Relevant bibliographies by topics / Education and state – Namibia – Evaluation

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Academic literature on the topic 'Education and state – Namibia – Evaluation'

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Published: 4 June 2021
Last updated: 9 February 2022

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Journal articles on the topic "Education and state – Namibia – Evaluation"

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Mabunda, Sikhumbuzo, Blake Angell, Rohina Joshi, and Andrea Durbach. "Evaluation of the alignment of policies and practices for state-sponsored educational initiatives for sustainable health workforce solutions in selected Southern African countries: a protocol, multimethods study." BMJ Open 11, no. 4 (April 2021): e046379. http://dx.doi.org/10.1136/bmjopen-2020-046379.

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IntroductionHealth systems across the world are facing challenges with shortages and maldistribution of skilled health professionals. Return-of-service (ROS) initiatives are government-funded strategies used to educate health professionals by contracting beneficiaries to undertake government work on a year-for-year basis after their qualification. It is envisaged that once they have served their contract, they will be attracted to serve in the same area or government establishment beyond the duration of their obligatory period. Little is known about the processes that led to the development and implementation of ROS policies. Furthermore, there is no systematic evaluation of the strategies that demonstrate their utility. This research aims to evaluate the ROS initiatives, explore their efficacy and sustainability in five Southern African countries.Methods and analysisThis study will be conducted in South Africa, Eswatini, Lesotho, Botswana and Namibia in a phased approach through a multimethods approach of policy reviews, quantitative and qualitative research. First, a review will be conducted to explore current ROS schemes. Second, a quantitative retrospective cohort study of ROS scheme recipients for the period 2000–2010 will be undertaken. Information will be sourced from multiple provincial or national information systems and/or databases. Third, we will conduct semistructured group or individual interviews with senior health, education, ROS managing agency managers (where appropriate) and finance managers and/policy makers in each country to determine managers’ perceptions, challenges and the costs and benefits of these schemes. Fourth, we will interview or conduct group discussions with health professional regulatory bodies to assess their willingness to collaborate with ROS initiative funders.Ethics and disseminationEthics approval for this study was obtained through the Human Research Ethics Committees of the University of New South Wales (HC200519), Australia; South Africa and Lesotho (065/2020); Eswatini (SHR302/2020); Namibia (SK001); and Botswana (HPDME 13/18/1). Relevant findings will be shared through presentations to participating governments, publications in peer-reviewed journals and presentations at relevant conferences.
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Semente, Efigenia. "STUDENT SATISFACTION AND TECHNOLOGY INTEGRATION IN TEACHING AND LEARNING: THE CASE OF UNIVERSITY EDUCATION IN NAMIBIA." Journal of Education and Practice 1, no. 2 (October 4, 2017): 1. http://dx.doi.org/10.47941/jep.201.

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Purpose of the study: The purpose of this study is to assess Student Satisfaction and Technology Integration in Teaching and Learning: The Case of University Education in Namibia. The concept of customer satisfaction has attracted much attention in recent years. Institutions of higher education are accountable for their performance to their trustees, state boards, accreditation agencies, employees, parents, and of course, their students. Students are the reason for the existence of Institutions of higher education. Hence Student satisfaction should be the core business of such institutions. Yet despite a large body of research literature examining customer satisfaction and student satisfaction for that matter, researchers have not fully investigated the relationship between student satisfaction and technology integration in teaching and learning. This study explores the Challenges faced by academics in terms of technology integration in teaching and learning. It further assesses Students’ Satisfaction in relation to Technology Integration in Teaching and Learning as well as the relationship between the use of technology in teaching and learning and Students Satisfaction. Research Methodology: This is a correlation cross-sectional quantitative survey. Responses were obtained from a 200 valid random sample comprising of Students and Lecturers at one of the major public Universities in Namibia. The responses were analysed using SPSS version 23. Both descriptive and inferential statistics were used to examine the research questions. Descriptive statistics were used to report demographic information and for inferential statistics, the principal components analysis (PCA) was used. Further, in order to explore the relationships between Student Satisfaction and Technology Integration in Teaching and Learning, Pearson correlation and analysis of variance (ANOVA), were used to address research questions accordingly.Findings: The study found significant relationships between Technology Integration in Teaching and Learning and Students Satisfaction. The results prompted recommendations guiding effective marketing strategies for Institutions of Higher Education, policy making in relation to Technology Integration in Teaching and Learning vis-à-vis Student Satisfaction.Contribution: Regular appraisal of students satisfaction with technology integration is critical. Evaluation of lecturer’s perception and awareness of technology integration is essential-to reduce the Knowledge Gap in the area of technology integration in teaching and learning. Specific studies related to technology integration in teaching and learning per discipline (Programme) are desirable since different Programmes may have different needs in terms of technology integration. Lecturers’ commendations/support for technology integration is key to ensure adoption and full technology integration in the long run. Institutional Policy on course web/e-learning presence is fundamental
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Roos, Pieter. "The Current State of Music in South West Africa/Namibia: An Overview." International Journal of Music Education os-7, no. 1 (May 1986): 32–39. http://dx.doi.org/10.1177/025576148600700108.

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Lipumbu, Nangula. "Who Guards the Guard?" International Journal of African Higher Education 8, no. 1 (April 18, 2021): 71–90. http://dx.doi.org/10.6017/ijahe.v8i1.13365.

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Meta-evaluations by Quality Assurance Agencies (QAAs) aim to evaluate the quality of the evaluators of quality assurance. While such evaluations are the norm, especially in Europe, they are rare in Africa. A critical literaturereview was conducted to ascertain whether meta-evaluations were conducted in Namibia. The study estab- -lished that such evaluations have yet to be practiced in the country. Drawing on Clark’s model of the organisa- -tional analysis of higher education institutions and the higher education system as an analytical lens, and based on the African Standards and Guidelines for Quality Assurance and some cases of meta-evaluation byQAAs, we argue for the need to conduct such evaluations in Namibia. The article provides an overview of QAAs’ operations and functions, as well as the current external quality assurance system for higher education inNamibia and justifies the necessity of meta-evaluation in the Namibian context in order to enhance the capacity of QAAs and the quality of higher education institutions. Key words: Higher Education, meta-evaluation, Namibia, quality assurance, Quality Assurance Agencies
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Totemeyer, Andree-Jeanne. "SCHOOL LIBRARIES IN NAMIBIA INNOVATIONS, PROBLEMS AND CHALLENGES." Education Libraries 18, no. 2 (September 5, 2017): 6. http://dx.doi.org/10.26443/el.v18i2.65.

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This abstract focuses on the state of school libraries in Namibia, giving an overview of the effect of apartheid on education. Statistics show the uneven distribution of materials to schools. Present and future needs for both training and equipping of libraries are discussed.
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Iita, Ananias, and Sakaria M. Iipinge. "The Implementation of New Religious and Moral Education Curriculum in Post-Independent Namibia." Msingi Journal 1, no. 2 (August 27, 2018): 58–88. http://dx.doi.org/10.33886/mj.v1i2.77.

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This paper investigated the perceptions of Religious and Moral Education (RME) teachers with regard to the implementation of RME syllabus in Namibia. The paper engages a crucial global debate on paradigms for teaching religion and moral values while contributing to the literature through research in the Ompundja Circuit of Oshana Region, Namibia. Contrary to the previous colonial era when Christianity was the only recognized religion, the Republic of Namibia adopted a new constitution making it a secular state upon independence in 1990. This new constitution, however, brought new challenges to teachers who were previously trained only to teach Biblical Studies as a school subject. With this new constitution, Namibia adopted a policy of teaching a multi-cultural religious and moral education curriculum. The teaching of RME replaced Biblical Studies in the Namibian curriculum. Teachers are now required to make their learners aware of the different religious and moral values of Judaism, Christianity, Islam, Hinduism, Buddhism, African traditional religions, Bahai and others inextricably. This, paper, therefore, presents findings from a case study research conducted at Ompundja Circuit of Oshana Region in Namibia that examined the perceptions of Religious and Moral Education (RME) teachers with regard to the implementation of RME syllabus. Fourteen teachers from selected schools participated in this study. Teachers were interviewed, observed and later completed a set of questionnaire. Findings indicated that teachers’individual religious and moral values shaped the teaching and learning process; teachers’ individual religious and moral values played a major role regarding conflicting concerns over RME; and as most RME teachers were Christian, they felt a commitment to share their personal Christian religious beliefs and moral values. The paper recommends that teachers be provided with the necessary teaching resources and be trained to develop more confidence and broad understanding of RME as a subject.
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Marchant, Gregory J., Kristine A. David, Deborah Rodgers, and Rachel L. German. "State Teacher Evaluation and Teacher Education." Teacher Educator 50, no. 2 (April 3, 2015): 89–108. http://dx.doi.org/10.1080/08878730.2015.1011943.

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Isaacs, Albert, Lawrence Kazembe, and Collins Kazondovi. "An Evaluation of the National Information Communication and Technology (ICT) Policy at the University of Namibia in the Faculty of Education." Higher Education for the Future 5, no. 1 (January 2018): 104–18. http://dx.doi.org/10.1177/2347631117740455.

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The purpose of this evaluation study was to determine the extent to which the teacher educators in the Faculty of Education at the University of Namibia implemented the national Information and Communication Technology (ICT) Policy for Education. This study employed both the quantitative method in the form of questionnaires and the qualitative method in the form of interviews and classroom observations. From the 100 participants surveyed, there were 73 respondents indicating a 73 per cent response rate to the questionnaire. The data were analysed by using the Likert Scale, Pearson-Product Moment Correlation Coefficient, Eigenvalue: Factor Analysis and Eigenvalue: Cluster. A purposive sampling was then conducted on the teacher educators at University of Namibia campus who were tasked to teach with ICTs. These teacher educators were interviewed and classroom observations were conducted. The findings of the study indicated that the participants had a good understanding of the national ICT Policy for Education. A majority of the teacher educators indicated that they were at the beginning level of using ICTs for teaching. They mainly used word processors and presentation tools for the purpose. However, the findings further indicated that the respondents lacked training in ICT pedagogy, lacked the time to learn and incorporate ICT skills and tools into lessons, and exposed insufficient budget allocation in place for procurement of ICT tools such as hardware and software.
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Snyder, Martin. "State of the Profession: Teaching Evaluation or Cyberstalking?" Academe 86, no. 4 (2000): 71. http://dx.doi.org/10.2307/40251908.

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Wainer, Howard, Paul W. Holland, Spencer Swinton, and Min Hwei Wang. "On “State Education Statistics”." Journal of Educational Statistics 10, no. 4 (December 1985): 293–325. http://dx.doi.org/10.3102/10769986010004293.

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In January 1984 and again in January 1985, then Secretary of Education Bell released the table “State Education Statistics.” These tables contained a variety of education indicators, among them average SAT or ACT scores for each state. In this paper we examine these scores to see if they can be used for state-by-state comparisons to aid in the evaluation of those educational policies that vary across states. We conclude that statistical adjustment to remove the bias introduced by inappropriate aggregation and self-selection of examinees is not sufficient to insure the validity of the kinds of inferences that are desired.
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Dissertations / Theses on the topic "Education and state – Namibia – Evaluation"

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Kandumba, Marina. "Exploring education policy transformation in Namibia in terms of democratic change." Thesis, Stellenbosch : Stellenbosch University, 2005. http://hdl.handle.net/10019.1/50349.

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Thesis (MEd) -- Stellenbosch University, 2005.
ENGLISH ABSTRACT: One of the major features of educational transformation in Namibia revolves around the democratisation of education. However, despite various endeavours by the government to transform the education system in an effort to provide quality education, there remain many challenges to the delivery of urgently needed quality education. This thesis seeks to explore how democratic education can possibly contribute towards eliminating identified challenges. My contention is that the promulgation of the education policy document "Toward Education for All" of 1993 was meant to bring about changes in the Namibian education system. However, the promulgation of this policy does not imply the effective implementation thereof.
AFRIKAANSE OPSOMMING: Een van die belangrikste kenmerke van onderwystransformasie in Namibie is die demokratisering van die onderwys. Ten spyte van verskeie pogings deur die regering om die onderwysstelsel te transformeer in 'n poging om gehalteonderwys te verseker, is daar steeds baie uitdagings met betrekking tot die lewering van dringend nodige gehalteonderwys. Hierdie tesis ondersoek hoe demokratiese onderwys moontlik daartoe kan bydra om die uitdagings soos gerdentifiseer die hoof te bied. Die skrywer is daarvan oortuig dat daar met die bekendmaking van die onderwysbeleidsdokument, Toward Education for All (1993), bedoel word om veranderinge in die Namibiese onderwysstelsel teweeg te bring. Die openbaarmaking van hierdie beleid impliseer egter nie die effektiewe implementering daarvan nie.
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Shifidi, Set-Son Kondjashili. "Evaluation of corporate governance in state-owned enterprises in Namibia." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/96198.

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Thesis (MBA)--Stellenbosch University, 2014.
Corporate Governance in Namibia is such a serious challenge, especially in the public sector. The public sector consists of government entities including state-owned enterprises (SOEs). Namibian SOEs are prevalent in the important infrastructural sectors of energy, water, transport, telecommunication, finance, etc., and their performance is of great importance to the entire population, local businesses as well as to foreign investors. The fundamental aim of this study was to evaluate the level of corporate governance in the Namibian SOEs using the adopted Evaluation Matrix that was developed by the Centre for Corporate Governance in Africa of the University of Stellenbosch Business School. This matrix was developed based on King II and King III principles of good corporate governance. Namibian SOEs are governed by the State-owned Enterprises Governance Council (SOEGC), which prescribes the King Code of Governance of South Africa (King Code) as the guidance of governance to Namibian SOEs. The research study employed the data collection method of using secondary data from the companies’ public documents, in this case the annual reports. According to King III, the annual report or integrated report as it is now ideally called is supposed to contain all the company’s governance issues that promote sustainability, accountability and disclosure within the company. Companies that did not disclose information scored poorly in disclosure and transparency. From this research, it has been observed that Namibian SOEs need to improve on disclosure. There are, however, a few companies, such as Namibia Ports Authority (Namport) that are doing relatively well and are close to having an annual report which is almost an integrated report. The study’s focus was also on boards’ sustainability aspects of good corporate governance. These aspects are: racial and gender diversity of boards, attendance at board meetings, and the presence of relevant board committees. On this subject, it was observed that Namibia’s SOEs are relatively on par with both South Africa’s SOEs and private sector, when compared to results of similar research studies in that country. The success of this research also proved that this Evaluation Matrix as developed can be adopted for use on corporate governance in Namibian companies.
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Semba, Pecka. "Education decentralization in the Omaheke Region of Namibia." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1006114.

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Before the attainment of independence on 21 March 1990, the people of Namibia were engaged in a protracted struggle against colonialism, racism and apartheid, all of which had denied the majority of the people democracy and development. The people of Namibia therefore did not have power to make decisions on matters that affect their lives and were also not able to determine their own destiny (Ministry of Regional Government and Housing [MoRGH]: 1998:1). After independence, the Namibian government provided for a policy of decentralization under Chapter 12 of the Constitution. After adopting decentralization as state policy in 1996 the government, under the auspices of the Ministry of Regional, Local Government and Housing, embarked upon an implementation process that began in 2003. Education decentralization was included in this process. As my research investigated participants' experience of education decentralization in the Omaheke Region, I conducted an interpretive case study. I employed semi-structured interviews as my main data collection instrument. The quality of my research lies mostly in the authenticity of my thick descriptions where I rely to a large degree on a high ratio of participant to researcher voice. The study has revealed that there is a basic understanding of what education decentralization refers to. Education decentralization is also perceived to provide for the democratization of education through the active participation of all relevant stakeholders - parents, teachers, learners and civil servants - in the education process. However, although there is a basic understanding of what education decentralization entails, there is not necessarily acceptance. The study revealed that many people in Omaheke have reservations about the process of decentralizing education services. Some regard education decentralization as central government "dumping" its responsibility on the Regions. Furthermore, neither the Regional Council, the Regional Education Office, schools, communities nor parents have the capacity to cope with decentralization. The responsibility for overseeing the implementation of decentralization in the Region lies with the Omaheke Regional Council. Education as a decentralized function ought to resort directly under the Regional Council. However, the Regional Education office does not yet operate under the Regional Council. Instead the Education Director continues to report directly to the Permanent Secretary of the Ministry of Education in the capital. In this way an important decentralization structure, the Regional Council, is bypassed and rendered toothless. The data reveal that there is only partial evidence of psychological and structural readiness for education decentralization. Consequently there is little meaningful participation and therefore no sense of ownership among parents, teachers, learners, community-based organizations and political leaders.
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Kamwi, Kamwi Kenneth. "Teacher responses to the Namibian education reform : a case study of two Caprivi schools." Thesis, Rhodes University, 2002. http://hdl.handle.net/10962/d1003676.

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Effective implementation of education reforms consists of alterations in curriculum materials, instructional practices and behaviour, beliefs and understandings on the part of the teachers involved in the reform (Fullan and Hargreaves, 1993: 5). A process of implementation is therefore, a learning process, learning how to do something new (ibid.). This study was done to establish how Biology teachers in Caprivi have responded to the reform process ten years down the line. I used a qualitative case study of two secondary schools. Four Biology teachers, two school principals and two groups of learners participated in the study. Data was collected by means of interviews, lesson observations, a workshop, and school inventories. The data was analysed within an interpretive framework. The results of the study show a move into 'activity-based teaching'. It shows a shift from the traditional transmission teaching approach. In general teachers seem to equate 'activity-based teaching' with the learner-centred approach.
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Iitula, Helena. "Master of Education research portfolio." Thesis, Rhodes University, 2006. http://hdl.handle.net/10962/d1008196.

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This Portfolio was submitted in 2005 to Rhodes University as a Research Portfolio presented in partial fulfilment of the requirements for the degree of Master of Education in General Education Theory and Practice. The Portfolio consists of seven (7) key parts. The reader of this Portfolio is courteously informed that the structure of this portfolio is to some extent differ from the thesis structure. Thus, the reader should be attentive not to weigh against the two. Further more, I hereby declare that this portfolio is my own work and that all the sources that I have used or quoted have been indicated and acknowledged by means of references indicated at the end of each part. Part 2 and 6 are the core parts of the portfolio. The focal point of part 2 is the contextual curriculum analysis of Grade 8-10 Oshindonga Curriculum in order to investigate its implementation in four educational circuits: Oshigambo, Onathinge, Onyaanya and Omuthiya in Oshikoto Region. Based on the findings of this analysis, lack of critical inquiry and reflective practice among Oshindonga teachers was identified as one of the major obstacles that preventing the effective implementation of the curriculum. Most of these teachers are Basic Education Teacher Diploma (BETD) postgraduates. Thus, part 3 and 4 were developed as supplements to inform the main research paper (part 6) which is related to teacher's professionalism in the classroom. The focus of part 3 (literature review) was on the teacher as a reflective practitioner. This is in line with the Namibian Education Policy, which identifies reflective practice as the heart of teacher professionalism. In this part, I explored a variety of views related to the notion of professionalism in teaching. I have also focused on views related to teacher's professional development both on macro and micro levels. These views provided a clarification and an underpinning framework on which to base my analysis of reflective practice as professionalism in education. Part 4 (education theories) focused on the digging of understanding of knowledge as an important theoretical domain of behaviourist and constructivist theories. I have tried to establish how the two theories (Behaviourist and Constructivist) view knowledge and its acquisition and to gain an understanding of how the two theories have been informing the practice. Subsequently, part 6 meant to investigate and assess the extent to which Basic Education Teacher Diploma postgraduate teachers are autonomously applying the theory of critical inquiry and reflective practice in the classroom. Both part 2 and 6 have findings. There is much correlation between the issues and problems in the implementation of the curriculum as identified in part 2 and the findings of the main research paper (part 6). Though critical inquiry and reflective practice is the key journey towards a high level of reflectivity and one of the significant characters of teacher professionalism in the classroom, most issues and problems identified were related to the insufficient practice of critical inquiry and reflective practices. Low correlation was found between critical inquiry and reflective practice theory and teachers' practices in the classroom. Despite to the fact that various rationales were mentioned as to why critical inquiry and reflective practice successful implementation is not taking place, the study positioned an emphasis on team working at school, cluster and circuit base that could contributed to a great extend to making teachers more competent and supporting themselves in mastering the applicable critical inquiry and reflective practice skills.
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Katoma, Loini-Nyanyukweni. "The implementation of environmental education policy in Namibia: perceptions of a range of decision-makers." Thesis, Rhodes University, 2002. http://hdl.handle.net/10962/d1003445.

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This study is the first cycle of an action research project that focuses on the implementation of the Environmental Education Policy in Namibia. Perceptions of Namibian decision-makers were sought with regard to their understanding of the concepts ‘environment’ and ‘environmental education’, as well as to identify environmental problems and obstacles to the implementation of the Environmental Education Policy. The approach of coming up with options to address the identified problems/obstacles/constraints, was employed in this study. To this effect, interviews, a workshop, observations and reflections on the process of implementation resulted in a wealth of data. The findings shed light on possible solutions to address the identified problems and obstacles. The results revealed that community participation, skills development and the proper co-ordination of environmental education activities are imperative in addressing the obvious policy-practice gap. Decision-makers uncovered the fact that the socio-economic situation of our people necessitated pulling our resources together and working as a team. The overall perceptions are that the environment is everyone’s business and that we should zealously use it and carefully guard it, not only for ourselves but also, for the benefit of coming generations.
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Haingura, Paulinus. "Research portfolio." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1003615.

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The purpose of this research is to evaluate the implementation of the Namibian education policy with particular reference to Senior Secondary education (Grades 11-12) in order to develop analysing skills that will facilitate better understanding of my professional context and enhance my ability to operate within a research environment. The main purpose is to look at the theory that underpins the curriculum and to find out whether that theory is carried through into practice. This contextual analysis is also designed to provide baseline data as I subsequently explore my area of research. The specific objectives of the research are to: • conduct interviews with teachers and learners which may reveal ideological differences on how these various actors perceive the curriculum; • analyse specific areas within the curriculum that might reveal the type of theory underpinning the curriculum; • assess the curriculum in order to identify objectives and goals that may affect the implementation of the intended curriculum.
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Haingura, Felicity Kunyima. "Traditional and colonial education : the experience of the people living in the Kavango region of Namibia (1900-1966)." Thesis, University of Cape Town, 1993. http://hdl.handle.net/11427/26217.

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Johannes, Thomas Kamusheefa. "An investigation of principals' perceptions and experiences of the implementation of the national standards and performance indicators (NSPI) for Namibian schools in the Ohangwena region." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1003522.

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The post independence Namibian education system has been characterised by many reform initiatives, aimed at eradicating inequity, poor performance, and inferior education provision inherited from a pre-independence education system. This legacy posed a serious challenge to Namibia when it set out to achieve a national goal, Vision 2030. Vision 2030 inspires Namibia to be among the eveloped countries in 2030. In an attempt to achieve the goals outlined by the mission statement of Vision 2030, the Ministry of Education (MoE) introduced two national education initiatives: the Education and Training Sector Improvement Program (ETSIP), and the National Standards and Performance Indicators (NSPIs). These would be implemented in Namibian schools as, respectively, the Ministry’s strategic plan and its policy document. The NSPIs were introduced to address the fragmentation of standards and inequity in regions and schools in Namibia, as they aimed to standardise the provision of equal, quality education across the country (Namibia. MoE, 2005a, p. 1). The NSPI policy calls for schools to take quality assurance seriously, with particular emphasis on School Self-Evaluation (SSE), a process that encourages self-management (Namibia. MoE, 2007a, p. 3). Thus, the standards set out by the NSPIs became the yardstick by which internal and external school evaluators could assess whole school performance. The purpose of this present study was to investigate the perceptions and experiences of principals in the Ohangwena Region following the implementation of the NSPIs. It is a case study involving two Inspectors of Education (IoEs), twelve principals, and four Heads of Department (HODs). Interviews, document analysis, questionnaires, and a focus group interview were used to collect the data. The study found that principals acknowledge the importance of the NSPIs, and believe that they would succeed in improving the provision of quality education if they were fully implemented. The study found that schools implemented Performance Indicators 5.3 (School Administration) Aspect 5.3.2 (Storage and retrieval of information) in Key Area 5. However, the results of the study also showed that principals experienced many challenges in the implementation of the NSPIs. These included a lack of understanding among principals and teachers of the NSPIs, a lack of understanding of contemporary leadership theories (that would otherwise help principals to implement change effectively), and a lack of support in terms of skills and resources from both the Regional Office in Ohangwena and the MoE itself. The study found that the NSPIs have not yet improved school performance, and consequently that the pass rate remains the same as before the introduction of the NSPIs, four years ago. The SSE, which aims to help schools identify their strengths and weaknesses, and encourages them to establish and make use of a School Development Plan (SDP) to address weaknesses and sustain strengths, is characterised by a high degree of dishonesty. Thus, the information furnished by SSEs, SDPs, and Teachers Self-Evaluations (TSEs) is unreliable, lacks credibility, and has the further ill-effect of skewing schools’ performance targets. Therefore, this problem could be addressed when the rationale of completing the SSE is clearly explained to principals and teachers.
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Neshila, Selma. "Action research on an organization development intervention in a secondary school in the Erongo education region of Namibia." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1003299.

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Organisations that will not, that resist, that cannot, that are incapable, that lack the confidence or that believe it’s not possible to change are likely to stagnate and die (Smith: work in progress). Since independence in March 1990, the new Namibian Government has realized that the quality, efficiency and effectiveness of Namibian schools depends on the ability of teachers and other stakeholders to be innovators and facilitators of change, especially through effective communication, effective meetings, working through conflict, solving problems and making decisions. Organization Development (OD) is an effective, planned change approach for improving organization workgroup processes. Resting on a foundation of values and assumptions about people and organizations, OD promotes collaboration, interdependence and interconnectedness, empowerment, participation and involvement in problem solving and decision-making for all members. Based primarily on a normative, re-educative strategy and secondarily on a rational-empirical strategy, OD assumes that people will change if and when they realize that change is advantageous to them. OD makes use of interventions to determine areas requiring change. The intervention used for my research included a survey-data-feedback (SDF) where data was gathered, analyzed and fed back to the participants. The data was used as a basis for problem solving and training in organizational processes of communication. The case study involved 23 teachers. Journal entries, observation, formal and non-formal interviews as well as focus interviews were used as data collection tools. Participants wanted to see immediate organizational changes thus it was important to remind them that OD is a long-term change approach and that there is no quick fix. Initially, participants were used to the norm of fault finding to determine areas requiring change. However, a year later, during problem solving sessions, I observed collaborative and positive involvement by all participants. Finally, the outcome of the intervention based on the data from the communication workshop and the problem-solving meetings revealed that participants want OD to be institutionalized in all Namibian schools.
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Books on the topic "Education and state – Namibia – Evaluation"

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SADC Education Policy Capacity Building Forum (2nd 2002 Windhoek, Namibia). SADC Education Policy Capacity Building Forum: Quality education for all : Windhoek, Namibia, 18th-20th November 2002. [Mbabane?]: SADC, 2002.

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Turner, John. Education in Namibia. [Windhoek]: The Ministry, 1990.

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Wils, Annababette. Regional education analysis for Namibia. Windhoek: Republic of Namibia, 2012.

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Swift), Massachusetts Governor (2001 :. State of education address. Boston: Commonwealth of Massachusetts, Executive Dept., 2001.

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Massachusetts. Governor (1997- : Cellucci). State of education address. Boston: Commonwealth of Massachusetts, Executive Dept., 2000.

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Massachusetts. Governor (2001- : Swift). State of education 2002 address. Boston: Commonwealth of Massachusetts, Executive Dept., 2002.

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Amukugo, Elizabeth Magano. Education and politics in Namibia: Past trends and future prospects. 2nd ed. Windhoek: Gamsberg Macmillan, 1995.

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Amukugo, Elizabeth Magano. Education and politics in Namibia: Past trends and future prospects. Windhoek: New Namibia Books, 1993.

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Angula, Nahas. The national integrated education system for emergent Namibia: Draft proposal for education reform and renewal. [Windhoek?: SWAPO of Namibia, 1989.

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Macharia, David. Report on the evaluation of literacy and non-formal education in Namibia. Windhoek: Ministry of Education, Culture, Youth, and Sport, Government of the Republic of Namibia, 1990.

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Book chapters on the topic "Education and state – Namibia – Evaluation"

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Engelhardt, Craig S. "Protestant Education in Namibia: Serving Church and State." In International Handbooks of Religion and Education, 341–60. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-2387-0_17.

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Green, Joseph S. "The State of the Art: A Summary Statement." In Evaluation of Continuing Education in the Health Professions, 167–71. Dordrecht: Springer Netherlands, 1985. http://dx.doi.org/10.1007/978-94-009-4986-7_11.

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Dyomin, Victor, Galina Mozhaeva, Olesya Babanskaya, and Ulyana Zakharova. "MOOC Quality Evaluation System: Tomsk State University Experience." In Digital Education: Out to the World and Back to the Campus, 197–202. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-59044-8_23.

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Neave, Guy. "Spain: Defining Autonomy, Setting Up Evaluation." In The Evaluative State, Institutional Autonomy and Re-engineering Higher Education in Western Europe, 105–16. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9780230370227_8.

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Kilingaru, Kavyaganga, Zorica Nedic, Jeffrey Tweedale, and Steve Thatcher. "Smart Evaluation of Instrument Scan Pattern Using State Transition Model During Flight Simulator Training." In Smart Education and e-Learning 2017, 292–301. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-59451-4_29.

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Bedi, Innocent Kwame, Aaron Kweku Amanor, and Sedem Nunyuia Amedome. "Evaluation of the State of Mental Health in Ghana: Policy, Practice, and Education." In Global Encyclopedia of Public Administration, Public Policy, and Governance, 1–8. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-31816-5_4165-1.

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Egloffstein, Marc, and Dirk Ifenthaler. "Tracing Digital Transformation in Educational Organizations." In Digital Transformation of Learning Organizations, 41–57. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-55878-9_3.

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AbstractThis chapter describes the quantitative approaches for assessing various aspects of digital transformation from the joint research and development project #ko.vernetzt. In an application-oriented case study approach, the operationalization of a maturity model of digital transformation for educational organizations (MMEO) and the design and implementation of a multi-perspective evaluation concept are outlined. While the MMEO provides a state perspective on the digital transformation of an educational organization and its employees, the evaluation concept aims at tracing developments of media-related professional competencies. MMEO has been implemented in a study with N = 222 participants, while N = 59 learners were subject to the evaluation polls. The results provide the necessary evidence for implementing and continuously improving a qualification program in the regarded research context. However, the methodology can also be transferred to other organizations in the education sector and beyond.
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Iipinge, Selma Mupeniwo, Anna M. Shimpanda, and Ngepathimo Kadhila. "Quality Management and Higher Education Scenario in Namibia." In Quality Management Principles and Policies in Higher Education, 61–82. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1017-9.ch004.

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The new wave in the higher education space, which includes mass access to higher education, changes in the diverse needs of the student body, economic challenges faced by many countries, societal and general stakeholder expectations, relationships with external stakeholders, and new funding mechanisms has necessitated new forms of accountability in the sector. These factors have a profound influence on the handling of quality assurance arrangements at both national and institutional levels. This chapter seeks to critically analyze the current state of quality management practices in higher education in Namibia at both national and institutional levels. The chapter identifies achievements that have been recorded so far, as well as challenges and areas for further development.
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"The State of Higher-Education Sustainable-Development Evaluation." In Universities and the Sustainable Development Future, 92–107. Routledge, 2017. http://dx.doi.org/10.4324/9781315449968-5.

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Nadejda, Butnari, and Birnaz Nina. "Evaluation in Higher Education." In Assessment, Testing, and Measurement Strategies in Global Higher Education, 169–92. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2314-8.ch009.

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Technologies of the 21st century have brought about a new crisis of significance, which is determined by materialism, expedient attitude, narrowness generated by the self-centeredness, lack of sense, and poverty of commitments. This state of affairs is also characteristic for the contemporary Higher Education, which is going through a decisive stage when it must rethink the communication schemes methodologies as well as the spiritual interaction of intelligence. Didactic processes are re-directed towards more interactive communication, learning spaces, and metacognitive strategies. University teachers, as the servant leaders of the successful education, have a special responsibility to develop competence for learning to learn and for social integration through a profession. Thus, the academics have a specific mission to demonstrate not only the deep knowledge, but also the spiritual intelligence. This chapter provides a novel model of spiritual intelligence raining of the Academic Staff. Conclusions and future research directions are provided.
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Conference papers on the topic "Education and state – Namibia – Evaluation"

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Risnita, Risnita, Rulitawati Rulitawati, and Ifa Pohan. "Performance Evaluation of the Head Master of Madrasah Tsanawiyah State Jambi City." In 4th Asian Education Symposium (AES 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200513.010.

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Wenno, I. H., R. Kempa, and La Ima Kampono. "Evaluation of Learning Program in 7th State Senior High School of Ambon." In First Indonesian Communication Forum of Teacher Training and Education Faculty Leaders International Conference on Education 2017 (ICE 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ice-17.2018.137.

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Tomková, Viera, and Ivana Tureková. "OSH EDUCATION AT SECONDARY SCHOOLS: EVALUATION OF CURRENT STATE IN SLOVAK REPUBLIC." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1001.

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Rens, Kevin L., David J. Transue, and Albert Knott. "Recent trends in nondestructive inspections in state highway agencies: can engineering education respond?" In Non-Destructive Evaluation Techniques for Aging Infrastructure & Manufacturing, edited by Ronald D. Medlock and David C. Laffrey. SPIE, 1998. http://dx.doi.org/10.1117/12.300077.

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Pertiwi, Wulan Anna, Lari Andres Sanjaya, Agus Setyo Budi, Dian Pertiwi Rasmi, Halimah Al Hasanah, Kartini, Hilarius Bambang Winarko, Rasimin, and Ahmad Rifqy Ash-Shiddiqy. "Evaluation of physics laboratory management in state senior high school Jambi city." In THE 4TH INTERNATIONAL CONFERENCE ON MATHEMATICS AND SCIENCE EDUCATION (ICoMSE) 2020: Innovative Research in Science and Mathematics Education in The Disruptive Era. AIP Publishing, 2021. http://dx.doi.org/10.1063/5.0037880.

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Salazar, Dr Al Bismarck S. "Evaluation on the Implementation of Peace Education Program of Mindanao State University – Maguindanao." In International Conference on Responsive Education and Socio-Economic Transformation. Sons and Daughters Publishing House Inc., 2018. http://dx.doi.org/10.21016/icreset.2018.ju30ef22o.

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Zhu, Xiangcai, and Yuncai Luan. "Study on the Comprehensive Testing and Evaluation Technology of Ecological Garden Greenhouse State." In 2015 International Conference on Economics, Social Science, Arts, Education and Management Engineering. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/essaeme-15.2015.74.

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Xing, Xiajie, and Ruhua Yuan. "Adaptation Analysis of Denison Corporation Culture Model in State-owned Corporations-an Example of Corporation Culture Evaluation in a State-owned Electric Power Enterprise." In 2016 International Conference on Economy, Management and Education Technology. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemet-16.2016.148.

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Malvezzi, William R., Andreza B. Mourao, and Graca Bressan. "Learning evaluation in Classroom mediated by technology model using fuzzy logic at the University of Amazonas State." In 2010 IEEE Frontiers in Education Conference (FIE). IEEE, 2010. http://dx.doi.org/10.1109/fie.2010.5673494.

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Sarazen, Lindsey, Jorune Klisauskaite, Victoria Gurevich, and Shannon Kirkland. "Applying the DPSIR Model (Drivers, Pressures, State, Impact, and Response) and UN Sustainable Development Goals (6 Clean Water and Sanitation, 13 Climate Action, and 15 Life on Land) to African Wild Dog Conservation in Namibia." In The 3rd Global Virtual Conference of the Youth Environmental Alliance in Higher Education. Michigan Technological University, 2021. http://dx.doi.org/10.37099/mtu.dc.yeah-conference/april2021/all-events/26.

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Reports on the topic "Education and state – Namibia – Evaluation"

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mcguinn, patrick. State Education Agencies and the Implementation of New Teacher Evaluation Systems. Consortium for Policy Research in Education, September 2015. http://dx.doi.org/10.12698/cpre.pb15-2.2015.

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McGuinn, Patrick. Evaluating Progress: State Education Agencies and the Implementation of New Teacher Evaluation Systems. Consortium for Policy Research in Education, September 2015. http://dx.doi.org/10.12698/cpre.wp2015-09.seas.

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Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, May 2021. http://dx.doi.org/10.5399/osu/1147.

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Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we conducted a review of relevant literature and frameworks related to linguistically responsive and/or sustaining teaching or mentoring practices. We developed a set of ten mentoring competencies for school-based cooperating/clinical teachers and university supervisors. They are grouped into the domains of: Facilitating Linguistically and Culturally Sustaining Instruction, Engaging with Mentees, Recognizing and Interrupting Inequitable Practices and Policies, and Advocating for Equity. We also developed a set of twelve instructional competencies for teacher candidates as well as the university instructors who teach them. The instructional competencies are grouped into the domains of: Engaging in Self-reflection and Taking Action, Learning About Students and Re-visioning Instruction, Creating Community, and Facilitating Language and Literacy Development in Context. We are currently operationalizing these competencies to develop and conduct surveys and focus groups with various GYO stakeholders for the purposes of ongoing program evaluation and improvement, as well as further refinement of these competencies.
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Thomson, Sue, Nicole Wernert, Sima Rodrigues, and Elizabeth O'Grady. TIMSS 2019 Australia. Volume I: Student performance. Australian Council for Educational Research, December 2020. http://dx.doi.org/10.37517/978-1-74286-614-7.

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The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of student achievement directed by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS was first conducted in 1995 and the assessment conducted in 2019 formed the seventh cycle, providing 24 years of trends in mathematics and science achievement at Year 4 and Year 8. In Australia, TIMSS is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. The goal of TIMSS is to provide comparative information about educational achievement across countries in order to improve teaching and learning in mathematics and science. TIMSS is based on a research model that uses the curriculum, within context, as its foundation. TIMSS is designed, broadly, to align with the mathematics and science curricula used in the participating education systems and countries, and focuses on assessment at Year 4 and Year 8. TIMSS also provides important data about students’ contexts for learning mathematics and science based on questionnaires completed by students and their parents, teachers and school principals. This report presents the results for Australia as a whole, for the Australian states and territories and for the other participants in TIMSS 2019, so that Australia’s results can be viewed in an international context, and student performance can be monitored over time. The results from TIMSS, as one of the assessments in the National Assessment Program, allow for nationally comparable reports of student outcomes against the Melbourne Declaration on Educational Goals for Young Australians. (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008).
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