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Relevant bibliographies by topics / Education, Secondary – Curricula – Namibia

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Academic literature on the topic 'Education, Secondary – Curricula – Namibia'

Author: Grafiati

Published: 4 June 2021

Last updated: 2 February 2022

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

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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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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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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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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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Kamens, David H., John W. Meyer, and Aaron Benavot. "Worldwide Patterns in Academic Secondary Education Curricula." Comparative Education Review 40, no. 2 (1996): 116–38. http://dx.doi.org/10.1086/447368.

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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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Krastins, Valdis, and Vairis Laudams. "DIVERSITY OF SECONDARY EDUCATIONAL CURRICULA IN ESTABLISHMENTS OF GENERAL SECONDARY EDUCATION IN LATVIA." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 2, no. 1 (2010): 42–49. http://dx.doi.org/10.48127/spvk-epmq/10.2.42.

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Within recent years significant changes have taken place in educational management as regards the development of democracy, decentralization of its management accentuating the importance of professional as well as effective management of schools. Aim of the Study. The aim of the research is to analyse several theories and the former practice of creation of educational curricula in general secondary education in Latvia. Materials and methods. The authors’ of the article analyse the legal and educational management aspects in developing a general education curriculum in accordance with the Norma

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Margo, Robsan. "Representation of the Ethiopian Multicultural Society in Secondary Teacher Education Curricula." Journal of Teacher Education for Sustainability 16, no. 1 (2014): 54–75. http://dx.doi.org/10.2478/jtes-2014-0003.

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Abstract The purpose of this paper is to investigate how the multi-ethnic and multicultural characteristics of the diverse Ethiopian society are incorporated into the current secondary teacher education curricula of the country. To that end, both qualitative and quantitative content analyses were used as tools for data collection. The Ethiopian general national secondary teacher education curricula framework and three other specific secondary teacher education curricula were analysed based on Banksí (1993, 2001, 2006) four approaches to the integration of ethnic and multicultural contents into

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Lafrarchi, Naïma. "Assessing Islamic Religious Education Curriculum in Flemish Public Secondary Schools." Religions 11, no. 3 (2020): 110. http://dx.doi.org/10.3390/rel11030110.

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Islamic tradition promotes a holistic approach of personality development in which, we argue, three educational concepts take the centre stage: tarbiyah, ta’leem and ta’deeb. Looking through the lens of these concepts, we analyse two Islamic religious education (IRE) curricula: the 2001 and 2012 curricula for Flemish public secondary education provided by the Representative Body for IRE. We conduct a systematic thematic document analysis of the 2001 and 2012 curricula to map curricula elements that potentially contribute to Islamic personality development through IRE classes. Crucially, this a

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George, Evy, Daniël Louw, and Gerhard Badenhorst. "Job satisfaction among urban secondary-school teachers in Namibia." South African Journal of Education 28, no. 2 (2008): 135–54. http://dx.doi.org/10.15700/saje.v28n2a127.

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

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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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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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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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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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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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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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Bock, L. J. "Research portfolio." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1006128.

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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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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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Books on the topic "Education, Secondary – Curricula – Namibia"

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Blades, David. Cultural diversity and secondary school curricula. Canadian Race Relations Foundation = Fondation canadienne des relations raciales, 2002.

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Derricott, R. Curriculum continuity: Primary to secondary. NFER-Nelson, 1985.

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Whole education: A new direction to fill the relevance gap. University Press of America, 1994.

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1960-, Nordgren R. D., ed. Case studies in elementary and secondary curriculum. SAGE Publications, 2010.

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Leonard, John Paul. Developing the secondary school curriculum. Rinehart, 1987.

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Reinhartz, Judy. Secondary education: Focus on curriculum. HarperCollins, 1992.

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Reinhartz, Judy. Secondary education: Focus on curriculum. HarperCollins, 1992.

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Basu, Bharati. National integration and education. Basu, 1986.

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School Curriculum Development Committee., ed. Modular approaches to the secondary curriculum. Longman for the School Curriculum Development Committee, 1987.

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Voice, John. The whole curriculum: Review and analysis. Suffolk County Council, Education Department, 1985.

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

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de Berg, Kevin C. "The Reaction in Secondary and Tertiary Education Curricula." In The Iron(III) Thiocyanate Reaction. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-27316-3_8.

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Barendsen, Erik, and Tim Steenvoorden. "Analyzing Conceptual Content of International Informatics Curricula for Secondary Education." In Informatics in Schools: Improvement of Informatics Knowledge and Perception. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-46747-4_2.

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Tort, Françoise, and Béatrice Drot-Delange. "Informatics in the French Secondary Curricula: Recent Moves and Perspectives." In Informatics in Schools. Sustainable Informatics Education for Pupils of all Ages. Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-36617-8_3.

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Krishnamurthy, Sarala, and Charl C. Wolhuter. "Upgrading Polytechnic in Namibia to the Namibia University of Science and Technology and the Post-Secondary Education Niche in Namibia." In Handbook of Comparative Studies on Community Colleges and Global Counterparts. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-38909-7_14-1.

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Krishnamurthy, Sarala, and Charl C. Wolhuter. "Upgrading Polytechnic in Namibia to the Namibia University of Science and Technology and the Post-secondary Education Niche in Namibia." In Handbook of Comparative Studies on Community Colleges and Global Counterparts. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-50911-2_14.

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Özmen, Ünal. "The Marketization of Primary and Secondary School Curricula and Textbooks under AKP Rule." In Neoliberal Transformation of Education in Turkey. Palgrave Macmillan US, 2012. http://dx.doi.org/10.1057/9781137097811_4.

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Rhodes, David, and Margaret Wang. "Learn to Lead: Developing Curricula that Foster Climate Change Leaders." In Education and Climate Change. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57927-2_2.

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AbstractIn this chapter, we identify the need for a curriculum that is intended to not only enable educators to teach about climate change, but to also foster leaders who can engage in policy analysis and civic action related to the issue of climate change. Unlike Chap. 10.1007/978-3-030-57927-2_3, which details a whole-school approach, we have specifically focused our attention on developing a curriculum with an associated implementation plan since the ability of teachers to build transferable leadership skills in younger generations are integral to any larger reform initiative. Ultimately, the efficacy of the curriculum is enhanced by a more holistic approach to the prioritization of climate change action in the context of schools and broader education systems, so a synthesis of approaches is recommended.The Climate Change Leadership Curriculum was designed in collaboration with the Arava Institute (AI), an organization in Israel that brings together Israelis, Palestinians, Jordanians and international students from outside the region to engage in environmental and peace-building education. The work of AI is specific to tertiary education, so our initiative to build a climate change leadership curriculum constitutes an attempt to expand the reach of the mission and pedagogy of AI to encompass secondary education. The implementation plan also involves leveraging the network of AI to find partners for implementing the curriculum. The fact that there are AI alumni who work in secondary education opened possibilities for dissemination of the curriculum in collaboration with teachers who have a deep understanding of the pedagogy. As teachers integrate the curriculum into their particular contexts, our plan was to not only support them in the implementation, but to also solicit feedback to continually improve the resources and identify the most effective ways to provide support. This will enable us to make the curriculum accessible to teachers from diverse backgrounds in a wide variety of contexts, inside and outside of the target region.

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Buettner, Yvonne. "In-service teacher education - a way towards integrating information technology into secondary level curricula." In Information Technology. Springer US, 1997. http://dx.doi.org/10.1007/978-0-387-35081-3_18.

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Dube, Carolina. "The Uptake of Education for Sustainable Development in Geography Curricula in South African Secondary Schools." In Schooling for Sustainable Development in Africa. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-45989-9_7.

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Chystopolova, Yelyzaveta, Stefan Pasterk, Andreas Bollin, and Max Kesselbacher. "Identification of Dependencies Between Learning Outcomes in Computing Science Curricula for Primary and Secondary Education – On the Way to Personalized Learning Paths." In Informatics in Schools. Engaging Learners in Computational Thinking. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-63212-0_15.

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Conference papers on the topic "Education, Secondary – Curricula – Namibia"

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Mufeti, Kauna, Joseph Mutonga, and William Sverdlik. "NAMTOSS: A Pilot Program Bringing Technology to Secondary Learners in Namibia." In Annual International Conference on Computer Science Education: Innovation & Technology (CSEIT 2016). Global Science & Technology Forum (GSTF), 2016. http://dx.doi.org/10.5176/2251-2195_cseit16.40.

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Bell, Tim, Arno Pasternak, Chris Stephenson, Allen Tucker, and Jan Vahrenhold. "Panel — Implementing CS curricula in secondary education: An international perspective." In 2010 IEEE Frontiers in Education Conference (FIE). IEEE, 2010. http://dx.doi.org/10.1109/fie.2010.5673370.

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Egger, Daniel L., Sabrina M. Elsenbaumer, and Peter Hubwieser. "Comparing CSTA K-12 computer science standards with Austrian curricula." In the 7th Workshop in Primary and Secondary Computing Education. ACM Press, 2012. http://dx.doi.org/10.1145/2481449.2481479.

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Hubwieser, Peter, Marc Berges, Johannes Magenheim, et al. "Pedagogical content knowledge for computer science in German teacher education curricula." In the 8th Workshop in Primary and Secondary Computing Education. ACM Press, 2013. http://dx.doi.org/10.1145/2532748.2532753.

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Carr, Ronald L., and Johannes Strobel. "Integrating engineering into secondary math and science curricula: A course for preparing teachers." In 2011 Integrated STEM Education Conference (ISEC). IEEE, 2011. http://dx.doi.org/10.1109/isecon.2011.6229623.

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Grillenberger, Andreas, and Ralf Romeike. "A comparison of the field data management and its representation in secondary CS curricula." In the 9th Workshop in Primary and Secondary Computing Education. ACM Press, 2014. http://dx.doi.org/10.1145/2670757.2670779.

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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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Pasterk, Stefan, and Andreas Bollin. "A Graph-based Approach to Analyze and Compare Computer Science Curricula for Primary and Lower Secondary Education." In ITiCSE '17: Innovation and Technology in Computer Science Education. ACM, 2017. http://dx.doi.org/10.1145/3059009.3072985.

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Turner, Rodney. "IS Skills of Business Students in Transition from Secondary to Tertiary Studies." In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2670.

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This paper reports an analysis of IT software skills of some Victorian students on entry to first year tertiary studies in Business along with an analysis of their performance in “Office” type application assignments. The assumption that youth of today are IT literate on exit from school is questioned. Despite survey results suggesting a high level of skill in word processing and, to a lesser extent in spreadsheets, results on assignments in these areas may suggest students perceive their skills as being better than their actual performance. In crowded curricula, where there is pressure to inc

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Manh Tran, Thang, and Dorian Stoilescu. "An Analysis of the Content, Policies and Assessment of ICT Curricula in the Final Years of Secondary Schooling in Australia and Vietnam: A Comparative Educational Study." In InSITE 2016: Informing Science + IT Education Conferences: Lithuania. Informing Science Institute, 2016. http://dx.doi.org/10.28945/3460.

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[This paper is published in the Journal of Information Technology Education: Research, Volume 15.] This paper explores and analyses similarities and differences in ICT curricula, policies, and assessment between the Vietnamese and Australian educational systems for the final years of secondary educational level. It was found that while having a common core set of tendencies, the Australian ICT curricula, policies, and assessments differ markedly from the Vietnamese counterparts. These differences can be explained by economic and cultural factors, national-wide educational trends, ICT strategie

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Reports on the topic "Education, Secondary – Curricula – Namibia"

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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&D), academies of science, ministries of science and technology, policies, rec

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