Relevant bibliographies by topics / Education – Namibia – History

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'Education – Namibia – History'

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

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Education – Namibia – History.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

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

1

Ndeshi Namhila, Ellen. "Uncovering hidden historical narratives of village women in Namibia." Qualitative Research Journal 14, no. 3 (2014): 243–58. http://dx.doi.org/10.1108/qrj-12-2012-0031.

Full text
Abstract:
Purpose – The purpose of this paper is to describe the research techniques used by the author in collecting, analysing and writing life histories of women in the war during Namibia's independence struggle. The interest in recording and writing about these women arose because writing about the independence struggle of Namibia is dominated by men and little has been written about women; the little that is written tends to portray women as victims rather than as independent actors conscious of their decisions and the consequences of such decisions. This history is in danger of being lost if not tapped while these women are still alive. Design/methodology/approach – A life history approach was followed to appraise the methods used to listening to the women narrating their life stories and to listen to their life stories narrated by those who knew them, worked with them, and shared a prison experience with them. These stories were collected through open interviews followed by more structured interviews with list of open-ended questions with each woman. Life history follows an induction approach, starting with the story and using the stories to create themes and a method or framework guiding the interview recordings, analysing, writing and presentation of the story. Findings – The stories of the five women led to the demystification of woman as mere victims of repressive regimes and military conflicts. In collecting oral history sources on a subject such as the liberation struggle in a society that was torn apart by a prolonged military conflict, apartheid and repression, a researcher must respect the stories as told, but an extensive verification of the credibility and reliability of the sources may be required. Authenticity is undermined by the fact that the current society glorifies the independence struggle, and everybody wants to be on the side of the winners, even those that fought against liberation have today become its evangelists. Research limitations/implications – The sources for the paper depend on what the women could still remember and there are no local institutions such as archives and or newspapers to document the events when they happened. Practical implications – This paper argues the case that publishing women's life stories promotes interests in local history and makes significant impact on the socioeconomic status of women. It further recommends methodological approaches in documenting local histories; dealing with authenticity and integrity in each story. Social implications – The paper shows that publishing the life stories of five village women in a book with the title Tears of Courage had positive impact on their individual lives; and that publishing such oral accounts is an excellent way to lift the contributions by women out of obscurity into the mainstream of Namibian history. Originality/value – It is an original paper written from practical research experiences of identifying sources, documenting, interviewing, analysing, writing and constantly cross referencing to verify authenticity and integrity of both written and oral sources.
APA, Harvard, Vancouver, ISO, and other styles
2

Mokopakgosi, Brian T., and Cynthia Cohen. "Administering Education in Namibia: The Colonial Period to the Present." International Journal of African Historical Studies 29, no. 2 (1996): 451. http://dx.doi.org/10.2307/220569.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Harber, Clive. "Lessons in black and white: a hundred years of political education in Namibia." History of Education 22, no. 4 (1993): 415–24. http://dx.doi.org/10.1080/0046760930220406.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

GARENNE, MICHEL, and JULIEN ZWANG. "PREMARITAL FERTILITY IN NAMIBIA: TRENDS, FACTORS AND CONSEQUENCES." Journal of Biosocial Science 38, no. 2 (2005): 145–67. http://dx.doi.org/10.1017/s0021932005007261.

Full text
Abstract:
Premarital fertility, defined as fertility before first marriage, was found to be highly prevalent in Namibia. According to data from the 1992 and 2000 DHS surveys, the proportion of premarital births was 43% for all births, and 60% for the first birth. This seemed to be primarily due to a late mean age at first marriage (26·4 years) and low levels of contraception before first marriage. Data were analysed using a variety of demographic methods, including multiple decrement life table and multivariate logistic models. Major variations were found by ethno-linguistic groups: Herero and Nama/Damara had the highest levels of premarital fertility (above 60%); Ovambo and Lozi had intermediate levels of premarital fertility (around 40%); Kavongo and San appeared to have kept a more traditional behaviour of early marriage and low levels of premarital fertility (around 20%). The largest ethno-linguistic group, the Ovambo, were in a special situation, with fast increasing age at marriage and average level of premarital fertility. Whites and mixed races also differed, with Afrikaans-speaking groups having a behaviour closer to the average, whereas other Europeans had less premarital fertility despite an average age at marriage. Ethnic differences remained stable after controlling for various socioeconomic factors, such as urbanization, level of education, wealth, access to mass media, and religion. Results are discussed in light of the population dynamics and political history of Namibia in the 20th century.
APA, Harvard, Vancouver, ISO, and other styles
5

Baas, Renzo. "Fictional Dreams and Harsh Realities." Matatu 50, no. 2 (2020): 407–29. http://dx.doi.org/10.1163/18757421-05002008.

Full text
Abstract:
Abstract This paper looks at the novels by Joseph Diescho (Born of the Sun, 1988), Kaleni Hiyalwa (Meekulu’s Children, 2000), and Neshani Andreas (The Purple Violet of Oshaantu, 2001) with a special focus on the access to education and land, but also problems such as Gender Based Violence and poverty. By comparing how an independent Namibia is imagined during South African apartheid rule, during the Liberation Struggle, and post-independence, the novels open up perspectives that empirical studies may overlook or decide not to emphasise. Furthermore, this comparison also allows for a linear, yet non-chronological, view on how the literary visions evolve with concepts such as nation and liberation, but also modernity and nationalism as they ‘enter’ into the characters’ every day. With the protagonists deeply involved in the make-up of their respective villages, they can also be considered prototypical Namibians in their value systems and networks. Through their eyes, it is possible to trace how political promises that were envisioned and imagined prior to 1990 are either realised or disappointed.
APA, Harvard, Vancouver, ISO, and other styles
6

Malaba, Mbongeni Zikhethele. "Namibian Life Stories from the ‘Struggle Days’." Matatu 50, no. 2 (2020): 299–332. http://dx.doi.org/10.1163/18757421-05002005.

Full text
Abstract:
Abstract This article analyses representative life stories that reflect the experiences of people who participated in the Namibian liberation struggle, as well as one narrative that reflects the traumatic effect of the brutal murder of her mother witnessed by a five year old girl. The stories detail the vicious nature of settler colonialism in South West Africa and the motive that drove youths to abscond from school to join SWAPO camps in neighbouring countries. Two of the male authored texts focus on the political dimensions of the struggle, with minimal personal details; the two accounts penned by women who obtained secondary and tertiary education in exile and underwent military training foreground the personal dimension that is understated in the male accounts. The human side of war, suffering and discrimination is captured in all the accounts, in differing degrees. The strong Christian beliefs of the selected authors are a striking feature in most of the life stories.
APA, Harvard, Vancouver, ISO, and other styles
7

"The First Decade of Namibian Law." Nordic Journal of International Law 68, no. 3 (1999): 275–91. http://dx.doi.org/10.1163/15718109920296028.

Full text
Abstract:
AbstractThe article provides a concise overview of Namibian legal developments since the country became independent in 1990. It presents the constitutional framework of Namibian law, the principle of continued application of pre-independence rules, the history and future of the Roman-Dutch law inherited from South Africa, the role of customary law, and the present state of legal education and the legal profession in the country.
APA, Harvard, Vancouver, ISO, and other styles

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

1

Haingura, Felicity Kunyima. "Traditional and colonial education : the experience of the people living in the Kavango region of Namibia (1900-1966)." Thesis, University of Cape Town, 1993. http://hdl.handle.net/11427/26217.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Sibeya, Nestor Mutumba. "Exploring perceptions and implementation experiences of learner-centered education among history teachers : a case study in Namibia." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1013226.

Full text
Abstract:
The study sought to understand how Grade 9 History teachers perceive and implement learner-centered education (LCE) in selected schools in Caprivi educational region in the Republic of Namibia. It concentrated on three teachers in two combined and junior secondary schools. The research employed a qualitative approach and three data instruments were used: interviews, class observations and document analysis. The findings of the study show that in their interview discussions of the principles, intent and recommended key features of LCE, the three participating teachers generally correctly captured some of the essential intentions of a LCE approach. At times in the interviews they seemed to strongly grasp the essence of a key strategy and its intent, but at other times their views were sketchy. Their view of different teaching strategies at times appeared integrated but not always that strongly. When it came to their classroom practice they could and did use a number of appropriate LCE teaching approaches. The level of effectiveness in their use of many of the approaches varied from effective to far from ideal and in need of quite big improvement. In the area of resources the three classrooms were extremely limited in what they displayed, had and used. There were too few textbooks and almost no posters and wall displays on history and the geography of the world and its peoples that the students were studying. An especially interesting feature was that they all seemed to be consciously engaged in an on-going teaching experiment with the LCE approaches. The LSC [sic] practices were clearly not yet strongly imbedded as solid classroom habits or dispositions, with perhaps the exception of questioning. But this experimenting made them much more self-conscious and reflective about their experiences. They all frankly identified some tensions that they felt existed between the espoused official features of a LCE class and the demands of the covering the curriculum, size of classes etc. Overall it was an encouraging picture of teachers eager to find ways to improve their teaching and experiment with new ideas. But also a picture of people not properly exposed to good or best practice in each teaching strategy and having to reinvent and rediscover on their own even the basics of reasonable practice often making very basic mistakes, for example in questioning.
APA, Harvard, Vancouver, ISO, and other styles
3

Mateu, D. M. "An investigation into the impact of globalization on the intergenerational transmission of oral literature in Namibia: a community based education perspective." Thesis, University of the Western Cape, 2014. http://hdl.handle.net/11394/4279.

Full text
Abstract:
Magister Educationis - MEd
This study endeavoured to gauge the impact of globalization on the intergenerational diffusion of oral literature and its pedagogic role in Namibia. The study also sought to highlight the contribution of oral literature and its pedagogic value in addressing the aims and objectives of the Namibian education system in regard to the training of learners to acquire the skills, knowledge, attitudes and values needed for them to become effective and valuable members of society. The theoretical framework that underpins the study, the functionalist approach, foregrounds the functional values of social systems and structures. Oral heritage is seen as having various societal functions, pre-eminently that of moulding, educating and shaping young people to be functional members of the society (Finnegan, 1970). The aims of this study were pursued through a case study of two educational contexts in the Zambezi (formerly Caprivi) region of north-east Namibia. The inquiry in the formal educational setting was done in four schools, while that into the non-formal educational setting took place in four rural villages. The latter were crucial in the study in that they were home to research subjects who possessed valuable insights into the pedagogic role of oral literature as a form of community based education. The four schools were purposefully selected for offering Silozi, a lingua franca in Zambezi region, as a first language subject
APA, Harvard, Vancouver, ISO, and other styles
4

Pfaffe, Joachim Friedrich. "Contextual pedagogy : the didactics of pedagogical emancipation within the context of disempowered and marginalised societies." Thesis, 1996. http://hdl.handle.net/10500/15764.

Full text
Abstract:
The thesis deals with the theoretic concept of Contextual Pedagogy and its application in the context of a disempowered and marginalized society, the Ju/'hoansi ("Bushmen") of Nyae Nyae in North Eastern Namibia. Contextual Pedagogy derives from the notion of Contextual Theology and is thus initially based on a pedagogical analysis of the KAI ROS-Document, whereby its sociopolitical content and its inherent methodology are being transferred into a context of pedagogy. Referring to theoretical concepts of Critical Theory and Liberation Pedagogy, Conditional Fields are being identified in a first analysis which determine and explain the pedagogical situation in a colonial context of Apartheid South Africa. During a three-year qualitative field research, central aspects of Contextual Pedagogy are being applied within the framework of the development of a post-colonial and community-based school programme in Nyae Nyae, the Village Schools Project. This school programme comprises a curriculum for a teacher training course as well as a curriculum for Grade 1-3 learners in five selected villages of Nyae Nyae, and is based on the dynamic processes between the communities, the Student Teachers and the author as their Teacher Trainer and Village Schools Co-ordinator. A further theoretical evaluation and reflexion of the field research gives rise to a pedagogical superstructure of Contextual Pedagogy, which also investigates the notions of power, empowerment and over-empowerment within a context of development work. By doing so, the previous Conditional Fields of pedagogic work within a theoretical framework of Contextual Pedagogy become extended in relevance for a pedagogical context of a post-colonial society with special reference to marginalized subjects. In conclusion, the finalization of the research project and its subsequent handing-over process to the Namibian government analyzes the paralyzing effects of an excessive bureaucracy, and the resurgence of conservative and colonial thought in the young and fragile democracy of Namibia.
Educational Studies
D.Ed.(Didactics)
APA, Harvard, Vancouver, ISO, and other styles
5

Beris, Adrianus Petrus Joannes. "From mission to local church : one hundred years of mission by the Catholic Church in Namibia with special reference to the development of the Archdiocese of Windhoek and the Apostolic Vicariate of Rundu." Thesis, 1996. http://hdl.handle.net/10500/18079.

Full text
Abstract:
The Prefecture of Pella bought Heirachabis in 1895 and occupied it in 1898. This marked the beginning of the Mission in the South. The Oblates of Mary Immaculate officially started on 8 December 1896. They were allowed to minister among the Europeans and among Africans, not ministered to by a Protestant Mission. The first expansion was at Klein Windhoek, and at Swakopmund being the gateway to the Protectorate. The Tswana invited the Mission to help them after they had arrived from the Cape. Aminuis and Epukiro were founded. After 1905 the Mission was allowed to open stations among the Herera and Damara. Doebra, Gobabis, Usakos, Omaruru, and Okombahe were the result. Seven expeditions were undertaken to reach Kavango. After many failures the first mission became a reality at Nyangana in 1910. Just before the war the expansion reached Grootfontein, Tsumeb and Kokasib. In the South missions were opened at Warmbad, Gabis, Keetmanshoop, Luederitz and Gibeon. World War I scattered the African population of the towns which disturbed the missionary work. The S. A. Administration allowed most missionaries to stay. After the Peace Conference S. W. A. became a Mandate of S. A. In 1924 permission was granted to enter Owambo. The first station was opened in Ukuambi, later followed by Ombalantu and Okatana. In 1926 the Prefecture of Lower Cimbebasia was elevated to the Vicariate of Windhoek, while the Prefecture of Great Namaqualand became the Vicariate of Keetmanshoop in 1930. World War II left the missionary activities undisturbed. In 1943 Magistrate Trollop in Caprivi invited the Catholic Mission in 1943 to come and open educational and health facilities. The South expanded into Stampriet, Witkrans, Aroab, Mariental. The election victory in 1948 in South Africa of the Afrikaner Parties with the resulting apartheid legislation negatively affected the missions in S. W. A. After 1965 the influence of Vatican II became noticeable, while the pressure of the United Nations Organisation moved the territory towards independence. While initially the Catholic Church had been very cautious, in the ?O's and 80's she took a very definite stand in favour of human rights. She also became a full member of the CCN.
Christian Spirituality, Church History and Missiology
D. Th. (Missiology)
APA, Harvard, Vancouver, ISO, and other styles

Books on the topic "Education – Namibia – History"

1

Hangula, Lazarus. Ancestral land in Namibia. University of Namibia, Multi-disciplinary Research Centre, Social Sciences Division, 1998.

APA, Harvard, Vancouver, ISO, and other styles
2

Amukugo, Elizabeth Magano. Education and politics in Namibia: Past trends and future prospects. 2nd ed. Gamsberg Macmillan, 1995.

APA, Harvard, Vancouver, ISO, and other styles
3

Amukugo, Elizabeth Magano. Education and politics in Namibia: Past trends and future prospects. New Namibia Books, 1993.

APA, Harvard, Vancouver, ISO, and other styles
4

Administering education in Namibia: The colonial period to the present. Namibia Scientific Society, 1994.

APA, Harvard, Vancouver, ISO, and other styles
5

Katzao, John J. Lessons to learn: A historical, sociological, and economic interpretation of education provision in Namibia. Out of Africa Publishers, 1999.

APA, Harvard, Vancouver, ISO, and other styles
6

Salia-Bao, Kemo. The Namibian education system under the colonialists. Hodder & Stoughton Educational, 1991.

APA, Harvard, Vancouver, ISO, and other styles
7

Mutorwa, John. Access to education, 1990-2000: Reflections on the implementation of Namibia's policy of "Toward Education for All". Gamsberg Macmilian, 2004.

APA, Harvard, Vancouver, ISO, and other styles
8

Kuchinsky, Michael. Developing future leaders in Namibia's independence struggle: Higher education's role in the making of a new state. Edwin Mellen Press, 2015.

APA, Harvard, Vancouver, ISO, and other styles
9

Administering Education in Namibia: The colonial period to the present. Namibia Scientific Society, 1994.

APA, Harvard, Vancouver, ISO, and other styles
10

Auala, Rehabeam Katengela. A historical analysis of educational supervision in the United States of America and its implications for Namibia. 1986.

APA, Harvard, Vancouver, ISO, and other styles

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

1

Bruwer, Beausetha J., and Pamela J. February. "The Evolution of Deaf Education in Namibia." In Deaf Education Beyond the Western World. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190880514.003.0003.

Full text
Abstract:
This chapter starts with the description of deaf education in the Namibian context in terms of providing formal education for learners who are deaf or hard of hearing (DHH). It traces the history of deaf education from the 1960s to date and reports on early childhood education and primary, secondary, and tertiary education for this population. The second section of the chapter describes the road that Namibia has taken considering the needs and challenges the country is facing in providing quality education to DHH learners. The outcomes of two important conferences dealing with this issue are discussed. The last section discusses options for the way forward. Despite constraints in financial and human resources, there has been definite progress in the provision of quality education to DHH learners in Namibia.
APA, Harvard, Vancouver, ISO, and other styles
2

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography