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

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

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

Author: Grafiati
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 (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 an
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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 (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. Ye
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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 (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 (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 fo
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Totemeyer, Andree-Jeanne. "SCHOOL LIBRARIES IN NAMIBIA INNOVATIONS, PROBLEMS AND CHALLENGES." Education Libraries 18, no. 2 (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 (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
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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 (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 (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 Mome
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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 (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
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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.<br>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
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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.<br>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 t
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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 dec
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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 le
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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 in
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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 refl
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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 sp
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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 Traini
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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
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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. SADC, 2002.

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Turner, John. Education in Namibia. The Ministry, 1990.

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

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

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

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Massachusetts. Governor (2001- : Swift). State of education 2002 address. 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. Gamsberg Macmillan, 1995.

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Amukugo, Elizabeth Magano. Education and politics in Namibia: Past trends and future prospects. 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. SWAPO of Namibia, 1989.

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Macharia, David. Report on the evaluation of literacy and non-formal education in Namibia. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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). 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). 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, et al. "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. 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. 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, 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, 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, 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 condu
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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, 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 o
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