Relevant bibliographies by topics / Education, Secondary – Namibia – Case studies

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Education, Secondary – Namibia – Case studies'

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Published: 4 June 2021
Last updated: 12 February 2022

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Journal articles on the topic "Education, Secondary – Namibia – Case studies"

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Kangmennaang, Joseph, Paul Mkandawire, and Isaac Luginaah. "Breast cancer screening among women in Namibia: explaining the effect of health insurance coverage and access to information on screening behaviours." Global Health Promotion 26, no. 3 (September 25, 2017): 50–61. http://dx.doi.org/10.1177/1757975917727017.

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Objectives: Breast cancer contributes substantially to morbidity and mortality in Namibia as is the case in most countries in Sub-Saharan Africa (SSA). However, there is a dearth of nationally representative studies that examine the odds of screening for breast cancer in Namibia and SSA at large. This paper aims to fill this gap by examining the determinants of breast cancer screening guided by the Health Belief Model. Methods: We applied hierarchical binary logit regression models to explore the determinants of breast cancer screening using the 2013 Namibia Demography and Health Survey (NDHS). We accounted for the effect of unobserved heterogeneity that may affect breast cancer, testing behaviours among women cluster level. The NDHS is a nationally representative dataset that has recently started to collect information on cancer screening. Results: The results show that women who have health insurance coverage (odds ratio (OR) = 1.62, p ≤ 0.01), maintain contact with health professionals (OR = 1.47, p = 0.01), and who have secondary (OR = 1.38, p = 0.01) and higher (OR = 1.77, p ≤ 0.01) education were more likely to be screened for breast cancer. Factors that influence women’s perception of their susceptibility to breast cancer such as birthing experience, age, region and place of residence were associated with screening in this context. Conclusions: Overall, the health belief model predicted women’s testing behaviours and also revealed the absence of relevant risk factors in the NDHS data that might influence screening. Overall, our results show that strategies for early diagnosis of breast cancer should be given major priority by cancer control boards as well as ministries of health in SSA. These strategies should centre on early screening and may involve reducing or eliminating barriers to health care, access to relevant health information and encouraging breast self-examination.
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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 (July 1995): 361–71. http://dx.doi.org/10.1080/0268093950100403.

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Powell, Richard R. "Case studies of second‐career secondary student teachers." International Journal of Qualitative Studies in Education 7, no. 4 (October 1994): 351–66. http://dx.doi.org/10.1080/0951839940070405.

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Nordtveit, Bjorn Harald. "Discourses of education, protection, and child labor: case studies of Benin, Namibia and Swaziland." Discourse: Studies in the Cultural Politics of Education 31, no. 5 (December 2010): 699–712. http://dx.doi.org/10.1080/01596306.2010.516954.

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Suurtamm, Christine A. "Developing authentic assessment: Case studies of secondary school mathematics teachers’ experiences." Canadian Journal of Science, Mathematics and Technology Education 4, no. 4 (October 2004): 497–513. http://dx.doi.org/10.1080/14926150409556630.

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Iita, Ananias, and Sakaria M. Iipinge. "The Implementation of New Religious and Moral Education Curriculum in Post-Independent Namibia." Msingi Journal 1, no. 2 (August 27, 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 teachers who were previously trained only to teach Biblical Studies as a school subject. With this new constitution, Namibia adopted a policy of teaching a multi-cultural religious and moral education curriculum. The teaching of RME replaced Biblical Studies in the Namibian curriculum. Teachers are now required to make their learners aware of the different religious and moral values of Judaism, Christianity, Islam, Hinduism, Buddhism, African traditional religions, Bahai and others inextricably. This, paper, therefore, presents findings from a case study research conducted at Ompundja Circuit of Oshana Region in Namibia that examined the perceptions of Religious and Moral Education (RME) teachers with regard to the implementation of RME syllabus. Fourteen teachers from selected schools participated in this study. Teachers were interviewed, observed and later completed a set of questionnaire. Findings indicated that teachers’individual religious and moral values shaped the teaching and learning process; teachers’ individual religious and moral values played a major role regarding conflicting concerns over RME; and as most RME teachers were Christian, they felt a commitment to share their personal Christian religious beliefs and moral values. The paper recommends that teachers be provided with the necessary teaching resources and be trained to develop more confidence and broad understanding of RME as a subject.
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Naxweka, Johanna, and Di Wilmot. "Namibian teachers’ perceptions and practices of teaching mapwork." Journal of Geography Education in Africa 2, no. 1 (October 30, 2019): 1–14. http://dx.doi.org/10.46622/jogea.v2i1.2479.

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This article addresses the problem of consistently poor learner performance in mapwork in secondary school geography in Namibia from the perspective of teachers. It presents the findings of a qualitative case study focused on understanding geography teachers’ perceptions and pedagogical practices of mapwork. Data were generated through a questionnaire administered to thirty teachers in fifteen secondary schools in the Ohangwena Region of Northern Namibia, and interviews and classroom observations were done with a purposive sample of three teachers. The study draws on Shulman’s ideas of teachers’ pedagogical content knowledge (1986, 1987) to interpret what the three teachers say about the teaching of mapwork and how they teach it. The findings reveal that the teachers are conscientious but ill-equipped to teach mapwork. Their classroom practices focus on teaching discrete map skills and procedural knowledge with little if any, attention given to spatial conceptual understanding and application of knowledge to solve problems. The study provides insights that may be of value to teachers, teacher educators and Senior Education Officers in Namibia and other southern African contexts when addressing the problem of low learning outcomes in mapwork.
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Coelho, Patrícia Margarida Farias, Marcos Rogério Martins Costa, and Rodrigo Otávio dos Santos. "EDUCATION, TECHNOLOGY AND CREATIVE INDUSTRY: A CASE STUDY OF WATTPAD." Cadernos de Pesquisa 49, no. 173 (September 2019): 156–81. http://dx.doi.org/10.1590/198053146172.

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Abstract This article investigates the use of Wattpad application, launched in 2006, in upper secondary Portuguese language classes as an educational tool for reading and writing texts. This study has two objectives: (i) to present the main usability characteristics of Wattpad and (ii) to propose possible implementation actions of the application as a didactic-pedagogical tool in upper secondary education. To this end, we present a case study in which we assessed the first and the latest written productions on Wattpad platform of 22 sutdents aged 15 to 17 years, attending the 1st year of upper secondary education in the same classroom of São Paulo state education system.
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Rietveld-Van Wingerden, Marjoke. "A Dangerous Age? Secondary education and moral-religious training: The case history of Dutch Jewish secondary education 1880-1940." Journal of Beliefs & Values 24, no. 1 (April 2003): 27–38. http://dx.doi.org/10.1080/1361767032000052971.

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Amadhila, Elina, and Sylvanus Ikhide. "Unfulfilled loan demand among agro SMEs in Namibia." South African Journal of Economic and Management Sciences 19, no. 2 (May 13, 2016): 264–81. http://dx.doi.org/10.4102/sajems.v19i2.1398.

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Using a qualitative methodology approach, a case study research design by way of in-depth semi-structured interview(s) was followed to interview farmers, commercial banks, development banks, venture capitals and private equities to determine the financing options available for farmers and provide reasons why some financial institutions shy away from providing finance to agricultural enterprises. This study deviates from prior studies which have focused on small-scale farmers and subjected farmers’ access to finance to rural credit markets, mostly informal money lenders using secondary information mostly from household surveys to build econometric models. The study indicates that only about 33 percent of formal financial institutions are providing finance to agricultural SMEs. The lack of expertise and perception of risk were cited as top reasons why formal financial institutions find it hard to provide finance to agricultural SMEs. Building on opinions from other authors cited in this paper, we maintain that new financing mechanisms can be achieved by all types of financial institutions through learning from experiences by other successful countries.
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Dissertations / Theses on the topic "Education, Secondary – Namibia – Case studies"

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Mabuku, Robert Nalisa. "Democratic leadership and management practices in a rural Namibian secondary school." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1003370.

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The primary purpose of this research was to investigate the understanding and implementation of democratic leadership and management in schools by school managers and other members of the school community in leadership and management roles as advocated by the policy of Education for all. The study also aimed at identifying any gaps in the understanding and practice of the participants in order to enhance democratic leadership and management in schools. Qualitative research using the interpretive approach was the methodology employed in order to fulfill the intention of the study, namely to investigate the participants` experiences and understanding of democratic education leadership and management. The case study method was appropriate to understand the meanings the participants attached to their practice in their natural setting. Data were collected by using semi-structured interviews, document analysis, and observation. The sample for the study consisted of ten participants: the principal, the head of department, two School Board members, two senior teachers, two Learner Representative Council members and two class captains. The findings suggest that the participants understood and practised democratic ELM in terms of broader participation, open communication, delegation for empowerment, learning organisation, shared decision-making, shared leadership and teamwork. However, the data suggest areas of concern in the participants` understanding and implementation of the policy which could be strengthened to entrench the policy. The study recommends that education policy makers, education managers, school managers, teachers, parents and learners all work towards improving democratic ELM in schools. In order to achieve this objective, policy makers are urged to avoid ambiguity to enable all implementers to fully understand policies. Education managers could ensure school-wide training on the policy while school managers and other stakeholders should engage in self-reflection and introspection and be more proactive towards improving their own understanding and practice.
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Shilima, Christine. "An investigation into perceptions of participative management in a Namibian secondary school." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1005874.

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This study examines the perceptions and experiences of school stakeholders about the practices of participative management in a Namibian Secondary School. Data was collected by using interviews, observation and document analysis. The study revealed that participative management has some benefits for the school such as it promotes democracy in school management, school as an open system, sharing of ideas and skills, teamwork and that ownership and commitment enhance the chances for organization change. Participatory decision making and shared leadership are the practices of PM that emerged from this study. However the school does experience challenges such as lack of knowledge on the practice and potential of PM in school management and leadership, illiteracy among parents that prevent them from participation in management and autocratic management practices from some members in formal leadership. The study suggests that trust, relationships and openness are good interpersonal skills that can help enhance the practices of PM in the school. Other strategies were to sensitize stakeholders on the practices of PM.
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Awarab, Erwin Ronald. "An investigation into the organisational culture at an academically successful secondary school in Namibia." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1003494.

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The appreciation by leadership of the culture of an organisation plays an important role in the success of that organisation. Leadership and organisation culture are an inextricable part of the life of an organisation. The shared assumptions and beliefs of the individual within an organisation shape its culture. My study investigates the aspects of school culture and, further, looks at its link to the success of an organisation, and at the leadership style that influences such an organisation. My research, conducted in the interpretive paradigm, is a case study which was carried out at a public secondary school in the capital city of Windhoek, in Namibia. Since the school was built during South African rule, it was intended mainly for white children. Since independence, it has undergone transformation and is currently integrated, accommodating learners from different cultural backgrounds. It is a successful school, with a good reputation for its discipline and academic excellence. I chose this school deliberately, for those reasons. My findings are that there are aspects of culture which maintain its creation and perpetuate the existence of a particular culture at the school. This school’s culture is embedded within the Christian faith, and there are deliberate rituals and ceremonies put in place to enhance the creation and maintenance of the values that inform its culture, and the school leadership, management, teachers and student council members have a central role in this regard. My study shows that the creation, understanding and appreciation of beliefs and values of the individual within the organisation enable the consequent creation of the shared vision and values that ultimately lead to the foundation and maintenance of a strong culture.
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Sinvula, Leonard Masene. "The role of leadership in a successful rural secondary school in Namibia: a case study." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1004925.

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The primary purpose of this qualitative case study research was to examine the role of leadership in a successful rural secondary school in Namibia. In Namibia, the Education and Training Sector Improvement Programme (ESTIP) was initiated to provide, amongst other things, effective leadership in education. In addition, the Ministry developed a policy on the National Standards and Performance Indicators for Schools in Namibia to complement the objectives of ETSIP. The policy emphasizes leadership practices in schools such as professional competence, commitment, ability to direct, inspire and motivate interpersonal relationships and teams. The study drew on leadership theories and findings from related studies to make sense of the role played by leadership in this particular rural school in Namibia. The study uses the interpretive orientation as the methodology for investigating the leadership's role. This is in line with my attempt to determine stakeholder's experiences and perceptions of the leadership in the school. I collected data from three sources: semi-structured interviews, observation and document analysis. The findings of this study suggest that the leadership had a significant influence on the school's success. In particular it emerged that the school leadership played an instructional role to ensure there was effective teaching and learning and that they encouraged teamwork extensively in leading the school. The leadership provided internal support structures as well as external networking to garner support for the school from the wider community. The study has also revealed that there are challenges facing this rural school's leadership in terms of poor parental involvement. Challenges such as lack of parental commitment to the school, illiteracy among adults and a communication breakdown between the school and its parents are still rife. The school leadership addresses this challenge by participating in village meetings and utilizing them as a platform to discuss school matters with parents. Further research on this topic would be useful, including such institutions as rural primary schools, private schools and colleges in the Caprivi Region, as very little research has been done on leadership roles in schools in the rural areas of Namibia.
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Uushona, Andreas Bishi. "Learners' participation in leadership: a case study in a secondary school in Namibia." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001749.

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Learner leadership is a worldwide issue in educational leadership and management. In preindependent Namibia secondary schools had the prefect system and the SRCs as learner leadership bodies which had little influence on schools’ decisions because they lacked credibility. In 2001 the Learners’ Representative Council (LRC) was legitimized as a learner leadership body in secondary schools through the Education Act 16 of 2001. However, recent research suggests that even these bodies are not functioning effectively for a variety of reasons. This prompted me to undertake research to develop an understanding of learners’ participation in leadership in a senior secondary school in Namibia. I used a qualitative case study, in an interpretive paradigm, in an attempt to achieve my research goal. The following questions guided the study: How is leadership understood by members of the organization? How learner leadership is understood? How are learners involved in leadership in the school? What potential exists for increased learners’ participation? What factors inhibit learners’ participation in leadership in the school? A population comprising of the school board chairperson, the principal, three heads of department, the superintendent, three teachers and five learners was composed from a senior secondary school in Namibia. Data were collected through focus groups, interviews, document analysis and observation and analyzed thematically for reflective discussion. The findings revealed that the LRC is functioning but providing little opportunity for learner leadership development. The most significant challenge relates to traditional and outdated views of leadership on the parts of teachers and education managers. Hence, in addition to a number of practical recommendations, the study recommends a change of mindset towards children so that opportunities are provided to contribute to their growth and development.
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Shaningwa, Lilia Mariro. "The educationally-related challenges faced by teenage mothers on returning to school: a Namibian case study." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1003388.

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The study aimed to investigate the educationally-related challenges faced by teenage mothers in coming back to school in two senior schools in the Kavango Education Region. This small-scale study focused on the challenges that influence or affect the academic progress and development of these learners. The study looked at how teenage pregnancy is perceived as a social problem in many countries as well as in Namibia and examined its impact on the educational aspirations of the young mothers. Namibia has a policy in place to cater for the continued education of learners returning to school after the birth of their babies. This policy was analysed and its implementation in the selected schools formed part of the study, The findings revealed that the educational challenges faced by these young women range from social exclusion to the need to manage the dual responsibilities of motherhood and study. The way in which the learners who participated in this study are viewed by their peers and their teachers was found to be influenced by the cultural connotations ascribed to women as soon as they become mothers, a factor that adds to the challenges these learners face when returning to schools. Cultural connotations which perceived a mother as an adult in the society was attached to the change of the behaviours and attitudes of school young mothers. The findings also showed that while these learners tended to be withdrawn in class and were generally unable to participate in extra-mural activities, they none the less were able to compete with their peers in terms of their academic performance. The study revealed that there is no shared understanding of the policy among the participants and that it is not effectively implemented in the schools, nor is it uniformly applied.
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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 schools in Windhoek, in the Khomas region. The study investigated the implementation of EL in the Biology curriculum focusing on the constraints and enabling factors influencing the implementation. This study employed qualitative methods, specifically semi-structured interviews, classroom observations and document analysis in its investigation of EL implementation. Purposive sampling was done and piloting of interview and observation schedules was used to refine the schedules. Ethical issues were taken into consideration throughout the study. The key findings from the study are as follows: - Teachers’ knowledge and interest in environmental education influence how teachers facilitate EL; - There is a mismatch between EL theories and practice; - Teaching of EL is mainly informed by the syllabus and not other curriculum documents, - Current assessment policy and practice impact on EL; and - Possibilities exist for improving EL in Namibia’s Biology curriculum. These key findings have been used to make recommendations for the study which are as follows: - Strengthen the subject content and interest of teachers; - There should be a match between EL theories and practice; - Reorient curriculum documents and other learning support materials used for EL; - Change in assessment approaches; and - Translate constraints of EL into enablers. The study concludes by calling for further research into EL pedagogies. This can be used to improve EL implementation in the region where the study was situated.
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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 study. Within this paradigm, a qualitative case study approach was employed. The unit of analysis was the various activities undertaken by my grade 9 learners with a view to make meaning of prior everyday knowledge and practical investigations in chemistry. A variety of data generating techniques were used in this study, namely, brainstorming and discussion sessions, questionnaires, practical activities with worksheets and semi-structured interviews. A video recorder was used to capture events throughout. Analytical categories emerged as a result of a coding system called pawing. From the analytical categories, analytical statements were formulated. The generated data was validated by a critical friend who was a Life Science teacher at the same school at which I did this study. Further validation was done through learners watching the video recordings and through focus group interviews. Methodological triangulation was also used to validate the data. The study revealed that the use of learners’ prior everyday knowledge and experiences in teaching and learning promoted active learners’ participation and enhanced meaning making. Thus, the study recommends the adoption of well-structured science lessons which take into consideration learners’ prior everyday knowledge. The study recommends that these science lessons be used in conjunction with practical activities to promote active learner engagement and conceptual development. Despite the benefits of integrating learners’ prior everyday knowledge during teaching and learning, the study however also revealed some challenges such as limited time and difficulties of English language proficiency amongst learners.
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Mwiikeni, Helena Twiihaleni, and Helena Twiihaleni Shimwafeni-Mwiikeni. "An investigation into how grade 10 learners make meaning during the teaching and learning of the topic on nutrition in Life Science: a case study." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001876.

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The integration of learners’ prior everyday knowledge and experiences during teaching and learning is a pre-requisite in the Namibian curriculum. The curriculum states that if learners are taught in a way which builds on what they already know and they relate new knowledge to the reality around them, their learning in school can be made more meaningful. Thus, learners’ meaning making in the topic on nutrition was researched to find out whether elicitation and integration of learners’ prior everyday knowledge and experience in the nutrition topic enhanced or constrained their learning. This study was conducted with my grade10 learners at the school where I am currently teaching. The school is located in a rural area in Oshana region in Northern Namibia. This study is situated within an interpretive paradigm. Within the interpretive paradigm a qualitative case study approach was adopted. I considered this methodological orientation appropriate in this study as it allowed me to use the following methods: document analysis, brainstorming and discussion, semi-structured interviews and a focus group interview, practical activities with worksheets and observation and reflection. Multiple methods to gather data were used for triangulation and validation purposes. For data analysis purposes, the data sets were colour coded to derive themes and analytical statements. Ethical consideration was also taken seriously in this study. The findings from this study revealed that integration of learners’ prior everyday knowledge and experience enabled learners to understand science better particularly in the topic of nutrition. The study also revealed that learners possess a lot of prior everyday knowledge and experience about food they eat in their homes. However, data from the community members revealed that there are some contradictions between learners’ prior everyday knowledge and the science content of the topic. Nonetheless, engaging learners in practical activities in the testing of food (local and conventional western type foods) helped them to make meaning of the content learned. I therefore, recommend that learners’ prior everyday knowledge and experiences should be incorporated during teaching and learning of the topic on nutrition. The study also recommends that the Department of Education should ensure that teachers get the necessary support and training on how to integrate learners’ prior everyday knowledge and experiences.
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Ngola-Kazumba, Maria. "An investigation on how learners may use multiple representations in a social interaction to promote learning of percentages and fractions: a case study." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1006057.

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The study examined the use of multiple representations such as the real world, written symbols, spoken symbols, diagrams and manipulatives by learners to promote the learning of percentages and fractions through social interaction. This investigation was carried out through a teaching and learning programme which was developed and implemented by me, the researcher. The effect of the implemented programme was the main focus of the research. The qualitative study was oriented in the interpretive paradigm – a paradigm that seeks to understand the meaning attached to human actions. Twenty learners participated in the implementation of the programme and 9 learners were selected for focus group interviews. The purpose of the interviews was to explore learners' understanding and feelings about the use of multiple representations in the learning of percentages and fractions through social interactions. The other tools employed in this study were pre-and-post diagnostic tests, observations, learners' work and a journal. The pre-test was used to determine learners' prior knowledge for the program design and implementation, while the post-test and learners' work were used to analyze the effect of the programme. Observations were used to investigate how multiple representations promoted or did not promote the learning of percentages and fractions. The teacher's journal was to record and reflect on any relevant information gathered on each lesson observed. The data shows that the effective use of multiple representations helped learners learn the concept of percentages and fractions better. Learners were able to look at representations in useful ways; multiple representations made some aspects of the concept clear; and multiple representations enabled learners to correct errors. Through the interaction between the teacher and learners, the following was found: all the learners changed words to change focus; learners made links between multiple representations; the learners deepened their concepts of percentages and fractions; learners could convert between fractions using multiple representations; learners could work out percentages of a quantity; and learners could express one quantity as a percentage of another. Furthermore, through the interaction between learners and learners all learners could identify more equivalent fractions of an initial fraction which was given to them; and they could increase and decrease a quantity by a given percentage. On the basis of this research, it can be concluded that the programme promoted the learning of percentages and fractions through three effective methodologies. The first methodology consisted of the effective use of multiple representations; the second methodology concerned the interaction between the teacher and learner during the learning process and the last methodology related to the interaction between the learners - interactions that were not strongly mediated by the teacher. I would recommend that teachers use these three effective approaches when teaching percentages and fractions to promote the learning of the concepts.
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Books on the topic "Education, Secondary – Namibia – Case studies"

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

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Boboc, Marius. Case studies in elementary and secondary curriculum. Thousand Oaks: SAGE Publications, 2010.

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Melaku-Tjirongo, Etalemahu. Adult literacy in Uukwaluudhi, northern Namibia. Windhoek, Namibia: Social Sciences Division, Multi-Disciplinary Research Centre, University of Namibia, 1993.

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DeYoung, Alan J. Surviving the transition?: Case studies of schools and schooling in the Kyrgyz Republic since independence. Greenwich, Conn: Information Age Pub., 2006.

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E, Green Frederick, ed. Contemporary initiatives in social studies education. Boca Raton, Fla: Social Issues Resources Series, Inc., 1985.

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Tsayang, G. T. Evaluation of school partnership policy in Botswana: A qualitative approach to six case studies. Lewiston, N.Y: E. Mellen Press, 1998.

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Knowles, Patricia. Dance education in American public schools: Case studies. Urbana, IL (1114 West Nevada St., Urbana 61801): National Arts Education Research Center at the University of Illinois, 1991.

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John, O'Donoghue, and SpringerLink (Online service), eds. Real-World Problems for Secondary School Mathematics Students: Case Studies. Rotterdam: SensePublishers, 2011.

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Ariga, Ken. Does secondary school tracking affect performance? evidence from IALS. Bonn, Germany: IZA, 2007.

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A, Loxley William, ed. Diversified secondary education and development: Evidence from Colombia and Tanzania. Baltimore: Published for the World Bank [by] Johns Hopkins University Press, 1985.

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Book chapters on the topic "Education, Secondary – Namibia – Case studies"

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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, 1–15. Cham: 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, 675–89. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-50911-2_14.

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Tsui, Chi-Yan, and David F. Treagust. "Secondary Students’ Understanding of Genetics Using BioLogica: Two Case Studies." In Models and Modeling in Science Education, 269–92. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4192-8_15.

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Rossman, Gretchen B., and Larry D. Yore. "Stitching the Pieces Together to Reveal the Generalized Patterns: Systematic Research Reviews, Secondary Reanalyses, Case-to-case Comparisons, and Metasyntheses of Qualitative Research Studies." In Quality Research in Literacy and Science Education, 575–601. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-8427-0_26.

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Galeotti, Glenda, and Gilda Esposito. "A Student Voice Approach in Work-Related Learning. From Lesson-Learned in Secondary School to Suggestions for Higher Education." In Employability & Competences, 175–92. Florence: Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-672-9.25.

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This paper presents a research on work-related learning through School-work Alternance in Secondary Education that involved researchers of University of Florence, ten secondary Schools, public and private entities in the Province of Arezzo and La Spezia. From the analysis of three case studies, it elicits criteria for an educational model that integrates work-related learning with student voice perspective
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Sheffield, Rachel, and Geoff Quinton. "Case Studies of Scaffolded On-Line Inquiry in Primary and Secondary Classrooms." In K-12 STEM Education, 613–28. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3832-5.ch030.

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The chapter examines the alignment of science inquiry skills to the information literacy framework (Bent & Stubbings, 2011) and considers how these skills were supported by a range of web 2.0 tools using the TPACK framework to create an on-line scaffolded inquiry in two school contexts. Two case studies of inquiry around the pedagogy of ICT skills are examined here; one study in six grade seven high school classes and the other in a single extension group of twenty-five primary students from grade five to grade seven. In addition the affordances and limitations of the technology tools are assessed to determine how the scaffolded on-line inquiry process could be implemented in schools. In conclusion the chapter describes how in these cases, scaffolded on-line inquiry provides an opportunity for students to create an authentic, rich and detailed inquiry around their focus utilising a range of ICT tools and strategies.
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"Using Story, Case Studies and Timeline in PSHE Education." In Understanding Personal, Social, Health and Economic Education in Secondary Schools, 303–7. 1 Oliver’s Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2017. http://dx.doi.org/10.4135/9781473983564.n15.

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Sheffield, Rachel, and Geoff Quinton. "Case Studies of Scaffolded On-Line Inquiry in Primary and Secondary Classrooms." In Optimizing K-12 Education through Online and Blended Learning, 240–55. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0507-5.ch013.

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The chapter examines the alignment of science inquiry skills to the information literacy framework (Bent & Stubbings, 2011) and considers how these skills were supported by a range of web 2.0 tools using the TPACK framework to create an on-line scaffolded inquiry in two school contexts. Two case studies of inquiry around the pedagogy of ICT skills are examined here; one study in six grade seven high school classes and the other in a single extension group of twenty-five primary students from grade five to grade seven. In addition the affordances and limitations of the technology tools are assessed to determine how the scaffolded on-line inquiry process could be implemented in schools. In conclusion the chapter describes how in these cases, scaffolded on-line inquiry provides an opportunity for students to create an authentic, rich and detailed inquiry around their focus utilising a range of ICT tools and strategies.
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"Outcomes of bioethics education in secondary school science: Two Australian case studies." In Ethics in the Science and Technology Classroom, 69–86. Brill | Sense, 2010. http://dx.doi.org/10.1163/9789460910715_007.

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Florenthal, Bela, and Ashley Ismailovski. "Case Study Methodology." In Case Study Methodology in Higher Education, 60–82. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9429-1.ch004.

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This chapter provides an overview of case study methodology and its applications in writing case studies. The reader is introduced to the specific procedures that are implemented when developing a case study for educational purposes. The methodology discussed here is comprised of three parts: secondary data analysis (external and internal sources), qualitative data collection and analysis (e.g., in-depth interviews and observation technique), and quantitative data collection and analysis (e.g., surveys and questionnaires). After describing each method, the authors provide specific examples from published business cases to cement reader's understanding of how to successfully develop that method.
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Conference papers on the topic "Education, Secondary – Namibia – Case studies"

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Mycoo, Michelle. "OPPORTUNITIES FOR TRANSFORMING INFORMAL SETTLEMENTS IN CARIBBEAN SMALL ISLAND DEVELOPING STATES." In International Conference on Emerging Trends in Engineering & Technology (IConETech-2020). Faculty of Engineering, The University of the West Indies, St. Augustine, 2020. http://dx.doi.org/10.47412/bhck8814.

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Informal settlements are quite complex because they consist of economically disadvantaged, often landless households located on steep hillsides, floodplains and swamps, which contribute to their exclusion from accessing infrastructure. These challenges need not be constraints; rather they offer opportunities for transformation. Such communities are generally characterised by inadequate access to safe water; inadequate access to sanitation and other infrastructure; poor structural quality of housing; overcrowding and insecure residential status. This paper uses primary and secondary data to determine the drivers which impact on the burgeoning of informal settlements in the Caribbean and analyses their implications for achieving the United Nations Sustainable Development Goal 11 which focuses on achieving safer, sustainable and resilient human settlements. The main findings of the paper are that housing shortages, delays in obtaining planning approvals, inflated land values and poverty contribute to the growth of informal settlements. However, such settlements occupy vulnerable sites where infrastructure is sometimes lacking and they help trigger environmental hazards which may be further exacerbated by climate change. Based on the key findings of the empirical evidence, the paper raises what is the critical role of engineering and engineering education in improving access by informal settlements to basic services that are fundamental in achieving sustainable, resilient human settlements and human well-being? These questions are answered within the Caribbean Small Island Developing States context and draws from a cross-section of case studies within the region.
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Raimi, Lukman, Mirela Panait, and Eglantina Hysa. "Financial Inclusion in ASEAN Countries – A Gender Gap Perspective and Policy Prescriptions." In 2nd International Conference Global Ethics - Key of Sustainability (GEKoS). LUMEN Publishing House, 2021. http://dx.doi.org/10.18662/lumproc/gekos2021/4.

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Financial inclusion is an increasingly intense issue that is of concern to the credit institutions and the public authorities. It has become topical and gained new value during this period of Covid-19 crisis. Although financial exclusion cuts across demographic categories, but certain categories of financial consumers such as women, young people, people with disabilities and those residing in rural areas have a low presence in the financial services sector. Previous studies attribute the incidence of financial exclusion of some segment of the society to low income, low level of financial education or difficult access to financial products and services generated by poor development of physical infrastructure. Is this true in the case of ASEAN region? A quantitative research approach was adopted in this study, while relying on the secondary data of the World Bank spanning 2011-2017, the UN Women ASEAN Gender Outlook report (2020 -2021), and enriched by scholarly works. The article focuses on the dimensions of the phenomenon of financial inclusion in ASEAN countries, with emphasis on the gender gap financial inclusion. The analysis of the extracted data reveals multiple differences among the countries in the region, a fact that can be explained by the different levels of financial technology development and the governmental interventions implemented to improve financial inclusion. On the strength of the findings, this paper argues that digitalization and financial innovation can also be solutions through which new consumers can be attracted to the financial system, but with these solutions come new challenges related to the protection of personal data and cyber security. For this reason, we believe that increasing financial inclusion must be approached at several levels and must involve joint efforts by public authorities, credit institutions and other categories of stakeholders.
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Reports on the topic "Education, Secondary – Namibia – Case studies"

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DeJaeghere, Joan, Bich-Hang Duong, and Vu Dao. Teaching Practices That Support and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.

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This Insight Note contributes to the growing body of knowledge on teaching practices that foster student learning and achievement by analysing in-depth qualitative data from classroom observations and teacher interviews. Much of the research on teachers and teaching in development literature focuses on observable and quantified factors, including qualifications and training. But simply being qualified (with a university degree in education or subject areas), or trained in certain ways (e.g., coaching versus in-service) explains very little of the variation in learning outcomes (Kane and Staiger, 2008; Wößmann, 2003; Das and Bau, 2020). Teaching is a complex set of practices that draw on teachers’ beliefs about learning, their prior experiences, their content and pedagogical knowledge and repertoire, and their commitment and personality. Recent research in the educational development literature has turned to examining teaching practices, including content knowledge, pedagogical practices, and teacher-student interactions, primarily through quantitative data from knowledge tests and classroom observations of practices (see Bruns, De Gregorio and Taut, 2016; Filmer, Molina and Wane, 2020; Glewwe et al, in progress). Other studies, such as TIMSS, the OECD and a few World Bank studies have used classroom videos to further explain high inference factors of teachers’ (Gallimore and Hiebert, 2000; Tomáš and Seidel, 2013). In this Note, we ask the question: What are the teaching practices that support and foster high levels of learning? Vietnam is a useful case to examine because student learning outcomes based on international tests are high, and most students pass the basic learning levels (Dang, Glewwe, Lee and Vu, 2020). But considerable variation exists between learning outcomes, particularly at the secondary level, where high achieving students will continue to upper-secondary and lower achieving students will drop out at Grade 9 (Dang and Glewwe, 2018). So what differentiates teaching for those who achieve these high learning outcomes and those who don’t? Some characteristics of teachers, such as qualifications and professional commitment, do not vary greatly because most Vietnamese teachers meet the national standards in terms of qualifications (have a college degree) and have a high level of professionalism (Glewwe et al., in progress). Other factors that influence teaching, such as using lesson plans and teaching the national curriculum, are also highly regulated. Therefore, to explain how teaching might affect student learning outcomes, it is important to examine more closely teachers’ practices in the classroom.
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Teacher Professional Development Case Studies: K-12, TVET, and Tertiary Education. Asian Development Bank, July 2021. http://dx.doi.org/10.22617/spr210293.

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Quality teaching and learning are vital to meet the increasingly complex needs of students as they prepare for further education and work in the 21st century. This publication provides insights on how to create sustainable and high quality teacher capacity development systems in primary and secondary education, technical and vocational education and training, and higher education programs. It showcases 13 case studies from around the world as examples of teacher professional development programs that support, improve, and harness teaching capabilities and expertise. The publication also discusses government initiatives and other factors that can contribute to quality teaching.
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