Relevant bibliographies by topics / Educational change – Namibia – Case studies

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Academic literature on the topic 'Educational change – Namibia – Case studies'

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Published: 4 June 2021
Last updated: 8 February 2022

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Journal articles on the topic "Educational change – Namibia – Case studies"

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Ngololo Kamara, Elizabeth, Choshi Kasanda, and Gert Van Rooy. "Provision of Integrated Early Childhood Development in Namibia: Are We on the Right Track?" Education Sciences 8, no. 3 (2018): 117. http://dx.doi.org/10.3390/educsci8030117.

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The provision of Integrated Early Childhood Development (IECD) positively impacts children’s futures physically, cognitively, emotionally and socially. The assessment sought to inform intervention programs to improve the status of children’s physical, social-emotional, cognitive and educational needs, as well as their health and nutritional needs. A mixed method approach was used to collect data: a survey and multiple case studies through interviews with 32 caregivers were conducted and focus group discussions were held with community members. The findings show that the Early Childhood Develop
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van den Berg, Owen. "Educational Change: The Case of the UWC Education Faculty." Critical Arts 5, no. 4 (1991): 78–97. http://dx.doi.org/10.1080/02560049285310071.

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Chigbu, Uchendu Eugene, Tobias Bendzko, Menare Royal Mabakeng, Elias Danyi Kuusaana, and Derek Osei Tutu. "Fit-for-Purpose Land Administration from Theory to Practice: Three Demonstrative Case Studies of Local Land Administration Initiatives in Africa." Land 10, no. 5 (2021): 476. http://dx.doi.org/10.3390/land10050476.

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Land is a critical factor of production for improving the living conditions of people everywhere. The search for tools (or approaches or strategies or methods) for ensuring that land challenges are resolved in ways that quickly respond to local realities is what led to the development of the fit-for-purpose land administration. This article provides evidence that the fit-for-purpose land administration—as a land-based instrument for development—represents an unprecedented opportunity to provide tenure security in Africa. The article presents case studies from three sub-Saharan African countrie
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Mabry, Linda, and Laura Ettinger. "Supporting Community-Oriented Educational Change." education policy analysis archives 7 (April 13, 1999): 14. http://dx.doi.org/10.14507/epaa.v7n14.1999.

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A study of a federally funded program to develop and implement community-oriented social studies curricula and curriculum-based assessments grounds cautions for educational change initiatives. In this case, despite the project director's stated intent to support teachers' desire for instruction regarding local culture and history, top-down support for classroom-level change evidenced insensitivity. Production and implementation of the planned curricula and assessments was obstructed by teacher's lack of cultural identification with the targeted community groups, workload, competing instruction
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Drodge, Stephen. "Challenge and Change in the Euro-Mediterranean Region: Case Studies in Educational Innovation." International Journal of Educational Development 22, no. 5 (2002): 556. http://dx.doi.org/10.1016/s0738-0593(02)00016-0.

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Baum, Tom. "Introducing educational innovation in hospitality studies: a case study in practical curriculum change." International Journal of Hospitality Management 6, no. 2 (1987): 97–102. http://dx.doi.org/10.1016/0278-4319(87)90022-3.

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Dean, Gary J., Jan P. Eriksen, and Sherie A. Lindamood. "ADULTS IN MID-CAREER CHANGE: CASE STUDIES FOR ADVISORS." NACADA Journal 7, no. 1 (1987): 16–26. http://dx.doi.org/10.12930/0271-9517-7.1.16.

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Adults are making mid-career changes more frequently today than ever before. According to Arbeiter et al., over 40,000 Americans are engaging in or anticipating a career change at some time in the future.1 Of these, 60% desire educational and career services. The National Center for Education Statistics reports that over 14,000,000 adults are currently enrolled in two- and four-year college credit courses.2 Three trends have i weased the importance of rumtraditional student programs in many universities across the country: 1) the increase in numbers and visibility of the adult, non-traditional
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Cardellino, P., and P. Woolner. "Designing for transformation – a case study of open learning spaces and educational change." Pedagogy, Culture & Society 28, no. 3 (2019): 383–402. http://dx.doi.org/10.1080/14681366.2019.1649297.

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Metzger, Molly W., Patrick J. Fowler, and Todd Swanstrom. "Hypermobility and Educational Outcomes: The Case of St. Louis." Urban Education 53, no. 6 (2016): 774–805. http://dx.doi.org/10.1177/0042085916682571.

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The school mobility rate in St. Louis Public Schools was 40% in 2011-2012, meaning that nearly half of students exited or entered a given school midway through the school year. This alarmingly high rate of churning across schools is accompanied by high neighborhood turnover, particularly within low-income, urban neighborhoods. This constant, disruptive change presents a serious and fundamental challenge for urban education. In this article, we summarize the literature linking mobility to educational outcomes, examine the causes of hypermobility in the case study of St. Louis, describe some of
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SUE ENGLERT, CAROL, and KATHI L. TARRANT. "Creating Collaborative Cultures for Educational Change." Remedial and Special Education 16, no. 6 (1995): 325–36. http://dx.doi.org/10.1177/074193259501600602.

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Teacher-researcher communities constitute an imporant forum for change in the educational reform movement. yet little is known about the construction of these communities in special education contexts. in the early literacy project, we found that the discourse inthe teacher-researcher community provided a public space in which participants constructed new literacy meanings. a more careful examination of the discourse revealed that talk related to six issues: theoretical principles, teaching practice, problem solving about difficulties related to curricular enactments, the effects of the litera
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Dissertations / Theses on the topic "Educational change – Namibia – Case studies"

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Moelanjane, Porgarius Porgacy Rukee. "The perceived impact of policy change on leadership and management : a case study of a Namibian school." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1007670.

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The transformation of education has been central to the programme of the first democratically elected government in Namibia, both because of the democratic demands for equality, equity and access, and as a means towards the wider transformation of Namibian community. The study provides a brief history of the pre- and post-independence education policy environment in Namibia with regard to how management and leadership of schools gave rise to opportunities for the development of democratic participation. Adopting an interpretive approach, the study examines several key stakeholders' perceptions
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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 inv
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Amukushu-Niipare, Alina. "An investigation of the implementation of the thematic approach in Namibian lower primary classrooms: a case study." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1003534.

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This study focuses on the implementation of a thematic approach in the Namibian Lower Primary Phase of schooling. The purpose of the study is to investigate teachers’ perceptions and understanding of the thematic approach and also to explore how teachers plan and implement a thematic approach in their classrooms. It is argued that a thematic approach allows for a combination of subjects that integrate content across the curriculum in such a way that learners can see the relations among concepts and so build up their knowledge in a more meaningful way. The work was done in a qualitative paradig
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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 publi
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Uiseb, Gerson. "An exploration of teacher leadership: a case study in a Namibian rural primary school." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001715.

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The Namibian education system has undergone a policy shift from a top-down leadership practice or head-centred leadership to a more shared form of leadership in schools. Existing policy documents call for teacher participation in school level decision-making structures and processes as teachers often are involved in other activities and have been through life experiences which equip them with leadership skills. These policies clearly stipulate that school principals cannot lead and manage the schools alone, but should involve teachers and other stakeholders in leadership activities. This study
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Haingura, Rudolph. "Enhancing learner centred education through the eco-schools framework: case studies of eco-schools practice in South Africa and Namibia." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1003391.

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Since the early 1990’s both South Africa and Namibia have been engaged in educational reform processes to address the discriminatory impacts and orientations of education under Bantu Education which were implemented in both countries prior to independence (Namibia in 1990, and South Africa in 1994). A feature of both educational reform processes is the underpinning theory of learning which draws on social constructivism, and which is articulated as learner centred education. This approach to teaching and learning infuses both policy frameworks. Another common feature is the introduction of env
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Mutuku, Elizabeth. "Understanding the differences in marking performance of JSC mathematics markers in Namibia." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1015223.

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Education reform in Namibia brought about changes to mathematics education since independence. This has put pressure on the government to provide both resources and qualified mathematics teachers to help drive the reform process in all teaching and learning activities. This included availing reliable and valid national examination results which is a measure of whether the newly introduced programmes are working or not. For the Ministry of Education this meant training more mathematics teachers and ensuring that competent and reliable teachers are appointed for marking national examination ever
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Kashikatu, Lukas. "An organization development intervention in a Namibian rural school in Ohanguena region." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1003567.

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Post independent Namibia adopted a decentralization policy which involved the transfer of decision-making powers and administrative authority from central government to government institutions, including schools, with a view to improving quality. However, despite new educational policies, Namibian educators continue to operate in a non-participatory manner and are unprepared for their role as change agents. This has created tension between the espoused benefits of decentralizing and the reality in schools. In such a turbulent situation schools need to be helped to understand the complexity of
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Asino, Tomas. "An investigation into how grade 9 learners make sense of prior everyday knowledge and practical learning through exploring tooth decay problems in Onangalo village: a case study." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001986.

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The main goal of this study was to investigate how grade 9 learners make sense of prior everyday knowledge and practical learning through exploring tooth decay problems in their local context. The study was conducted at a deep rural Junior Secondary School situated in Onangalo Village, Tsandi constituency in Omusati political region, northern part of Namibia. My research was triggered by the transformation in the Namibian curriculum, which now recognizes a need to contextualize science and make it relevant to the learners’ everyday life experiences. An interpretivist paradigm informed this stu
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Epus, Joash Gregory Odeke. "Contextualising curriculum through issues-based approaches: a case of eco-schools in Kenya." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1003344.

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This study involved an issues-based approach to curriculum contextualisation in the context of the Eco-Schools programme in Kenya. It adopted a two-phase design using interpretivist and socially critical research orientations. In this study, research is represented as a process which is socially constructed within a particular theoretical, contextual, social and historical context by unfolding the thesis to illuminate how the phases are closely woven into each other. The first phase used the survey method for a contextual review of existing approaches and views relating to environmental educat
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Books on the topic "Educational change – Namibia – Case studies"

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Reimers, Fernando. Participation and educational change in Latin America. David Rockefeller Center for Latin American Studies, Harvard University, 1996.

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Educational reforms: New trends and innovations in educational development text and case studies. Deep & Deep Publications, 2005.

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Lew, Smith. Schools that change: Evidence-based improvement and effective change leadership. Corwin Press, 2008.

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Bîrzea, Cezar. Educational reform and educational research in Central-Eastern Europe: The case of Romania : IBE International Meeting on "Educational Reform and Educational Research", Tokyo, 4-14 September 1995. Institute of Educational Sciences, 1995.

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Lawrence, Jean. Norwood was a difficult school: A case study of educational change. Macmillan Education, 1988.

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Planning for educational change: Putting people and their contexts first. Continuum International Pub. Group, 2009.

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Cox, Pat L. Work in progress: Restructuring in ten Maine schools. Copies, Publications Dept., Regional Laboratory, 1991.

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Angelis, Franco De. Il sistema educativo di fronte alla realtà degli anni Novanta: I problemi irrisolti, il ruolo dell'ente locale. Tecniche nuove, 1986.

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A, Thornton Shirley. Transforming schools: Finding success for students at risk through systemic change. California Department of Education, Specialized Programs Branch, 1994.

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Jean, Lawrence. Norwood was a difficult school: A case study of educational change. Macmillan Education, 1988.

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Book chapters on the topic "Educational change – Namibia – Case studies"

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Kopycka, Katarzyna. "Expansive Reaction to Demographic Change: The Case of the Polish Educational Sector." In European Studies of Population. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-10301-3_7.

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Chorosova, Olga M., and Nikolai F. Artemev. "Researching Links Between Teacher Wellbeing and Educational Change: Case Studies from Kazakhstan and Sakha Republic." In The Interconnected Arctic — UArctic Congress 2016. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-57532-2_20.

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Hamlaoui, Sihem. "Teachers’ Resistance to Educational Change and Innovations in the Middle East and North Africa: A Case Study of Tunisian Universities." In Re-Configurations. Springer Fachmedien Wiesbaden, 2020. http://dx.doi.org/10.1007/978-3-658-31160-5_11.

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Abstract The effective implementation of change remains a crucial concern for educational leaders in the twenty-first Century. One of the major challenges to the effective implementation of reforms is the resistance to change among teachers or staff members, as this habit slows the process of implementation of any educational reform. Resistance to technology has been found to be a prominent reason for most system failures. This highlights the importance of understanding technology resistance causes, and possible remedies. Studies have explored the black box of resistance and suggested a theoretical explanation. This chapter seeks to expose the hidden reasons for Tunisian faculty members’ resistance to digitalization and suggests a theoretical implementation strategy for reaching the intended reform goals.
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Platonova, Daria, and Dmitry Semyonov. "Russia: The Institutional Landscape of Russian Higher Education." In Palgrave Studies in Global Higher Education. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-52980-6_13.

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AbstractIn this chapter we explore the higher education institutional landscape taking the case of the largest post-Soviet higher education system: Russia. In the Post-Soviet period, Russian higher education has tremendously expanded. The dramatic growth of the number of students and institutions has been facilitated by the introduction of tuition fees in public and a new private sector. The shifts in social and economic demand for professional fields affected the disciplinary and organisational structure of higher educational institutions.The external forces (economic, political, social conditions) and higher education policy have been changing during the last decades. In the first part of the transitional period, the state provided limited regulation of the higher education system. In the 2000s, it has returned to its role of the main agent of change of the higher education system design. The diversity of institutional types that evolved in Russian higher education illustrate the consequences of massification and marketisation, such as new “broad access” segments and institutional programme drift. Also, the governmental role in shaping institutional diversity can be seen through attempts to increase vertical diversity (excellence initiatives), on the one hand, and to restrain it by closing down bottom-tier institutions, on the other.
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Whiteside, Tom. "Case studies of change." In The Sociology of Educational Innovation. Routledge, 2019. http://dx.doi.org/10.4324/9780367351847-5.

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"The Shift to School-based Management in New Zealand — The School View: Cathy Wylie." In Case Studies In Educational Change. Routledge, 2012. http://dx.doi.org/10.4324/9780203046401-10.

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"Educational Reform in Israel: An Example of Synergy in Education: Miriam Ben-Peretz." In Case Studies In Educational Change. Routledge, 2012. http://dx.doi.org/10.4324/9780203046401-12.

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"Evolution of Intentions: From State Policy Development to Teacher Implementation: Jim Lowham." In Case Studies In Educational Change. Routledge, 2012. http://dx.doi.org/10.4324/9780203046401-13.

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"Principal Influences on National Policy Implementation in Selected Australian and New Zealand Catholic Schools: Patricia Walsh and David Carter." In Case Studies In Educational Change. Routledge, 2012. http://dx.doi.org/10.4324/9780203046401-14.

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"Culture and Economic Change: The New Zealand School Curriculum: Roger Peddie." In Case Studies In Educational Change. Routledge, 2012. http://dx.doi.org/10.4324/9780203046401-16.

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Conference papers on the topic "Educational change – Namibia – Case studies"

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Hutt, Jane A. "Does Online Social Networking Automatically Lead to 21st Century Communities of Practice?" In ASME 2014 Power Conference. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/power2014-32273.

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Online social networking communities can help strengthen professional ties among members of almost any profession. How useful they are to the engineering professions in contributing to the process of intergenerational knowledge transfer depends on the site. Prior to the popularity of online communications and networking tools such as Facebook, Twitter and Linked In, Power Industry engineers have utilized with varying success a number of knowledge transfer facilitation tools, both within their companies and outside them. This paper will discuss the pros and cons of both traditional and emerging
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"Agile Requirements Engineering: An Empirical Analysis and Evidence from a Tertiary Education Context." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4287.

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[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: The study describes empirical research into agile Requirements Engineering (RE) practices based on an analysis of data collected in a large higher education organization. Background: Requirements Engineering (RE) in agile development contexts is considerably different than in traditional software development. The field of agile RE is still nascent where there is a need to evaluate its impact in real-world settings. Methodology: Using
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Barry, Jeff, Rafael G. Mora, and Brian Carlin. "An Approach for Prioritizing Pipeline Water Crossings (WC) for Effective Mitigation and Monitoring." In 2014 10th International Pipeline Conference. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/ipc2014-33656.

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This paper provides an approach for assessing and classifying riverine pipeline crossings to prioritize effective mitigation and monitoring. These processes require understanding of and accounting for channel processes, river dynamics, geomorphic principals and soil mechanics to estimate bed scour and bank erosion degradation mechanisms at water crossings and their potential effects on the pipeline. The intent of this paper is to share generic experiences in ranking water crossings based on their susceptibility to and identification of integrity threats under multiple existing and future hydro
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"Virtual Pathology Learning Resource is proving to be an effective strategy in teaching Pathology to allied health science students." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/3972.

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Aim/Purpose: [This Proceedings paper was revised and published in the 2018 issue of the journal Issues in Informing Science and Information Technology, Volume 15] The aim of this study was to concept test a novel instructional aid called Virtual Pathology Learning Resource (VPLR), which was used as a vehicle to communicate information, and enhance teaching and learning of basic sciences (Anatomy, Physiology and Pathology) to allied health science students at a South Australian university. Background: Pathology was traditionally taught using potted specimens to independently review macroscopic
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