Academic literature on the topic 'Geography – Study and teaching – Namibia'
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Journal articles on the topic "Geography – Study and teaching – Namibia"
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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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Kambeyo, Linus, and Lukas Homateni Julius. "Investigating the Motivating Factors That Influenced the University of Namibia First Year Undergraduate Student Teachers to Choose Teaching as Career: A Case Study." Journal of Studies in Education 10, no. 3 (July 21, 2020): 97. http://dx.doi.org/10.5296/jse.v10i3.17250.
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This study investigates factors that motivated the first year undergraduate student teachers for choosing teaching as a career and also explores their perceptions about the teaching profession in Namibia. The study consists of 80 First year student teachers, 40 from Hifikepunye Pohamba campus, and 40 from Khomasdal campus. Quantitative approach was used to identify some of the factors that motivated students to choose teaching as a career. Factor Influencing Teaching choices scale (FIT scale: Watt & Richardson, 2007) was used to investigate the student teachers’ motivation and perception of teaching as a career. Analysis of the data reveals that most of the participants value making social contribution and shaping children’s future. Moreover, factors such as university admission requirements, gender, stereotype of different grade level specialization, finance and the general socio-cultural image of teaching as a career in Namibia, among others, shaped the participants’ motivations and perceptions.
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Wilfred Chanakira, Tonderayi. "The teaching of information communication in Namibian schools." Information and Learning Science 119, no. 7/8 (July 9, 2018): 389–402. http://dx.doi.org/10.1108/ils-03-2018-0022.
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Purpose The study is a survey covering the Ohangwena, Khomas and Otjozondjupa regions highlighting developments in the teaching of information literacy in Namibian schools through the subject Basic Information Science (BIS). This paper aims to provide an update on previous related studies which have been conducted in Namibia led by Nengomasha et al. (2012), Namibia Library Council (NLIC) Report (2007) and Smith et al.’s Baseline Study (2008). Design/methodology/approach The main objective of this study is to find reasons for non-compliance in the effective teaching of BIS in Namibian schools focus sing on the three regions. The data collection methods were questionnaires and focus group discussions. Findings A major finding from the study is that 80 per cent school principals are supporting the teaching of the subject BIS in the Ohangwena region, while 20 per cent are non-compliant in the teaching of BIS. The compliance levels in the Otjozondjupa region is that 75 per cent school principals support the teaching of BIS whilst 25 per cent school principals are non-compliant. In total, 60 teachers were randomly sampled in the Otjozondjupa region, while 75 school principals out of a population of 157 were also randomly sampled in the Ohangwena region. In the Khomas (100) region, 52 school principals were randomly sampled out of a population of a 108. The study recommends that it is critical for school principals in Namibia to fully support the development of young learners to be critical thinkers for lifelong learning challenges through the teaching of information literacy. Originality/value This study is original.
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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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Nambira, Geoffrey. "Analyzing the Determinants of Teachers’ Mathematics Teaching Competencies in Upper Primary Phase: Evidence from Namibia." International Journal of Innovation and Economic Development 2, no. 4 (2015): 35–47. http://dx.doi.org/10.18775/ijied.1849-7551-7020.2015.24.2004.
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The purpose of this study was to assess the extent to which predictors of teachers’ competencies in teaching mathematics predict the outcomes of mathematics performance among learners at upper primary phase. The determinants were namely gender, teaching experience, region, qualification, and fields of study exert effect on teachers’ competencies in lesson planning and preparation, assessment and evaluation of learners, lesson delivery, the use of teaching strategies, the quality of homework, and the availability of teaching materials. The generic understanding of the impacts of predictors of teaching competencies on learners’ performance significantly informs the development of training programmes components, and teaching and learning processes across the schooling system. Shulman’s theory of teacher content and pedagogical knowledge underpinned the study. The study comprised of holistic samples of 117 mathematics teachers at upper primary phase teachers from 39 schools. The selection of three schools from each region followed three criteria, namely outstanding, moderate, and lower performances in Grade 10 examination. Data is collected from classroom observation and analysis of relevant documents. The findings show that predictor variables such as gender, teacher qualification, teaching experience, field of study, and region exerted effects on the way teachers plan and prepare the lesson, deliver the lesson, assess and evaluate learners, use the teaching materials, and the quality of work. Teachers who specialized in mathematics were more competent in mathematics teaching. The results presuppose that predictors of teachers’ competencies in teaching mathematics are essential for improving teaching and learning of mathematics in schools. The outcome of this study is beneficial to education officials who are directly responsible for coordinating the teaching of mathematics in schools and the allocation of teaching subjects, particularly mathematics. The findings showed that a number of teachers were not trained mathematics. This was an indication of the existing shortage of mathematics teachers in schools nationally. Untrained mathematics teachers negatively influenced learners’ performance. These outcomes implied that education planners at the national, regional and district levels should set up strategies on how to increase the production of mathematics teachers nationally in order to meet the demand of such teachers in schools.
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Haufiku-Makhubela, Petrina, Uwe Hermann, and Portia Sifolo. "Profiling Holiday Home Owners in Namibia." African Journal of Hospitality, Tourism and Leisure, no. 10(3) (June 30, 2021): 972–86. http://dx.doi.org/10.46222/ajhtl.19770720-143.
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Holiday homes have been part of the tourism industry over a period of years, but there is little documented research regarding holiday home ownership, its value and impact in Namibia, therefore, the study is significant to this topic. The main aim behind this research study is to profile holiday homeowners and identify their motivation for purchasing these homes in Namibia. The results of the study focus on exploratory factor analysis which outlines four motivational factors and the correlation results to determine the demographic and psychological characteristics motivating the ownership of holiday homes. The study concluded that most holiday homes are owned by high income earners, who purchased these homes in coastal towns for the purpose of investment, income generation and recreation. The study thus recommends that these results be made available to policy planners and researchers in the local authorities and other stakeholders, in order to assist with the articulation of policies and the creation of a framework to monitor the sustainable growth of holiday home ownership that benefits the community.
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Ndjangala, M. N. N., J. Abah, and P. Mashebe. "Teachers’ views on challenges affecting learners’ performance in natural science." International Journal of Evaluation and Research in Education (IJERE) 10, no. 1 (March 1, 2021): 48. http://dx.doi.org/10.11591/ijere.v10i1.20732.
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In Namibia, natural science (NS) is one of the priority subjects in upper primary phases (Grades 4 to 7). However, in the Omusati Region of Namibia, there are increasing public concerns that many learners are not performing well in NS. Thus, this study surveyed the views of NS teachers on the challenges affecting upper primary learners’ performance in NS at three selected combined schools in the Omusati Region. Qualitative research design using face-to-face interview was used to gather the views of upper primary NS teachers in the schools. Seven teachers who are currently teaching NS at the selected schools were selected using the purposive sampling method to participate in the study. The results obtained revealed that the following challenges affect upper primary learners’ performance in NS in the selected schools: medium of instruction, lack of adequate teaching and learning resources, lack of laboratories, sensitive topics, overcrowded classroom, indiscipline among learners, absenteeism, unfavorable teaching environment, hunger, and lack of proper guidance from subject advisory teachers. The study recommended that the government should provide schools with feeding programs, build laboratories, renovate classes and provide teaching materials. The schools should evolve disciplinary measures to check the learners’ indiscipline.
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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 (June 1, 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 reflect the needs of learners and society. Data collection consisted of documents, and interviews. Content analysis was used. Findings revealed that teaching practice lacked dedication in regard to diversity teaching. Consequently, the B.Ed. Programme partially equipped students with competencies to teach diverse learners because coursework alone cannot suffice. The study contributes to knowledge of what a socio-cultural curriculum means in Namibian teacher education.
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Siyave, Theresia Nerumbu. "Teaching Reading in Rukwangali: How Children Learn to Read---A Case Study." English Linguistics Research 6, no. 2 (June 12, 2017): 50. http://dx.doi.org/10.5430/elr.v6n2p50.
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This paper looks at how children learn to read. It draws on the cognitive constructivist view and the schemata theory which inform the teaching of reading. This is a qualitative case study carried out in an interpretive paradigm as it seeks to understand the meaning people attach to human actions. Participants were selected purposefully and in terms of convenience.The data was collected from four grade three teachers at three schools in Rundu, Kavango Region of Namibia. Qualitative research methods were employed and data was triangulated to enhance validity.The study reveals that teachers use multiple methods that include phonics and syllabification to help struggling learners to decode difficult and long words; look-and-say method for whole word recognition; and thematic approach to expand learner’s vocabulary and enhance their understanding. The study also found that lack of reading books written in Rukwangali and large classrooms constrain the teachers from teaching in a more learner-centred way.
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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 (June 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 issues. The present paper discusses Namibian school teachers’ (n=9) perceptions of ESD and the teachers’ teaching practices using a qualitative-explorative study design. The data were gathered through two semi-structured interviews and lesson observations. The findings have revealed that senior secondary school teachers perceive ESD in terms of knowledge acquisition about the environment in order to use its resources sustainably for the benefit of future generations. The study has also revealed that teachers have positive sentiment toward the inclusion of ESD into the senior secondary school curriculum. Following this, they suggested that ESD should be either implemented as an independent subject or integrated with other existing subjects as a multi-disciplinary subject.
Dissertations / Theses on the topic "Geography – Study and teaching – Namibia"
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Awases, Cherly Lydia. "Secondary school Geography teachers' understanding and implementation learner-centred eof ducation and enquiry-based teaching in Namibia." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/97002.
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Thesis (MEd)--Stellenbosch University, 2015.ENGLISH ABSTRACT: This study investigates the understanding of and experiences in the implementation of learner-centred education (LCE) and enquiry-based teaching of Grade 10 Geography teachers against the backdrop of curriculum reform in Namibia. The Namibian curriculum is premised on the view that there is a need for the holistic development and preparation of learners for a knowledge-based society. Globally, LCE, with its potential for broadening access to quality education, has been a recurring theme of national reform policies and has been promoted as an innovative way of teaching. The usefulness of the LCE approach and associated enquiry-based teaching is embedded in constructivism and is introduced with the promise that it will enable learners to develop investigative and critical thinking skills that will put them at the centre of learning. This interpretative study employed a case study approach that utilised qualitative methods to gather information on the experiences of the three Geography teachers at the sampled schools as they implement LCE and enquiry-based teaching. The main data-gathering techniques in phases 1 and 2 of the research respectively were semi-structured interviews and classroom observations. The findings revealed that the teachers have different understandings of what LCE and enquiry-based teaching approaches are, although their teaching employs some elements of it. The research also indicated that there is one big factor that impinges on their implementation of LCE and enquiry-based teaching approaches. The teachers admitted that, due to the pressure of learner success in the end-of-year Grade 10 examination, they rather teach to the test. This diverts their teaching from focusing on implementing approaches that actively involve learners in the learning process and nurture enquiry skills when these skills are not formally assessed in examinations. Consequently, teachers fail to implement the syllabus as intended by policy makers and curriculum developers. Even though the findings of this study may be specific to the sampled schools and the participating teachers, it can be assumed that similar situations exist in schools with comparable contexts. It is therefore important that education policy makers and relevant stakeholders strive to allocate sufficient support and resources for teachers to implement LCE and enquiry-based teaching effectively in schools.
AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die verstaan van en ervarings met die implementering van leerder-gesentreerde en ondersoek-gebaseerde onderrig van Graad 10 Geografie-onderwysers teen die agtergrond van kurrikulumhervorming in Namibië. Die Namibiese leerplan berus op die siening dat daar „n behoefte is aan die holistiese ontwikkeling en voorbereiding van leerders vir „n kennis-gebaseerde samelewing. Leerder-gesentreerde onderrig met sy potensiaal om toegang tot gehalte onderwys te verbreed, is „n tema wat wêreldwyd herhaaldelik in nasionale hervormingsbeleid voorkom en as „n innoverende wyse van onderrig bevorder word. Die nut van die leerder-gesentreerde benadering en gepaardgaande ondersoek-gebaseerde onderrig is in konstruktivisme gebaseer en word voorgestel met die belofte dat dit leerders in staat sal stel om ondersoekende en kritiese denkvaardighede te ontwikkel, wat hulle sentraal in die leerproses sal plaas. Hierdie interpretatiewe studie het 'n gevallestudie-benadering gevolg en kwalitatiewe metodes gebruik om inligting in te samel oor die ervarings van drie Geografie-onderwysers se implementering van leerder-gesentreerde en ondersoek-gebaseerde onderrig by skole wat as steekproef gekies is. Die belangrikste onderskeidelike data-insamelingstegnieke in fases 1 en 2 van die navorsing was semi-gestruktureerde onderhoude en klaskamerwaarneming. Die bevindinge toon dat die onderwysers verskillende begrippe handhaaf van wat leerder-gesentreerde en ondersoek-gebaseerde onderrigbenaderings behels, hoewel hulle onderrig sommige elemente daarvan toon. Die navorsing het ook aangedui dat een belangrike faktor inbreuk doen op hul implementering van leerder-gesentreerde en ondersoek-gebaseerde onderrigbenaderings. Die onderwysers het erken dat die druk van leerdersukses in die graad 10-eksamen aan die einde van die jaar hulle eerder met die oog op die toets laat onderrig gee. Dit verplaas die fokus van hul onderrig weg van die implementering van benaderings wat leerders aktief by die leerproses betrek en die koestering van ondersoekvaardighede, veral ook omdat hierdie vaardighede nie formeel in eksamens beoordeel word nie. Onderwysers slaag gevolglik nie daarin om die leerplan soos beleidmakers en kurrikulum-ontwikkelaars dit bedoel, te implementeer nie. Selfs al sou die bevindinge van hierdie studie slegs spesifiek op die betrokke skole en die deelnemende onderwysers betrekking hê, kan aanvaar word dat soortgelyke situasies in skole in vergelykbare kontekste bestaan. Dit is dus belangrik dat onderwysbeleidmakers en relevante rolspelers daarna moet streef om voldoende ondersteuning en hulpbronne vir onderwysers beskikbaar te stel om leerder-gesentreerde en ondersoek-gebaseerde onderrig effektief in skole te implementeer.
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Angula, Adelheid. "nvestigating grade 10 geography teachers' implementation of a learner-centred approach in selected Namibian schools." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1004459.
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Geography, more than other subjects in the curriculum, plays a central role in general education in equipping learners with skills and competencies needed for modern living and global citizenship. A learner-centred education in Namibia was adopted to provide more opportunities for learners to develop the required skills and competencies irrespective of their different cultural background. This small-scale case study investigated three Grade 10 geography teachers' understanding and implementation ofa learner-centred approach to gain insights into how leamer-centred education is being implemented in the context of Geography. The research design adopted a qualitative approach within an interpretative orientation. Data were collected through interviews, classroom observations and documentary analysis. The research was conducted at three selected schools in Oshikoto Region with three Grade 10 geography teachers The findings revealed, firstly, that teachers have a limited understanding of the key ideas ofLCE, such as, prior knowledge, role of questioning, and social interaction in learning; use of resources and the types of assessment activities which comply with the aims of LCE. Seconclly, the findings revealed that the policy documents, such as syllabuses, that are being used by the participants are not in line with the tenets ofLCE. Thirdly, teachers appeared to have limited subject knowledge, as revealed by their lack of understanding of how to translate the aims and assessment objectives into their daily lessons. The study therefore raises some possibilities for improving the implementation of LCE in the selected schools if the gaps as identified by this study are reduced.
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Simasiku, Frederick. "An investigation of how enquiry-based fieldwork develops action competence in Grade 12 Geography: a Namibian case study." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003511.
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The goal of the study was twofold: firstly to investigate and describe how senior secondary school geography teachers were implementing enquiry-based learning through fieldwork. Secondly, to investigate and document how enquiry-based learning through fieldwork facilitated the development of action competence amongst learners in a geography classroom. In order to address the first goal, a survey questionnaire was utilised to generate descriptive data from a sample of seven geography teachers in the Hardap region of Namibia. Although teachers engaged learners with enquiry-based fieldwork learning activities it is suggested, based on the findings of data of this goal, that teachers face severe limitations in terms of integrating environmental learning into the geography curriculum. The main limitations of the teachers include: limited practical knowledge of and training in how to teach fieldwork skills; a lack of teaching resource materials; time constraints; heavy personal loads; and lack of school support for environmental education. In addressing the second goal an enquiry-based fieldwork learning unit was planned and implemented in the researcher’s classroom. Observation, focus group interviews, and audio records of learning interactions, were used as data generation methods for this cycle of the study. An indicator framework for identifying action competence in learners was constructed as a data analysis tool. In terms of the findings of goal two it is evident that enquiry-based learning through fieldwork facilitated the development of action competence amongst learners. Six overarching benefits of this type of learning were identified in this study, namely: - It empowered learners to develop contextual knowledge and understanding of issues that they investigated. - It facilitated commitment thus motivated learners to take indirect action. - It promoted social interaction and group cohesion amongst learners thus enhanced their decision-making ability for problem-solving and action taking. - It elicited emotional responses and a greater understanding of learners’ own and others’ attitudes and values towards issues. - It fostered critical thinking thus permitted learners to envisage a future based on their learning experiences. - It enabled learners to plan and take indirect action during the learning process. Based on the research findings, some lessons learned are presented in an attempt to contribute to the effective implementation of enquiry-based fieldwork at the classroom level.
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Shifotoka, Simsolia Namene. "An investigation into teacher perspectives and experiences in integrating HIV and AIDS information across the curriculum at some selected Junior Secondary Schools in the Oshana Region, Namibia." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1004336.
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HIV and AIDS are still among the world's most significant public health challenges. Education is widely regarded as an effective response to the pandemic - a “social vaccine” that can increase young people’s awareness of the dangers of HIV infection and thus decrease their vulnerability to HIV and AIDS. Integrating HIV and AIDS awareness across the school curriculum is therefore one of the strategies being implemented to educate learners about the pandemic. There are challenges; however, related to the central goal of integrating HIV and AIDS education and also to the form – in particular, the pedagogical practices - that this might best take. This qualitative case study research investigated teachers’ perspectives, experiences, and levels of preparedness with regard to integrating HIV and AIDS information in the main carrier subjects, mathematics and geography, in some junior secondary schools in Namibia. The study situates debates on curriculum integration and draws on Fogarty’s (1999) models of curriculum integration as a conceptual and analytic tool to examine the nature, form and content of integration. It includes a questionnaire on curriculum integration completed by 53 teachers as well as a component consisting of observations and interviews with four teachers from two schools. The results reveal patterns that also emerge in earlier studies on curriculum integration. This approach is already widely recognized as challenging and problematic in the context of general education. However, this and other studies show that when HIV and AIDS are brought into the arena, additional factors come into play and further complicate the process, because of the sensitivity of this topic. In addition, the task of integrating HIV and AIDS education has been added to an already overcrowded curriculum. Teachers have not been provided with adequate (or any) training with concrete examples that might facilitate their efforts to integrate HIV and AIDS information into subjects like the ones under scrutiny in this study. The picture that emerges from examining the evidence on HIV and AIDS integration against Fogarty’s (1991) 10 models of curriculum integration is one in which teaching practices are ad hoc, opportunistic and haphazard right across the sample. The choice of integration models for implementation of the HIV and AIDS component in these subjects has been largely left to the opportunity, ability and personal inclinations of individual teachers. The results point to a range of responses, with many teachers not teaching HIV and AIDS at all or some hesitantly experimenting with different approaches; all to limited effect in realizing the intended national goals of this curriculum project. The overall pattern also reveals a degree of frustration among the teachers in the sample, who acknowledged and were concerned at the enormity of the HIV and AIDS challenge facing the country. They recognised the motive behind the policy to have the education system play an important role in response to the HIV challenge, but felt frustrated with the social, personal and practical difficulties of actually implementing the policy within the context of poor (or no) training, knowledge, and support.
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Bock, L. J. "Research portfolio." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1006128.
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Simanga, Elizabeth Miyaze. "Teaching struggling adolescent readers in Namibia : a case study." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1005639.
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Though research has been conducted on many issues since Namibia's independence in 1990, none of these studies has investigated how English Second Language (ESL) teachers teach and support struggling adolescent readers (SARs) to read. Utilising qualitative research techniques such as classroom observations, semi-structured interviews and document analysis, this case study looked at strategies, methods, and resources used by five ESL secondary school teachers to teach SARs to read in two regions in Namibia, Caprivi and Otjozondjupa regions. Two of the five participants were male teachers. The presence of SARs in the classes observed was established by using informal methods such as the ESL teachers' experience (Caprivi region), while a sample of questions from PIRLS 2001 (Mullis, Martin, Gonzalez, & Kennedy (2003) was compiled to form a test used in the Otjozondjupa region. The findings show that despite undergoing initial teacher training and majoring in English, the five ESL secondary school teachers were not trained to teach SARs either how to read or how to support them. In addition, the study found that there was a shortage of reading materials in all five selected schools.
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Nzwala, Kenneth. "A study of the teaching of reading in Grade 1 in the Caprivi region, Namibia." Thesis, Rhodes University, 2007. http://eprints.ru.ac.za/936/.
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Luwango, Luiya. "Critical reflective teaching practice in three mathematics teachers." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1003366.
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This qualitative study reports on critical reflective teaching by three mathematics teachers and how it shapes their classroom practice. The study was carried out in three secondary schools in Rundu in northern Namibia. The study employed a case study method. The selection of teachers was based on their rich practical professional knowledge and exemplary teaching practices. Data collection and analysis was done through an interpretive approach. Interviews and document analyses were the two research tools used, not only for the collection of data but for triangulation also. Interpretations of the findings were validated through member checking. Critical reflective teaching involves thought and action, and it raises teachers’ consciousness of what they do. Through critical reflective practice, teachers scrutinize their beliefs and knowledge of the subject and their practice. Furthermore critical reflective practice may get teachers into a disposition to find alternatives to improve their teaching. In this study, the findings are that participants reflect extensively on their classroom practice. The teachers pointed out that reflection on practice enables them to analyse and evaluate their teaching in line with effective mathematics teaching. They emphasised that critical reflection leads to the identification of weaknesses in teachers’ classroom practice. This culminates in better planning whereby alternative approaches to teaching are exercised. Because of its potential to improve teaching and enhance professional development it is therefore recommended that mathematics teachers be exposed to skills that enhance critical reflective teaching practice. Teachers need to familiarise themselves with the concept of critical reflective teaching in mathematics to meet the demands of superior quality teaching.
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Ngula, Elizabeth Njanjukweni-Aluhe. "The reading of extended text in Oshindonga in grade 2 in selected Namibian schools." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1003603.
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This study was conducted in order to understand to what extent Grade 2 teachers use books (or other forms of extended text) in their reading lessons in Oshindonga where very little published material is available, and, if so, whether they engage in shared reading with these materials or not. The study also explored ways to introduce more books (or other forms of extended text) into Oshindonga classrooms. The study took the form of an interpretive case study. It was conducted in two primary schools in Otjiwarongo district in the Otjozondjupa region of Namibia. Two qualified Grade 2 teachers were selected. The purpose of this sampling was to gain an in depth understanding of how these two selected teachers taught reading in Oshindonga. The data was gathered by using semi-structured interviews with open-ended questions, as well as lesson observations and stimulated recall with each individual teacher after each lesson. The purpose of this was to gain clarity in areas that were not clear during lesson presentations. A focus group interview was also conducted in order to generate ideas about how to introduce more extended texts into the classroom. The key fmdings are that both schools in the study lacked books in Oshindonga, and the teachers lacked an understanding of the importance of using books (or other forms of extended text). Other key findings are that teachers had a problem in choosing appropriate texts to read with their learners; teachers understand reading more as decoding than reading for meaning and pleasure; children were not asked any comprehension questions and the two teachers had different views on the value of shared reading. The research data revealed that there are problems in teaching literacy in Namibian African languages.
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Hoabes, Rosina. "Investigating teaching strategies used by teachers to foster environmental learning in the Namibian Life Science curriculum." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1003472.
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This study was carried out to investigate the strategies used by teachers to foster environmental learning in the Namibian Life Science curriculum in four schools in Swakopmund, Erongo Education Region. This study is a qualitative case study. I used semi-structured interviews, observation and document analysis as instruments to collect data. Two schools were selected to participate in the case study. Research participants included four teachers (two teachers from each school) of which two teachers are teaching at each school. The study was contextualised through a review of policy changes in Namibian education, which focus on learner-centred education. The study identified six strategies used by teachers to foster environmental learning in the Life Sciences curriculum. These are planning; working with information; practical, excursions and clubs; involving the learners; using visual aids and teaching materials; and choosing topics with a local focus. Through a consideration of the different strategies used by teachers, in relation to the learner-centred nature of the educational reform project in Namibia the study provides insight into the way in which teachers view learner-centred education. The study also illuminates how strategies used by teachers reflect learner-centred education principles and it outlines a number of tensions emerging in the fostering of environmental learning in learner-centred ways. The study identifies further support required by teachers, and makes recommendations which will further enhance the strategies used by teachers to foster the environmental learning focus in Life Sciences, and also enhance learner-centred teaching in Life Science.
Books on the topic "Geography – Study and teaching – Namibia"
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Becker, Fritz. Changing worlds of geography: Namibian challenges : retrospect and prospect. Windhoek: University of Namibia, 1997.
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Erastus-Sacharia, Anna. Media training in Namibia. Ausspanplatz, Windhoek, Namibia: Namibia Economic Policy Research Unit, 1995.
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Vigne, Piers. Co-operatives in Namibia: Co-operative studies for tertiary level students in Namibia. Edited by Muralt Jürgen von and Namibia. Ministry of Agriculture, Water, and Rural Development. Division of Co-operative Development. Windhoek, Namibia: Out of Africa Publishers, 2001.
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1952-, Lambert David, and Geographical Association, eds. Place, "race" and teaching geography. Sheffield: Geographical Association, 2003.
Find full textBook chapters on the topic "Geography – Study and teaching – Namibia"
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Xuesong, Zhang, Zhang Hailin, Gong Shengsheng, and Zhong Xiaohui. "Study on Applying Google Earth to Geography Class Teaching in Middle School." In Advances in Intelligent and Soft Computing, 881–87. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-29455-6_118.
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Skenteridou, Kyriaki, and Theodosios Tsiakis. "Using Infographics for Teaching." In Advances in Early Childhood and K-12 Education, 105–26. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5770-9.ch006.
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Outstanding advances in educational technology are significantly influencing new learning environments, where it is necessary for teachers to respond and for learners to be able to adapt to the modern age of knowledge and information dissemination. The development of ICT has catalyzed the ability of all types of data to be reproduced visually (visualization). The term visualization refers to the use of various visual aids, which makes a subject more eloquent. This is especially useful for teaching a variety of special courses (environmental education), geography (maps, atlases), history (historical maps, atlases). Geography is a comprehensive and one of the most demanding subjects, as its study deals with a variety of different topics. This course can be made more effective and produce more permanent results through the use of innovative tools. One of these tools is information. In the context of the present study, the use of infographics, a pioneering visual tool transformed into a reliable teaching tool-guide in the classroom, is presented.
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Koulov, Boian, and Linda McCarthy. "European Geography." In Geography in America at the Dawn of the 21st Century. Oxford University Press, 2004. http://dx.doi.org/10.1093/oso/9780198233923.003.0056.
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The European Specialty Group (ESG) was founded with considerable enthusiasm in 1992. Its organization and the rapid membership increase were in response to the historic changes following the fall of the Iron Curtain, the reintegration of the European continent, and a heightened interest in the evolution of European political and economic life. The purpose of the ESG is to move beyond the Cold War legacy of East–West division of the continent and foster research, teaching, and scholarly interaction on the geography of the new Europe. The ESG also serves as a bridge between US geographers working on Europe and their counterparts in the rest of the world. Finally, the group promotes the study of Europe within the discipline of geography and facilitates the exchange of information and ideas among its members and Europeanists in other disciplines, government, and private agencies. Research on Europe has been undertaken at a variety of spatial scales. A number of books reflect the pan-European scale (Berentsen 1993, 1997; Harris 1991, 1993a, b, 1997; Jordan 1996; McDonald 1997; Murphy 1991; Unwin 1998). The national scale also has received attention due to the continued importance of the different national contexts despite increased European integration, in conjunction with difficulties created by the lack of comparable statistical databases at a sub-national scale for the countries across Europe. Regardless of spatial scale several consistent themes have emerged. Within political geography focus is clearly on the new divisions of Europe, states–nations relationships, sub-national political transformation, the twin forces of democratization and nationalism, and ethnic conflict. Within economic geography research has centered around issues of “widening” versus “deepening” in the EU, globalization and pan-European integration, the impacts and implications of the incorporation of Central and Eastern European nations into the European economy, and the spatially uneven nature of economic change. Geographers also have been active in addressing issues of environmental damage, population, and migration. This chapter takes a regional approach that reflects the typical focus of most research. The material is treated systematically within sections on Western, Nordic, Eastern, and Mediterranean Europe.
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Carter, Katherine, Michelle Maree, and Geoffrey Shakwa. "Integrating Technology in the Postgraduate Certificate in Higher Education in Namibia." In Handbook of Research on Digital Content, Mobile Learning, and Technology Integration Models in Teacher Education, 115–31. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2953-8.ch006.
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Few studies have examined the use and impact of technology in professional development programs in higher education. The purpose of this chapter is to explore the significance of technology as a tool for professional development in a postgraduate program in higher education in Namibia. Framed in the interpretive paradigm, the study adopted a qualitative approach. Data were collected through an open-ended qualitative questionnaire distributed to participants in the first four weeks of the postgraduate program and a second time six months afterwards. The findings reveal that the use of the flipped classroom approach and the use of the reflective e-portfolio enhance the quality of teaching and learning in the delivery of the postgraduate program as well as in the participants' teaching practice.
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Guan, Weihe (Wendy), and Peter K. Bol. "Embracing Geographic Analysis beyond Geography." In Geographic Information Systems, 1764–72. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2038-4.ch105.
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Without a department of geography, Harvard University established the Center for Geographic Analysis (CGA) in 2006 to support research and teaching of all disciplines across the University with emerging geospatial technologies. In the past four and a half years, CGA built an institutional service infrastructure and unleashed an increasing demand on geographic analysis in many fields. CGA services range from helpdesk, project consultation, training, hardware/software administration, community building, to system development and methodology research. Services often start as an application of existing GIS technology, eventually contributing to the study of geographic information science in many ways. As a new generation of students and researchers growing up with Google Earth and the like, their demand for geospatial services will continue to push CGA into new territories.
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Shipalanga, Petrus Dhiginina, Anna Niitembu Hako, and Sakaria M. Iipinge. "Roles of School Management Teams in Effective Curriculum Delivery During COVID-19 in Namibia." In Advances in Educational Marketing, Administration, and Leadership, 52–67. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7168-2.ch004.
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This qualitative study examined the roles of the school management teams in curriculum delivery during COVID-19 and beyond. The closure of the schools due to the COVID-19 pandemic caused serious disruptions to teaching and learning. Learners were expected to be engaged in learning processes via different platforms. The school management teams were given enormous responsibilities to ensure planning, implementing, and monitoring curriculum delivery during and post COVID-19. Twenty participants are purposefully selected from 10 schools ranging from primary to secondary. Focus group interviews and document analysis were used to collect data. The authors followed the thematic approach in analyzing data. The study revealed that the amount of teaching is not significant as only the quality of learning matters. It proved that planning is the best approach to academic outcomes. The authors hope the study would provide insight into lived experiences of school management teams in curriculum planning, implementation, and monitoring of curriculum delivery amidst COVID-19 and beyond.
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Ololube, Nwachukwu Prince, Andrew Egba Ubogu, Daniel Elemchukwu Egbezor, and Ugbomah Nwachukwu. "Evaluating Faculty Teaching of Research Methodology to Undergraduate Geography Students in a Nigerian University." In Advancing Education with Information Communication Technologies, 29–42. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-61350-468-0.ch003.
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The effective ways of teaching research methods to students is a process closely connected to socializing students towards writing an effective research project before graduation and determines how successful and effective they are in conducting individualized research. Several factors apart from setting up a successful learning community are essential, but competencies determine faculty effectiveness. This paper appraises students’ evaluation of faculty (SEF). It evaluates students’ perception of competencies required by faculty in teaching research methodology to undergraduate geography students at the Ahmadu Bello University in Nigeria. Using a questionnaire to gather data for the study, the paper argues that by evaluating the performance of faculty members, their knowledge, expertise, skills, and by applying certain adaptation mechanisms in teaching, the experience and effectiveness of teaching students’ research methodology can be significantly improved. The authors use this medium to encourage colleges and universities, education planners and policy makers in Nigeria of the need to introduce and carry out SEF along side other evaluation techniques in determining faculty performances and effectiveness.
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"Using subject audit towards enhancement of teaching and learning: a case study in geography and environmental management: Antony Mellor and Alison Holmes." In Internal Audit in Higher Education, 177–83. Routledge, 2012. http://dx.doi.org/10.4324/9780203046081-25.
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Dinham, Adam, Alp Arat, and Martha Shaw. "Religion and belief in university teaching and learning." In Religion and Belief Literacy, 103–12. Policy Press, 2020. http://dx.doi.org/10.1332/policypress/9781447344636.003.0007.
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This chapter addresses the role of religion and belief in university teaching and learning. In some subjects, of course, religion is simply a topic of relevance, as in history and in religious studies itself. In others, it is a cultural legacy to be decoded and understood. In others again, it embodies the opposite of the rational, scientific method that predominates in higher education, and in relation to which practically all other disciplines have cut their teeth. As such, it is an utter irrelevance. In some cases, this produces hostility against all religious ideas. This is likely to feel painful for some students, who can feel uncomfortable when hearing lecturers be rude or offensive about their beliefs or about belief in general. In the social sciences, unlike race, gender, or sexual orientation, religion has rarely been a variable. The question of the place of religion and belief in university disciplines was explored in the project Reimagining Religion and Belief for Policy and Practice. The study analysed nine arts, humanities, and social science disciplines, including anthropology, cultural studies, geography, philosophy, religious studies, social policy, social work, sociology, and theology.
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Johnston, Ron. "Emrys Jones 1920–2006." In Proceedings of the British Academy, Volume 153 Biographical Memoirs of Fellows, VII. British Academy, 2008. http://dx.doi.org/10.5871/bacad/9780197264348.003.0012.
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Emrys Jones (1920–2006), a Fellow of the British Academy, was a geographer who, together with his elder brother, Alun, was raised in the Cynon Valley mining community of Aberaman in South Wales. In 1938, he entered University College Wales, Aberystwyth to study geography. Social anthropology and prehistoric archaeology dominated the teaching programme he experienced – with physical geography largely taught in the Department of Geology. The work on the Teify valley, Tregaron and Utica – all completed if not published by 1950 – together provide a clear view of the underlying philosophy of human geography that Jones sustained throughout his career. He also wrote papers on rural settlement patterns. At the London School of Economics, Jones focused on social geography. The last of his major projects – which occupied much of his retirement – was his study of the Welsh in London.
Conference papers on the topic "Geography – Study and teaching – Namibia"
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Varjas, János. "Empirical study on environmental knowledge and attitudes of Hungarian Geography Teacher students." In World Conference on Research in Teaching and Education. Acavent, 2019. http://dx.doi.org/10.33422/worldte.2019.12.918.
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Świętek, Agnieszka, and Wiktor Osuch. "Regional Geography Education in Poland." In 27th edition of the Central European Conference with subtitle (Teaching) of regional geography. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9694-2020-14.
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Education in regional geography in Poland takes place at public schools from the earliest educational stages and is compulsory until young people reach the age of adulthood. Reforms of the Polish education system, resulting in changes in the core curriculum of general education, likewise resulted in changes in the concept of education in the field of regional geography. The subject of the authors’ article is education in regional geography in the Polish education system at various educational stages. The authors’ analysis has two research goals. The first concerns changes in the education of regional geography at Polish schools; here the analysis and evaluation of the current content of education in the field of regional geography are offered. The second one is the study of the model of regional geography education in geographical studies in Poland on the example of the geographyat the Pedagogical University of Cracow. Although elements of education about one’s own region already appear in a kindergarten, they are most strongly implemented at a primary school in the form of educational paths, e.g. “Regional education – cultural heritage in the region”, and at a lower-secondary school (gymnasium) during geography classes. Owing to the current education reform, liquidating gymnasium (a lower secondary school level) and re-introducing the division of public schools into an 8-year primary school and a longer secondary school, the concept of education in regional education has inevitably changed. Currently, it is implemented in accordance with a multidisciplinary model of education consisting in weaving the content of regional education into the core curricula of various school subjects, and thus building the image of the whole region by means of viewing from different perspectives and inevitable cooperation of teachers of diverse subjects. Invariably, however, content in the field of regional geography is carried out at a primary and secondary school during geography classes. At university level, selected students – in geographical studies – receive a regional geography training. As an appropriate example one can offer A. Świętek’s original classes in “Regional Education” for geography students of a teaching specialty consisting of students designing and completing an educational trail in the area of Nowa Huta in Cracow.
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Liu, Qiang, and ShengQuan Yu. "A study on IT-based geography instructional model based on digital planet teaching system." In 2011 International Conference on Electrical and Control Engineering (ICECE). IEEE, 2011. http://dx.doi.org/10.1109/iceceng.2011.6056761.
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Trembošová, Miroslava, Alena Dubcová, and Natália Horná. "Retail and shopping behavior in small towns in Slovakia (example study of Zlaté Moravce town)." In 27th edition of the Central European Conference with subtitle (Teaching) of regional geography. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9694-2020-17.
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In the past 15 years we have been involved in the rapid development of retail in Slovakia. Its globalization trends, materialized in shopping malls, often built on a 'green field' along major communication lines, have had a significant impact on commercial suburbanization. The “pulling” of large-scale retail centers on the outskirts of the city significantly affects the state and further development in the central part of the city, with frequent consequences (deadening) of traditional retail zones, many times leading to their disappearance. The new shopping zones change the mode of the time fund and the adopted daily cycles of shopping life for both urban and rural populations and promote consumerism. A number of elements adapt to this phenomenon, e.g. transport networks and parking facilities, opening hours of shops, monitoring the convenience of purchases through prices in leaflets between the traditional and new zone, synergy of non-commercial services, spending leisure time. Nowadays we are witnessing the penetration of foreign retail companies into the medium-sized to small towns of Slovakia and its changes in concentration, integration and internationalization. The aim of the paper is a brief description of the retail network in the typically small Slovak town of Zlaté Moravce. The next section presents the results of a survey of consumer buying behavior and evaluation of its conclusions.
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Szabó, Róbert. "The usage of the battle simulation in History and Geography classes: the case study of the Battle of Nagyharsány, Hungar." In World Conference on Research in Teaching and Education. Acavent, 2019. http://dx.doi.org/10.33422/worldte.2019.12.919.
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Lněnička, Libor, and Lenka Dvořáková. "Monuments of cultural heritage from the perspective residents – a case study of Mikulčice (Czechia) and Vlkolínec (Slovakia)." In 27th edition of the Central European Conference with subtitle (Teaching) of regional geography. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9694-2020-10.
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Considering and deciding of future same territory is a complicated task requiring the cooperation of a wide range of stakeholders and institutions. When it comes to deciding in the areas or sites under UNESCO patronage, it is a process sensitive to other inputs, comments, evaluations and attention from all sides. The following paper provides a description of the main results of questionnaire survey aimed at obtaining data on traditional natural and cultural values in carrying out the protection and care of UNESCO monuments. The model territory were on the Slovak side of Vlkolínec (for 25 years on the list of UNESCO World Cultural and Natural Heritage) and on the Czech side of the Slavonic fortified settlement in Mikulčice, which is a potential candidate for registration on the UNESCO list.
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Machar, Ivo, Marián Halás, and Zdeněk Opršal. "Regional biogeographical model of vegetation zones in doctoral programme Regional Biography in Olomouc (Case study for Norway spruce)." In 27th edition of the Central European Conference with subtitle (Teaching) of regional geography. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9694-2020-11.
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Regional climate changes impacts induce vegetation zones shift to higher altitudes in temperate landscape. This paper deals with applying of regional biogeography model of climate conditions for vegetation zones in Czechia to doctoral programme Regional Geography in Palacky University Olomouc. The model is based on general knowledge of landscape vegetation zonation. Climate data for model come from predicted validated climate database under RCP8.5 scenario since 2100. Ecological data are included in the Biogeography Register database (geobiocoenological data related to landscape for cadastral areas of the Czech Republic). Mathematical principles of modelling are based on set of software solutions with GIS. Students use the model in the frame of the course “Special Approaches to Landscape Research” not only for regional scenarios climate change impacts in landscape scale, but also for assessment of climate conditions for growing capability of agricultural crops or forest trees under climate change on regional level.
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Suwito and Ika Meviana. "Implementation of Lesson Study to Improve Basic Teaching Ability of Geography Education Students, University of Kanjuruhan Malang." In 2nd Annual Conference on Social Science and Humanities (ANCOSH 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210413.036.
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Zhang, Jingxiang, Shengtian Yang, Qingqiu Chen, and Chaowen Dong. "Apply the RS / GIS Technology to Local Geography Teaching through Integration of Local Resources - Case Study on Dianchi Lake." In 2010 2nd International Conference on Information Technology and Computer Science (ITCS 2010). IEEE, 2010. http://dx.doi.org/10.1109/itcs.2010.128.
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Vilinová, Katarína, and Veronika Kabátová. "Inquiry-based learning and its using in geography at the second level of primary schools." In 27th edition of the Central European Conference with subtitle (Teaching) of regional geography. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9694-2020-18.
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Current social needs emphasize the education of a person with creative thinking, capable of not only finding problems but also solving them. Different strategies are applied in the educational process according to the society's requirements for an educated individual. On this basis, the appropriate content of education, organizational forms, didactic methods and the use of the latest didactic techniques are also determined. One way to achieve this is to introduce other teaching methods, such as inquiry-based teaching, into the teaching process. Inquiry-based learning aims to make science lessons more effective, especially at primary schools, and at the same time seeks to attract students to study them. It has an irreplaceable role in new, modern and successful ways of teaching science. The aim of the paper is to design methodological sheets in the 5th year of elementary school in terms of inquiry-based learning and their application to the teaching process.