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

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Anyolo, Eveline O., Sirpa Kärkkäinen, and Tuula Keinonen. "Implementing Education for Sustainable Development in Namibia: School Teachers’ Perceptions and Teaching Practices." Journal of Teacher Education for Sustainability 20, no. 1 (2018): 64–81. http://dx.doi.org/10.2478/jtes-2018-0004.

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Abstract Education for Sustainable Development (ESD) has been viewed as education that helps people develop the attitude, skills, and knowledge to make well-informed decisions for the benefit of the present and future generations. It aims at providing quality education through shared understanding and multi-disciplinary approaches in meeting the developmental and environmental apprehension for a sustainable future. Many theorists envisaged ESD as enhancing active involvement of learners both in school and out of school learning initiatives to acquire knowledge about sustainable development iss

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12

Mokaleng, Mercy, and Andrew D. Möwes. "Issues Affecting the Implementation of Inclusive Education Practices in Selected Secondary Schools in the Omaheke Region of Namibia." Journal of Curriculum and Teaching 9, no. 2 (2020): 78. http://dx.doi.org/10.5430/jct.v9n2p78.

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The study was conducted in order to assess the issues affecting the implementation of inclusive education practices in selected secondary schools in the Omaheke region of Namibia.To achieve the objective, a quantitative research approach was followed. The population of the study was made up of secondary school teachers in the Omaheke region. Data was collected using questionnaires which were administered to a stratified sample of 90 secondary school teachers. The data was analysed by means of descriptive statistics in the form of frequencies and percentages. The results indicated that the impl

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13

Ketsitlile, Lone. "An Integrative Review on the San of Botswana's Indigenous Literacy and Formal Schooling Education." Australian Journal of Indigenous Education 41, no. 2 (2012): 218–28. http://dx.doi.org/10.1017/jie.2012.21.

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The San are Southern Africa's first indigenous peoples. They can be found in South Africa, Botswana, Zimbabwe and Namibia. The San peoples in Botswana still face discrimination, especially in the education sector, as their indigenous literacy and way of life are largely ignored. Their languages are not part of the school curriculum in Botswana and it is English (the official language) and Setswana (the national language) that are taught in schools. In theory, this should not be the case. This highly disadvantages San children as they underperform and drop out of school. Hence, very few have ma

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14

NEPEMBE, Alina, Leena KLOPPERS, and Jude OSAKWE. "Translator Mobile App for Teaching Children of Beginner-Level -French." Journal of Information Systems and Informatics 2, no. 2 (2020): 256–66. http://dx.doi.org/10.33557/journalisi.v2i2.65.

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Living in the digital era and in a society that recognises the importance of technology, Information and Communications Technology (ICT) plays a major role in almost every point of life and particularly in education. Teachers play a major role in the teaching and learning of foreign languages. Mobile applications open new opportunities for learning how to read and speak different languages. One such mobile application that is used in education to facilitate learning of new language is the mobile translator. Although, there are numerous language translator applications that are freely available

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15

Kristanto, Wisnu. "Javanese Traditional Songs for Early Childhood Character Education." JPUD - Jurnal Pendidikan Usia Dini 14, no. 1 (2020): 169–84. http://dx.doi.org/10.21009/141.12.

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   Character education in early childhood is not new, and character education is also not just a transfer of knowledge, but something that needs to be built early on through various stimula- tions. This study aims to develop the character of early childhood through audio-visual media with traditional Javanese songs. Using educational design-based research to develop audio-visual media from traditional songs, this media was tested in the field with an experimental design with a control group. Respondents involved 71 kindergarten students from one experimental class in one cont

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16

Hidayatulloh, Taufik, Elindra Yetti, and Hapidin. "Movement and Song Idiom Traditional to Enhance Early Mathematical Skills: Gelantram Audio-visual Learning Media." JPUD - Jurnal Pendidikan Usia Dini 14, no. 2 (2020): 215–30. http://dx.doi.org/10.21009/jpud.142.02.

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Many studies have shown a link between being competent in early mathematics and achievement in school. Early math skills have the potential to be the best predictors of later performance in reading and mathematics. Movement and songs are activities that children like, making it easier for teachers to apply mathematical concepts through this method. This study aims to develop audio-visual learning media in the form of songs with a mixture of western and traditional musical idioms, accompanied by movements that represent some of the teaching of early mathematics concepts. The stages of developin

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17

Sporre, Karin. "Ethics in compulsory education – Human dignity, rights and social justice in five contexts." HTS Teologiese Studies / Theological Studies 76, no. 1 (2020). http://dx.doi.org/10.4102/hts.v76i1.5821.

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What children learn through their ethics and values education in school is of crucial societal relevance and is directed by school curricula. As curricula vary between countries, an international comparison is of interest. The aim of this study was to compare curricula to reveal variations in how matters of social justice were described in curricular texts, with a special focus on class, gender and race. Curricula from five different contexts were compared: Namibia; South Africa; California State, United States of America; Province of Québec, Canada; and Sweden. This provided the study, origin

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18

Shumba, Tonderai W., and Indres Moodley. "Implementation of disability policy framework in Namibia: A qualitative study." South African Journal of Physiotherapy 74, no. 1 (2018). http://dx.doi.org/10.4102/sajp.v74i1.400.

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Background: This study explores some of the experiences of national programme managers, heads of national organisations of persons with disabilities (OPDs) and persons with disabilities in the implementation of the disability policies and legal framework in Namibia.Method: In-depth interviews were conducted with multiple key stakeholders mentioned above. Interviews were digitally recorded and transcribed verbatim. The Community Based Rehabilitation (CBR) matrix (health, education, livelihood, social and empowerment) was utilised to guide the development of themes and subthemes.Results: Twenty-

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19

Iipinge, Selma M., and Anna M. Shimpanda. "Entrepreneurship education in Namibia: A study of tertiary education classroom practices." Industry and Higher Education, April 22, 2021, 095042222110077. http://dx.doi.org/10.1177/09504222211007744.

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The notion of entrepreneurship education is critical in the context of Namibia’s endeavours to become a knowledge economy by 2030. This study highlights the profile of entrepreneurship educators, identifies the teaching methods used in teaching entrepreneurship and explores whether the teaching methods differ based on the target audience. Data were collected using a survey with open-ended questions sent to educators. This was followed up with scheduled interviews. The study finds that entrepreneurship educators are variously referred to as teachers, lecturers, trainers, facilitators and tutors

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20

Small, Louis, Louise Pretorius, Althea Walters, and Maria J. Ackerman. "A surveillance of needle-stick injuries amongst student nurses at the University of Namibia." Health SA Gesondheid 16, no. 1 (2011). http://dx.doi.org/10.4102/hsag.v16i1.507.

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Needle-stick injuries have the potential to change a student nurse’s life; yet they are dealt with covertly and many go unreported. This could create difficulties when evaluating a curriculum, because potential risk issues in nursing education might go undetected. In addition, needlestick injuries are inherently preventable occupational health hazards. The fact that there has been, until now, no information available on the incidence of, and context in which needlestick injuries occur amongst student nurses in Namibia, is of particular concern for nurse educators in that country. The purpose o

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21

Geduld, Bernadette, and Selma Iiyambo. "Perceptions of Namibian College of Open Learning learners' self-regulated skills." Progressio: South African Journal for Open and Distance Learning Practice 41, no. 1 (2019). http://dx.doi.org/10.25159/0256-8853/4152.

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This paper presents a case study of tutor and learner perceptions of Grade 10 Namibian College of Open Learning (NAMCOL) learnersâ€™ self-regulated learning (SRL) skills to achieve academic success. Zimmerman and Moylanâ€™s (2009) model of SRL, grounded in social cognitive theory, formed the theoretical framework of the study. A qualitative research design, guided by a phenomenological case study in an interpretivist paradigm, was used to explore the perceptions of tutors and learners regarding the Grade 10 NAMCOL learnersâ€™ SRL skills to cope with the challenges of open distance learning (OD

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