Considering that coordination can take many forms, and may be instituted through an array of policy instruments and tools, we take the position that coordination is both a consequence of pressures on higher education some of which are brought by market forces (globalisation) but also that state coordination of higher education can be a trigger for change. Our objective is to demonstrate this through a review of literature and legislative and policy instruments in Namibia. We complete the review with an in-depth analysis of key informant interviews on coordination in Namibia. We argue that although Namibia’s approach of higher education governance and state coordination strongly emphasizes autonomy, which is in-line with international trends. We also argue that self-governance in an absence of policy does not promote effectiveness of HEIs in the country. We conclude that coordination and state steering of it, is in Namibia’s context a consequence of experience in hindsight rather than a case of foresight.
Matengu, K., Likando, G., & Kangumu, B. (2014). Governance and Coordination of the Higher Education System in Namibia: Challenges and Prospects. FIRE: Forum for International Research in Education, 1(2). Retrieved from https://preserve.lehigh.edu/fire/vol1/iss2/4