 1
1. Challenges ......................................................................................................................................................................... 1
2. Mission .............................................................................................................................................................................. 2
3. Our Vision ......................................................................................................................................................................... 2
4. Core Values........................................................................................................................................................................ 2
5. Goals ................................................................................................................................................................................. 3
6. Strategic Objectives ........................................................................................................................................................... 3
7. Implementation .................................................................................................................................................................. 3
1.0. BACKGROUND .............................................................................................................................................................. 4
I.1. Historical Background of the University of Namibia ....................................................................................................... 4
1.2. Changes at UNAM during the Second Five Year Strategic Plan ...................................................................................... 4
1.3. Policy Context: Namibia’s Vision 2030 and ETSIP .......................................................................................................... 7
1.4. Implementation of the Strategic Objectives of the Second Five Year Strategic Plan (2001-2005) .................................. 9
2.0. CHALLENGES ............................................................................................................................................................. 22
2.1. Global Challenges ........................................................................................................................................................... 22
2.2. Public Sector Reform Challenges ................................................................................................................................... 23
2.3. Quality and Relevance Challenges .................................................................................................................................. 24
2.4. Enrolment and Capacity Challenges ............................................................................................................................... 24
2.5. Access and Equity Challenges ........................................................................................................................................ 25
2.6. Research Related Challenges .......................................................................................................................................... 25
2.7. Consultancy Services Challenges .................................................................................................................................... 26
2.8. Community Service Challenges ...................................................................................................................................... 26
2.9. Financial Challenges ....................................................................................................................................................... 27
2.10. Human Resources Development Challenges .................................................................................................................. 27
iii

3.0. THE STRATEGIC PLAN (2006-2010) ....................................................................................................................... 29
3.1. Introduction ..................................................................................................................................................................... 29
3.2. SWOT Analysis ............................................................................................................................................................... 29
3.3. Mission, Vision, Core Values and Goals ......................................................................................................................... 31
3.4. Goals and Strategic Objectives ....................................................................................................................................... 34
GOAL 1: To improve teaching, research and community service through consultancy, advisory
service and extension support. ....................................................................................................................................... 34
SO-1: IMPROVING THE TEACHING AND LEARNING ENVIRONMENT ............................................................ 34
SO-2: STRENGTHENING RESEARCH AND CONSULTANCY ................................................................................ 35
SO-3: INCREASING RELEVANCE OF UNAM PROGRAMMES.............................................................................. 36
SO-4: RAISING LEVELS OF ACCESS AND EQUITY ............................................................................................... 36
GOAL 2: To diversify sources of funding for our programmes and activities and improving infrastructure ................ 37
SO-5: DIVERSIFICATION OF SOURCES OF FUNDING .......................................................................................... 37
SO-6: EXPANDING PHYSICAL INFRASTRUCTURE ............................................................................................... 38
GOAL 3: To strengthen governance, management and welfare ..................................................................................... 39
SO-7: CONSOLIDATING STRATEGIC LEADERSHIP AND CORPORATE GOVERNANCE ................................ 39
SO-8: STRENGTHENING HUMAN RESOURCES DEVELOPMENT AND MANAGEMENT ............................... 40
SO-9: NETWORKING AND LINKING WITH STRATEGIC INSTITUTIONS .......................................................... 41
SO-10: ADDRESSING STUDENT AND STAFF WELFARE ...................................................................................... 42
4.0. STRATEGIC OBJECTIVES, INTERVENTIONS AND
EXPECTED OUTCOMES MATRIX .......................................................................................................43
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FOREWORD
This is the Third Five-Year Strategic Plan (2006-2010) of the University of Namibia (UNAM). The
First Five-Year Development Plan (1995-1999) was aimed at preparing UNAM to define and chart out
her developmental path, thrust, and direction at the dawn of the 21 st Century. The Second Five-Year
Strategic Plan (2001-2005) was launched with the understanding that UNAM as national university
represents the greatest hopes of a bigger section of the Namibian people. This plan is the collective
vision of the leaders and staff of the University of Namibia. It responds to the increasing demand
for high quality higher education services in the country and the Southern African sub-region. It
seeks to position the University strategically to shoulder the responsibilities vested upon it by its
establishing instruments, the rising expectations of its stakeholders and the increasing challenges
posed by globalization, cross-border provision of higher education services and the knowledge and
information driven society.
This plan is a product of intensive and thorough consultations within the various academic and
administrative departments, centres and other institutions of the University. It has benefited immensely
from the invaluable, committed and informed contributions of various members of the University
community. Needless to say that without the stewardship, vision, commitment and dedication of
the top leaders of the University, the completion of the Plan in its current form would have been
impossible. On behalf of the entire University community, I would like to thank all who took part in the
preparation of the plan and to extend a special word of appreciation to the two Pro-Vice Chancellors
Prof. Osmund Mwandemele and Mr. Zach Kazapua for their guidance through the process, Dr. M.
Louise Mostert and Prof. P. John Isaak for their leading role in the first draft and Prof. Paschal Mihyo
for his invaluable contribution to the final draft. I also thank the Deans of Faculties, Directors of
Centres and Heads of Departments for their support in this very important process.
Professor Lazarus Hangula
Vice Chancellor
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ABBREVIATIONS
ACBF
ADEA
BETD
EMBA
ETSIP
EU
GATS
GEF
GRN
HIV/AIDS
IAEA
ICT
IGCSE
IT
JICA
MBESC
MHETEC
MPPA
MRCC
NDP
NEPAD
NGO’s
NIED
NQA
NUFFIC
PVC
SADC
SANBIO
SANTED
SAREC
SARUA
SIDA
UCCB
UNAM
UNDP
UNU-INRA
USA
VC
WHO
WGHE
WTO
ZERI
African Capacity Building Foundation
Association of Development of Education in Africa
Basic Education Teacher’s Diploma
Executive Masters in Business Administration
Education and Training Sector Improvement Programme
European Union
General Agreement Trade in Services
Global Environment Facility
Government of the Republic of Namibia
Human Immuno-deficiency Syndrome /Acquired Immunity Deficiency
Syndrome
International Atomic Energy Agency
Information and Communication Technology
International General Certificate of Secondary Education
Information Technology
Japanese International Cooperation Agency
Ministry of Basic Education, Sports and Culture
Ministry of Education, Training and Employment Creation
Masters of Public Policy and Administration
Multidisciplinary Research and Consultancy Centre
National Development Plan
New Economic Partnership for Africa
Non-Governmental Organisations
National Institute of Educational Development
National Qualifications Authority
The Netherlands University Foundation for International Cooperation
Pro-Vice Chancellor
Southern African Development Community
Southern African Network for Biosciences
South Africa – Norway Tertiary Education
Swedish Agency for Research in Education
Southern African Regional Universities Association
Swedish International Development Agency
University Central Consultancy Bureau
University of Namibia
United Nations Development Programme
United Nations University – Institute of Natural Resources in Africa
United States of America
Vice Chancellor
World Health Organization
Working Group on Higher Education
World Trade Organization
Zero Emission Research Initiative
vi

EXECUTIVE SUMMARY
Background
UNAM was established by Act of Parliament as the first national university in August 1992. This is
its third Five Year Strategic Plan. The previous strategic plan covering 2001- 2005 had seven strategic
objectives all of which were successfully implemented. During that period UNAM experienced
leadership changes at the top and policy changes at national level. The latter are aimed at repositioning
higher education institutions to play a pivotal role in the creation of knowledge and preparation
of human resources that will be able to carry the country through its transition from a developing
country to a fully-fledged industrial nation by the year 2030 under the national long term development
plan known as Vision 2030.
1. Challenges
As UNAM prepares to deliver on this historical mission it faces the following challenges it needs to
address:
Globalization characterized by liberalization, massification of education, cross-border
provision of education services and rapidly changing role of ICT as the prime mover of
knowledge creation, dissemination and utilization.
National and global managerial reforms that put more emphasis on market mechanisms and
value for money.
Quality and relevance as tools of competition, efficiency and accountability.
Rising demand for higher education services with restricted facilities and resources.
The need to balance market mechanisms with the need to redress historical inequities and
imbalances.
The need to strengthen research capacity as a means of enhancing quality and relevance.
Changing modalities of financing higher education.
A highly competitive labour market and the need to train, retain, motivate and localize
staff.
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2. Mission
Our mission is to provide quality services in higher education through teaching, research and advisory
services with the view to produce independent minded, society conscious and innovative professionals
that can identify, manage and solve problems facing Namibian society.
3. Our Vision
Our vision is to become and remain an outstanding teaching and research university that is capable of
addressing challenges facing our society.
4. Core Values
We are committed to:
Fundamental human rights under the Namibian Constitution.
Academic excellence.
Preservation of valuable history of UNAM and Namibia.
Redress of past injustices and unfair discrimination.
Social transformation, empowerment and participative governance.
Community welfare through education, services and development.
Promotion of mission, vision and standing of UNAM.
Truth, fairness, consistency and integrity in all relationships.
Compassion, generosity and concern for the aspirations of others especially the less privileged
in society.
Respect for and tolerance of diversity.
Respect for individual privacy, dignity and the right to personal choice.
Intellectual honesty, openness to alternative ideas and respect for other views, beliefs and ideas.
High standards, personal fulfilment and the pursuit of excellence.
Protection and responsible use of university assets and resources.
Concern for personal safety, health and welfare all members of the university community.
Protection and conservation of environment and natural resources.
Preservation of high standards of ethics in the discharge of the University’s mandate.
Promotion and protection of academic freedom.
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5. Goals
The main goals of this Strategic Plan are the:
Improvement of core functions of UNAM.
Diversification of sources of funding.
Strengthening of governance, management and student welfare.
6. Strategic Objectives
To achieve our goals we have set ourselves the following ten strategic objectives.
SO-1: Improving the Teaching and Learning Environment
SO-2: Strengthening Research and Consultancy
SO-3: Increasing Relevance of Programmes
SO-4: Raising Levels of Access and Equity
SO-5: Revitalizing Human Resources Development and Management
SO-6: Widening Sources of Funding
SO-7: Expanding Physical Infrastructure
SO-8: Consolidating Strategic Leadership and Corporate Governance
SO-9: Networking
SO-10: Addressing Staff and Student Welfare
7. Implementation
The implementation of the above strategic objectives will be under the supervision of the Vice
Chancellor and overseen by the University Council. The expected outcomes and indicators of
success are contained in the Matrix of Goals, Strategic Objectives and Expected Outcomes on
pages 43 - 49.
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1.0. BACKGROUND
I.1. Historical Background of the University of Namibia
UNAM was established by an Act of Parliament on 31 August 1992 as recommended by the Commission
on Higher Education. Under this Act, UNAM has the following objectives and functions:
To provide higher education and undertake research;
To advance and disseminate knowledge;
To provide extension services;
To encourage the growth and nurturing of cultural expression within the context of Namibian
society;
To contribute to the social and economic development of Namibia and
To foster relationships with any person or institution, both nationally and internationally.
In accordance with the UNAM Institutional Audit Report of 2004, National Development Plan (NDP
1 and 2), Vision 2030, ETSIP, and indeed UNAM’s motto, “Education, Service, Development”,
the University’s programmes are designed to meet national human resource requirements through
teaching, research, and community services. Through its highly competent and dedicated staff, the
University has been serving the Namibian nation in various ways, and is contributing significantly to
national reconstruction and development.
In terms of governance the Council of the University is responsible for the governance of the institution, and
also serves as its executive authority. The organisation and superintendence of instruction, examinations,
classes, curricula and research is vested in the Senate of the University. Administration at UNAM is
patterned on the Commonwealth model. The Chancellor serves as the titular head of the University,
while the Vice Chancellor is responsible for the day-to-day management. The Vice Chancellor is assisted
in these tasks by two Pro-Vice Chancellors, one responsible for Academic Affairs and Research and
another one responsible for Administration and Finance; and a Management Advisory Committee.
1.2. Changes at UNAM during the Second Five Year Strategic Plan
The Second Five Year Strategic Plan was implemented in the context of several fundamental changes
at internal and external levels. At the external policy level, Vision 2030 was finalized and launched
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spelling out the role tertiary institutions are expected to play in the transition of Namibia from a
developing country to a fully fledged industrialized nation. Then in the year 2006 the Government of
the Republic of Namibia issued a policy on Education and Training Sector Improvement Programme
(ETSIP) directing tertiary institutions to undertake certain changes and innovations in order to support
Vision 2030. These two policies require UNAM and other tertiary institutions to step back and take
stock of the new challenges they face in their struggle to become more relevant to a fast changing
national and global situation.
Internally, UNAM experienced administrative and institutional changes. In 2003, the Founding
Vice Chancellor, Professor Peter H. Katjavivi, was appointed as the Namibian Ambassador to the
Kingdom of Belgium and the European Union after leading UNAM for 11 years. Professor Lazarus
Hangula took over as Vice Chancellor. Also during the same year, the position of the Pro-Vice
Chancellor: Administration and Finance, which was left vacant following the departure of Mr. Robert
Kirby-Harris, was filled by Mr. Zach Kazapua, who previously was the University Registrar. This
required reorganisation of staff within the Office of the Registrar. During the year 2006, the Pro-Vice
Chancellor for Academic Affairs and Research, Prof. Geoffrey Kiangi left the University and Prof.
Osmund Mwandemele was appointed to replace him with effect from 1 st January 2007.
Major changes also occurred in the University Council, where the term of service of both the
presidential appointees and the alumni members of Council came to an end thereby necessitating
appointment of new members. More than half of the members of Council were new appointees. As
a result, a new Chairperson of Council, Dr. F. Amaambo, and the Deputy Chairperson of Council,
Dr. N. Angolo, were selected to start serving in the year 2004. The new leadership has taken the
responsibility to translate the Mission of the University into tangible action plans that will realise the
University Vision by building on the solid foundation that was set by the Founding Vice Chancellor,
Professor Peter H. Katjavivi, and the previous leadership that has left.
Institutionally the University experienced growth in the areas of teaching and research through the
launch of two new graduate programmes targeting people in the private and public service who
want to learn as they earn. These include the Executive Masters of Business Administration (EMBA)
offered jointly with the Maastricht School of Management and the Masters in Public Policy and
5

Administration (MPPA) offered jointly with the Institute of Social Studies in The Hague. In addition
in 2005 the University of Namibia launched a Regional Trade Policy Course for Government officials
from English Speaking African countries. The course was jointly offered by the Faculty of Economics
and Management Science, the Faculty of Law and the WTO Institute for Training and Technical Cooperation.
Furthermore, the University made major strides in the development of the Henties Bay Marine and
Coastal Resources Research Centre, after the appointment of the Director and a Project Manager in
2003 and 2004 respectively. The Centre attracted a lot of international interest and was visited by
various dignitaries. Research activities and community support efforts continued to expand. The
Centre also generated money from a number of donors including GEF/UNDP funding. The muchneeded
new laboratories as well as additional offices were completed and officially inaugurated at
a ceremony on 20 th October 2005 by President Hifikepunye Pohamba. At the same ceremony the
Centre was renamed “Sam Nujoma Marine and Coastal Resources Research Centre” in recognition
of the great role played by the Founding President Dr. Sam Nujoma in the establishment of the
Centre. It is the intention of the University to relocate the Fisheries and Aquatic Sciences Programme
to this Centre. In 2005 the Centre became part of the United Nations University Institute of Natural
Resources in Africa (UNU-INRA).
In addition the University commenced with the construction of offices for UNAM’s Rundu Regional
Outreach Centre. A major investment was made, to integrate all the Regional Outreach Centres to
the University Computer Network. Because of this, it is now possible to provide online courses to
all UNAM Outreach Centres, and to share corporate data within one network. It also successfully
completed major infrastructural developments at Ogongo and the UNAM Northern Campuses. New
classroom facilities were completed at the Northern Campus, which now provide adequate space
for effective teaching and will enable more students to join the University’s academic programmes.
At Ogongo the University was able to open a new science complex. This complex will enable the
University to further extend its services to communities in various parts of the country. Modern
hostel facilities were made available to students while a modern library and the upgrading of sport
facilities were expected to be completed by early 2006. While the 2001-2005 phase could aptly be
described as the development and expansion phase, the next phase should be that of consolidation,
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quality assurance, and developing excellence in specified areas where Namibia has inherent capacity
and competitive advantages.
1.3. Policy Context: Namibia’s Vision 2030 and ETSIP
The Long-Term Development Plan for Namibia is contained in Vision 2030 whose aim is to transform
Namibia into a healthy and food-secure nation, in which all preventable, infectious and parasitic
diseases (including HIV/AIDS) are under control; people enjoy high standards of living, a good
quality of life and have access to quality education, health and other vital services. All of these
aspirations translate into a long life expectancy and sustainable population growth. It aims at the
Namibian society in which all the people live in an atmosphere of interpersonal harmony, peace and
political stability; are well developed, prosperous, healthy and confident. It seeks to build a sovereign
Namibian nation that is developed, recognized and respected within the international community of
nations. Furthermore, Vision 2030 aims to achieve a fully integrated, unified and flexible education
and training system that prepares Namibian youth and other learners to take advantage of a rapidly
changing environment and contributes to the economic, moral, cultural and social development of the
citizens throughout their lives.
In the recent efforts by the Government of the Republic of Namibian (GRN) to re-organize the education
sector in order to prepare it for the implementation of Vision 2030, increase its relevance and adopt
a science and technology approach to development, the GRN came out with a comprehensive policy
known as the Education and Training Sector Improvement Programme(ETSIP) in which it directs
all tertiary education institutions to look for ways of developing teaching, learning and research
infrastructure that will put the Vision 2030 goals at the frontline of development efforts. In the ETSIP,
UNAM has been challenged on two fronts. First it is required to undertake reform in the offering of
courses on teacher education. In this vein it is required to do among other things, the following:
Review teacher education curricula with a view to incorporating skills and competencies that
meet the national standards for teaching professionals;
Mainstream ICT in teacher education in line with the National ICT Education Policy;
Integrate ICT, computers and entrepreneurship and HIV in teacher training.
The second challenge is to develop graduate study programmes that will enhance capacity for
7

knowledge creation in line with the objectives and goals of Vision 2030. In this area UNAM has been
called upon together with other tertiary education institutions to work for increased supply of highly
qualified experts in areas identified as critical to national development in Vision 2030 i.e. agriculture,
fisheries, information technology, science, engineering, geology, medical science, accountancy and
business management. On the shortcomings of current research by tertiary education institutions the
ETSIP document notes the following:
Limited number of scientific and refereed publications in local and international journals;
Low number of patent applications and registration by tertiary institutions;
Limited use of personal computers and internet in research and learning activities;
Absence of research mentorship programmes and lack of demand orientation in research
programmes of tertiary education institutions;
Weak links between teaching and research programmes; etc.
In partnership with all the tertiary institutions and the Ministry of Education, the University of
Namibia (UNAM) must meet the present and future needs of the state for a highly skilled, adoptable
and innovative work force.
In addition to these two policies, the GRN has passed three more Acts that will impact on tertiary
education institutions in terms of increased competition on the one hand as more service providers
including private ones will enter the higher education services market and mechanisms for regular
quality assessment by government institutions on the other. The latter will require increased efforts for
quality assurance by UNAM and more accountability for public resources invested in its activities. The
three Acts are the Research, Science and Technology Act, that seeks to stimulate scientific research and
link it to development, the Teachers’ Education Colleges Act, that brings teachers’ education colleges
at the same professional level as UNAM and the Higher Education Act establishing the National
Council for Higher Education and among other things introducing new modalities of accreditation
and requirements for regular re-accreditation.. These Acts in their totality require UNAM and all
tertiary education institutions to reposition themselves for new roles in preparing Namibia for further
advances into the knowledge society.
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1.4. Implementation of the Strategic Objectives of the Second Five Year
Strategic Plan (2001-2005)
In accordance with its motto “Education, Service, Development” the University of Namibia’s education
and training as well as research and development programmes have been designed to meet national
human resource requirements through quality teaching, research, consultancy and community service.
Through its competent and dedicated staff and quality infrastructure, the University has been serving
the nation in various ways and has continued to contribute significantly to national reconstruction and
development since its inception in 1992. The University has continued to emphasise its key objectives
of enabling students to reach their optimum levels of academic performance and improvement with
respect to independent thinking and practical learning, communication skills, knowledge networking
for problem solving and trans-disciplinary approaches, research capabilities and publication and
writing skills, etc.
The Second Five Year Strategic Plan (2001-2005) had seven strategic objectives and the seventeen
secondary objectives. Below is an implementation review of each of the key strategic objectives in
light of the annual reports.
Strategic Objective 1: Access and Outreach
This strategic objective had three major components: increasing access through enrolment, widening
access to formerly disadvantaged groups and making higher education services available through
alternative methods including e-learning. During the period of the plan enrolment shot up from 5,823
in 2001 to 8,813 to 2005 with significant increase in female enrolment in the majority of faculties.
While the number of male students remained higher than that of females in the Faculty of Agriculture
and Natural Resources and the Faculty of Science, in both the Faculty of Education and the Faculty
both Humanities and Social Science the number of female students remained consistently higher than
those of their male counterparts while in the Faculty of Economics and Management Sciences, male
dominance was prevalent between 2001 and 2003 but the balance tipped in favour of females between
2003 and 2005. In terms of physically challenged groups, the University admitted 4 challenged
students between 2000 and 2004. In terms of formally disadvantaged communities, the University
admitted 3 Khoi / San students within the same period.
9

In terms of output, the number of graduating students increased generally by 29% in 2001 compared
to the output in 2000. By 2005 the number of graduating students had increased by 98.84% across
the board compared to the figures for 2001. It is noteworthy that the numbers increased by 225% in
the Faculty of Agriculture and Natural Resources and by 162.07% in the Faculty of Science. This
increase has put tremendous pressure on the limited teaching laboratories and research facilities. The
number of teachers graduating from UNAM with diplomas and capable of teaching mathematics and
sciences at the IGCSE level also increased substantially. In addition, the number of graduate students
with Master’s and Doctoral degrees rose from 18 in 2002 to 32 in 2005. These trends put UNAM on
the right track for the implementation of Vision 2030. Performance on graduate studies was less than
optimal due to limited facilities such as laboratories and equipment for science based programmes and
staff hesitation take a large number of graduate students in non-science disciplines. Across faculties
the limited number of books and journals in the library and limited access to electronic journals by
staff, also contribute to hesitation by faculties to admit more graduate students.
In its concerted efforts to further increase access to its science programmes, the University launched
the UNAM Foundation Programme in 2005 with the objective of offering remedial and up-grading
courses to under-qualified Namibians wanting to enter the University to pursue science courses.
In 2005 and 2006 the University of Namibia Foundation offered 110 scholarships for students of
the Faculty of Science. Two other programmes were also developed. They include a Pre-Medical
Programme that was developed jointly by the Faculty of Science, the Ministry of Health and Social
Services and Universities with Medical Schools in the SADC region, to prepare students who would
later be admitted for medicine, pharmacy and other related disciplines, and the Pre-Engineering
Programme with similar objectives, developed jointly with other engineering faculties in the SADC
region.
In order to increase access to higher education services through alternative methods and mechanisms,
the University continued to offer distance teaching and learning courses through the Centre for
External Studies. Although enrolment for these courses increased between 2001 and 2003, it declined
beginning 2004. This is due to stiff competition with new local and well established international
e-learning service providers and the limited menu of courses offered by UNAM. However, it is
noteworthy that the number of female students enrolled for these courses was twice that of males.
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In the areas of outreach the University operated nine Regional Outreach Centres across the country,
and four campuses in Neudamm, Ogongo, Oshakati, and Henties Bay, in addition to the main Campus
in Windhoek. The Oshakati Campus developed through a close interaction with the community. As
a result, there has been a number of community development programmes on the Campus. Given the
needs of the community, however, there is need to re-orient the programmes to be more academic.
For this reason, the University appointed a Dean of Studies for the Campus, in order to assist in
overseeing and developing academic programmes. The University also started the construction of a
Science Block at the Northern Campus. Overall therefore access and outreach have been enhanced.
Strategic Objective 2: Relevance and Applicability
African Universities are often accused of offering courses based on imported or inherited models,
concentrating on the creation of knowledge for its own sake and resisting the influence of key
stakeholders over curriculum. In avoiding the pitfalls that lead to such misperceptions UNAM has
been striving to offer courses that are demand oriented, needs driven and strong on local content
while remaining comparatively universal. This strategic objective had two main goals: to increase the
relevance of academic programmes to local needs and to increase programmes offered to respond to
national needs and demand.
Before the University celebrated its 10 th Anniversary in 2002, opportunity was taken to take stock
of achievements and gaps during the first ten years. A major review of academic programmes was
undertaken and major decisions reached on curriculum reforms and shift from a trimester system
to a semester system in order to allow more efficient delivery of courses and to give more room
for research to ensure it feeds into teaching. Internal quality assessment was also undertaken and
stakeholders such as the Government, the National Qualifications Authority and the Teachers’ Union
were consulted on the market orientation of the courses and service offered and the way they address
the global issues in the knowledge-based economy.
Following these consultations and review exercises, a new Bachelor’s degree in Business Administration
offered both face to face and through distance learning was introduced in order to meet national
demand. Furthermore, new professional skills and survival oriented programmes such as Computer
Literacy, HIV/AIDS, Contemporary Issues, and Ethics were launched in addition to Communication
11

Skills. New programmes were also launched. They include a Ph.D. programme in Curriculum
Assessment and Instruction Studies and the BETD Inset Programme. The latter was developed jointly
with the Ministry of Basic Education, Sports and Culture (MBESC); and the Ministry of Higher
Education, Training and Employment Creation (MHETEC), represented by the National Institute of
Educational Development (NIED). In addition the Faculty of Medical and Health Sciences started
a Masters Degree in Public Health and a new Masters Degree in Information Technology (MSc, IT)
was introduced in the Faculty of Science.
To increase international comparability and allow for international cooperation in areas where staff
resources are still limited links with international development partners and sister higher education
institutions at international level were increased and strengthened. During the period in question
UNAM’s Business School graduated its first group of 30 students with an Executive Master’s degree
in Business Administration (EMBA), a programme offered jointly with the Maastricht School of
Management in the Netherlands and supported by the private sector in Namibia. Similarly two
batches of students graduated with a Master’s degree in Public Policy and Administration (MPPA)
after completing their course under an MPPA programme jointly offered with the Institute of Social
Studies in The Hague, sponsored by the Government of the Republic of Namibia, the African Capacity
Building Foundation and the Ford Foundation. These very popular programmes have significantly
contributed to the development of high level human resource now occupying senior positions in
Government, public institutions and the private sector.
To address new issues in world development in 2005 the University of Namibia launched a Regional
Trade Policy Course for Government officials from English Speaking African countries. The course
was jointly offered by the Faculty of Economics and Management Science, the Faculty of Law and
the WTO Institute for Training and Technical Co-operation. A new Specialised Diploma in Gender
and Development Studies, as an inter-Faculty programme was developed by the Faculty of Education
in collaboration with the Multidisciplinary Research and Consultancy Centre (MRCC), through
funding by the Institute of Social Studies in The Hague. A Postgraduate Diploma in Arbitration and
Conciliation jointly offered by UNAM and the Universities of Lesotho and Cape Town was also
launched. Other courses offered in collaboration with UNAM’s international partners include the
Diploma in International Relations offered in collaboration with the University of Malta, the Diploma
12

in Local Government jointly offered with the University of Tampere in Finland and a Certificate
course on Online Teaching/Learning which was offered to staff from the Ministries of Education,
Polytechnic and UNAM to prepare them to develop courses that could be taught through the Internet
both locally and internationally. The venture was possible through partnership involving UNAM and
Walden University in USA.
The University intends to establish a Faculty of Engineering and a School of Medicine, both of which
are to be located in the Northern part of the country. In this regard, the Vice Chancellor and three
other University senior staff visited India in 2004, to solicit support for the envisaged Faculty of
Engineering, as part of the agenda for the visit. A number of collaborative agreements were initiated
during that visit. In May, a workshop was organised through the support of the SANTED programme,
in which a full Engineering Curriculum was developed. The curriculum for the degree programme
in Engineering and Technology was finalised following extensive consultations at regional and
international levels, and were discussed and approved by Senate during 2006. Through the SANTED
project, some members of staff were sent for studies, and on their return will join the nucleus of staff
to start the Faculty of Engineering.
A proposal also has been developed to start the School of Medicine. The development of the proposal
was made possible by the support of a WHO funded expert. In order to provide support to these
programmes, the University organised an Engineering and Medical Studies (ENGIMED) appeal,
which was opened by H.E. President Sam Nujoma. The appeal was able to raise cash pledges
amounting to N$400,000, and a lot of in-kind contributions. The University is continuing to discuss
with key stakeholders on how to carry these programmes forward.
Strategic Objective 3: Student and Learning Environment
Students are the main consumers of university services and their learning environment has always
been a major pre-occupation of UNAM’s programmes and projects. This objective had as it main goals
the improvement of learning and counselling services, increasing facilities for recreation and sports
and strengthening learning resources and facilities. The main activities undertaken during the last
strategic plan were mainly in the expansion of infrastructure. On the Main Campus the Postgraduate
Centre for the training of professionals in business administration was completed. Four new lecture
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theatres were constructed with each theatre capable of accommodating 100 students. In the year
2002, the University opened a Leisure centre that was funded by Namibia Breweries.
The University successfully completed major infrastructural developments at Ogongo and the UNAM
Northern Campuses. New classroom facilities were completed at the Northern campus, which now
provide adequate space for effective teaching and will enable more students to join the University’s
academic programmes. At Ogongo the University was able to open a new science complex. This
complex will enable the University to further extend its services to communities in various parts of
the country. Modern hostel facilities were made available to students while a modern library and the
upgrading of sport facilities were completed in 2006.
As noted earlier, the University made major strides in the development of the Henties Bay Marine and
Coastal Resources Research Centre, after the appointment of the Director and a Project Manager in
2003 and 2004 respectively. The Henties Bay Municipality donated an additional 15 hectares of land to
the Centre. Work also continued to better equip the Centre. At its full operational capacity, the Centre
would focus on practical resources; on salt and drought resistant agriculture; and on recycling and the
use of renewable energy resources, using the Zero Emission Research Initiative (ZERI) principles. In
2005the Centre became an Operating Unit (centre of excellence) of the United Nations University-
Institute of Natural Resources in Africa in marine and coastal resources research and development. It
also became a Node (centre of excellence) in mushroom bio-resources research and development for
Southern Africa under the NEPAD Southern Africa Network for Bio-resources (SANBIO).
The University also commenced with the construction of offices for UNAM’s Rundu Regional
Outreach Centre. A major investment was made to integrate all the Regional Outreach Centres
to the University Computer Network. Because of this, it is now possible to provide online
courses to all our Outreach Centres, and to share corporate data within one network. During
the period under review the University completed and equipped the Information and Learning
Resource Centre (ILRC) at the main campus, which transformed the concept of information
service at the University. It houses the library as part of the information service. As one of
the most up to date information centres in the region, it is expected to serve not only the main
campus, but also all the other UNAM Campuses and Centres as well as the country at large.
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Plans are underway to electronically connect ILRC to the Northern Campus at Oshakati, Rundu,
Katima Mulilo and Swakopmund Centres.
The Northern campus also saw a significant expansion as the University was able to inaugurate a
new Library in this Campus. The Library provides study space for 120 users, and can hold 35 000
volumes. Space for computers has also been provided. We believe that this Library is a key academic
support Resource Centre, not only for our students, but for the community at large. During the
opening ceremony of this Library, 49 unemployed youth who successfully completed some community
empowerment programmes within the Northern campus, were awarded their certificates. Twelve of
the youth in the programme obtained employment immediately. In addition to increasing access to
library facilities, the University endeavoured to widely utilise the video-conferencing facility for
teaching students in our various campuses from a single place. This has alleviated the need to travel or
hiring of additional staff. In further enhancing learning support, a number of equipment was received
by the Faculty of Science through collaborative efforts with the International Atomic Energy Agency
(IAEA). In addition to this a solar laboratory in the Faculty of Science was established.
Despite all the developments, teaching facilities remain under severe pressure. Provision of adequate
classrooms and laboratory facilities continues to be one of the main problems. Maintenance of our
existing physical facilities has also been constrained. Student support and counselling facilities need
to be improved and more qualified staff is required. All these are indications that the University needs
to expand the financial resource base.
Strategic Objective 4: Affirmative Action and Staff Development
In a dynamic society such as that of Namibia where growth in all sectors is phenomenal and human
resources always in short, it is not easy to develop enough human resources because of market
competition and high rates of turnover. The major goal under this objective was staff development.
Under UNAM’s staff development policies, several Namibians registered for PhD and Master’s
degrees in various Universities worldwide during the period 2001 to 2005 (see Annex 2). However,
during the first part of the period under review the University continued to loose key staff because of
poor salaries and benefits. Resources were not sufficient to enable UNAM to undertake a rigorous
15

staff development programme that would accelerate the process of Namibianisation and implement
the Affirmative Action Plan as desired. Despite these limitations the University has made remarkable
progress in local human capacity development as indicated by an improved Namibian/Non-Namibian
academic staff ratio. During 2005 Namibian academic staff accounted for nearly 75% of the total staff
complement. This achievement has been as a result of the University’s staff development programme
which was put in place and implemented over the years.
While the University takes great pride in the achievement it has made in capacity building and
implementation of affirmative action guidelines, it will, however, continue to retain a reasonable
number of foreign academic staff in order to ensure the universal character of the institution and for
cross-fertilisation of ideas and cultures which characterise universities.
Strategic Objective 5: Basic and Applied Research
Namibia’s biodiversity, social and political structures provide the necessary ingredients for a
researcher’s paradise. The main goal of this objective was to expand and strengthen capacity for
basic and applied research. The University of Namibia faired reasonably well with regard to research
during the period 2001 to 2005. Despite severe resource constraints in research funds, the University
continued to undertake a number of research activities, resulting in a number of publications that
allowed the institution to share its research output with others. The University organised several
international workshops to share and disseminate knowledge and it was called upon to provide
leadership in several key initiatives within the Region. Thus it continued to enjoy a high level of
esteem by peer institutions within the region and the world at large. Recently the research activities
were boosted by increasing the University research budget.
In addition to other research results that were neither publicized nor applied, a proto-type Power Can
Renewable Energy Powered Technology was developed by the Science and Technology Division of
MRCC in collaboration with the Faculty of Science. The ZERI/UNDP project, housed at the University
of Namibia, continued to provide leadership on bio-resource research, co-ordinating the programme
in eight African countries. Through this Project, significant efforts were made to popularise the
potential benefits of mushrooms, seaweeds and water hyacinth as important bio-resources. Mushroom
cultivation activities were initiated in 8 African countries, including Namibia. A mushroom house
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was constructed at the Windhoek campus, in order to provide a demonstration site for individuals who
are interested in embarking on mushroom farming ventures.
At the Henties Bay Marine and Coastal Resources Research Centre (MCRRC) a Founding Director
was appointed. This allowed the Centre to undertake a number of activities that have made a
significant impact to the society. These activities include, assisting the communities to acquire skills
for mushroom farming, and the construction of biogas digesters for production of biogas to lowincome
communities in various parts of the country as part of its efforts to promote renewable energy.
The Centre also initiated indigenous marine fish spawning research aimed at promoting the farming
(mariculture) of high value marine finfish and shellfish.
Despite financial and human resources limitations the University could initiate and complete a number
of research projects, undertake consultancies and organise workshops. Some publications appeared in
local and international journals. Finally during the period under review, staff members were engaged
in various research and consultancy services, as well as community services. The University’s
Central Consultancy Bureau (UCCB) won several consultancy projects from Government Ministries,
international agencies, the private sector and NGOs, thus enabling the University to earn additional
income for its development activities and contribute to national development.
Strategic Objective 6: Cost Effectiveness and Income Diversification
This strategic objective had three main goals: to increase fiscal discipline, cost effectiveness and
sources of funding. The financial position of the University of Namibia improved significantly during
the period under review. The financial performance over these years is evident of the financial
discipline exerted by management and the University community. Subvention from the Government
of the Republic of Namibia increased with 25 % in 2001, 4.5% in 2002, and 50.2% in 2003 with
zero percentage increase in 2004 and 2005. The major subsidy increase for the period under review
eventuate for the financial year 2003 and represented 79.8% of the total N$ 231.630 million income
for the year. In addition to the 50.2% subsidy increase, the Government also funded an amount of
N$ 10 million to settle an overdraft at the bank. This high increase in subsidy from Government was
mainly to honour the conciliation board settlement agreement during 2003 between the University
and the unions towards salaries and benefits.
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As from 2004 the subvention from Government basically stagnated, but own resources from mainly
tuition, accommodation fees, interest received and other sundry income supported the financial
operation based on an increase of 63.3%, from N$ 27.3 million in 2001 to N$ 44.6 million in 2005.
During 2005, the subsidy from Government represented 76,8% of the total income which indicates
a decrease of 1.2% in comparison with the 2004 financial year, which meant that the University’s
own financial resources increased. The financial position of the University of Namibia has improved
significantly as from 2001 and to illustrate this fact the following information is disclosed:
2001 N$ 3 428 323 – Deficit
2002 N$ 10 273 427 – Surplus
2003 N$ 8 048 639 – Surplus
2004 N$ 11 690 741 – Surplus
2005 N$ 1 756 376 – Surplus
The positive financial performance of the University since 2002 was the result of a financial action
programme that the University Management implemented throughout the financial year. A working
group from within the University in consultation with the then Ministry of Higher Education, Training
and Employment Creation developed a set of proposals to respond to critical strategic matters.
At the end of 2005 the financial results decreased to N$ 1.7 million surplus in comparison with N$
11.6 million surplus at the end of 2004. The decrease was a result of a combination of expense items
either increasing or decreasing: The main contributors were the following expense line items:
Personnel and related costs,
Depreciation,
MRCC expenses written off and
Hire and Maintenance.
The University experienced cash flow problems in January 2002 and could not honour salary payments.
However, the cash flow problems should be seen as a symptom caused by the accumulated cash
deficits of previous years together with the long-term lack of working capital related to a shortfall in
funding from Government. Change in cash and cash equivalents increased from a negative balance
18

of N$ 20.2 million at the end of 2001 to a positive balance of N$ 79.5 million at the end of 2005. The
cash surplus at year-end is normally planned to last up to the end of March every year, as the subsidy
from Government is only due in April of each year. The University’s financial situation improved
over the period 2002 to 2005 to such an extent that project and committed funds equalled the cash
put aside to cover these funds.
With regard to expenditure the University aimed to reduce the proportion of personnel costs from the
budget, by developing a lean but professional staff team. Significant savings were made through an
active process of strict budget control, and by keeping all, except critical vacancies unfilled. Through
a process of central purchasing and tendering of services the University managed to enforce savings
and fiscal discipline. Nevertheless salary related expenses remained the highest and the figures below
illustrate this:
2001 73.3%
2002 64.3%
2003 74%
2004 76%
2005 79.2%
The 10% increase from 2002 to 2003 was due to the conciliation board agreement as explained above.
However, during the financial year 2004, the proportion of personnel and related costs over total
income grew with 3.2% as a result of an inflationary adjustment versus the increase in own financial
resources. The same situation occurred during 2005 with regard to an inflationary adjustment and
an increase in own financial resources. From the above it is therefore clear that the University made
substantial progress with regard to resource mobilization, fiscal discipline and cost effectiveness.
Strategic Objective 7: Corporate Governance and Management
The primary goals of this objective were to improve corporate governance and the management of
the university in order to make UNAM more responsive to the increasing needs of its clientele. To
meet the challenges of change an institution like the University of Namibia has to constantly respond
to changing management and administrative needs by reviewing its management and administrative
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structures and systems in order to enhance good governance, transparency as well as efficiency and
effectiveness.
Having inherited much of its organisational structure from the former Academy, the University has
continuously undergone transformation since its inception in 1992. A number of structural reforms
and consolidation exercises were carried out intended to assist in creating an organisational structure
that is lean, efficient and responsive to change. Some of the decisions taken by the Council included
freezing non-essential employment in certain areas. Significant benefits ensued which by the year
2003 amounted to 20 percent reduction in approved posts. As a result the total number of staff
reduced from 700 in the year 2002 to 660 in the year 2003. This has helped to reduce expenses
incurred on the annual salary bill. This was done while taking full account of the emerging trends
within higher education in the region, and the world at large.
The University instituted an Institutional Audit, which was started in the year 2003, and concluded in
June 2004. The Institutional Audit, which comprised of 11 areas of concern, each with a task group with
its own Terms of Reference, consisted of a mixture of UNAM staff and external members. The aim of
the Audit was to gather relevant information about the University and from it, undertake a critical and
balanced review of academic programmes, administrative activities, and governance, and on the basis
of the review, present critical recommendations for implementation. Mindful of its core business,
and with full support of the University community, the audit embarked upon a consultative process
to address a number of issues including: a comprehensive review of statutes, academic relevance
and sustainability of various academic programmes, both at undergraduate and postgraduate level;
consideration of existing academic linkages with other institutions of higher learning to see how we
can derive maximum benefit; profiling the teaching and research competencies of the University staff
and identifying appropriate interventions to address noted shortcomings for an action plan; and the
consideration of all matters of governance and administrative efficacy, and all services as they support
the academic business of the University.
The Institutional Audit Report provided 69 recommendations for implementation. The Report was
presented to Management, the University Council, and was widely shared with staff members. The
Office of the Pro-Vice Chancellor, Academic Affairs and Research, was tasked with its implementation.
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Following the report, the University approved the Information and Communication Technology (ICT)
Strategy, which was reviewed by the Association of Development of Education in Africa’s Working
Group in Higher Education (ADEA/WGHE) and acknowledged as a good Plan.
This document is an important attribute in the overall future strategic thrust of the University and will
be the guiding road map to ensure that the University takes full advantage of ICT in teaching, learning
and research; in administration and management; and in the provision of library services. Strategies
are also outlined for ICT co-ordination, ICT resource management, and provision of ICT services at
the University. The University has already begun to implement the Policy. The University Council
also approved Guidelines on Academic Workloads and Allocation of Human Resources to Faculties
and Academic Centres. This document has been very helpful in regulating teaching activities. A
number of policies were reviewed and adjusted in line with the recommendations of the Institutional
Audit.
The University Council continued to deliberate on the issue of governance, particularly on delegation
of powers to the Vice Chancellor, and reviewing the committee structure, by examining the number,
roles, functions, membership and powers of the various existing committees. These considerations
were intended to derive a more responsive and streamlined but effective management system, in tune
with the ever-changing environment within which higher education is operating today. The University
successfully restructured its standing committees of Council and Senate, making them more effective
and efficient. Council approved a new policy guiding consultancy activities being undertaken by Staff
of the University.
Council also took the decision to place the Office of the Registrar under the Pro-Vice Chancellor,
Academic Affairs and Research. The change brings the activities of the Registrar, much of which
relate to student academic matters, within general academic affairs. The Office of the Registrar is
also expected to assist the Office of the Pro-Vice Chancellor, Academic Affairs and Research in the
compilation of various institutional documents like the Annual Report, and academic policies.
In general the University performed well during the period 2001 to 2005 thanks to the commitment
of both the leadership and entire staff.
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2.0. CHALLENGES
2.1. Global Challenges
The African University today and UNAM is no exception, operates in an environment characterized by
rapid globalization, the commoditization of knowledge and the increasing demand for its generation and
application to socio-economic development. Unlike universities based in the developed regions of the
world, the African university is not assured of easy systems of knowledge generation or dissemination
to the areas where such knowledge is urgently needed because of infrastructural, communication
and literacy bottlenecks. Most of the work done in African universities fails to reach its destined
constituencies due to the challenge of communication failure buttressed by poor connectivity and the
place Africa occupies as a weak player in the information society. This creates visibility and relevance
challenges to African universities the origins of which are more global than local.
In addition to the challenge of information, communication and dissemination bottlenecks, the world
of knowledge is increasingly becoming competitive. The increased openness of national borders to
flow not only of goods and services but also knowledge and information and the enhanced mobility
and expanded market for highly skilled labour and new forms of organizing the delivery of higher
education services across borders through ICT, are creating new challenges to universities such as
UNAM and others in the region as they raise levels of competition not only for students but also
for skilled academic and administrative personnel while at the same time increasing the number of
service providers some of which are established institutions operating at multi-national level.
Against this background is the explosive growth in the stock of knowledge and the rapid rate of
obsolescence in certain types of knowledge that have led to a steady shift from the importance of
acquiring a particular body of knowledge to the constant push for acquisition of capacity to develop
new knowledge and use it as a resource in addressing societal needs. These developments have brought
demands for new kinds of knowledge, new modes of knowledge production and dissemination and
thus a complete transformation of the environment for knowledge institutions such as UNAM thereby
creating an urgent need for increasing access to and utilization of ICT in order to maximize the
benefits of becoming a member of the information society.
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2.2. Public Sector Reform Challenges
Over the past two decades African countries have adopted serious public sector reform programmes that
are having significant impact on the management of universities and the delivery of higher education
services. The rise of New Public Management, which has introduced private sector principles in
the management of public institutions, has helped many institutions to introduce new management
and accounting disciplines while at the same time they require new skills and competencies not
traditionally available in the public sector. In addition new systems of accounting and accountability
have accompanied these reforms and require the adoption of new systems of managing financial and
other resources and new forms of accountability.
Both national authorities and international development partners have embraced this managerial
revolution and as main suppliers of financial and other crucial resources, they have increased demand
for more stringent and prudent accounting for resources and demanded a bigger say in the agendas
of their partners including universities. They have introduced new norms that seek to tally financing
to access, quality standards, student numbers and contact hours. They have set benchmarks that link
relevance to funding and compel universities to engage in parallel income generation activities even
if such activities are not necessarily academic.
Under these policies, universities are increasingly being called upon to take into consideration interests
of groups such as civil society organizations, the private sector, traditionally marginalized sections of
society in admission and extension activities or partnership policies. All these demands require new
orientations, technical capabilities and retooling and re-organization of existing capacity. UNAM,
like many other African universities has to satisfy these extended and sometimes conflicting demands
of a various stakeholders by admitting more students, introducing more relevant courses, looking
for alternative sources of income, cutting costs, ensuring fees are reasonable to maintain access to
disadvantaged groups while at the same time making sure capacity is developed and maintained,
research is of high quality, the graduates are ready to perform on the market and partners are satisfied
with services. For UNAM the challenge remains how to reconcile its role as the first and only fully
blown university that has to provide equitable access to all eligible Namibians to higher education
services while complying with new expectations and market challenges.
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2.3. Quality and Relevance Challenges
The principal contribution of a university to society lies on the quality of the knowledge it generates
and imparts, the habits of critical thinking it institutionalizes and inculcates in its graduates and the
values its promotes and demonstrates. Quality performance of a university is determined by indirect
indicators such as the calibre and commitment of teaching and research staff; the range and quality
of curricula and pedagogy and the quality and extent of educational facilities including the means of
accessing traditional as well as world-wide knowledge.
Quality staff, systems, values, resources and facilities are key to maintaining high levels of teaching
and scholarship, while vibrant research with a strong component of fieldwork leads not only to the
production of international quality work but also to the rise of knowledge centres of excellence
in particular fields. Reduced government subsidy and increased training costs lead to inadequate
physical facilities, slow down in staff development and thus poor quality staff. The situation is
aggravated by the replacement of senior experienced academic staff with junior staff. All these bring
about the erosion of some key factors which help to guarantee the quality of university education.
The conditions that respect and provide adequate means for the cultivation of quality knowledge are
becoming less favourable, while the percentage of academic staff across faculties remains quite low
and some departments are experiencing under-staffing. The challenge for UNAM is to review its
policies and fill gaps that impact on quality of education and research productivity.
2.4. Enrolment and Capacity Challenges
In recent years we have seen phenomenal increases in student enrolment while infrastructure in terms
of lecture rooms, laboratories and halls of residence have remained nearly the same. Substantial
expansion of both primary and secondary education leading to a sustained pool of secondary school
graduates vying to join university education as well as civil servants wishing to upgrade their
qualifications, have contributed to the massification of university education. Nevertheless, its is
important to note that despite remarkable expansion of enrolment, the gross enrolment ratio, that is,
the proportion of young people aged 19-24 that is in university is on the average quite low in Namibia
and the SADC Region as a whole, and can be regarded as inadequate for the demands of a modern
knowledge economy.
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However, the group of youth entering university directly after secondary education in Namibia is
relatively younger than in the other SADC countries that still use the ‘A’ Level system. The high
preponderance of younger people in congested living and learning environments causes its own
demographic dynamics in student learning, community living and welfare. Shortage of space both
during the critical learning processes and in terms of accommodation causes ecological stress and
severely affects the environment for both group and individual learning and critical thinking. The
shortage of space for lectures and practical work tends to call for quick fix solutions such as larger
classes and congested laboratories during practical classes. In all these cases learning suffers.
Finally, while on the positive note and in view of generally low participation, rapid and substantial
increases in enrolment at UNAM and other institutions of higher learning can be justified as necessary
for the well being of society and within the economies of size and scale, the challenge for UNAM
and its stakeholders and partners is to ensure that gains on these economies of scale and size and the
dividends of increased enrolment and access are not eroded by poor quality education and poorly
prepared graduates because as the old saying goes the pleasure of a low price rarely outlives the pain
of poor quality.
2.5. Access and Equity Challenges
If a study were to be conducted today on the sources of student recruitment, it would most probably
reveal that the majority of students admitted at UNAM have attended secondary schools with
better facilities and infrastructure. Evidence elsewhere suggests that there is a growing tendency
for the educational system as a whole and in the field of higher education in particular, to reproduce
existing social inequalities. If this is true, it has serious implications for equity and social stability.
The challenge for UNAM and other institutions of higher learning is to find ways of addressing this
phenomenon for example by balancing merit and equity when considering admission of applicants
from disadvantaged groups as well as means-testing when scholarships and bursaries or loans are
awarded, in addition to strengthening foundation courses for such applicants in order to bring them to
the level where they can learn without being subjected to unfair competition.
2.6. Research Related Challenges
Universities are primarily institutions for generating and disseminating knowledge. They do
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not deserve to be called universities nor will they justify the massive material and psychological
investments they enjoy if they are not, above all, principal generators and transmitters of knowledge
and ideas and major contributors to the knowledge base for policy development. Over and above
the calibre of its graduates, a university’s contribution to development depends on the quality of
knowledge it generates and disseminates. As was noted in the ETSIP document referred to earlier, the
research output of UNAM has been rather modest over the years in terms of publications in refereed
journals, refereed books, applied research, commercialized inventions and innovations and research
degrees. Heavy work loads, lack of research facilities in the natural sciences, lack of motivation, overinvolvement
in private consultancy activities, staff turnover, and lack of systems under which senior
staff can mentor and transfer skills to less experienced staff and other factors have been mooted as
partly responsible for this phenomenon. The challenge for UNAM is to identify the root causes that
limit the involvement of staff in productive research.
2.7. Consultancy Services Challenges
Contract research and technical advisory services offered through consultancy provide opportunity to
staff and the university to get involved in the analyses of national and institutional development issues
and problems thereby becoming relevant to national development. At the same time they increase
opportunities for income generation for the institution and individuals involved. New modalities of
financing university education call for increased activities that generate second stream sources of
income in addition to government subsidies. At the same time too much involvement in contract
research and consultancy tends to leave staff with less time for teaching and consultation with
students or fellow staff members. This in turn affects the quality of education services. The challenge
for UNAM is how to ensure that consultancy and technical advisory services are provided and they
strengthen rather drain resources and energy out of other essential services such as teaching and
research.
2.8. Community Service Challenges
Sometimes due to their distant location from urban centres or rural communities or due to the gap
between the curricula they offer and the actual needs of society, universities tend to be seen as ivory
towers that are removed from reality. African universities have struggled to shed that image by
involving themselves in community development efforts and issues as they cannot afford to be ivory
26

towers given the social and economic conditions of communities surrounding them. The conventional
ways universities have done this is by building capacity through training of civil servants and other
professionals in through short courses offered off campus or in the evening. However, the social and
economic needs of society are changing radically. While universities and other institutions of higher
learning are key players in domesticating knowledge and diffusing it into the economy, they are
also expected to serve as engines of both community development and social renewal in response
to globalization, climate change, resource degradation, resource conflicts, new diseases and rising
levels of poverty. While it is indisputable that universities like all social institutions should make due
contribution to and even take lead in social and economic development, there remains the question
of the tolerable and feasible limits of such involvement or leadership within the context of available
resources and other critical roles the universities should play. The challenge for UNAM is to strike
the right balance between what is essential and possible and what is desirable and feasible depending
on the resources available.
2.9. Financial Challenges
The Government of the Republic of Namibia (GRN) remains the main source of funding for UNAM’s
core and other activities. Government subventions have remained at the same level for many years
with exception of special cases when the university needed extra finances to meet the increased wage
bill due to collective bargaining agreements. Although UNAM has tried to increase financial resources
through second stream sources such as contact fees, research and consultancy, the contribution of these
activities has remained minimal. At the same time cost-sharing policies and practices have not helped
to generate substantial amounts of resources to fill the gap created by static or dwindling government
subventions. With the needs driven expansion of courses offered, an increasing student population
and the entry of new service providers into the higher education sector, UNAM is challenged to reexamine
its strategies for resource mobilization including strengthening its acquisition capability
and strengthening partnerships with the private sector, development agencies and higher education
institutions within and outside the region.
2.10. Human Resources Development Challenges
The university’s human resources policy aims at strengthening efforts for staff development including
training, retaining and adequately rewarding staff on the one hand and affirmative action on the other.
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Without a stable, motivated and highly qualified staff it is impossible for any university to deliver
high quality services in its core and other activities. Over the last 15 years UNAM has managed to
attain an appreciable level of localization as 75% of staff is now local and the process of localization
is continuing. The number of staff on higher degree training has also increased substantially. At the
same time UNAM faces a few challenges in terms of human resources. One of these is the high level
of turnover triggered off by competition from within and outside the country. Second is the instability
at the top as many senior staff has left the institution without having trained or transferred skills to
younger or junior staff. Third is the problem of demographic imbalance as the most qualified staff
tends to be in their early fifties and above creating the looming danger of a greying professorate and
the problem of a missing middle cadre of academicians ready to take over when those at the top either
retire or leave in a few years time. Finally is the challenge of retaining a favourable gender balance
as the few female staff UNAM has trained over time have been absorbed into other critical sectors of
the Namibian social, economic and political systems.
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3.0. THE STRATEGIC PLAN (2006-2010)
3.1. Introduction
Since its formation in 1992 UNAM has established itself firmly as a national university that caters for
the needs of a broad spectrum of people and communities in Namibia, offering courses and services in
all the major disciplines of immediate relevance to Namibian society. Within a period of less than 15
years it has managed to decentralize its campus and activities to several regions thus getting closer to
the people and strengthening its outreach and extra-mural services. It has acquired recognition from
international development agencies and higher education institutions based in developed countries
and forged links with them in establishing courses and other service that are unique, demand driven
and specific to the local needs.
In order to keep itself abreast of the needs and aspirations of its various stakeholders, it has undertaken
regular curricula and activities audits and reviews and its has used them to upgrade its courses, design
new programmes, introduce e-learning, establish policies on workload, gender and access, HIV/
AIDS and other critical areas. As part of the planning process for this Strategic Plan an institutional
capacity assessment and SWOT analysis were carried out to ensure the gaps that keep UNAM a few
steps from excellence are taken care of during this Strategic Plan. The capacity assessment exercise
was used to identify the challenges that were discussed in the previous chapter and the results of the
SWOT analysis are as summarized below.
3.2. SWOT Analysis
Strengths
The strengths of UNAM lie in the following:
Its fifteen years as the only national university that offers courses in all essential disciplines
through face-to-face and distance learning through a decentralized campus system.
Solid infrastructure and large tracts of land resources.
Good management and a conflict free environment.
A strong culture of self assessment and institutional audits.
A relatively young and vibrant staff and students with a higher propensity to respond more
positively to the challenges of change.
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Growing recognition from stakeholders within the country and abroad as signified by increasing
number of partnerships in the area of training.
A growing number of local academic staff with higher degree qualifications in new and
emerging areas of knowledge.
Strong culture of programme planning, strategic planning, monitoring, financial discipline,
performance management and outcome and results oriented governance.
Recognition and support by the Government, international organizations and developing
agencies.
Institutional capacity for research and technical advisory services capable of meeting local
and regional demand.
Weaknesses
In spite of these strengths, UNAM has to grapple with the following weaknesses.
Dependency on a single major source of funding and lack of reliable, predictable and
sustainable sources of alternative or supplementary funding.
Comparative disadvantage in terms of conditions of service and emoluments given the situation
in the private and other sectors that depend on the same pool of professionals as UNAM.
A culture of complacency among staff.
Limited space for classrooms, laboratories and residential accommodation despite phenomenal
increase in numbers of students and applicants.
Limited equipment necessary to support research and generation of new knowledge.
Governance structures in the management of faculties and centres that do not allow continuity,
strategic thinking or optimum utilization of resources.
Lengthy procedures in handling academic issues that may not be in tune with new systems of
information flow, competition and best practices in new public management.
Opportunities
Within the period of this Strategic Plan, UNAM will try its best to seize the following opportunities:
The increasing demand for higher education services among school leavers seeking to acquire
skills to enter into the labour market and people in employment seeking to upgrade their
qualifications.
30

The growing number of international organizations and universities abroad ready to enter into
partnership with UNAM.
Increasing national pool of graduate students from which staff can be recruited.
Revived interest of the Government to improve the education sector as indicated in the ETSIP
policy.
Recognition by private sector organizations and their readiness to support business, agricultural,
environmental and other studies.
A vibrant and growing economy.
Threats
Within the national, regional and global frameworks, the following factors will continue constituting
a set of threats to the success of the Strategic Plan and need to be handled:
Lack of clear frameworks for government funding that causes delays in disbursements and
can trigger off financial instability.
High expectations on the part of stakeholders without the commensurate resources and
facilities to meet them.
Changing donor priorities and planned closure of some European embassies in Namibia.
Unregulated entry of service providers in areas such as distance learning, face-to-face degree
course and international fellowship programmes.
Limited capability to attract highly qualified Namibians to join UNAM aggravated by the
occasional failure of staff development fellows to return to the country or to UNAM after
completing their Ph.D. training abroad.
WTO/GATS and the possible entry of established higher education service providers with
more resources and better infrastructure than locally available.
Brain drain within and outside the Southern African region.
Rapid technological change and its impact on knowledge society.
3.3. Mission, Vision, Core Values and Goals
Our Mission
Our mission is to provide quality services in higher education through teaching, research and advisory
services with the view to produce independent minded, society conscious and innovative professionals
that can identify, manage and solve problems facing Namibian society.
31

Our Vision
Our vision is to become and remain an outstanding teaching and research university that is capable of
addressing challenges facing our society.
Our Goals are:
1) To improve teaching, research and community service through consultancy, advisory service
and extension support;
2) To diversify sources of funding for our programmes and activities; and
3) To strengthen governance, management and welfare.
Our Core values
The University of Namibia represents a community of scholars, teachers, researchers, students and
staff. A community implies a shared acceptance by its members of common values. These common
values imply not only rights, but also obligations for the community itself and for its individual
members. The Statement of Values serves as the foundation for a range of university life. Furthermore
it provides a framework that informs and governs what is considered by the community to be
appropriate and acceptable behaviour.
We Therefore Aspire to an Encompassing Ethos Which:
Affirms and protects the fundamental human rights enshrined in the Namibian Constitution.
Promotes academic excellence through education, service and development.
Preserves what is valuable in the history of the institution and of this country.
Responds to the challenges posed by past injustices and unfair discrimination.
Achieves social transformation, empowerment and participative governance.
Promotes the welfare of the community through education, service and development.
We as Members of this University Community, Commit Ourselves To:
The promotion and advancement of the mission, vision and standing of the University of
Namibia
The truth, fairness, consistency and integrity in both our personal and professional
relationships.
32

Compassion, generosity and concern for the needs and aspirations of others, and in particular
for the challenges faced by the less privileged in our society.
Respect and tolerance for cultural, religious, political, gender and other differences and
acknowledgement of the value of diversity in society.
Respect for individual privacy, dignity and the right to personal choice.
Intellectual honesty, vigour in debate, openness to alternate ideas and respect for other views,
beliefs and opinions.
High standards, personal fulfilment and the pursuit of excellence.
The protection and responsible use of university assets and resources.
Concern for personal safety, health and welfare of staff, students and other members of the
university community.
The protection and conservation of the environment and natural resources.
Promotes the welfare of the community through education, service and development.
In the Context of the History of Our Country in General and Our University In Particular, We
Recognize the Importance of Affi rming this Ethos and Promoting These Shared Values. We Therefore
Undertake To:
Promote and protect academic freedom.
Oppose and take steps to prevent all forms of discrimination, harassment, violence, corruption
or abuse.
Actively promote social justice and equity.
Nurture a culture of learning.
Refrain from speech or conduct that demeans or humiliates others.
Encourage our staff members to take full advantage of the opportunities available in academic,
social, cultural and sporting activities.
Advance principles of open governance and to be fully accountable for our actions, decisions
and the stewardship of the university’s resources and mission.
Pursue the goal of becoming a recognized university of excellence.
Nurture and empower our members.
33

3.4. Goals and Strategic Objectives
Ten Strategic Objectives will form the basis of action during the Strategic Plan and they will be
implemented through activities indicated below.
GOAL 1:
To improve teaching, research and community service through consultancy,
advisory service and extension support.
Strategic Objectives:
SO-1: IMPROVING THE TEACHING AND LEARNING ENVIRONMENT
Activities and Interventions
i) Imparting pedagogic skills and training academic staff on computer based teaching and
research methodologies.
ii)
Construction of additional lecture rooms, laboratories and acquisition of more equipment and
computers for use in teaching and research.
iii)
Promotion of inter-faculty dialogue to design cross-faculty cooperation in teaching and to
allow students to take courses across faculties.
iv)
Acquisition of more books, journals and electronic sources of materials.
v) Introduction of a student mentoring system.
vi)
vii)
Involvement of students in the evaluation of teaching.
Strengthening links with outside universities for collaborative teaching and research.
Implementation
Teaching and Learning Improvement Unit to develop a training programme on computer and
video based training for staff.
Office of PVC Administration and Finance to develop plans on new lecture rooms, laboratories
and teaching equipment.
Chief Librarian to develop a strategic plan for the expansion of library acquisitions and online
services.
34

Office of PVC Academic Affairs and Research to facilitate inter-faculty dialogue for crossfaculty
courses.
Dean of Students to liaise with faculties on student mentoring arrangements.
Directorate of Marketing and Communication and Office of PVC Academic Affairs to facilitate
development of collaborative teaching and research with outside universities.
SO-2: STRENGTHENING RESEARCH AND CONSULTANCY
Activities and Interventions
i) Revision of the UNAM Research and Publications Programme and Policy.
ii) Strengthening links between teaching, research and consultancy.
iii) Launch of a Graduate / Research School.
iv) Establishment of database on UNAM research output and publications.
v) Development of incentives for research and publications and penalties for failure to do research
or publish.
vi) Promotion of transparency in the announcement of consultancy and contract research
activities.
vii) Increase of funding for UNAM research.
viii) Strengthening of marketing and acquisition of research and consultancy contracts.
ix) Identification of needs and provision of equipment for research.
x) Strengthening of the computer department to give it a research support orientation.
Implementation
Office of PVC Academic Affairs and Research to revise research and publications policy,
strengthen links between research and teaching, organize the establishment of a research
database and look for more funds for research
MRCC and UCCB develop five year strategic plans and increase transparency by announcing
projects on UNAM Internet.
Office of PVC Administration and Finance and PVC Academic Affairs and Research to review
the role of the Computer Department in supporting teaching and research.
35

SO-3: INCREASING RELEVANCE OF UNAM PROGRAMMES
Activities and Interventions
i) Full review and peer review of programmes prior to application for accreditation
ii) Annual stakeholder consultations with government, private sector, civil society and other
stakeholders on link between needs and curricula.
iii) Design of new postgraduate diplomas and degrees to meet the local needs and demands.
iv) Strengthening of the attachment and internship programmes for undergraduates.
v) Development of general courses to be taken by all students as foundation courses on
development theory and practice.
vi) Design of practical training, field work and research activities for all undergraduate
programmes.
vii) Establishment of common IT facilities for general access by students.
Implementation
Directorate of Marketing and Communication to consult stakeholders and schedule consultation
meetings and workshops.
Office of PVC Academic Affairs and Research to organize full review of programmes and
subject them to peer review for accreditation
Faculties to review courses and develop proposals for externally funded postgraduate
programmes and short courses.
Dean of Students to work out plan for attachment of students and internships
Office of PCV Academic Affairs to establish at team and unit to design and run general courses
on development studies.
Office of PVC Administration and Finance to work on a plan to increase computer access for
students and staff.
SO-4 RAISING LEVELS OF ACCESS AND EQUITY
Activities and Interventions
i) Increase of funding for foundation courses.
36

ii)
iii)
Acquisition of equipment to support teaching for visually impaired students.
Construction of facilities to support easy mobility of physically challenged students and
staff.
iv)
Revision of mature entry policy and procedures.
v) Increase of courses offered through distance learning.
vi)
Establishment of contacts with secondary schools in rural and remote areas through visits and
other outreach strategies.
Implementation
UNAM to mobilize resources for increased fellowships for its foundation programmes.
Office of the PVC Academic Affairs and Research to revise mature entry regulations.
Centre for External Studies to review its courses and tailor them to new needs and demands
Office of the Dean of Students to acquire equipment to support visually impaired students.
Estates Department to work out plans and mobilize resources for construction of facilities to
support physically challenged students, staff and visitors.
Faculty of Education to develop a plan of how to strengthen links with secondary schools in
general and those in rural and remote areas in particular.
GOAL 2:
To diversify sources of funding for our programmes and activities and
improving infrastructure
Strategic Objectives:
SO-5: DIVERSIFICATION OF SOURCES OF FUNDING
Activities/Interventions
i) Negotiations with the Government on alternative modalities of disbursement of subsidies.
ii)
Identification of partners in the private sector and negotiation of long term collaborative
arrangements with them.
iii)
Registration with major funding agencies such as EU, JICA, NEPAD, NUFFIC, SIDA/
SAREC etc., for consideration when they announce research and consultancy programmes.
37

iv) Development of an acquisition and resource mobilization strategy.
v) Aggressive marketing of MRCC and UCCB internationally.
vi) Development of more externally funded collaborative teaching programmes.
Implementation
Office of PVC Administration and Finance to develop a proposal to government on new
disbursement modalities.
UNAM Foundation to prepare a five year resources acquisition and mobilization strategy.
The Directorate of Marketing and Communication to identify major international funding
agencies that advertise research and consultancy programmes for tendering and get UNAM
registered for regular information on contracts.
MRCC and UCCB Directors to prepare five year strategic plans of their organizations.
Office of PVC Academic Affairs to initiate consultation processes with faculties on possible
externally funded national or regional graduate programmes.
SO-6: EXPANDING PHYSICAL INFRASTRUCTURE
Activities and Interventions
i) Development of a physical development plan.
ii) Negotiations with private developers to invest in property development for student
accommodation.
iii) Building of more classrooms, laboratories and seminar rooms.
iv) Provision of teaching equipment in classrooms and laboratories.
v) Establishment of a Postgraduate Training and Assessment Centre.
vi) Mobilization of resources to develop an engineering faculty.
vii) Mobilization of resources to establish a mariculture research facility at Solitude at Henties Bay.
Implementation
Office of PVC Administration and Finance to develop a physical development plan.
Office of PVC Administration and Finance to initiate a process for developing a plan on how
to get partners who can invest in hostel and other student accommodation.
38

The offices of the two PVCs to work on plans and resources for increasing equipment in
classrooms and laboratories.
Office of the PVC Academic Affairs and Research to develop plans for the establishment of a
Postgraduate Training and Assessment Centre, the Faculty of Engineering and the Centre for
Mariculture Research.
GOAL 3:
To strengthen governance, management and welfare
Strategic Objectives:
SO-7: CONSOLIDATING STRATEGIC LEADERSHIP AND CORPORATE GOVERNANCE
Activities and Interventions
i) Provision of training on project cycle management and programme planning and formulation
for staff based in centres and faculties.
ii) Strengthening capacity for monitoring programmes and activities.
iii) Provision of courses on performance management and measurement for heads of department
and centres.
iv) Introducing concepts of new public management for administrative staff.
v) Accessing training opportunities for top leadership on leadership and change management.
vi) Ensuring that all UNAM staff members get the opportunity to upgrade themselves through
refresher courses etc.
vii) Linking committee membership with competence and skills.
viii) Organizing formal fora for stakeholder consultations on planning and activity review.
ix) Strengthening reporting on the website and through conventional media.
x) Lobbying for increased support from higher authorities.
xi) Strengthening ethics.
Implementation
Directorate of Marketing and Communication to develop a strategy to lobby government and
other higher authorities for support and develop plans and schedules for annual stakeholder
consultation meetings.
39

Directorate of Human Resources to prepare comprehensive multi-year plan for training of
administrative staff, faculty deans and heads of centres and departments on project planning
and management, monitoring and evaluating higher education programmes, new public
management and performance measurement.
Office of the VC to liaise with Association of Commonwealth Universities, Association of
African Universities and SARUA on their leadership and senior management programmes
and work out a schedule for senior management and leaders’ training for UNAM.
Office of PVC Academic Affairs and Research to work on regulations governing threshold
conditions for membership on committees to ensure link between membership and
competence.
The Computer Centre and the Directorate Communications and Marketing to develop a public
relations and reporting policy using ICT.
All heads to ensure compliance with ethical standards.
SO-8: STRENGTHENING HUMAN RESOURCES DEVELOPMENT AND MANAGEMENT
Activities and Interventions
i) Revision of staff development policy.
ii) Mobilization of scholarships for postgraduate training for staff.
iii) Accessing opportunities for leadership and senior management training.
iv) Organization of training courses for performance measurement.
v) Introduction of time accounting systems for all staff.
vi) Revision of affirmative action and increase for its support.
vii) Continuation of localization policies.
Implementation
Office of PVC Academic Affairs and Research and Directorate of Human Resources to revise
the staff development policy of UNAM.
Office of PVC Academic Affairs and Research to look for scholarships for staff postgraduate
training.
Directorate of Human Resources to work on training programmes for administrative staff,
40

faculty deans and heads of department and centres on performance management and
measurement and staff time accounting.
Directorate of Human Resources to review and facilitate new policies on localization and
affirmative action.
SO-9: NETWORKING AND LINKING WITH STRATEGIC INSTITUTIONS
Activities and Interventions
i) Organizing attachments and internships for students.
ii) Increasing computer facilities for staff and students.
iii) Upgrading management of computer department.
iv) Planning for and securing accreditation and registering UNAM qualifications with the NQA.
v) Establishing equivalence for face-to-face and distance learning courses.
vi) Entering into negotiations with key ministries that consume UNAM products and services for
short courses and special graduate programmes.
vii) Establishment of partnerships with colleges of teachers’ education.
viii) Entering into memoranda of agreement with key organizations such as ACBF and NEPAD.
Implementation
Office of the Dean of Students in collaboration with Faculty Deans and Directorate of Marketing
and Communication to develop attachment and internship programmes and approach industries
and public service departments for implementation of these programmes.
Office of PVC Academic Affairs and Research to plan for and secure accreditation.
Office of PVC Academic Affairs and Research to work on equivalence of face-to-face and
distance learning courses
Office of PVC Administration and Finance to deal with provision of more computer facilities
to staff and students and the upgrading of the Computer Department.
Directorate of Marketing and Communication after consulting MRCC, UCCB, faculties
and centres, to initiate negotiation with key ministries on short courses, special graduate
programmes and research contracts.
Office of the VC to initiate dialogue with ACBF, NEPAD and others on cooperation.
41

SO-10: ADDRESSING STUDENT AND STAFF WELFARE
Activities and Interventions
i) Review of catering services.
ii) Improvement of student accommodation.
iii) Provision of facilities for spiritual services.
iv) Strengthening foreign students’ service.
v) Maintenance of sports and recreation facilities.
vi) Increase of computer facilities for students.
vii) Introduction of HIV/AIDS voluntary testing and counselling, development and distribution of
hard copy and electronic information and increased funding for student and staff research on
the pandemic.
Implementation
Office of the Dean of Students and Estate Department to handle issues of facilities for catering,
spiritual services and the strengthening of service to foreign students.
Estate Department in collaboration with office of the Dean of Students to provide facilities for
spiritual service and to address issues of improving student accommodation and improvement
of recreation facilities.
HIV/AIDS Unit to coordinate development and distribution of materials and establishment of
voluntary testing facilities.
Office of PVC Academic Affairs and Research to include funding for research in HIV/ AIDS
in the research programmes.
3.5. Monitoring of Implementation
The implementation of the Strategic Plan will be under the supervision of the Vice Chancellor
supported by the Management Advisory Committee and overseen by the University Council. The
Vice Chancellor will establish a team or committee which will oversee the implementation of the
Strategic Plan. At the end of each year a comprehensive review of the Strategic Plan will take place
to assess or determine achievements made during the year and address any challenges being faced
in the implementation of the Strategic Plan. This will also enable UNAM to monitor progress being
made in the implementation of the Plan.
42

4.0. STRATEGIC OBJECTIVES, INTERVENTIONS AND
EXPECTED OUTCOMES MATRIX
GOAL
STRATEGIC
OBJECTIVE
ACTIVITIES/INTERVENTIONS
EXPECTED OUTCOMES
1. To improve
teaching, research
and community
service through
consultancy,
advisory service
and extension
support
SO1: Improving
the Teaching
and Learning
Environment
i) Imparting pedagogical skills and
training of academic staff on
computer based teaching and
research methodologies.
ii) Construction of additional lecture
rooms, laboratories and acquisition
of more equipment and computers
for use in teaching and research.
Enhanced capacity for staff to
develop and deliver courses in
class or online.
Increased lecture rooms and
laboratories and reduced
congestion; increased equipment
and computers
iii) Promotion of inter-faculty dialogue
to design cross-faculty cooperation
in teaching to allow students to
take courses across faculties.
Increased choice for students
and inter-faculty cooperation;
enablement of students to
become multidisciplinary.
iv) Acquisition of more books,
journals and electronic sources of
materials.
Increased published materials
access to electronic sources
v) Introduction of student mentoring
system.
Increased access to career
counselling and academic
guidance.
vi) Involvement of students in the
evaluation of teaching.
Increased consumer inputs into
staff assessment.
vii) Strengthening links with outside
universities for collaborative
teaching and research.
Capacity gaps in teaching
addressed; cross-fertilization of
ideas achieved.
43

SO2: Strengthening
Research and
Consultancy
i) Revision of the UNAM Research
and Publications Programme and
policy.
ii) Strengthening links between
teaching, research and consultancy.
New policy with incentives for
output and penalties for low or
no research output.
Increased relevance of research
to teaching.
iii) Launch of a Graduate / Research
School.
iv) Establishment of a database on
UNAM research output and
publications.
v) Promotion of transparency in the
announcement of consultancy and
contract research activities.
vi) Increase funding for UNAM
research activities
viii) Strengthening of marketing
and acquisition of research and
consultancy contracts.
vii) Identification of needs and
provision of equipment for
research.
x) Strengthening of the Computer
Centre to give it a research support
orientation.
Increased number of Ph.D. and
Masters’ students and capacity
for research
Clear map of research capacity
and output
Openness and transparency in
selection of consultants.
Increased funding and research
activities.
Increase in the number of
partners that give research
consultancy contracts to UNAM.
Needs identified and research
equipment available.
Increased awareness by
Computer Centre staff; and
effective participation in the
teaching and research network.
44

SO-3: Increasing
Relevance of UNAM
Programmes
SO-4 Raising Levels
of Access and Equity
i) Full review and peer review of
programmes prior to application
for accreditation
ii) Annual stakeholder consultations
with government, private sector,
civil society and other stakeholders
on link between needs and
curricula.
iii) Design of new postgraduate
diplomas and degrees to meet the
local needs and demands.
iv) Strengthening the attachment
and internship programmes for
undergraduates.
v) Development of general courses
to be taken by all students
as foundation courses on
development theory and practice.
vi) Design practical training, field
work and research activities for all
undergraduate programmes.
vii) Establishment of common IT
facilities for general access by
students.
i) Increase fellowships for foundation
courses.
ii) Acquisition of equipment to support
teaching for visually impaired
students.
iii) Construction of facilities to
support easy mobility of physically
challenged students and staff.
iv) Revision of mature entry policy
and procedures.
v) Increase courses offered through
distance learning.
vi) Establishment of contacts with
secondary schools in rural and
remote areas through block
teaching and other outreach
strategies.
Accreditation by end of 2008
leading to more recognition of
UNAM degrees.
Increased policy dialogue
with government and other
stakeholders; and increased
support for UNAM.
Increased relevance and
demanded orientated graduate
programmes.
Increased society consciousness
of students and their
acceptability on the labour
market.
Widened students’ scope of
knowledge of local, regional and
international development issues.
Deepening of students’
knowledge about the Namibian
society.
Increased students’ computer
skills and access to IT-based
facilities.
Increased access to science,
engineering and medical courses
by Namibian youth.
Increased number of visually
impaired students.
Increased facilities for the
physically challenged persons to
use UNAM facilities.
Increased number of mature
entrants.
Increased number of courses
through distance learning.
Increased enrolment of students
from secondary schools in rural
and remote areas.
45

2. To diversify
sources of
funding for our
programmes and
activities
SO-5: Diversification
of Sources of
Funding
i) Negotiations with the Government
on alternative modalities of
disbursement of subsidies.
ii) Identification of partners in the
private sector and negotiation
of long term collaborative
arrangements with them.
Financial stability and
predictability.
More private sector support
for special courses and
consultancies.
iii) Registration with major funding
Agencies such as EU, JICA, NEPAD,
NUFFIC, SIDA/ SAREC etc.,
for consideration when they
announce research and consultancy
programmes.
More reliable and stable links
established with funding
agencies for contract research.
iv) Development of an acquisition and
resource mobilization strategy.
A clear map of resources;
conditions for funding and
checklists of funding agencies.
v) Aggressive marketing of MRCC
and UCCB internationally.
More visibility for contract
research and consultancy.
vi) Development of more externally
funded collaborative teaching
programmes.
Leveraging and resource sharing
with established universities and
institutes of higher education
SO-6: Expanding
Physical
Infrastructure
i) Development of a physical
development plan.
ii) Negotiations with private
developers to invest in property
development for student
accommodation.
Long term land utilization
programme for UNAM.
Increased accommodation for
students.
iii) Provision of teaching equipment in
classrooms and laboratories.
Improved course delivery.
iv) Establishment of a Postgraduate
Training and Assessment Centre.
Increased capacity for quality
postgraduate training
v) Mobilization of resources to
develop an engineering faculty.
Resources secured and faculty
developed.
vii) Mobilization of resources to
establish a mariculture research
facility at Solitude.
Resources secured and faculty
established.
46

3. To strengthen
governance,
management
and
accountability.
SO-7: Consolidating
Strategic Leadership
and Corporate
Governance
i) Training on project cycle
management and programme
planning and formulation for
academic staff.
ii) Strengthening capacity for
monitoring programmes and
activities.
Programme developed and
documented; and staff capacity
enhanced.
Monitoring guidelines
strengthened and documented.
iii) Provision of courses on
performance management
and measurement for heads of
departments and centres.
Courses developed, documented
and offered.
iv) Introducing concepts of new public
management for the administrative
staff.
Concepts documented and
introduced to the administrative
staff.
v) Accessing training opportunities for
top leadership on leadership and
change management.
Number of leadership courses
attended.
vi) Ensuring that all UNAM staff
members get the opportunity
to upgrade themselves through
refresher courses etc.
vii) Linking committee membership
with competence and skills.
Increased number of staff on
refresher and special skills
courses
viii) Organizing formal fora for
stakeholder consultations on
planning and activity review.
Increased number of committee
members with relevant
competence and skills.
ix) Strengthening reporting on the
website and through conventional
media.
Number of consultations and
reports.
x) Lobbying higher authorities for
increased support
Increased information and
number of materials.
xi) Strengthening ethics.
Increased support from
government and other
stakeholders.
Codes of conduct and
enforcement mechanisms.
47

SO-8: Strengthening
Human Resources
Development and
Management
i) Revision of staff development
policy.
ii) Mobilization of scholarships for
postgraduate training for staff.
More incentives for staff
development.
Increased scholarships
iv) Introduction of time accounting
systems for all staff.
v) Revision of affirmative action and
increase for its support.
vi) Continuation of localization
policies.
System in place; improvement in
measuring productivity.
Social inclusion and gender
balance in employment policy.
Increased number of local staff.
SO-9: Networking
and Linking with
Strategic Institutions
i) Organizing attachments and
internships for students.
ii) Increasing computer facilities for
staff and students.
ii) Upgrading management of
computer department.
iii) Planning for and securing
accreditation and registering
UNAM qualifications with the
NQA.
iii) Establishing equivalence for face
to face and distance learning
courses.
iv) Entering into negotiations with
key ministries that consume
UNAM products and services for
short courses and special graduate
programmes.
v) Establishment of partnerships with
colleges of teachers’ education.
vi) Entering into memoranda of
agreement with key organizations
such as ACBF and NEPAD.
Attachments and internships in
the public service and industries
Increased internet connectivity
and capacity to network.
Improved support to other
departments.
Enhanced quality assurance and
recognition.
Parity of quality between
conventional and distance
learning courses.
Increased collaboration between
public sector and UNAM.
Increased leveraging and
resource sharing.
Number of agreements.
48

SO-10: Addressing
Student and Staff
Welfare
i) Review of catering services.
Improvement of student
accommodation.
ii) Provision of facilities for spiritual
services.
iii) Strengthening foreign students’
service.
iv) Maintenance of sports and
recreation facilities.
v) Increase of computer facilities for
students.
vi) Introduction of HIV/AIDS
voluntary testing and counselling,
development and distribution of
materials and information and
increased funding for student and
staff research on the pandemic
Increased space for catering
services and improvement in
student accommodation.
Establishment of a chaplaincy.
Improved services for foreign
students.
Increased number and type of
services.
Improved facilities.
Increased number of voluntary
counselling and testing facilities
and funds allocated to student
and staff research on the issue.
49