Relevant bibliographies by topics / Education – Namibia – Curricula

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
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Academic literature on the topic 'Education – Namibia – Curricula'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Education – Namibia – Curricula"

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Jellenz, Moritz, Vito Bobek, and Tatjana Horvat. "Impact of Education on Sustainable Economic Development in Emerging Markets—The Case of Namibia’s Tertiary Education System and its Economy." Sustainability 12, no. 21 (2020): 8814. http://dx.doi.org/10.3390/su12218814.

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The research’s fundamental investigation elaborates on interactions between tertiary educational factors and Namibia’s sustainable economic development. Sequential mixed-research-method guides the investigation towards its results: A quantitative statistical data analysis enables the selection of interrelated educational and economic factors and monitors its development within Namibia’s last three decades. Subsequent qualitative interviews accumulate respondents’ subjective assessments that enable answering the fundamental interaction. Globally evident connections between a nation’s tertiary e
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Sichombe, Beatrice Sinyama. "Curricula in Teacher Education for Diversity in the University of Namibia." African Journal of Teacher Education 7, no. 2 (2018): 91–121. http://dx.doi.org/10.21083/ajote.v7i2.4072.

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Namibia’s classroom compositions are diverse. Its policies on diversity reflect international practices of achieving Education for All. It advocates for teacher education that is responsive to the country’s needs. What is unknown is what a socio-cultural curriculum means in Namibian teacher education. This article focuses on the nature of the UNAM’s B.Ed. curriculum and how students learn its contents. I argue that teacher education for diversity should go beyond traditional teacher education programmes. Its curricula should adopt a socio-cultural view. Coursework and teaching practice should
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Shikalepo, Elock Emvula. "Sustainability of Entrepreneurship and Innovation among TVET Graduates in Namibia." International Journal of Innovation Education and Research 7, no. 5 (2019): 133–45. http://dx.doi.org/10.31686/ijier.vol7.iss5.1484.

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Sustainable entrepreneurial skills are vital for the promotion of economic and social progress for both developed and developing societies. Hence, Technical, Vocational Education and Training (TVET) trainees needs adequate entrepreneurial exposure to become artisans who can satisfy the current and future market demands. Traditionally, TVET curricula has been preparing trainees to answer the question: where can I get employed after my training? However, contemporary curricula should now seek to prepare trainees who can equally answer the question: how can I become an innovator of business oppor
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Shivoro, Romanus, Rakel Kavena Shalyefu, and Ngepathimo Kadhila. "Embedding graduate employability attributes in management sciences curricula: A case of two Namibian universities." Journal of Teaching and Learning for Graduate Employability 8, no. 1 (2017): 123–36. http://dx.doi.org/10.21153/jtlge2017vol8no1art639.

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Recognising implicit employability attributes within discipline-specific program modules is a critical part of the process of developing new employability modules in the management sciences curricula. The notion of graduate employability has gained acceptance in the higher education sector across the world and furthermore higher education and industry appear to have reached consensus on the importance of enhancing graduate attributes through the curricula at university. This paper offers a qualitative analysis of curricula documents to determine strategies that are effective in enhancing gradu
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Iita, Ananias, and Sakaria M. Iipinge. "The Implementation of New Religious and Moral Education Curriculum in Post-Independent Namibia." Msingi Journal 1, no. 2 (2018): 58–88. http://dx.doi.org/10.33886/mj.v1i2.77.

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This paper investigated the perceptions of Religious and Moral Education (RME) teachers with regard to the implementation of RME syllabus in Namibia. The paper engages a crucial global debate on paradigms for teaching religion and moral values while contributing to the literature through research in the Ompundja Circuit of Oshana Region, Namibia. Contrary to the previous colonial era when Christianity was the only recognized religion, the Republic of Namibia adopted a new constitution making it a secular state upon independence in 1990. This new constitution, however, brought new challenges to
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Wessels, Quenton, Willie Vorster, and Christian Jacobson. "Anatomy education in Namibia: Balancing facility design and curriculum development." Anatomical Sciences Education 5, no. 1 (2011): 41–47. http://dx.doi.org/10.1002/ase.1250.

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Jansen, Jonathan D. "Understanding social transition through the lens of curriculum policy: Namibia/South Africa." Journal of Curriculum Studies 27, no. 3 (1995): 245–61. http://dx.doi.org/10.1080/0022027950270302.

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Nordkvelle, Yngve. "Teachers, culture, and politics: the struggle for a curriculum for the free Namibia. A case‐study of the Namibia Secondary Technical School." Journal of Education Policy 10, no. 4 (1995): 361–71. http://dx.doi.org/10.1080/0268093950100403.

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Chitiyo, Argnue, and Chaidamoyo Goodson Dzenga. "Special and Inclusive Education in Southern Africa." Journal of Special Education Preparation 1, no. 1 (2021): 55–66. http://dx.doi.org/10.33043/josep.1.1.55-66.

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Children with special education needs possess unique learning characteristics which may inhibit their effective learning in mainstream, general education classes. Special education practices are therefore designed to address the educational needs of students with disabilities through various strategies including thorough assessments of students’ characteristics, individualized curriculum planning, and provision of essential services and resources to maximize learning. Although there is extensive research on special education in developed countries like the United States of America (USA), liter
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Bhola, H. S. "Equivalent Curriculum Construction as Situated Discourse: A Case in the Context of Adult Education in Namibia." Curriculum Inquiry 29, no. 4 (1999): 459–84. http://dx.doi.org/10.1111/0362-6784.00142.

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Dissertations / Theses on the topic "Education – Namibia – Curricula"

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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 meani
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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 h
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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
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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
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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 re
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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 approac
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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 ph
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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 schoo
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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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Bibliography<br>Thesis (PhD (Curriculum Studies))--University of Stellenbosch, 2010.<br>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 c
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Books on the topic "Education – Namibia – Curricula"

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Ilukena, Alfred. Gender and the curriculum: The Namibian experience. UNICEF, 1990.

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Book chapters on the topic "Education – Namibia – Curricula"

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Tshiningayamwe, Sirkka. "Education for Sustainable Development in the Namibian Biology Curriculum." In Schooling for Sustainable Development in Africa. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-45989-9_8.

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Likando, Gilbert. "Heritage Education in the School Curriculum:." In Re-Viewing Resistance in Namibian History. University of Namibia Press, 2015. http://dx.doi.org/10.2307/j.ctvh8qxrv.25.

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Shipalanga, Petrus Dhiginina, Anna Niitembu Hako, and Sakaria M. Iipinge. "Roles of School Management Teams in Effective Curriculum Delivery During COVID-19 in Namibia." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7168-2.ch004.

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This qualitative study examined the roles of the school management teams in curriculum delivery during COVID-19 and beyond. The closure of the schools due to the COVID-19 pandemic caused serious disruptions to teaching and learning. Learners were expected to be engaged in learning processes via different platforms. The school management teams were given enormous responsibilities to ensure planning, implementing, and monitoring curriculum delivery during and post COVID-19. Twenty participants are purposefully selected from 10 schools ranging from primary to secondary. Focus group interviews and document analysis were used to collect data. The authors followed the thematic approach in analyzing data. The study revealed that the amount of teaching is not significant as only the quality of learning matters. It proved that planning is the best approach to academic outcomes. The authors hope the study would provide insight into lived experiences of school management teams in curriculum planning, implementation, and monitoring of curriculum delivery amidst COVID-19 and beyond.
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Tsabedze, Vusi W. "A Framework for Developing Open Distance E-Learning Curriculum for Library and Information Science (LIS) Programme in Eswatini." In Managing and Designing Online Courses in Ubiquitous Learning Environments. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9779-7.ch013.

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The dependency by foreign countries institutions such as South Africa, Botswana, and Namibia for library and information science (LIS) training and development of staff members, to acquire higher education, has become expensive and complex for Eswatini government to handle. The expensive nature and complex situation of sending employees out of the country for training has paralysed most of the organisation due to their absence from operations in the office. This study therefore seeks to investigate, developing open distance e-learning curriculum for LIS programme in Eswatini. The University of Eswatini (UNESWA), which is one among other institution of higher learning in the country, does not offer any programme in LIS. Considering this situation in Eswatini, this chapter proposes a framework for developing the ODeL curriculum for LIS. Such a programme could be offered through the UNESWA to accommodate students within and outside the country. Thus, ensuring Eswatini becomes a player in LIS space within the African continent.
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Conference papers on the topic "Education – Namibia – Curricula"

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Meyer, Manfred, Agung Nugroho, José Ochoa-Luna, Colin Stanley, and Heike Winschiers-Theophilus. "DISTRIBUTED INTERCULTURAL PROJECT-BASED LEARNING - A NOVEL APPROACH - EXPERIENCES FROM A QUADRILATERAL INTERDISCIPLINARY COLLABORATION." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end076.

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This paper describes a new concept and experiences of a distributed interdisciplinary learning programme for students across continents. The aim is to provide students with a truly Global Intercultural Project Experience (GIPE) by working together with peers from around the world, and solving real-life client’s problems. We have received seed-funding for four annual projects to engage students from Germany (Europe), Namibia (Africa), Indonesia (Asia), and Peru (Latin-America). In 2020, 30 students from four continents engaged in a one-semester distributed software development project for a Nam
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Reports on the topic "Education – Namibia – Curricula"

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African Open Science Platform Part 1: Landscape Study. Academy of Science of South Africa (ASSAf), 2019. http://dx.doi.org/10.17159/assaf.2019/0047.

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This report maps the African landscape of Open Science – with a focus on Open Data as a sub-set of Open Science. Data to inform the landscape study were collected through a variety of methods, including surveys, desk research, engagement with a community of practice, networking with stakeholders, participation in conferences, case study presentations, and workshops hosted. Although the majority of African countries (35 of 54) demonstrates commitment to science through its investment in research and development (R&amp;D), academies of science, ministries of science and technology, policies, rec
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