Centre for Professional Development, Teaching and Learning Improvement – University of Namibia (UNAM)
ABOUT
The Centre for Professional Development, Teaching and Learning Improvement (CPDTLI) was established in late 2015 following the merger of the former Continuing Professional Development (CPD) Unit and the Teaching and Learning Improvement Unit (TLIU). The major came about as part of the University-wide institutional restructuring. Improved quality of teaching and learning – attained through effective, sustained, site-based and responsive professional development – is the reason for the Centre’s existence. The key concern for the Centre is how to improve the quality of teaching and learning in the general education sector and at the University of Namibia. Its target beneficiaries are the more than twenty-five thousand general education educators (e.g. school teachers, school managers and education officers) and the higher education educators (e.g. lecturers) at the University of Namibia. Over time, the CPTLI has distinguished itself as a Centre of excellence and an outstanding model of best practice in the provision of CPD for educators.
GUIDELINES
CPD Model
Namibia’s strategic plan, Vision 2030, constitutes the country’s road map towards achieving higher levels of industrialization and development. Meeting this goal means turning Namibia into a knowledge based society with major achievements in information technology, innovation and manufacturing. The Vision recognizes that the attainment of its aspirations is contingent upon a dynamic, responsive, and highly effective education and training system.
CPD Model
Monitoring and Evaluation Framework
Monitoring and evaluation can be effective tools to enhance the quality of project planning and management. Monitoring helps project managers to understand whether the projects are progressing in schedule and to ensure that project inputs, activities, outputs and external factors are proceeding as planned. Evaluation can be a tool to help project managers assess to what extent the projects have achieved the objectives set forth in the project documents.
Monitoring and Evaluation Framework
Needs Analysis Report
This report presents the results of a qualitative study of the capacity building of educators, education managers and school inspectors in Namibia. The study was conducted between January to March 2012 and it employed a document review approach to collect the information on the various CPD programmes undertaken in Namibia in the last ten years (2002-2012). The aim of the study is to assess the training and capacity building needs of educators, education managers and school inspectors, and guide the development of capacity building plan for the CPD Unit and its stakeholders, namely, National Institute for Education Development, UNAM Faculty of Education and Programme Quality Assurance Directorate.
Needs Analysis Report
Credit Accumulation Award
The provision of continuing professional development in Namibia is undergoing major changes in its approach. We are implementing a credit- and outcomes-based approach which is designed to be accessible, inclusive, flexible, responsive, targeted and effective. The goal is to offer educators opportunities that recognise the widest possible range of quality assured professional and academic achievements that can be converted into qualifications or awards – without the participants having to leave their places of work.
Credit Accumulation Award
Implementing CPD at the site/school level
This guide is an attempt to provide guidance on how to implement CPD at the local level, particularly at the school level. The guide provides suggestions, tools and templates that could be used to implement CPD at the site/school level. Nothing is prescriptive in this guide. Sites/schools are encouraged to be creative in their implementation of CPD and to share their innovations with the entire community of educators.
Implementing CPD at the site/school level
Implementing CPD at the Regional level
This guide seeks to support the Regional Continuing Professional Development Coordinating Committee in the implementation of its roles and responsibilities by suggesting ways on how to implement these roles and responsibilities. The guide is not prescriptive and should be used in a much flexible manner depending on the conditions on the ground.