Factors Affecting the Growth of Tertiary Education Programmes at Namibia College of Open Learning

This study investigates the factors contributing to the slow growth of tertiary programmes at the Namibian College of Open Learning (NAMCOL). The research objective for this study was to determine the key factors contributing to the slow growth of tertiary programmes at the Namibia College of Open Learning. The study was conducted within the framework of an interpretivist research paradigm. The study employed a qualitative research design to offer a comprehensive and contextually nuanced examination of the factors influencing the slow growth of tertiary education programmes at the Namibia College of Open Learning. The population of the study included all 50 various stakeholders associated with NAMCOL's tertiary programmes. This includes academics and administrators involved in programme development and delivery, as well as relevant policymakers with insights into the higher education landscape in Namibia, with a sample of size of 9 participants who were purposively selected based on criteria such as their roles within NAMCOL, their involvement in tertiary programmes, and their perspectives on factors influencing slow growth at tertial institutions. Data collected from semi-structured interviews revealed financial constraints as a primary factor that impacts the development and delivery of tertiary programmes at NAMCOL. Limited financial resources at the institution level have resulted in an inability for the institution to pay multiple curriculum developers each year, contributing to the small number of tertiary programmes offered over the past 24 years. Additionally, the focus of NAMCOL's management strategy has been on secondary education, with financial and human resources disproportionately allocated to this area, hindering the expansion of tertiary offerings. The study also highlighted a shortage of human resources dedicated to both the development and implementation of tertiary programmes, which has led to slow progress in programme development and inadequate support for students. The lack of sufficient support to students has, in turn, increased student dropout rates and negatively impacted enrolment numbers. Furthermore, while marketing efforts exist, they predominantly target secondary education programmes and fail to attract a broader student base for tertiary offerings. The reliance on social media for marketing also excludes potential students in remote areas with limited internet access. Finally, the programme development process was found to be slow and inefficient, suggesting the need for a review and streamlining of procedures. The study concludes with recommendations for improved resource allocation, enhanced marketing strategies, and a more efficient programme development process to foster the growth of tertiary education at NAMCOL.