Accessibility challenges and utilization of research-based articles by education policy makers in Khomas region, Namibia

Abstract

This study investigated the challenges faced by education policy makers in Namibia concerning the accessibility and utilization of research-based articles in the Khomas region, Namibia. At issue is the importance of this knowledge for policy formulation. This study explores the barriers hindering the seamless flow of knowledge from scholarly circles to education policymakers. Namibia, in its effort of educational progress, encounters difficulties due to limited accessibility of research-based articles, further complicated by academic exclusivity and a heavy reliance on external research initiatives than its own. Purposive sampling method was employed to select 32 education policy makers out of a population of 71 policy makers in Khomas region. The study incorporated a mixed-methods approach, to obtain understandings into the participants' experiences regarding research articles accessibility and utilization, combining quantitative insights from questionnaires with qualitative data obtained from interviews. The findings revealed a disconnect between researchers and policy makers. Limited access to journals and online databases emerged as a major obstacle hindering both academics and policy makers’ ability to stay updated with the latest research knowledge. It also indicated a disparity in digital literacy skills among the participants in navigating online resources to access research articles. The study recommended the urgent need for targeted interventions such as tailor-made training programs aimed at improving digital literacy skills among policy makers and academics, and integrating policy makers into academic discourse, to enhance accessibility and utilization of research-based articles. This research contributes toward bridging the gap between research and policy making, ensuring a more informed and effective educational policy landscape.