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

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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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 meani

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2

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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4

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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6

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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8

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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11

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 a

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Haingura, Paulinus. "Research portfolio." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1003615.

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The purpose of this research is to evaluate the implementation of the Namibian education policy with particular reference to Senior Secondary education (Grades 11-12) in order to develop analysing skills that will facilitate better understanding of my professional context and enhance my ability to operate within a research environment. The main purpose is to look at the theory that underpins the curriculum and to find out whether that theory is carried through into practice. This contextual analysis is also designed to provide baseline data as I subsequently explore my area of research. The sp

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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 t

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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 N

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Iitula, Helena. "Master of Education research portfolio." Thesis, Rhodes University, 2006. http://hdl.handle.net/10962/d1008196.

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This Portfolio was submitted in 2005 to Rhodes University as a Research Portfolio presented in partial fulfilment of the requirements for the degree of Master of Education in General Education Theory and Practice. The Portfolio consists of seven (7) key parts. The reader of this Portfolio is courteously informed that the structure of this portfolio is to some extent differ from the thesis structure. Thus, the reader should be attentive not to weigh against the two. Further more, I hereby declare that this portfolio is my own work and that all the sources that I have used or quoted have been in

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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.<br>Bibliography<br>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 q

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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 transform

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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). Th

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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 diffe

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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 analys

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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

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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, c

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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 paradig

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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.<br>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

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

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Thesis (MEd) -- Stellenbosch University, 2005.<br>ENGLISH ABSTRACT: One of the major features of educational transformation in Namibia revolves around the democratisation of education. However, despite various endeavours by the government to transform the education system in an effort to provide quality education, there remain many challenges to the delivery of urgently needed quality education. This thesis seeks to explore how democratic education can possibly contribute towards eliminating identified challenges. My contention is that the promulgation of the education policy document

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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

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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.<br>Bibliography<br>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 approac

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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’ underst

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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 scienc

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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.

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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 re

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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.

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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. Fo

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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.

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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

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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.

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Thesis (MPhil)--University of Stellenbosch, 2011.<br>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 learni

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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.

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Thesis (MEd)--Stellenbosch University, 2012<br>Includes bibliography<br>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 Traini

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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.

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Philosophiae Doctor - PhD<br>The 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.

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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 collecte

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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.

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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 stu

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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.

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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 educat

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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.

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Thesis (MEd)--Stellenbosch University, 2012.<br>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). Nu

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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.

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Includes abstract.<br>Includes bibliographical references (leaves 100-106).<br>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.

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Thesis (PhD (Curriculum Studies))--Stellenbosch University, 2009.<br>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 stu

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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.

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Philosophiae Doctor - PhD<br>This 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

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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.

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Thesis (PhD)--Stellenbosch University, 2014.<br>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 co

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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.

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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 curr

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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.

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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

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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.

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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 expl

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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.

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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

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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.

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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 ek

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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.

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Philosophiae Doctor - PhD<br>"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

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