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1
Kapalu, Henry. "The role of school-based studies in developing reflective practice at a Namibian College of Education." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1003635.
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This investigation looks at the role played by school-based studies in the development of reflective practice among student teachers at a Namibian college of education. Literature reviewed indicates that reflective practice helps teachers continually grow and enhance their professional insights and practices. The study focused on the perceptions and experiences of a group of teacher educators, support teachers and student teachers involved in a particular teacher education programme. A case study was chosen, and built up using an interpretive paradigm. This enabled the researcher to make meaning of information often taken for granted. Triangulation was used to ensure the development of as broad and authentic a picture of the case as possible. Key findings reveal that despite claims that Namibia’s three-year Basic Education Teacher Diploma programme (BETD) is explicitly designed to facilitate the development of critical reflective and reflexive practice in student teachers, the way in which aspects of the programme are implemented frequently undermines this design intention. A lack of careful and explicit mentoring on the importance of reflection for enhancing teaching, plus a measure of distrust between student teachers and teacher educators prevents college students from fully exploiting the opportunities afforded by school-based studies for the development of reflective skills.
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Katewa, E. N. M. "Research portfolio." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1003617.
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The purpose of this study is to investigate the contradiction between the teaching of integration in ETP and the actual practice of compartmentalisation within ETP at the Rundu College of Education. The second part of this study is to explore and examine the way teacher educators could integrate subjects into their specialisation areas at college level. It is hoped that this study will contribute to the following: • The reason (s) why there is a contradiction between the teaching in ETP and the actual practice of compartmentalisation within the ETP. • Examining and investigating factors that have contributed to the teaching in a compartmentalised way.
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Amweenye, Fares Frans. "Research portfolio." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1003613.
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What is the portfolio and what are its purposes? I must define the portfolio as a summative document bearing the valuable experiences learned in a particular course of study. In this context, portfolio can be viewed as a selective entity that represents the level of learning, in terms of academic/professional growth and development, attained in one's participation in a particular course of study such as this Master one I have been attending. Portfolio can be educationally utilized to reflect and evaluate one's learning. As one goes throughout paging, one locates the level of learning achieved in terms of anticipated knowledge, understanding, and experiences, skills and attitudes or overly learning competencies. The level of development one has gone through in attempts to respond to the expected learning outcomes surface out more easily. And if further learning be conducted, the portfolio must as well shows the ways ahead. With these few words, I have attempted to present the portfolio as a useful tool that represents the level of advancement attained in learning. This portfolio comprises of my educational partaking in Rhodes University's master program (theory and practice, in particular what and how I have gained from that program participation. It may also present what I cold not learn. The arrangement of the portfolio contents assumes a progressive procession, being structured in terms of the assignments taken. There are five pieces of assignments in this research portfolio. The first assignment is a contextual analysis of the Education Theory and Practice (ETP) curriculum of our current teacher education program, namely Basic Education Teachers' Diploma. It looks at the theoretical framework that informs and shapes everyday teaching and learning practices, particularly the degree to which we have been able to implement the theoretical perspectives into operational practices. To this is how our college is equipped with the technologies necessary for possible practices of the curriculum. The other emphasis focuses at the historical backgrounds that necessitated the undertaking of the BETD as an instrument of reforming and transforming the basic education rightly at the independence. The other area is on the question of how the curriculum or program intakers, the entering students, have been prepared to consume the curriculum program. Since the program has been as well designed to address and meet the four major national goals of education for all, another part has been focused on these goals so far as to locate the degree of attainment. The second assignment is about contrasting and comparing the two main held dominant worldwide views of knowledge- namely behaviorism and constructivism. Each branch of knowledge is looked at firstly with particular attentions paid to its own individual versions of knowledge and its development and acquisition. The other focuses examine which base seems to offer better explanations of what knowledge is and how it can best be constructed and acquired in any educational setting. The third assignment is that of literature review. I have chosen action as an area that I would be interested in exploring much further. Action research is what eventually became a part of my research proposal in which I would research on how our college students carry out their action research projects to examine their own classroom makings. It has been therefore important to read what others have written about this field and locate the lessons that can be illuminated on our own curriculum context. The literature review paves the way to the research proposal. The research proposal or a research plan as I would often call it, sets the context, purpose, theoretical position and information gathering methods under which the research process will take place. The research proposal has thus been the navigating compass despite the that realities as the practical journey itself took off some deviation unavoidably came in as necessitated by the underlying research process itself. The research proposal finally accumulates into the sought, the final assignment. A critical view illustrates that this piece is actually another contextual inquiry like the first work only that this is viewing our supposed curriculum outcomes: our students, our products and how they have been equipped to carry out the research. Their research, with its successes and shortcomings, I have concluded, firmly serves to reflect the kind of education delivered from our teacher colleges. The portfolio contents also demonstrate the course orientation: focusing on one's professional field. At end, I see this research portfolio as myself, a mirror that reflects my academic and professional participation in Rhodes University's world and its vision and mission expresses in the theme of where leaders learn. It thus represents the personal, academic and development accomplished throughout this Masters' course. In the other way around, I see it as reflecting what Rhodes can offer as from when the prestigious Augustana College, my American institution, has prepared after its boundaries.
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Anyolo, Eveline Omagano. "Investigating the incorporation of education about, in/through and for the environment in the Geography junior phase curriculum: a case study of three Namibian schools." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003476.
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This study was carried out to investigate how education about, in/through and for the environment is incorporated in the Namibian Geography Junior Phase curriculum in three schools in Oshana Education Region. Education about, in/through and for the environment are three forms of environmental education identified by Fien (1998). This study is a qualitative, interpretive case study. It reviews the activities, content knowledge, methods, competencies and resources and describes how they were used by teachers in fostering education about, in/through and for the environment in the curriculum. Data was generated through document analysis, observations and semi-structured interviews. The results were interpreted and discussed in relation to the research question which is: How is education about, in/through and for the environment incorporated in the Geography Junior Phase curriculum? Key findings of the study suggested that teachers incorporated education about, in/through and for the environment in their teaching. Teachers used the prescribed syllabus to structure their environmental learning lessons. Most methods, resources and activities used by the teachers promoted education about the environment. The study also found that most types of knowledge about the environment were covered by the teachers. This enabled learners to examine the complexity and interrelatedness of natural systems. The study found that the way the resources were used exclusively supported education about the environment. Linking learning to local context in this study encouraged education in/through the environment and enhanced the learning process through real life experience. The study also found that, although teachers taught their learners for the environment, they did not empower them in taking actions towards environmental problems. Based on the insights offered by this research, the study identified further support required by teachers and made recommendations for effective incorporation of about, in/through andfor the environment in the curriculum.
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Garosas, Elfriede S. "Research portfolio." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1015966.
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[From Introduction]. The study involved student teachers and teacher educators providing me with information concerning their perception and understanding of the BETD broad curriculum and needlework and clothing syllabus. The above mentioned are the people who are involved in teacher education thus I found it relevant to have their opinions and understanding of the documents. The contextual analysis has engaged me in exploring a possible area of research specialisation for the two years during the course of studies with Rhodes University; this will serve as an introduction to the particular research to be done through the course of my studies. The focus of this report includes the following: • A critical analysis of (BETD) needlework and clothing syllabus in relation to the BETD broad curriculum; • A socio-historic and economic analysis of the context for which the syllabus has been designed; • An analysis of the learners for whom the syllabus is designed. In this case students provided their autobiography; • An analysis ofthe learning environment in which the syllabus operates; the physical structure and resources. Together with the critical analysis of the curriculum a small scale survey intending to find out the following information from the student teachers and teacher educators was conducted. • The extent to which the broad curriculum differs from the previous teacher education on issues related to democracy, quality, access, cultural bias, racial discrimination and classes (level of economic status); • How the needlework and clothing syllabus addresses the needs of student teachers; • Whether the needlework and clothing syllabus has enough content; • The challenges facing teacher education and how they can be addressed; • Whether the needlework and clothing syllabus is learner-centred; • Whether the syllabus is gender oriented or biased. This evaluation framework provides a foundation for later investigation
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Avia, Ndiyakuphi. "Grade 10 life science teachers' understanding and development of critical thinking skills in selected schools in Namibia." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1003432.
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The educational reform policy in Namibia adopted the principles and practice of learner-centred education, a policy based on constructivist epistemology. This approach emphasises that learners are constructors of knowledge and that they must discover information and construct their own learning. Constructivist techniques require the use of critical thinking through learners’ active involvement in the learning process. The aim is for learners to use critical thinking to identify problems, ask questions, reason, examine and solve problems in real situations and make sound decisions. This approach provides learners with activities and experiences that stimulate them to learn to think for themselves and to ask questions. Therefore, teachers need to design activities that require learners to think critically and act independently through mastering these various modes of inquiry. The purpose of this study was to explore how the selected Grade 10 Life Science teachers understand and implement critical thinking in their teaching practice. I conducted the study in two secondary schools from the Omusati region in Namibia using a case study to gain insight into the implementation of critical thinking. Three data collection instruments: interviews, document analysis and class observations were used. The reason for conducting this study was to gain a better understanding of how teachers use various strategies to foster critical thinking skills in Life Science and the challenges they experience in teaching in secondary schools. The results of the study revealed that teachers have a theoretical understanding of what critical thinking implies and the role it plays in learning. They are also aware of the strategies used to develop critical thinking skills. However, these theoretical perspectives do not reflect in their teaching in that some of the strategies that the teachers used did not bring about meaningful learning. Learners are still required to recall factual knowledge, thus active involvement of the learners is limited. The study also revealed that there are specific issues that hamper the implementation of critical thinking, which include superficial understanding of learner-centered education, teacher-tell approach, overcrowded curriculum, inexplicit syllabus, lack of good examples from the textbooks and examinations, too short lesson periods, lack of language proficiency and lack of professional development. The findings indicate that despite the theoretical understanding of the teachers in this study, their actual practice of developing critical thinking skills is problematic. The study concludes that teachers should be encouraged to design better-structured activities in order to involve learners beyond just being listeners. In light of these findings, the study recognizes a need for ongoing in-service professional development to support teachers in modelling critical thinking to their learners and to teach them to think critically. The findings of the study will serve to inform both my and my colleague’s professional practice as advisory teachers with regard to what to focus on when advising and supporting the teachers in schools.
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Nashilongo, Onesmus. "An investigation of teachers', learners' and parents' understanding and perceptions of a whole school approach to environmental learning in selected schools in the Oshana Region, Namibia." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003528.
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This study sought to investigate teacher, learner and parental perceptions and understanding of a whole school approach in environmental education (EE). There were five schools piloting environmental education through a whole school development approach in the Oshana Region of Namibia. The study was conducted in two rural schools in the Oshana Region. The schools were selected because they participated and piloted the infusion of environmental education themes in the curriculum through the whole school approach during the Supporting Environmental Education in Namibia (SEEN) project piloting phase from 2001 to 2005. This study was shaped and informed by international theories, practices and perspectives of a whole school approach as cited in chapter two of this study. In other words a whole school approach has provided theoretical background information and a practical framework on which this study was built. A whole school approach provides a theoretical understanding of how the school community, the biophysical environment, as well as the curriculum can benefit from EE projects through a whole school development approach. The whole school approach, discussed in this study, provides an opportunity to see the link between the whole school approach and ESD in order to understand the role a whole school approach plays in the implementation of ESD in Namibia. The research took the form of an interpretive case study focusing on a study of two teachers, two learners, and two members of the community. Data were collected through semi-structured interviews, document analysis and site observations. This study was undertaken two years later after the Supporting Environmental Education Namibia (SEEN) pilot project phased out. The findings indicate that despite the training and support received by the schools during the operation of the Supporting Environmental Education Namibia (SEEN) pilot project, schools are still experiencing problems with the application of a whole school approach. The findings revealed that the curriculum should provide guidelines and examples to support teachers on how to integrate environmental education in the teaching and learning process. The results of the study indicate that teachers, learners and members of the community have a limited understanding about how a whole school development approach in environmental education is linked to Education Sustainable Development (ESD) and the four dimensions of the environment.
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Gontes, Karolina. "Research portfolio." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1003614.
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The purpose of the study is to investigate how mother tongue instruction influences the learner performance in the acquisition of reading and comprehension skills of Khoekhoegowab speaking learners in Grade 2 in comparison with foreign medium of instruction. (p. 1)
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Tshiningayamwe, Sirkka Alina Nambashusan. "Implementation of environmental learning in the NSSC biology curriculum component: a case study of Namibia." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003446.
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In the context of ecological crisis and environmental deterioration, teaching about environmental issues and the preservation of the world’s environment has become increasingly important across the globe (Chi-chung Ko & Chi-kin Lee, 2003). Of the various subjects taught in secondary schools, Science is often perceived as one that can make a significant contribution to environmental education. It is in this light that the study has looked at how Grade 11 and 12 Biology teachers in the Namibian context implement Environmental Learning (EL). This study was constituted as a case study of two schools in Windhoek, in the Khomas region. The study investigated the implementation of EL in the Biology curriculum focusing on the constraints and enabling factors influencing the implementation. This study employed qualitative methods, specifically semi-structured interviews, classroom observations and document analysis in its investigation of EL implementation. Purposive sampling was done and piloting of interview and observation schedules was used to refine the schedules. Ethical issues were taken into consideration throughout the study. The key findings from the study are as follows: - Teachers’ knowledge and interest in environmental education influence how teachers facilitate EL; - There is a mismatch between EL theories and practice; - Teaching of EL is mainly informed by the syllabus and not other curriculum documents, - Current assessment policy and practice impact on EL; and - Possibilities exist for improving EL in Namibia’s Biology curriculum. These key findings have been used to make recommendations for the study which are as follows: - Strengthen the subject content and interest of teachers; - There should be a match between EL theories and practice; - Reorient curriculum documents and other learning support materials used for EL; - Change in assessment approaches; and - Translate constraints of EL into enablers. The study concludes by calling for further research into EL pedagogies. This can be used to improve EL implementation in the region where the study was situated.
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Naanda, Raimo Ndapewa. "The integration of identified employability skills into the Namibian vocational education and training curriculum." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5357.
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BibliographyThesis (PhD (Curriculum Studies))--University of Stellenbosch, 2010.
ENGLISH ABSTRACT: Since the advent of the 21st century the world has been experiencing rapid changes in knowledge, technology and information. These changes pose challenges to the providers of education and training in general and vocational education and training in particular. The impact of technological advancement and the nature of organisational changes in the workplace demand skills of an increasingly higher level – particularly skills in the areas of information technology, problem solving and communication. The problem identified in this study was that graduates from vocational training centres (VTCs) in Namibia did not have appropriate employability skills needed at the workplace, as indicated by Namibian employers. The aim of this study was to identify the types of employability skills considered important by employers at the workplace and to determine how such skills could be integrated into the vocational education and training curriculum in Namibia. A literature review conducted revealed that employers require workers with the following key, core or employability skills: communication, information technology, working with numbers, working with others, problem solving and improving one’s own learning and performance. The population for this study was 493 employers providing on-the-job training or employing vocational training centre graduates. A total of 244 out of the 493 employers responded. The population of the study represented the following occupational sectors: auto trades, building construction trades, metalwork trades and electrical engineering trades. Data for the study were collected through reviewing the literature on employability skills, a survey questionnaire to employers and face-to-face interviews conducted with selected employers during the research. The following questions were explored in the questionnaire and structured interviews: i) Which employability skills are important at the workplace? ii) Who is responsible for developing employability skills? iii) If it is the responsibility of vocational training centres to foster employability skills, at which educational level should employability skills education be introduced? iv) How should the acquisition of employability skills be promoted? v) How should employability skills be assessed? The study found that employers in Namibia considered employability skills such as teamwork, time management, a positive attitude, problem solving, planning, and coping with multiple tasks as the most important skills they required from vocational training centre graduates. Employers further indicated that employability skills could be developed at family/home settings as well as at school and vocational training centres and suggested that employability skills education be introduced from level 1 during the first year of training. It was also found that portfolios, observation and practical assessment were credible approaches for assessing employability skills and that this should be done in real-life contexts. Based on the conclusions arrived at in the study, it is recommended that a policy framework for employability skills be developed and implemented in the Namibian vocational education and training system. Specific recommendations are made regarding the following aspects: the type of employability skills; whose responsibility it is to develop these skills; at which level of training the development of employability skills should be implemented; how they could best be learned and how the learning of employability skills could be assessed.
AFRIKAANSE OPSOMMING: Die snelle veranderinge op die gebied van kennis, tegnologie en inligting sedert die begin van die 21ste eeu bied groot uitdagings aan die verskaffers van onderwys en opleiding in die algemeen en beroepsonderwys en -opleiding in die besonder. Die uitwerking van tegnologiese vordering en die aard van organisatoriese veranderinge in die werkplek vereis groter hoërorde-vaardighede as vantevore – veral vaardighede op die gebied van inligtingstegnologie, probleemoplossing en kommunikasie. Die probleem wat in hierdie studie aan bod gekom het, was dat gegradueerdes van beroepsopleidingsentrums in Namibië nie oor voldoende indiensneembaarheidsvaardighede wat in die werkplek benodig word, beskik nie, soos aangedui deur Namibiese werknemers. Die doel van hierdie navorsing was om die soorte indiensneembaarheidsvaardighede wat werkgewers by indiensneming van personeel as belangrik beskou te identifiseer, en om vas te stel hoe sodanige vaardighede in die kurrikulum vir beroepsonderwys en .. opleiding in Namibië geïntegreer kan word. Literatuuroorsig het getoon dat werknemers benodig word met die volgende belangrike, kern- of indiensneembaarheidsvaardighede: kommunikasie, inligtingstegnologie, syfervaardigheid, samewerking met ander persone, probleemoplossing en die verbetering van eie leer en prestasie. Die navorsingspopulasie vir hierdie studie het uit 493 werkgewers bestaan wat indiensopleiding verskaf of wat persone in diens het wat reeds hul beroepsopleiding voltooi het. Tweehonderd-vier-en-veertig werkgewers het uiteindelik aan die vraelysondersoek deelgeneem. Die motor-, konstruksie- en metaalwerkbedryf, asook die elektriese-ingenieurswesesektor, is in die navorsingspopulasie verteenwoordig. Data is ingesamel deur literatuuroorsig te doen oor indiensneembaarheidsvaardighede, en deur vraelyste en persoonlike onderhoude. Die volgende vrae is in die vraelys en tydens gestruktureerde onderhoude gestel: i) Watter indiensneembaarheidsvaardighede is in die werkplek belangrik? ii) Wie is verantwoordelik vir die ontwikkeling van indiensneembaarheids-vaardighede? iii) Indien dit die verantwoordelikheid is van beroepsopleidingsentra om indiensneembaarheids-vaardighede te bevorder, op watter opvoedkundige vlak behoort opleiding met betrekking tot indiensneembaarheidsvaardighede ingestel te word? iv) Hoe behoort die aanleer van indiensneembaarheidsvaardighede bevorder te word? v) Hoe behoort indiensneembaarheidsvaardighede geassesseer te word? Daar is bevind dat werkgewers in Namibië indiensneembaarheidsvaardighede soos spanwerk, tydbestuur, positiewe houding, probleemoplossing, beplanning en die hantering van veelvuldige take as die belangrikste vaardighede beskou wat hulle van potensiële opgeleide werknemers verwag. Werkgewers het aangedui dat indiensneembaarheidsvaardighede in die huis, in skole en deur beroepsopleidingsentrums ontwikkel kan word. Hulle het voorgestel dat opleiding in indiensneembaarheidsvaardighede in die eerste jaar van opleiding by die beroepsopleidingsentrums vanaf vlak 1 aangebied behoort te word. Verdere bevinding was dat die assessering van kwekelinge se portefeuljes, waarneming en praktiese assessering geloofwaardige benadering tot die assessering van indiensneembaarheidsvaardighede is en dat dit binne die konteks van die werklike lewe gedoen behoort te word. Daar word op grond van die bevindinge onder meer aanbeveel dat beleidsraamwerk vir die ontwikkeling van indiensneembaarheidsvaardighede in die Namibiese beroepsonderwys en .. opleidingstelsel ontwikkel en geïmplementeer word. Spesifieke aanbevelings word gemaak ten opsigte van die tipes indiensneembaarheidsvaardighede, wie se verantwoordelikheid dit is om hierdie vaardighede te ontwikkel, op watter opleidingsvlak die indiensnemingsvaardighede geïmplementeer behoort te word, hoe dit ten beste aangeleer kan word, en hoe die leerproses met betrekking tot indiensneembaarheidsvaardighede geassesseer kan word.
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Grant, F. "Developing a basic mathematics education curriculum for Namibia." Thesis, University of Edinburgh, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.651711.
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Shortly after independence in Namibia, the Ministry of Education quickly introduced a new school curriculum to break from the former colonial and apartheid system. The new curriculum included new educational goals, syllabi, text books, teaching approaches and assessment procedures. Teachers faced many challenges in implementing the new curriculum. This study looks at the process of creating and implementing a new mathematics curriculum in basic education, with particular reference to Namibia. It is introduced by a brief history of education in Namibia, together with field observations by the author, made whilst teaching and organising inservice meetings in post-independent Namibia. Syllabus design and implementation, assessment procedures and inservice provision are then considered. Classroom activities using graphics calculators and a Calculator Based Laboratory (CBL) for real data collection are described. The activities provide opportunities for mathematical modelling through problem solving. These teaching approaches have been piloted in Scottish secondary schools. The use of detached technology is particularly relevant to isolated schools in rural areas of Scotland and in developing countries. The potential impact of technology on the role of the teacher and the learner is discussed.
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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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Kasenga, Alfred. "An investigation into the implementation of the senior secondary agriculture curriculum in the Caprivi region of Namibia." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1004555.
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Shortly after independence, Namibia embarked on a major process of educational reform. It was in this reform that the apartheid educational legacy was redressed. Namibians viewed the apartheid educational system as being irrelevant and that it did not meet their needs and expectations. One of the reform aims was to involve education in the development of knowledge and skills for self sufficiency and sustainable development, therefore Agriculture was incorporated into the school curriculum as a key area to achieve this aim. Learners taking the subject are expected to be equipped with relevant theoretical and practical skills that provide a sound foundation in this discipline. This case study was undertaken to gain a better understanding about how the participating teachers perceived and implemented the Agriculture curriculum at the senior secondary school level in their schools. In carrying out the case study a qualitative research method was employed using semi-structured interviews, observation and document analysis for data collection. It would appear from this study that Agriculture is unable to fully achieve the reform ideals at the senior secondary school level, as sixteen years after independence these teachers are still teaching the subject to learners with very limited resources and academic support. This scenario shows that there are marked inconsistencies between policy and praxis, between the stated goals and aims of the reform and the curriculum designed to achieve these. In this half-thesis I therefore argue that without well qualified teachers, suitable resources and infrastructure to implement the curriculum in these schools, the pre-vocational nature of the subject as suggested in the subject policy document will be compromised. The study concludes by proposing certain teaching strategies and possibilities for systemic development that can be used to effect quality curriculum implementation in the region where the research was situated.
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Hoabes, Rosina. "Investigating teaching strategies used by teachers to foster environmental learning in the Namibian Life Science curriculum." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1003472.
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This study was carried out to investigate the strategies used by teachers to foster environmental learning in the Namibian Life Science curriculum in four schools in Swakopmund, Erongo Education Region. This study is a qualitative case study. I used semi-structured interviews, observation and document analysis as instruments to collect data. Two schools were selected to participate in the case study. Research participants included four teachers (two teachers from each school) of which two teachers are teaching at each school. The study was contextualised through a review of policy changes in Namibian education, which focus on learner-centred education. The study identified six strategies used by teachers to foster environmental learning in the Life Sciences curriculum. These are planning; working with information; practical, excursions and clubs; involving the learners; using visual aids and teaching materials; and choosing topics with a local focus. Through a consideration of the different strategies used by teachers, in relation to the learner-centred nature of the educational reform project in Namibia the study provides insight into the way in which teachers view learner-centred education. The study also illuminates how strategies used by teachers reflect learner-centred education principles and it outlines a number of tensions emerging in the fostering of environmental learning in learner-centred ways. The study identifies further support required by teachers, and makes recommendations which will further enhance the strategies used by teachers to foster the environmental learning focus in Life Sciences, and also enhance learner-centred teaching in Life Science.
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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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Haindongo, Nyeuvo-Saima. "Environmental education in Namibia : a case study of the biology teachers." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80173.
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Thesis (MEd)--Stellenbosch University, 2013.Bibliography
ENGLISH ABSTRACT: The focus of this study is on Biology teachers in selected Namibian schools. The researcher seeks to understand how Biology teachers implement Environmental Education (EE) as part of the Biology curriculum as is mandated in the curriculum policy. Literature indicates that the EE curriculum and the science curriculum are underpinned by different philosophical and pedagogical perspectives. This prompts the research questions, and the subsequent research reported on in this thesis. During a case study guided by a qualitative interpretive paradigm, Biology teachers and Biology advisory teachers are interviewed about their experiences and actions and invited to make suggestions. In addition curriculum document analysis and observation are used. The data point to the aspects that can facilitate the implementation of EE in the curriculum, However the implementation of EE is associated with many obstacles and challenges. Teachers struggle to implement EE because of an inadequate understanding of EE and its underlying philosophy. Further enhancement of EE will also require the reduction of tensions between policy and practice, logistic barriers, and the gap between EE and science, while increasing the involvement of teachers in curriculum development, collegiality among teachers and principals, teachers and advisory teachers’ knowledge of EE, teachers and advisory teachers’ curriculum understanding and professional support. Teachers cannot achieve the objectives of EE unaided; therefore the establishment of EE co-coordinators in schools is suggested, since schools have failed to implement EE without such support. In addition, it is suggested that activity systems be studied in totality and that boundaries be crossed to enrich the outcome of EE. . Subject advisors are mandated by the government to support teachers experiencing problems, and it is suggested that ideas linked to the activity systems and activity theory be investigated and implemented to solve the problems. This should improve the implementation of EE as part of science teaching in the schools where the study was conducted and in other schools.
AFRIKAANSE OPSOMMING: Die fokus van hierdie studie was op biologie-onderwysers in geselekteerde Namibiese skole. Die navorser probeer om te verstaan hoe biologie-onderwysers Environmental Education (EE) implementeer as deel van die biologie van die kurrikulum wat in die kurrikulum beleid mandaat. Literatuur dui daarop dat die EE kurrikulum en die wetenskap kurrikulum word ondersteun deur "anders" filosofiese en pedagogiese perspektiewe wat die navorsing vrae gevra, en die daaropvolgende projek berig in hierdie tesis. Het egter Biologie-onderwysers se pre-diens onderwys sluit nie EE. Tydens 'n gevallestudie gelei deur 'n kwalitatiewe interpretatiewe paradigma, is biologie-onderwysers en biologie raadgewende onderwysers ondervra oor hul ervarings, aksies en voorstelle. Kurrikulum dokumente is ontleed en waarnemings van onderwysers in klaskamers in Benewens onderhoude en dokument-analise is gebruik. Data dui daarop dat die implementering word omring deur baie struikelblokke en uitdagings. EE is beperk tot opvoeding oor die omgewing en word gelei deur wetenskapsfilosofie. Dit lyk asof daar 'n gebrek aan begrip van EE en sy onderliggende filosofie deur onderwysers. Die meeste onderwysers noem baie struikelblokke as struikelblokke tot die implementering en dit sluit in logistieke hindernisse, en die gaping tussen EE en wetenskap, 'n gebrek van die betrokkenheid van onderwysers in kurrikulumontwikkeling, 'n gebrek van kollegialiteit onder onderwysers en skoolhoofde, gebrek aan onderwysers en raadgewende onderwysers se kurrikulum begrip en professionele ondersteuning. Terwyl, dokument-analise het gewys op die spanning tussen beleid en praktyk. Verdere data wys na die aspekte wat kan ondersteun as die inlywing van EE in die kurrikulum EE implementering, Biologie word gesien as 'n goeie voertuig vir EE, onderwysers benaderings is kennis van leerder, onderwysers se houding teenoor die implementering is positief. Advisory onderwysers kennis van hul algemene verantwoordelikhede, maar hulle lyk nie te verstaan hoe dit is van toepassing in EE weens gebrek aan EE kennis. Onderwysers kan nie die doel bereik sonder hulp, dus die vestiging van EE mede-koördineerders in skole word voorgestel, aangesien skole het misluk EE te implementeer sonder ondersteuning. Daarbenewens word dit voorgestel dat die aktiwiteit stelsels in totaliteit bestudeer word en dat die grense oorgesteek om die uitkoms te verryk. In hierdie verband, vakadviseurs mandaat deur die regering om onderwysers te ondersteun wat hindernisse ervaar, en daar word voorgestel dat die idees gekoppel aan die aktiwiteit en aktiwiteit-teorie ondersoek word en geïmplementeer word om die hindernisse aan te pak. Dit moet EE implementering te verbeter as deel van die wetenskap-onderrig in die skole waar die studie gedoen is.
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Shihako, Mathilde. "Research portfolio." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1003612.
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This portfolio discusses various important aspects that affect teacher education. The portfolio has become an important tool for assessment in education. The research component of the masters' course that I attended is reflected in this portfolio. To complete this course several aspects were covered. The educational reform process in the Namibian context requires the use of appropriate resources, an environment conducive to learning, active involvement of the learners and teachers who should have a better understanding of the system adopted. Teacher educators are seen as important in transforming Namibian education in the sense of breaking the cycle of authoritarianism and inequities that existed in schooling prior to independence in 1990, and that still continue to exist in many Namibian schools today. Much effort has been devoted to creating conditions in colleges of education, where future teachers experience the same kind of teaching and learning that is envisioned for schools in the country. To accomplish this a great deal of effort has been devoted to the professional development of teacher educators. This masters' course was initiated to address the shortcomings of teacher education in Namibia. The preparation of teacher educators to be willing and able to prepare teachers in a manner that is consistent with national educational goals has been a neglected element of educational reform in Third World countries (Taylor and Peacock, 1997). Nahas Angula defines teachers as critical agents in creating the reform in relation to several broad principals: access, equity, quality, and democracy. As Ebbutt and Elliot (1998) point out, these principles are defined in very broad terms and provide the opportunity for teachers, teacher educators, and administrators to translate the ideals in particular contexts through practical reflection and deliberation. The Namibian reforms are underpinned by democratic ideals, the intention being to develop broad participation in defining and developing the reform tenets in specific contexts. In Namibia it has been recognized that qualitative changes in classroom practice will only occur when teachers understand them and accept them as their own. It is also recognized that because many teachers have been educated under the authoritarian system of the past, conceptual changes are needed in the minds of the teachers for the reforms to be successful. These include a shift from the belief of teachers as civil servants who are merely to "deliver" a curriculum dictated from above, to one of teachers as reflective professionals who play important roles in interpreting and defining the reforms and in giving meaning to such values as learner-centered and democratic education, continuous assessment, and critical inquiry (Swarts 1998). In the case of Namibia, we have a situation where there is an attempt to fundamentally transform an authoritarian education system that emphasized repetition and rote learning of received knowledge to one where learners are active participants in the learning process and where the curriculum is relevant to and respectful of different cultural traditions and communities. The learner-centered philosophy that guides post-independence educational reforms in Namibia calls for breaking down the authoritarian teacher-student relationships of the past. It encourages teachers to begin instruction by gaining an understanding of their learners' existing knowledge, skills, and understandings and to actively involve them in the learning process toward the goal of preparing citizens for a democratic society. The background above will help the readers to understand the sections covered in this portfolio. In the first part, the portfolio looks at a case study that analyses pre- and post-independence teacher education in Namibia. This study focuses on the Rundu College of Education and investigates the implementation of the Basic Education Teacher Diploma (BETD) Broad Curriculum in relation to the History syllabus. This paper presents information on what led to post-independence teacher education reforms in Namibia and why the reform was necessary. The BETD Broad Curriculum advocates the principles underpinning teacher education reforms in Namibia. The analysis looks at whether the History syllabus applies the principles of teacher education reform in relation to practice in the classroom. This paper addresses the historical background of a History curriculum, which shows the importance of a contextual understanding of the theoretical framework. The second paper looks at the theories underpinning the pre- and post-independence curriculum and the reform process in Namibia, how each theory views knowledge and why a decision was taken to apply them. The third paper is a literature review that links the epistemological ideals of reform to the classroom situation. This paper provides the basis for a small-scale empirical research. The research proposal included in the portfolio emerged from the earlier studies and identifies a key area for investigation within the domain of my particular area of teaching. The identified research problem investigated is presented in the final paper of the portfolio. These research findings can be applied to different situations in different schools. The portfolio is completed by the presentation of a short reflection of the role of the portfolio in this masters' course.
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Muituti, J. M. "Research portfolio." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1003619.
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In Namibia, as in many other countries, curriculum changes have resulted from a “highly complex mix of ideological, political, social, philosophical, economic and other influences” (McGee, 1995, cited by Swarts). Over time some influences become stronger while others lose ground. Different conceptions exist as to what school curricula should be. These conceptions are sometimes referred to as “theories of curricular” or ideologies (ibid). Ideologies in general are “belief systems that provide value premises from which decisions about practical educational matters are made” (Eisner, 1994:47). They derive from broad, international perspectives and views. Some views are unproblematic in that they are generally agreed, such as all children should learn to read and write. Others are more controversial and problematic, e.g. whether sex education should be taught in school. As a result of exposure to other views and perspectives, there is overlap between ideologies and no ideology represents a clear-cut concise school of thought. Nevertheless they provide a theoretical basis for the Home Ecology syllabus. This paper will attempt to provide a critical analysis of the Home Ecology syllabus, the socio-historic and economic analysis of the learners for whom the curriculum has been designed and the analysis of the learning environment in which this curriculum is presented. The synthesis, which will link the sections together, and conclusion will draw the threads together. In providing this analysis it is imperative to provide a definition of what a curriculum is. In the broader sense, a curriculum is the offering of socially valued knowledge, skills and attitudes made available to learners through a variety of programmes. Forquin (1995) cited in Swarts (1996:23) has the following to say about curriculum: ‘The concept of curriculum, indeed, implies taking into consideration the whole of the course of studies and not just one aspect or one stage considered separately’. In examining official educational documents, especially curricular documents written after independence, there are signs of continuing traditional emphasis however, this is expected, as Fullan (1991) contends that change does not take place just because it has been decreed and written down in the book of reforms. Change takes time to work its way in.
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Hoveka, E. P. "Research portfolio." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1003616.
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The purpose of this study is to look at English Second Language IGCSE Core Curriculum for Grades 11 and 12. The criteria that has been identified and selected for analysis as stipulated by the Ministry of Basic Education and Culture Language policy Document of 1996 reads as follows: The aim of teaching English as a language should be to enable the learners to increase their participation in the learning processes. This aim was selected as the criteria for investigation because the notion of active participation by the learners in the teaching and learning process places the learners in a different perspective. In other words, the learners are to be seen as possessors of knowledge rather than ‘empty vessels’ as depicted by the behaviourist approach (Van Harmelen 1999). This idea of a learner-centred approach as embedded in Social Constructivism approach is the foundation on which the Namibian Education Reform Process is based. The justification for selecting these particular criteria for close inspection in the English Second Language Curriculum was sparked by the professional attachment of the researcher into teaching English Second Language to Grades 11 and 12 at the Herman Gmeiner Technical School in Swakopmund. The researcher is also serving as a subject head for this particular discipline. Furthermore, evaluating and analyzing the English Second Language curriculum on this particular objective, the researcher hopes to uncover or come to an understanding of how our educational practices have moved from what was practiced under the behavioural approach and to discover the needs of teachers in terms of implementing the new curriculum in their daily practices as educators. Having the criteria stated, the study will focus on how the data was collected and the type of methodology used to gather this information.
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Mostert, Johan André. "The perceptions that mentors and in-service teachers in the basic education teacher diploma have of the nature and role of the mentoring system." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1003578.
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This contextual analysis is concerned with the study of the Basic Education Teacher's Diploma In-service Curriculum. It is based on the following assumptions: firstly, that the BETD (Inset and Preset) represents the Namibian Educational Reform in the realm of Teacher Education. Secondly, it is assumed that the BETD as a vehicle for reform in Teacher Education should yield teachers who are capable of change and development. Based on the above-mentioned assumptions, this analysis examines this Teacher Education course/programme against some criteria pertinent to its philosophy. A critical analysis of its curriculum in terms of some core subjects, as well as its practical implementation, will form the basis of this scrutiny. Secondary to the above, this analysis also intends to reflect this sociohistoric and economic context in which the BETD has been designed. An underlying motive in this analysis is to study the dynamics between the philosophy, which represents the heart and intention of the Namibian educational reform on the one hand and implementation which in turn delivers the end product or final outcome of the course on the other hand. This analysis should also fit into the current debate between conservatives who claim that the BETD lacks content and is therefore inferior, and those who claim that the course adequately prepares teachers for the needs of Basic Education.
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Mungongi, Fillemon. "Research portfolio." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1007716.
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1. The contextual analysis and curriculum evaluation. This paper ... aims to investigate the Upper Primary Education Curriculum with specific emphasis on the subject syllabus for English Grades 5- 7. The paper shall attempt to look at the rationale, goals and aims as well as the learning content located in this subject curriculum. It will further investigate the sociohistoric and economic context in which this curriculum has been designed; the learners for whom the curriculum is designed and the learning environment in which the curriculum is presented. 2. The epistemological foundation of the reform process. This paper attempts to explore the theory of knowledge that underpins the practices of behaviourism and constructivism. 3. The literature review. The purpose of this literature review is to examine the effect of methodology in teaching English as a second language in primary schools. It is to find out the ways of teaching English that can produce good results. It is also to find the styles of teaching English as a second language that make some teachers less effective so that such teaching styles can be discouraged. When English was introduced as the medium of instruction in Namibian schools, primary school teachers were retrained and upgraded. 4. The research proposal. The aim of the proposed study is to explore a selection of learners' perceptions of ESL classroom teaching and learning activities. Through this it is hoped to cause greater illumination on the nature of learning and teaching English. 5. The empirical study (research paper). This interpretative case study hoped to find out from learners themselves about their perceptions of ESL classroom teaching and learning activities. A variety of research tools were used, including questionnaires, interviews, observations, interactive workshops and focus group discussions, all of which provided a rich source of data for interpretation. The research findings of this study clearly indicated that there is a mismatch between the teachers and learners' perceptions about the language skills and tasks encountered in the classrooms. From what was gained from the participants in this research, tentative suggestions are made.
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Bock, L. J. "Research portfolio." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1006128.
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Sheya, Elieser. "Indigenous knowledge and environmental education : a case study of selected schools in Namibia." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86476.
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ENGLISH ABSTRACT: In some contemporary discourses, a new dimension of knowledge is increasingly being recognised. Sustainable development is no longer the exclusive domain of western science and technology. There is a growing interest in the role that indigenous people and their communities can play in sustainable development. The integration of indigenous knowledge (IK) into formal school curricula, especially environmental education (EE), is seen as a key approach to making education relevant to rural students. This will also promote the intellectual diversity required to manage the scope, complexity and uncertainty of local and global environmental issues.
This study is guided by constructivist approaches and postcolonial perspectives that recognise the differences between IK and western sciences but at the same time concerned with ways in which the two can work together. In particular, this study uses a qualitative case study of selected schools in the Northern part of Namibia to investigate how IK can be used to support EE in rural schools. The National (Namibian) Curriculum for Basic Education and the Life Science curriculum documents have been analysed, focusing specifically on how IK is coupled with EE at school level. The review of the curriculum documents revealed that IK is not only ignored and underutilised in schools, but also systematically undermined as a potential source of knowledge for development. The curriculum continues to reinforce western values at the expense of IK. To gain more insight into existing EE practices in schools and the role that local knowledge can play in school syllabi, six teachers, two advisory teachers and two traditional leaders were carefully selected and interviewed. The basis for this was to possibly challenge and address the needs that learners and their environment have. The participants in this study embraced the inclusion of IK in EE. However, the processes of combining IK with science may be constrained by challenges related to: teachers‟ attitudes, the design of the curriculum, and the way learner-centered education is conceptualised and practiced in schools. The study suggests that, to incorporate IK into EE effectively may require a shift away from the current strong subject-based, content-focused and examination driven EE curriculum. A cross-cultural Science Technology and Society (STS) curricula that includes a broad range of disciplines and provides a context within which all knowledge systems can be equitably compared and contribute to our understanding of the environment is proposed as an alternative curricula framework.
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Amukushu-Niipare, Alina. "An investigation of the implementation of the thematic approach in Namibian lower primary classrooms: a case study." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1003534.
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This study focuses on the implementation of a thematic approach in the Namibian Lower Primary Phase of schooling. The purpose of the study is to investigate teachers’ perceptions and understanding of the thematic approach and also to explore how teachers plan and implement a thematic approach in their classrooms. It is argued that a thematic approach allows for a combination of subjects that integrate content across the curriculum in such a way that learners can see the relations among concepts and so build up their knowledge in a more meaningful way. The work was done in a qualitative paradigm using a case study approach. Findings reveal that the majority of teachers have a shallow conceptual understanding of the principles of a thematic approach and this causes difficulties in their practice. The investigation concludes that in order for teachers to deepen their conceptual understanding of the thematic approach, follow-up workshops are necessary to help them develop appropriate strategies for their classrooms.
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Engelbrecht, Frederik Daniel Jacobus. "A framework for the design and implementation of competency-based teacher education programmes at the University of Namibia." Thesis, Stellenbosch : University of Stellenbosch, 2007. http://hdl.handle.net/10019.1/1425.
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Thesis (PhD (Curriculum Studies))--University of Stellenbosch, 2007.Competency-based education (CBE) was introduced in the 1970s in the United States of America and its philosophical and practical dimensions are still being explored. As the Government of Namibia subscribes to CBE for all levels of education, the University of Namibia needs to understand this approach to education and how such programmes are ideally designed and implemented to bridge the gap between education (graduateness) and training (competence). The goal of this study was to develop a contextualised CBE programme design and implementation framework. International programme design and implementation frameworks were analysed and synthesised and applied to a local university programme, the Advanced Diploma in Education, in order to test the validity of an international framework and adapt it to local conditions. A qualitative research approach was used. On the one hand, data on the Advanced Diploma in Education (ADEd) was generated through methods such as stakeholder feedback on the ADEd design questionnaire as well as the analysis of relevant design and implementation documents. The post-hoc qualitative approach included a literature review, a visit to Australian universities and an international survey regarding the proposed design and implementation framework. The findings of the study pertain to programme design and programme implementation. The programme design findings emphasised the importance of the management of change to a CBE approach, the format of module descriptors and the assessment of competence. The implementation findings highlighted the necessity of administrative changes to accommodate CBE features, the training of staff and continuous evaluation of the teaching environment and lecturer performance. The study concludes that CBE appears to be appropriate for teacher education in Namibia when certain pitfalls are avoided and recommends that CBE programme designers at the Faculty of Education at the University of Namibia might apply the researched framework, comprising a comprehensive design and implementation section.
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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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Kristensen, Jesper Olsson. "An evaluation of the life science curriculum in Namibia and its development through stakeholders' perceptions of ʺlearner centred educationʺ." Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1003409.
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Following Independence in 1991 Namibia embarked on a major reform of the entire education system. The reform was perceived as a way of redressing the apartheid legacy and bringing about a democratic learner centred education for all. At the same time the reform was also seen as a prime vehicle to bring about sustainable development through incorporating relevant environmental education into various carrier subjects. One such carrier has been the subject Life Science, which is compulsory from Grade 8 to Grade 10. The Life Science Project was a joint venture between the Ministry of Education and Ibis, a Danish Development NGO, established to develop and support the implementation of Life Science in junior secondary schools. This half-thesis is an evaluation of the Life Science Project through an analysis of the central assumptions on which the Life Science curriculum is based and by investigating different stakeholders’ perceptions and understanding of the learner centred approach adopted by the curriculum. Three questions have guided this research: 1. Are there curriculum models that are more conducive for reform and change than others? 2. Do stakeholders and curriculum developers in Namibia understand the theory of social constructivism, and the systemic implications such an approach has for the education system? 3. Which approach to environmental education complements a transformative curriculum and the changes outlined in policy? From the research carried out in this half-thesis, it would appear that the Namibian education system and the Life Science curriculum suffers from what could be termed “ideological confusion”. Confusion in the sense that there are marked inconsistencies between policy and praxis, between the stated goals and aims of the reform and the curriculum designed to achieve these. This confusion is further exacerbated by various stakeholders’ different interpretations of both policy and the systemic implications the reform policy has on education. In this half-thesis I argue that embarking on an objectives driven model of curriculum cannot bring about change and transformation of the Namibian education system. I further argue that, by not having considered and implemented the necessary systemic changes to the education system, Namibia has, in fact, developed a child centred education system which is fundamentally different from a learner centred education system. Finally, I argue that environmental education, through the subject Life Science, set within an objectives driven, Child Centred Education system is inappropriate for and unable to address the need for developing an environmentally literate citizenry who are able to take informed decisions in order to address the environmental crisis and bring forth a more sustainable future.
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Muhapili, Andrew Matumo. "Exploring student teachers' active learning through self-assessment, peer assessment and reflection at Rundu Campus at the University of Namibia." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/79881.
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Thesis (MPhil)--Stellenbosch University, 2013.Bibliography
Student teachers are faced with the challenge of adapting their teaching so as to accommodate active learning through self-assessment, peer assessment and reflection. The objectives of the study were therefore to explore how active learning may be enhanced through self-assessment, peer assessment and reflection. The participants in the study were second- and third-year students at Rundu Campus of the University of Namibia. The research employed a case study design with qualitative data and using a descriptive, contextual approach. Semi-structured interviews, focus-group interviews and observations were utilised to obtain data. Once consent was obtained from the relevant authorities, second- and third-year student teachers were interviewed. Ethical requirements were adhered to throughout the research process. The findings indicated that students had both positive and negative perceptions in respect of self-assessment, peer assessment and reflection in promoting their active engagement in learning. Overall, the findings of the study revealed positive signs that active learning can be enhanced by student teachers through the use of strategies such as self-assessment, peer assessment and reflection. The study also pointed to implications of the research for teacher education practices and possible future research.
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Angula, Alina Hambelela. "The implementation of project work by selected grade 10 life science teachers in Namibia." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1003449.
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Prior to independence in Namibia in 1990 the education system of the day did not encourage the majority of Namibian learners to explore and investigate the wonder of the natural and physical world. The post independence education system has nurtured the study of the sciences and has emphasized participation, problem solving and independent studies. The inclusion of projects and other independent studies has been regarded as a key vehicle to develop scientific understanding and competencies related to this understanding. However, very few studies have hitherto investigated the teachers’ understanding and implementation of projects in the Namibian context. This study investigates how Grade 10 Life Science teachers understand and implement projects in selected schools in Namibia. The study focused on two teachers in two schools, a combined and a senior secondary school in the Oshikoto educational region of Namibia. The research was conducted through an interpretive case study aiming to gain a better understanding about the implementation of projects in schools. Data were collected through semi-structured interviews, classroom observation and document analysis. The findings indicate that despite the focus on projects in the Life Science syllabus and broad curriculum, policy documents do not give detailed guidelines on how projects should be planned, organized and assessed. The results revealed that knowledge about projects and their implementation is primarily informed by practical activities rather than the critical enquiries or investigations required by the Life Science curriculum policy. The study also revealed that despite the in-service training received by the two teachers participating in this study on syllabus interpretation, it is apparent from the findings that project work in these in-service programmes was neglected. This has further hampered teachers’ understanding and implementation of projects. The findings of this study point to a need for project guidelines as well as in-service programmes in this area if the stated nature and role of projects in the context of Namibian education policy is to be achieved.
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Shaanika, E. N. "Research portfolio." Thesis, Rhodes University, 2006. http://hdl.handle.net/10962/d1003618.
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This study is a contextual analysis and evaluation of the Arts-in-Culture curriculum at Ongwediva College of Education. Arts-in-Culture is one of the core subjects in the Basic Education Teacher Diploma (BETD)’s Broad Curriculum. At colleges such as Ongwediva, Caprivi and Rundu, student teachers study Arts as a core subject, while at Windhoek College of Education it can be studied as either a major or a core subject. In this study, I have raised some questions: Why is it that at Ongwediva College, the status of Arts-in-Culture is still low in comparison to other curriculum subjects like sciences and languages? Do student teachers and teacher educators fully understand how to assess the subject? Is the syllabus open for everyone? Is the learning environment conducive to offering the subject? Do the syllabus; learning environment, teacher educators and student teachers promote the goals of education for all? This study first gives the historical background of the subject. The background is of a diverse nature, namely African Indigenous Arts education, Black Arts education under the missionaries, Black Arts education under the South Africa Regime and Arts Education in the current Namibian reform dispensation. Second, the data collecting methodologies of this study are discussed. This includes how I collected information, who I contacted to collect this information, the tools I used to collect data, when and where I used them, why they were used and how they were used, the difficulties or problems I encountered and what I have learned about myself during the process. The third part of this study is the analysis of my findings from the participants interviewed and the fourth is how I have tried to link these different sections together. The last part of the paper is my conclusion.
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Joseph, Cecilia Namuhuya. "Investigating the inclusion of environmental learning in the Life Science Grade 10 curriculum : a case study of three Namibian schools." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017344.
Full textAbstract:
This study was carried out to investigate how Grade 10 Life Science teachers in three schools in the Omusati region of Namibia are including Environmental Learning (EL) in terms of the curriculum policy. A qualitative approach was used to generate data through document analysis, interviews and classroom observations to investigate the application of the policy of including environmental learning in classroom curriculum practice. The research was primarily directed towards examining constraints and enabling factors in the context of the three schools that participated in the study. The study revealed that teaching strategies for the inclusion of environmental learning were not widely evident, suggesting disparities between the policy of enabling environmental education through the inclusion of environmental learning across the curriculum. It was notable that teacher knowledge and interest in environmental education influence how they include environmental learning and that assessment practices narrow the scope of environmental learning in ways that do not include critical thinking and problem solving skills. The study concludes that despite diverse constraints inhibiting inclusion, the evidence suggests that the inclusion of environmental learning in Namibia’s Life Science curriculum can enable environmental education. The above main findings are used to make recommendations toward strengthening environmental content knowledge of teachers and to improve assessment practices. It was also noted that some of the environmental learning constraints could be transformed into enablers with more teacher support and by making a better link between environmental learning theories and practices. This will involve a redirection of the curriculum documents as well as the provision of other learning support materials to support environmental learning. The study has enabled me to conclude that what is happening should be encouraged so that it continues and is strengthened although the implementation of environmental learning is not as clear as the policy had mapped out.
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Jacobs, Nicola Clara. "Investigating quality in Education through the use of an active learning framework : the case of an intervention in the Namibian Environmental Studies curriculum." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1019803.
Full textAbstract:
The study was conducted to explore the relationship between active learning processes emerging from the use of O’Donoghue’s (2001) active learning framework and a series of education quality indicators proposed by Nikel and Lowe (2010). To achieve this aim a professional educational intervention was conducted encouraging the use of this active learning framework in the Namibian Environmental Studies Curriculum, in order to strengthen educational quality within the Environmental Studies Curriculum. The research was conducted in the Windhoek region at the school where I am currently teaching. Four teachers took part in this study, including myself in the role of a participantobserver. The active learning framework was used to guide us in the planning and presentations of environmental learning lessons. The study was conducted within the interpretive paradigm and was qualitative in nature as well as focusing on a quantitative aspect to analyse some of the data (learners’ written work). Qualitative data were generated through individual interviews, focus-group discussions, lesson observations and document analysis. The key findings of the study were that: a) prior to the intervention with the active learning framework the teachers who took part in the study did not ask learners to explore environmental issues in the environment or to respond to particular environmental issues; b) active learning processes have the potential to facilitate the exploration of environmental issues in the environment, and responses to particular environmental issues. Active learning also have the potential to strengthen all aspects of education quality indicated in Nikel and Lowe’s (2010) quality model, namely effectiveness, efficiency, equity, relevance, responsiveness, reflexivity and sustainability; c) the active learning framework encouraged teachers to use a variety of situated learning approaches, such as the collaborative method, the cooperative method, the problem-solving method and the enquiry method, in order to strengthen the educational quality in Environmental Studies classrooms; and d) teachers find the active learning framework useful as a tool for planning and presenting environmental learning lessons. The findings of the study have the potential to inform curriculum developers, materials developers and educators with an interest in improving education quality through environmental learning processes within the Environmental Studies Curriculum in Namibia. Furthermore, Nikel and Lowe’s education quality indicators provided an informative and comprehensive understanding of education quality and provided a useful tool in evaluating and reflecting on education quality as well as my own work as a teacher.
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Mowes, Delvaline Lucia. "An Evaluation of student support services in open and distance learning at the University of Namibia." Thesis, Stellenbosch : University of Stellenbosch, 2005. http://hdl.handle.net/10019.1/1263.
Full textAbstract:
Distance education and open and flexible learning policies have done much to
extend accessibility to higher education throughout the world. However, distance
education is not just a move away from learning in the classroom. It is a complete
paradigm shift and when delivering learning materials outside the classroom
across any distance, it is important that technologies and techniques support
students. Against this background, the case has been made that the provision of
student support services, according to the diverse needs and expectations of
adult distance education students, should be an integral part of the provision of
open and distance learning.
The focal point of this study was to evaluate student support services, provided
at the northern campus of the University of Namibia, from a student perspective.
A combination of both quantitative and qualitative methodologies was chosen
and data were collected by means of a literature review and a questionnaire,
supplemented with open-ended questions. The subjects of the study were
second- and third-year B.Ed. students from the northern campus of the University
of Namibia.
The results of this study have provided evidence that adult distance education
students indeed value the provision of student support services. Specifically,
students in this study placed the greatest importance on student support services
related to getting started with their studies, for example orientation sessions
about available student support services and contact and communication with
tutors and fellow students by means of vacation schools, face-to-face tutorials on
Saturdays at regional centres and support through study groups. One of the conclusions of the study was that the institutional policy and the role
of management are crucial in the establishment of an effective student support
model to facilitate distance learning.
The following recommendations were formulated:
The University’s Centre for External Studies (CES) should conduct periodic and
regular evaluation studies of its distance education students to design, develop
and provide student support services that will be tailored to students’ specific
needs and expectations.
CES should pay attention to support services that help reduce barriers if it is to
attain its mission of making quality higher education more accessible.
CES should provide adequate training to tutors to prepare them for the special
challenges presented by open and distance learning.
CES should design and implement an appropriate Information and
Communication Technology (ICT) course to empower distance education
students adequately for the use of modern ICT.
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Chainda, Allen Mukelabai. "Third-year students' preceptions of the use of ICT at a teacher training college in Namibia." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6558.
Full textAbstract:
Thesis (MPhil)--University of Stellenbosch, 2011.The use of ICT to enhance the quality of student learning is generally observable in higher education institutions. The adoption of ICT policy for education in Namibia in 1996 has profoundly encouraged the use of ICT to enhance student learning at teachers training colleges, in particular Caprivi College of Education. Although ICT has positioned itself in higher education, its implementation to enhance student learning has been received with mixed feelings, attitudes and perceptions among students. The use of ICT in relation to learning paradigm, collaborative and/or co-operative learning, deep learning approach and assessment seem to be problematic among students and may affect their learning. Issues related to access to ICT, ICT skills and support (technical and service) contribute to students’ negative perceptions towards the use of ICT in learning. The purpose of this study was to investigate students’ perceptions of the possible effect of ICT application on student learning at Caprivi College of Education in order to determine the ICT skills and learning strategies student teachers use to enhance their learning. The research strategy for this study was a quantitative survey. Quantitative data was obtained by administering closed-ended questionnaires to third-year student teachers at Caprivi College of Education. The study concludes that student teachers overwhelmingly perceive the use of ICT to enhance their learning in various ways.
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Rodrigues, Losada Ricardo J. "Teachers' perceptions of spreadsheet algebra programs as curriculum materials for high school mathematics in Namibia." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71846.
Full textAbstract:
Thesis (MEd)--Stellenbosch University, 2012Includes bibliography
ENGLISH ABSTRACT: The use of information and communications technologies (ICTs) in the form of spreadsheet algebra programmes (SAPs) is important in the professional development of high school mathematics teachers. This is in line with The Namibian government‟s Vision 2030 in which ICT skills and competencies are regarded as core elements of living and participating in the 21st century. ICTs are also considered to be fundamental to the development of a dynamic knowledge-based economy (KBE) through the Education and Training Sector Improvement Program (ETSIP). ETSIP‟s aim is to embed ICT at all levels of the education system. It also aims to integrate the use of ICTs as tools in the delivery of curriculum and learning and in so doing, lead to a marked improvement in the quality of the learning and teaching process across all levels. Education has a key role in achieving Vision 2030. The aim of this research was to investigate mathematics teachers‟ perceptions of SAPs as curriculum materials in selected Namibian secondary (high) schools. This research adopted a qualitative methodology, which in this instance was a case study. The sample population consisted of five teachers from Okamu (pseudonym) secondary school in the Ohangwena Region of Namibia. Four of them had been teaching mathematics at different levels in the mentioned school for a period of four years, and one of them was teaching physical science. Three methods of data collection were used. The first two were semi-structured interviews and focus group interviews based on teachers‟ experiences using SAPs. The third method was an audio taped observation of a lesson taught by one of the teachers,. This research provides evidence about teachers‟ perceptions regarding time concerns and constraints with regards to the SAPs and the use of the SAPs. The teachers showed willingness and enthusiasm to use SAPs on linear and quadratic functions in their teaching. Some of the teachers became more aware of the epistemic dimensions associated with mathematical and algebraic symbols. Interview data reveal that the teachers had not considered these dimensions when teaching with the usual paper-and-pen format. The research also provides evidence of a teacher‟s early vision about the use of spreadsheets as an instrument to teach linear functions. This teacher did not consider any epistemic value for the instrumented spreadsheets techniques, or that they might contribute to a deeper understanding of the linear functions. His concern was focused more on getting the learners to acquire computer skills, such as learning how to use spreadsheets. It is recommended that in-service professional development about ICT integration into mathematics teaching be offered. This might help teachers to learn how their knowledge and skills could be used in the classroom more effectively in order to save time. It is also suggested that professional development programmes be designed to stimulate and promote teachers‟ willingness to develop an understanding of the characteristics of ICTs such as SAPs and their uses. Lastly, it is recommended that new SAPs be designed in order to deepen the understanding of algebra at the secondary level.
AFRIKAANSE OPSOMMING: Die gebruik van inligting- en kommunikasietegnologieë (IKT's) in die vorm van sigblad-algebra-programme (SAP's) is belangrik vir die professionele ontwikkeling van hoërskoolwiskunde-onderwysers. Dit is in pas met die Namibiese regering se visie vir 2030, Vision 2030, waarin IKT-vaardighede en -bevoegdhede beskou word as kernelemente van die lewe in en deelname aan die 21ste eeu. IKT's word ook beskou as grondliggend aan die ontwikkeling van ‟n dinamiese kennisekonomie (KE) deur middel van die Verbeteringsprogram vir die Onderwys- en Opleidingsektore (ETSIP). ETSIP het as oogmerk om IKT op alle vlakke van die onderwysstelsel vas te lê. Dit het ook ten doel om die gebruik van IKT's as hulpmiddele te integreer in die lewering van kurrikulum en leer en sodoende ‟n duidelike verbetering in die gehalte van die onderrig-en-leerproses oor alle vlakke heen tot gevolg te hê. Onderwys het ‟n sleutelrol te speel by die bereiking van Vision 2030. Die doel van hierdie navorsing was om wiskundeonderwysers se persepsies van SAP's as kurrikulummateriaal in geselekteerde Namibiese sekondêre (hoër-) skole te ondersoek. Hierdie navorsing het ‟n kwalitatiewe metode gevolg, in hierdie geval ‟n gevallestudie. Die proefgroep het bestaan uit vyf onderwysers van die sekondêre skool Okamu (skuilnaam) in die Ohangwena-streek van Namibië. Vier van hulle het reeds vier jaar lank wiskunde op verskillende vlakke in die betrokke skool gegee en een van hulle het fisiese wetenskap gegee. Drie metodes is ingespan om data in te samel. Die eerste twee was semigestruktureerde onderhoude en fokusgroeponderhoude gebaseer op onderwysers se ervaringe ten opsigte van die gebruik van SAP's. Die derde metode was ‟n klankopname van ‟n waarnemingsessie van ‟n les wat deur een van die onderwysers gegee is. Hierdie navorsing getuig van onderwysers se persepsies ten opsigte van tydskwessies en -beperkinge met betrekking tot die SAP's en die gebruik van die SAP's. Die onderwysers het ‟n gewilligheid en geesdrif geopenbaar om by lineêre en kwadratiese funksies SAP's in hul onderrig te gebruik. Party onderwysers het meer bewus geraak van die epistemiese dimensies in verband met wiskundige en algebraïese simbole. Onderhouddata onthul dat die onderwysers nie hierdie dimensies in ag geneem het toe hulle met die gewone papier-en-pen-formaat klasgegee het nie. Die navorsing bevestig ook ‟n onderwyser se aanvanklike insig oor die gebruik van sigblaaie as 'n instrument om lineêre funksies te onderrig. Hierdie onderwyser het nie die epistemiese waarde vir die geïnstrumenteerde sigbladtegnieke in ag geneem nie, of dat hulle sou kon bydra tot ‟n grondiger begrip van die lineêre funksies nie. Sy belangstelling was eerder daarop gefokus om die leerders sover te kry om rekenaarvaardighede, soos om sigblaaie te kan gebruik, te verwerf. Daar word aanbeveel dat indiens- professionele ontwikkeling oor IKT-integrasie in wiskundeonderrig aangebied word. Dit sal onderwysers moontlik help om te leer hoe hulle kennis en vaardighede meer doeltreffend in die klaskamer gebruik kan word om tyd te bespaar. Daar word ook voorgestel dat professionele ontwikkelingsprogramme ontwerp word, ter stimulering en bevordering van onderwysers se bereidwilligheid om ‟n begrip te ontwikkel van die kenmerke en gebruike van IKT's soos SAP's. Laastens word daar aanbeveel dat nuwe SAP's ontwerp word om die verstaan van algebra op sekondêre vlak te verdiep.
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Kela, Gerald M. "Sustainable health-promoting physical education in the upper primary and junior secondary phases of schools in the Zambezi Region of Namibia: Developing guidelines for curriculum development." University of Western Cape, 2019. http://hdl.handle.net/11394/7431.
Full textAbstract:
Philosophiae Doctor - PhDThe health benefits associated with physically active lifestyles are well known and the World Health Organisation has acknowledged its significance in preventative and rehabilitative health care. It is recommended by the World Health Organisation that children, aged 6 to 17 years, should participate in 60 minutes of moderate-to-vigorous physical activity on a daily basis
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Neshuku, Christian N. "An exploration of problems experienced in the interpretation of word problems by grade 12 learners." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1008206.
Full textAbstract:
This research sought to investigate the problems experienced in the interpretation of word problems by senior secondary school learners, in particular to see how the language used in the articulation of word problems affects the interpretation. The study was conducted in a school in the Oshikoto region of Namibia, a school located in a semi-rural area of Namibia, and selected owing to the accessibility of the required participants. The research was located within an interpretive paradigm focusing on a study sample of 40 learners from a specified class in the selected school. Data were collected through written tests and a semi-structured interview based on written tests, and a comprehensive descriptive analysis of test results was prepared. The findings of the study indicate that the language in which the word problem was articulated did not make a difference. The performance in both English and Oshindonga tests was almost the same. The findings also indicate that vocabulary, syntactic interpretation, semantic relationships, algebraic skills, and practical sense making in relation to real-life are all important for the successful interpretation and solving of word problems. In view of these findings, the study has provided valuable insights into aspects of the teacher education curriculum that need to be revisited in order to improve the training of teachers In teaching word problems.
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Asino, Tomas. "An investigation into how grade 9 learners make sense of prior everyday knowledge and practical learning through exploring tooth decay problems in Onangalo village: a case study." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001986.
Full textAbstract:
The main goal of this study was to investigate how grade 9 learners make sense of prior everyday knowledge and practical learning through exploring tooth decay problems in their local context. The study was conducted at a deep rural Junior Secondary School situated in Onangalo Village, Tsandi constituency in Omusati political region, northern part of Namibia. My research was triggered by the transformation in the Namibian curriculum, which now recognizes a need to contextualize science and make it relevant to the learners’ everyday life experiences. An interpretivist paradigm informed this study. Within this paradigm, a qualitative case study approach was employed. The unit of analysis was the various activities undertaken by my grade 9 learners with a view to make meaning of prior everyday knowledge and practical investigations in chemistry. A variety of data generating techniques were used in this study, namely, brainstorming and discussion sessions, questionnaires, practical activities with worksheets and semi-structured interviews. A video recorder was used to capture events throughout. Analytical categories emerged as a result of a coding system called pawing. From the analytical categories, analytical statements were formulated. The generated data was validated by a critical friend who was a Life Science teacher at the same school at which I did this study. Further validation was done through learners watching the video recordings and through focus group interviews. Methodological triangulation was also used to validate the data. The study revealed that the use of learners’ prior everyday knowledge and experiences in teaching and learning promoted active learners’ participation and enhanced meaning making. Thus, the study recommends the adoption of well-structured science lessons which take into consideration learners’ prior everyday knowledge. The study recommends that these science lessons be used in conjunction with practical activities to promote active learner engagement and conceptual development. Despite the benefits of integrating learners’ prior everyday knowledge during teaching and learning, the study however also revealed some challenges such as limited time and difficulties of English language proficiency amongst learners.
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Epus, Joash Gregory Odeke. "Contextualising curriculum through issues-based approaches: a case of eco-schools in Kenya." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1003344.
Full textAbstract:
This study involved an issues-based approach to curriculum contextualisation in the context of the Eco-Schools programme in Kenya. It adopted a two-phase design using interpretivist and socially critical research orientations. In this study, research is represented as a process which is socially constructed within a particular theoretical, contextual, social and historical context by unfolding the thesis to illuminate how the phases are closely woven into each other. The first phase used the survey method for a contextual review of existing approaches and views relating to environmental education in the formal education sector. The survey aimed to develop a deeper understanding of environmental education as currently practiced in Kenya and to unravel the complexities surrounding it. It involved about two hundred and six primary school teachers and a critical review of a set of resource materials used in Kenyan Primary Schools. It revealed that some aspects of environmental education practice and the prevailing technocratic view of curriculum in Kenyan primary schools potentially limit possibilities for issues-based approaches to curriculum contextualisation. The action research process in four case study schools in Nyanza province of Kenya represent an attempt to address issues in context through socially critical environmental education. Participant observations, workshops and document analysis revealed that, contextualised conceptions of the terms ‘environment’ and ‘environmental education’ that resulted from a process of deliberation of meaning by teachers in relation to their contexts and practices served to set perspective for the action research process. Further, the planning phase which involved environmental auditing to identify issues of concern, prioritization of actions, issues to address, and action planning to guide implementation was critical in setting the agenda of the action research process in each of the case study schools. Integration and infusion of local issues of concern into curriculum planning further enriched processes of curriculum contextualisation, making them relevant to local contexts by addressing real issues through appropriate pedagogical approaches in auditing, investigation and research, communicating and interpreting results, reflecting on investigations and taking action. The action research process further enhanced cooperation and partnership between the case study schools and surrounding communities with mutual benefits. The research report demonstrates that despite the limitations posed by the technocratic orientation of the Kenyan curriculum, it is possible to address real environmental issues, risks and associated sustainable development challenges in context through issues-based approaches to curriculum contextualisation in the context of the Eco-Schools programme.
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Courtney-Clarke, Magret Anna Eugenie. "Exploring the number sense of final year primary pre-service teachers." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/19943.
Full textAbstract:
Thesis (MEd)--Stellenbosch University, 2012.ENGLISH ABSTRACT: This study explored the number sense of 47 final year primary school pre-service teachers in Namibia and was motivated by the poor performance of Namibian primary school learners in both national and international standardised assessment tests. The literature review revealed that learner performance is linked to teacher subject knowledge (Ball, 1990, Ma, 1999) and that teachers’ confidence in doing and teaching mathematics influences the way they teach and their willingness to learn mathematics (Ball, 1990; Graven 2004). Number sense studies of pre-service teachers (Kaminski, 1997; Tsao, 2004; Veloo, 2010; Yang, Reys & Reys, 2009) have indicated that the development of number sense should be a focus of primary pre-service teacher education. The data in this mixed method research design were obtained from a Number Sense Questionnaire, a Written Computations Questionnaire and a Mental Calculations Questionnaire. These questionnaires were adapted from instruments developed by Professor Der-Ching Yang for 6th and 8th grade learners in Taiwan. Teacher confidence was measured by the McAnallen Confidence in Mathematics and Mathematics Teaching Survey. Six randomly selected pre-service teachers were interviewed to determine their use of number-sensible strategies. The correlation analysis shows a strong relationship between number sense and mental calculations; between number sense and confidence in both the ability to do and the ability to teach mathematics and between mental and written calculations. The overall results of this study reveal that the final year primary pre-service teachers demonstrate limited number sense and possess very few of the indicators of number sense that were described by Kalchman, Moss and Case (2001). The findings expose a lack of conceptual understanding of the domain numbers and operations, particularly in the domain of rational numbers and the operations of multiplication and division. The pre-service teachers have little or no access to a variety of flexible number-sensible strategies to solve problems and calculate mentally. They lack the fluency in basic facts and procedures to perform written calculations efficiently and correctly. Unexpectedly, the analysis of the confidence survey shows that they are confident in both their ability to do mathematics and their ability to teach mathematics. It is recommended that mental calculations and computational estimation should become a focus of primary school mathematics education. Institutions responsible for teacher training should develop the number sense of pre-service teachers and research effective and long-term professional development programmes. The confidence and willingness of the teachers to learn can be used as an important resource.
AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die getalbegrip van 47 finale jaar primêre skool voordiens-onderwysers in Namibië en is gemotiveer deur die swak prestasie van die Namibiese primêre skool leerlinge in beide nasionale en internasionale gestandaardiseerde assesseringstoetse. Die literatuurstudie het aan die lig gebring dat leerlinge se prestasie gekoppel is aan onderwyservakkennis (Ball, 1990, Ma, 1999) en dat onderwysers se vertroue in hulle vermoë om wiskunde te doen en te onderrig, die manier waarop hulle onderrig en hul bereidwilligheid om wiskunde te leer beïnvloed (Ball, 1990, Graven 2004 ). Studies van voordiens primêre onderwysers se getalbegrip (Kaminski, 1997; Tsao, 2004; Veloo, 2010; Yang, Reys & Reys, 2009) toon dat die ontwikkeling van getalbegrip 'n fokus van primêre voordiensonderwyseropleiding behoort te wees. Die data in hierdie gemengde metode navorsing is verkry uit 'n Getalbegrip, 'n Skriftelike Berekeninge en 'n Hoofrekene Vraelys. Hierdie vraelyste is gebaseer op die instrumente wat ontwikkel is deur Professor Der-Ching Yang vir graad 6 en 8 leerlinge in Taiwan. Onderwyservertroue is gemeet deur die McAnallen Confidence in Mathematics and Mathematics Teaching Survey. Ses ewekansig geselekteerde voordiens-onderwysers is ondervra om te bepaal watter sinvolle strategieë hulle gebruik om vrae oor getalbegrip te beantwoord. Die korrelasie-analise toon 'n sterk verband tussen getalbegrip en hoofrekene; tussen getalbegrip en vertroue in die vermoë om wiskunde te doen en te leer, en tussen vermoë om hoofrekene en skriftelike bewerkinge te doen. Die algehele resultate van hierdie studie dui daarop dat die finale jaar primêre voordiens-onderwysers oor beperkte getalbegrip en baie min van die aanwysers van getalbegrip wat deur Kalchman, Moss en Case (2001) beskryf is, beskik. Die bevindinge toon ‘n gebrek aan begrip van die domein van getalle en bewerkings, veral in die domein van rasionale getalle en die bewerkings vermenigvuldiging en deling. Die voordiens-onderwysers beskik oor min of geen soepel strategieë om probleme op te los en hoofrekene te doen nie. Hulle beskik nie oor die vlotheit in basiese feite en bewerkings om skriftelike berekeninge doeltreffend en korrek uit te voer nie. Die vertroue wat voordiens-onderwysers uitgespreek het in hulle vermoë om wiskunde te doen en onderrig staan in sterk teenstelling met hierdie bevindige. Dit word aanbeveel dat hoofrekene en skatting 'n fokus van primêre skool wiskunde-onderwys behoort te wees. Instansies gemoeid met onderwyseropleiding behoort die getalbegrip van voordiensonderwysers te onwikkel en navorsing te doen oor effektiewe en lang-termyn programme vir professionele ontwikkeling. Onderwysers se vertroue en bereidwilligheid om te leer kan as 'n belangrike hulpbron gebruik word.
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Ndeunyema, Alpha. "The implementation of the new curriculum in Namibia, with an emphasis on the Junior Secondary Accounting Sallybus (JSAS) and its uptake by teachers." Master's thesis, University of Cape Town, 2009. http://hdl.handle.net/11427/11029.
Full textAbstract:
Includes abstract.Includes bibliographical references (leaves 100-106).
The focus of this study is an examination of (i) the extent to which teachers are implementing the 2006 Junior Secondary Accounting Syllabus (JSAS) in five Namibian schools; (ii) the influence of sense-making process on teachers' classroom practice and pedagogical understanding of the new JSAS descriptors. The study hopes to add to the information about the importance of the teacher in the process of policymaking and policy implementation.
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Smit, Talita C. "The role of African literature in enhancing critical literacy in first-generation entrants at the University of Namibia." Thesis, Stellenbosch : Stellenbosch University, 2009. http://hdl.handle.net/10019.1/1211.
Full textAbstract:
Thesis (PhD (Curriculum Studies))--Stellenbosch University, 2009.ENGLISH SUMMARY: In this research project the profile and academic literacy proficiency of a group of First-Generation entrants at the University of Namibia were explored in order to obtain insight into the development of their critical literacy proficiency during the course of 2008. The project was undertaken against the backdrop of a Higher Education sector in Namibia that is facing an increasing influx of first-year students – often students who are the first in their families to pioneer the alien territory of tertiary studies. Such students predominantly come from marginalised and poorly resourced educational environments far from the capital of Namibia. These English second language First-Generation students consequently enter Higher Education with insufficient levels of academic literacy proficiency in English, the medium of instruction in tertiary institutions in Namibia. An important aspect of such under-preparedness is their academic literacy which is often still regarded only as knowing how to speak and act within a particular discourse, and the reading and writing that occurs within the discipline as the only skills through which to facilitate learning in the mainstream; this, however, is not enough to assist them in problem-solving and high levels of critical thinking. In response, the University of Namibia has implemented academic support programmes to address the needs of students who enter university with poor school results. One such support programme is the ULEG course for those students who qualified for admission to the university but whose school-end marks for English were a D-symbol. Survey results showed that the majority of the students in the ULEG course in 2008 were First-Generation entrants into Higher Education. It was thus decided to conduct this project with one class group of ULEG students. Only data collected from the FG entrants were employed in this case study. This qualitative, interpretive inquiry was characterised by multiple data collection methods. Qualitative data concerning the perceptions of the participants were generated via semi-structured interviews, observation and content analysis. In addition, quantitative data were collected and this further contributed to the triangulation of rich, in-depth data. An awareness-raising programme about the use of metaphoric language in order to draw appropriate inferences was designed and implemented, the rationale being to enhance the participants‟ critical thinking proficiency. As source material short stories, novels, a play and poetry by African authors written in English were employed. To establish the value of such a programme a mixed methods research methodology was employed where qualitative and quantitative data were collected concurrently. The results of this case study question prevailing notions about under-prepared students as well as the mainstreaming of students, as all of the participants in the project attested to the significant challenges that entry into the academic community posed for them. The findings of this project, while specific to the context in which it was undertaken, contribute to the growing body of knowledge in the field of academic development within Higher Education and the role of critical literacy in student learning.
AFRIKAANSE OPSOMMING: Hierdie navorsingsprojek ondersoek die profiel en die vlakke van akademiese geletterdheid van „n groep Eerste-Generasie eerstejaar studente aan die Universiteit van Namibiȅ om insig te bekom oor die ontwikkeling van hulle vlakke van kritiese geletterdheid gedurende 2008. Die projek is onderneem teen die agtergrond van „n Hoër Onderwys sektor in Namibiȅ met „n toenemende invloei van eerstejaar studente. Hierdie studente is dikwels ook die eerstes in hul families wat die onbekende wêreld van tersiëre studie betree. Hierdie Namibiese studente kom meerendeels van gemarginaliseerde en swak-toegerusde onderwys-omgewings ver vanaf die hoofstad, en die enigste universiteit in Namibiȅ. Hierdie Engels tweede taal Eerste-Generasie studente betree gevolglik Hoër Onderwys met onvoldoende vlakke van akademiese geletterdheid in Engels, die medium van onderrig in Namibiȅ. „n Belangrike aspek van sulke akademiese onvoorbereidheid is die studente se akademiese geletterdheid wat dikwels steeds beskou word as slegs die vermoë om korrek te praat en korrek op te tree in „n spesifieke diskoers, sowel as om te kan lees en skryf na gelang van die vereistes van verskillende hoofstroom akademiese dissiplines. So „n vaardigheidsbenadering is egter nie genoeg om studente te help met problem-oplossing and gevorderde vlakke van kritiese denke nie. Die Universiteit van Namibia het as teenvoeter teen die akademiese onvoorbereidheid van studente akademiese ondersteunigsprogramme geimplementeer. Een so „n program is die ULEG-kursus vir studente wat kwalifiseer vir toelating aan die universiteit maar met slegs „n D-simbool in Engels. „n Vraelys het getoon dat die meeste van die studente in die ULEG-kursus in 2008 Eerste-Generasie studente was. Daarom is besluit om hierdie projek met „n klasgroep ULEG studente te onderneem. Slegs data van die Eerste-Generasie eerstejaar studente in die klas is gebruik vir die doeleindes van hierdie navorsingprojek. In hierdie gevalle-studie is die hoofsaaklik beskrywende ondersoek gekarateriseer deur meervoudige data-versamelingstegnieke en -instrumente. Kwalitatiewe data vi aangaande die persepsies van die studente in die projek is versamel deur middel van semi-gestruktureerde gesprekke, observasies en die interpretasie van geskrewe en mondelinge bydraes van studente. Kwantitatiewe data is versamel en ge-analiseer om by te dra tot die triangulasie van ryk en gedetaileerde bevindings. „n Program om studente bekend te stel aan die gebruik van metaforiese taalgebruik om meer effektiewe gevolgtrekkings te kan maak is ontwerp en geimplementeer. Die beweegrede was om die studente se vlakke van kritiese denke te bevorder. As material vir die program is kortverhale, romans, „n drama en gedigte geskryf in Engels deur skrywers uit Afrika gebruik. Om die effektiwiteit van so „n program te evaluaeer is gebruik gemaak van „n gemengde navorsingmetodiek waar kwalititatiewe tegnieke en kwantitatiewe instrumente gelyktydig en aanvullende gebruik is. Die bevindinge van die projek bevraagteken die heersende opvattings in verband met swak-voorbereide studente sowel as hoofstroom-onderrig, aangesien al die studente in hierdie projek bewys gelewer het van die aansienlike persoonlike probleme wat toegang tot die akademie vir hulle ingehou het. Alhoewel die bevindinge spesifiek is aan die konteks van die projek, dra dit by tot die groeiende korpus van kennis in die veld van akademiese ontwikkeling in Hoër Onderwys, sowel as die rol van kritiese geletterdheid in akademiese studies.
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Iita, Ananias. "An assessment of the curriculum and implementation of the subject Religious and Moral Education in Namibia: A case study of perceptions of Religious and Moral Education teachers in the Ompundja Circuit of Oshana Region." Thesis, University of the Western Cape, 2014. http://hdl.handle.net/11394/4008.
Full textAbstract:
Philosophiae Doctor - PhDThis research study investigated the perceptions of Religious and Moral Education (RME) teachers in Namibia with regard to the implementation of the RME syllabus, Grades 5-10 in actual teaching and learning situations. It also examined to what extent pre-service and in-service training prepare these teachers to deal with the demands of the subject in their professional classroom situations. The relevance of the study was that the continuing process of curriculum development would benefit from specific knowledge of the perceptions of teachers and learners, regarding their problems and problem-solving, shortcomings in the system, pre-service and in-service training, and support services. The study took place amidst a global debate on paradigms in the teaching of religion and moral formation. It could therefore also contribute to a growing canon of literature with specific contributions based on empirical research. The study reviewed literature in the field of religious and moral education, the official curricula and syllabi, as well as all other policy and training documents relating to the subject. A carefully sampled case study of teachers in public schools in the Ompundja Circuit of the Oshana Region was carried out. In 1990, under the new constitution, Namibia was declared a secular state, recognising all religions. This was contrary to the colonial period in which Christianity was the only recognised religion and taught under a Christian national ideology in an apartheid political setup. The new dispensation brought new challenges to the subject teachers because, in the past, most of them were only trained to teach Biblical Instruction/Biblical Studies. In the new constitution, the state neither favours nor neglects any of the religious orientations. The context of the study was, thus, the appropriate choice for a particular paradigm in which religion and morality are studied at school level, based upon the principles of a multi-religious and multi-cultural society where both teachers and learners gain knowledge and understanding of other faiths and values; a culture of tolerance is encouraged and fostered; the rights of different religions and their moral values are respected and promoted; and learners are prepared for responsible citizenship
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Chirimbana, Moses. "The effect of a problem based learning approach on the teaching and learning of composition and inverses of functions in a foundation programme." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/95973.
Full textAbstract:
Thesis (PhD)--Stellenbosch University, 2014.ENGLISH ABSTRACT: The purpose of the study was to investigate The effect of the Problem-Based Learning Problem Based Learning (PBL) approach in the teaching of composition and inverse functions in a foundation programme. PBL is a philosophical approach to teaching and learning where problems drive the learning. The study was important because it was trying to find out if PBL can improve students’ performance in compositions and inverses of functions at the bridging course for undergraduate mathematics at Oshakati Campus. The study intended to come up with a PBL model suitable for FP mathematics in the teaching of compositions and inverses of functions. The study was done on Science Foundation students who are registered for FP. Eighty students were randomly selected from the foundation students registered for the 2013 academic year. The students were randomly assigned into the experimental and the comparison groups of 40 each. In this study the comparison group of the Foundation students was predominantly taught through the traditional lecture approach while the experimental group was predominantly taught using a hybrid PBL approach. The study also attempted to establish the students’ perceptions with regard to the relevance of inverses and compositions of functions as a concept in a topic that determines their academic destination. It also attempted to ascertain how the PBL approach could best be implemented in order to improve FP students’ understanding of inverses and composition of functions; how Bridging course for undergraduate mathematics (FP) students experience the PBL approach in the teaching and learning of inverses and composition of functions compared to those who are taught using the lecture method and how FP students’ performance on inverses and composition of functions as a result of their PBL experience compare to those who are taught using the lecture method. This study used the concurrent nested mixed methods (qualitative and quantitative) research designs. A quasi experimental design was adopted through the administration of a pre-post-test on experimental and comparison groups. The other designs or methods included a questionnaire survey, focus group interviews, non-participant lesson observation and a group research project on compositions and inverses of functions. The experimental group was then mainly taught through a hybrid PBL approach while the comparison group mainly through the lecture approach for a period of three months. The findings of this research study showed that experimental group students performed significantly better in the overall results analysis but there were no significant differences in performance between the two groups for some Hypothetical Learning Trajectory (HLT) domains on compositions and inverses of functions. It is recommended that PBL should be implemented in the other foundation programme subjects. However, the role of the conventional teaching approaches cannot be undermined in the teaching and learning of compositions and inverses of functions since the students who were taught using this method also improved their performances, and as such these conventional teaching approaches should be used together with PBL in order to get the best results on FP students’ mathematics performance. This study recommends further research on how PBL can be implemented in other FP subjects. This study also recommended that PBL should be implemented right at the beginning of the year when the FP students start their classes in the foundation programme.
AFRIKAANSE OPSOMMING: Die doel van die studie was om die effek van die probleemgebaseerde leer (PBL) benadering in die onderrig van die samestelling en inverse funksies in 'n Stigting program te ondersoek. PBL is 'n filosofiese benadering tot onderrig en leer waar probleme ry die leer. Die studie is belangrik omdat dit probeer het om uit te vind of PBL kan studente se prestasie in komposisies en inverses van funksies te verbeter by die Stigting Program op Oshakati-kampus. Die studie bedoel om vorendag te kom met 'n PBL model wat geskik is vir fondament in die onderrig van komposisies en inverses van funksies. Die studie is gedoen op Science Foundation studente by Oshakati-kampus van die Universiteit van Namibië. Tagtig studente is lukraak gekies uit die fondament studente wat geregistreer is vir die 2013 akademiese jaar. Die studente is ewekansig toegewys in die eksperimentele en die vergelyking groepe van 40 elk. In hierdie studie is die vergelyking groep van die Stigting studente is hoofsaaklik geleer word deur die tradisionele lesing benadering terwyl die eksperimentele groep was hoofsaaklik geleer met behulp van 'n hibriede PBL benadering. Die studie het ook probeer om vas te stel uit wat die studente se persepsies met betrekking tot die toepaslikheid van inverses en komposisies van funksies is soos 'n konsep in 'n onderwerp wat bepaal hul akademiese bestemming. Dit het ook probeer om vas te stel hoe die PBL benadering kan die beste om FP studente se begrip van inverses en samestelling van funksies te verbeter geïmplementeer word; hoe FP studente die PBL benadering in die onderrig en leer van inverses en samestelling van funksies in vergelyking met diegene wat geleer is met behulp van die lesing metode en hoe FP studente se prestasie op inverses en samestelling van funksies as 'n gevolg van hul PBL ervaring vergelyk met dié wat geleer is met behulp van die lesing-metode. Hierdie studie gebruik om die konkurrente geneste gemengde metodes (kwalitatiewe en kwantitatiewe) navorsing ontwerpe. 'N quasi eksperimentele ontwerp is aangeneem deur die administrasie van 'n pre-na-toets op eksperimentele en vergelyking groepe. Die ander ontwerpe of metodes het 'n vraelys opname, fokusgroeponderhoude, nie-deelnemer leswaarneming, en 'n groep navorsingsprojek oor komposisies en inverses van funksies. Die eksperimentele groep is dan hoofsaaklik geleer deur middel van 'n kruising PBL benadering terwyl die vergelyking groep hoofsaaklik deur die lesing benadering vir 'n tydperk van drie maande. Die bevindinge van hierdie navorsing het getoon dat die eksperimentele groep studente uitgevoer aansienlik beter in die algehele resultate analise, maar daar was geen betekenisvolle verskille in prestasie tussen die twee groepe vir 'n paar MTT gebiede op komposisies en inverses van funksies. Die studie het ook bevind dat PBL aan die begin van die jaar reg geïmplementeer moet word wanneer die FP studente begin hul klasse in die fondament program. Dit word aanbeveel dat PBL in al die ander fondament program vakke moet geïmplementeer word. Tog kan die rol van die konvensionele onderrig benaderings nie ondermyn word in die onderrig en leer van komposisies en inverses van funksies, en as sodanig die konvensionele onderrig benaderings moet saam met PBL word gebruik om die beste resultate op FP studente se wiskunde prestasie te kry . Hierdie studie beveel aan verdere navorsing oor hoe PBL in 'n ander fondament program vakke geïmplementeer kan word.
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Kangueehi, Albertus Kuzeeko. "The possibility of Africanization of the curriculum in Namibia in the light of the African experience." Diss., 1995. http://hdl.handle.net/10500/17048.
Full textAbstract:
It is widely accepted that in order for education to serve the
people effectively, the school curriculum should be localised.
In Namibia a high rate of failure, unemployment and a low
standard of life, especially among the black section of the
population, is attributed to the foreign education which the
people receive.
This study attempts to shed some light on the nature of school
curriculum. From a comparative study of attempts of
Africanisation of the school curriculum in three African
countries, some universal strategies can be distilled.
A short survey is given of the school curriculum in Namibia and
the history of its development.
Finally, on the basis of the distilled strategies, some
guidelines are drawn concerning Africanisation of the school
curriculum in Namibia. These guidelines could be used to make
the school curriculum in Namibia more relevantEducational Studies
M. Ed. (Comparative Education)
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Mkandawire, Myness. "Physical science activities and skills development in the school curriculum of Namibia." Diss., 2009. http://hdl.handle.net/10500/3468.
Full textAbstract:
Grade 12 learners in one Namibian secondary school participated in a study
of science process skills implied in their International General Certificate of
Secondary Education (IGCSE) physical science syllabus. The study aimed at
finding out learners’ ability to identify science process skills in their physical
science syllabus, criteria used to identify skills and whether any relationship
existed between learners’ achievement in performing skills and learners’
ability in identifying the skills. Four physical science syllabus topics were
taught. Learners performed and identified science process skills in learning
and assessment tasks. A One Group Pretest-Posttest research design was
used in a combined qualitative and quantitative research method. Data
revealed that learners identified science process skills. Science processes
performed during learning experiences were used as criteria to confirm
presence of the skills. Learners’ achievement increased in performing and
identifying science process skills after intervention activities. There seemed
no relationship between learners’ achievement in performing and learners’
ability in identifying science process skills.Science and Technology Education
M. Ed. (Natural Science Education)
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Kanyimba, Alex Tubawene. "The incorporation of environmental education for sustainability in the Namibian colleges of education." Thesis, 2009. http://hdl.handle.net/10500/3175.
Full textAbstract:
The study explores the incorporation of Environmental Education (EE) for sustainability in the Namibian Colleges of Education. The thrust is held in this study because of the view that the incorporation of EE promotes sustainable development. Cross-curricular teaching is the preferred model for the incorporation of EE in the Namibian Colleges of Education because it brings all teacher educators to contribute to the teaching of environmental education themes just as sustainable development requires all players to incorporate its principles in core operations of institutions.
The study explores the global environment crisis, the environmental degradation in Africa in general and Namibia in particular. Education is seen as an instrument that could be used to address the environmental problems that affect the ability of the ecosystem to regulate climate, to provide resources and to support natural and human life in the broader environment. The study presented the EE goals such as the ecological foundation, the conceptual awareness: issues and values, investigation and evaluation as well as the environmental action, training and application. The study explores theoretical perspectives for the incorporation of EE, theories of modern environmentalism and theories of sustainability as well as policies that were undertaken in Namibia to incorporate EE in the Namibian Colleges of Education.
The methodology of research is both quantitative and qualitative and is rooted in the classical and grounded theory approaches to research. The documentation of data and the questionnaire were used as techniques and tools to collect both direct and indirect data.
It emerged from the findings of the study that the ecological foundation and the conceptual awareness subgoals are part of EE teaching while the investigation and evaluation as well as the environmental action, training and application subgoals are not part of EE teaching in the Namibian Colleges of Education. The findings of the study reveal that teacher educators in the Namibian Colleges of Education have a variety of understandings and perceptions about the incorporation of EE in the Namibian Colleges of Education. The findings also show that the barriers that affect the incorporation of EE in the Namibian Colleges of Education are institutional, dispositional and situational. The recommendations of the study support the clarification of the concept of cross-curricular teaching in light of the emerging paradigm of sustainable development. They also promote the re-orientation of the administration, the curriculum and teacher educator attitudes in the Namibian Colleges of Education.Educational Studies
D. Ed. (Didactics)
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Kanyimba, Alex Tubawene. "Towards the incorporation of environmental education in the Namibian Secondary School Curriculum." Diss., 2002. http://hdl.handle.net/10500/1039.
Full textAbstract:
Environmental education (EE) as an approach to all education is needed to be
incorporated in all the subjects of the school curriculum. In Namibia, there are Ministerial
documents that support the incorporation of education About, In/ Through and For the
environment within the curriculum. Even though there are documents that support this,
EE continues to suffer barriers that hinder its effective incorporation into the curriculum.
The findings reveal that EE in Namibia is incorporated into the traditional environmental
subject homes only. The barriers that prevent the incorporation of EE into the Namibian
broad curriculum for secondary schools are, amongst others, the lack of adequate teacher
education programmes and the lack of interdepartmental collaboration at school level.
These barriers and many others have been identified and discussed in detail in this
investigation. Measures are recommended to ensure effective incorporation of EE in the
Namibian broad curriculum for secondary schools.Educational Studies
M. Ed. (Environmental Education)
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April, Roderick Graham. "Ontwikkeling van eksamineringspraktyke in die skole van Suidwes-Afrika / Namibië : 'n histories-opvoedkundige ondersoek en evaluering." Diss., 1997. http://hdl.handle.net/10500/17903.
Full textAbstract:
Eksamineringspraktyke in skole in Namibie is die fokuspunt van hierdie studie.
'n Historiese ondersoek is ingestel na die bree, algemene eksamenstelsels van die verlede.
Op grond van die tekortkominge en gebreke van die Kaaplandse Onderwysdepartement-eksamenstelsel,
is die noodsaaklikheid en wenslikheid van die herbeplanning en verbetering van
die eksamenstelsel uitgelig.
Daar is gefokus op die HIGHERIINl'ERNATIONAL GENERAL CERTIFICATE OF
SECONDARY EDUCATION-eksamenstelsel, ten einde vas te stel of algemene erkende
opvoedkundige beginsels, prosedures en werkswyses tot op datum in die eksamenstelsel vergestalt
is.
'n Uitvloeisel van die bevindings in hierdie studie is dat die huidige eksamenstelsel tekortkominge
weerspieel, maar dat die historiese beperkinge oorbrug kan word
Die afleiding word gemaak dat alle onderwysbelanghebbendes moet saamwerk aan
verbeteringstrategiee ten opsigte van die huidige eksamenstelsel.
Die hoop word uitgespreek dat die hele eksamenstelsel so spoedig moontlik, maar na deeglike beplanning, volledig sal verinheems.Examination practices in schools in Namibia is the focal point of this study. An historical research has been done into the general examination systems of the past On account of the shortcomings and constraints of the Cape Education Deparbnent examination system, the necessity and desirability of the restructuring and betterment of the examination system is highlighted. The emphasis is put on the HIGHER/ INI'ERNATIONAL GENERAL CERTIFICATE OF SECONDARY EDUCATION to determine whether generally accepted educational principles, procedures and methods have been embodied in the examination system. The present Namibian examination system is still insufficient. However, much can be done to overcome the historical constraints. The conclusion was reached that each and every stakeholder should work together to devise strategies for the betterment of the examination system. The author trusts that the whole examination system will, as soon as possible but after thorough planning, become totally indigenous.
Educational Studies
M. Ed. (Historiese Opvoedkunde)
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Kapenda, Hileni Magano. "Translating policy into practice: aspects of learner-centred classroom practices in mathematics in Namibia secondary schools." 2008. http://hdl.handle.net/11394/3645.
Full textAbstract:
Philosophiae Doctor - PhD"This study is guided by theories about educational policy implementation and their implications for teaching. These theories underline the notion that educational reform is a progress and it iv comes in cycles. According to Tyack and Cuban (1995), the first cycle (policy talk) is for diagnosing problems and for advocacy of solutions. It is followed by policy action; then actual implementation of the plan. The implications for these theories therefore imply that teachers play an important role in any educational reform and as such should be involved in any decision making and policy implementation in order to make any change in education a worthwhile process (Fullan, 2001; Helsby, 1999; Tyack and Cuban, 1995). This study focused on the implementation of the policy document Towards education for All: A development brief for education, culture, and training and its implications on mathematics teachers at secondary schools. The policy document highlights the main features of Learner-Centered approaches. Therefore, the aim of the study is to investigate how mathematics teachers implement Learner-Centered Education in Mathematics classrooms in Namibia..."