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Boois, Yvonne. "Research portfolio." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1006152.
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Elinashe, Uutoni Wilhelm. "Evaluation of digital reference services in academic libraries in Namibia." Thesis, Högskolan i Borås, Institutionen Biblioteks- och informationsvetenskap / Bibliotekshögskolan, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-17833.
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Launching of digital reference services by academic libraries is on the increase. Libraries are exploring new ways of expanding their services by interacting with users and responding to user inquiries via the Internet, especially students enrolled on the distance mode of studying. The purpose of this study was to evaluate digital reference services at the Polytechnic of Namibia library and the University of Namibia library. Two aspects were evaluated, namely, ‘Resources’ and ‘elements of the general digital reference model’. This study was a summative evaluation study in which semi-structured interviews and observations were used to collect data. The research findings showed that these libraries used the general digital reference model in providing responses to the library users. The study established that the two libraries did not follow the IFLA and RUSA standards of staffing and training of librarians working with digital reference services. The study further found that a lack of ability to fully demonstrate to users how to access various library services was one of the major problems that the librarians experienced.Program: Masterprogram: Biblioteks- och informationsvetenskap, Digitala bibliotek och informationstjänster
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Shikongo, Johanna Nelago. "Staff attraction and retention : a model for a Namibian state-owned enterprise." Thesis, Cape Peninsula University of Technology, 2011. http://hdl.handle.net/20.500.11838/1739.
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Thesis (MTech (Human Resource Management))--Cape Peninsula University of Technology, 2011In order for any organisation to achieve its goals, a committed workforce is essential. It has, however, become a great challenge for organisations to attract and retain employees as the power of success has shifted from organisations to employees. The organisation that is committed to attraction and retention of staff is likely to gain a competitive advantage, as staff members are satisfied and give optimum production levels. The purpose of the study was to determine and investigate factors that affect attraction and retention of staff at NIP in order to suggest possible interventions that could be employed to attract and retain staff in future. In order to obtain desired results, the researcher used a mixed-method approach. Questionnaires were distributed to all non-management NIP employees and semi-structured interviews were conducted with four (4) purposively selected NIP managers. Statistical analysis was used to analyse data, which was obtained by means of questionnaires, and content analysis was used for data that was obtained by means of semi-structured interviews. The study revealed that NIP staff members are dissatisfied with the company policies and practices, as the company does not always pay effective attention to them. Some of them indicated that they only worked as a means of survival; because of passion for their jobs; to save lives; and owing to the scarcity of jobs, since the industry is small. It is, therefore, necessary to pay attention to factors that this study has produced as obstacles in the way of NIP to employ an effective recruitment and retention strategy for its employees.
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Bridgland, Angela. "The impact of the National Training Reform Agenda and workplace rearrangement on staff development in Australian academic and state libraries /." Connect to thesis, 1997. http://eprints.unimelb.edu.au/archive/00000214.
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Geingob, Hage Gottfried. "State formation in Namibia : promoting democracy and good governance." Thesis, University of Leeds, 2004. http://etheses.whiterose.ac.uk/21090/.
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This dissertation examines significant events in the process of state formation in Namibia and provides an insight into the role played by various actors involved in shaping the evolution of Namibia as a state, such as the Namibians, their liberation movement SWAPO, successive colonizing powers (Germany and South Africa), OAU, the Frontline States, the international community, and particularly the United Nations. It is argued that the international actors' role in the process of state formation in Namibia was driven by their desire to ensure their continued influence in Namibia for their own benefit. Self-interest of the West in Namibia was driven by the geopolitical imperatives of the cold war, and preserving western economic interests. In Namibia, which was a settler colony, self-interest also gained a racial dimension as the West sought to protect the interests of white settlers. The case is made that impetus to resolve the Namibian question had to await a number of streams coming together - the disintegration of the Soviet Union changed the complexion of geopolitics; deeper involvement of the Cubans in Angola threatened South Africa; Constitutional Principles put forward by the Western Five (U.S.A., the United Kingdom, Germany, Canada, and France) ensured continued protection of the economic interests of the West and the protection of the interests of the settlers; and success of Namibians' struggle at the international fora and on the battlefield catalyzed the coming together of various streams. This constellation of events ensured Namibia's independence in 1990. The study also examines how Namibians sought to build a reconciled society out of ethnically and racially stratified, diverse and often antagonistic groups. This process was begun with the drafting of the constitution by the Constituent Assembly. The first government's initiatives to promote democracy and a policy of reconciliation, to improve the life condition of the previously disadvantaged groups through affirmative action, to encourage good governance, to promote a culture of human rights, and to build state institutions to support these policies have also been examined with a view to determining the nature of the state that evolved in Namibia. Finally, the study carries out a democratic audit of Namibia using Swedish normative tools.
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Friedman, J. T. "Imagining the Post-Apartheid state : an ethnographic account of Namibia." Thesis, University of Cambridge, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.599229.
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Two main threads - one theoretical, one empirical - wind themselves through the dissertation entitled Imagining the Post-Apartheid State: An Ethnographic Account of Namibia. At the theoretical level, the dissertation is a methodological exploration into the potentialities of ethnographic description. One of its central aims is to help re-focus the traditional anthropological gaze away from a particular community of people in favour of the State itself. In this sense, the dissertation explores how one might research and write an ethnography of the State, and, in doing so, contribute to, and expand upon, a multi-disciplinary debate centring on ‘the State’ and state processes (especially in Africa). Based on fifteen months of fieldwork in an urban setting in Kaokoland (Kunene Region) the dissertation relies heavily upon the concept of political imagination. Local people’s political imaginings, it is argued, are not without effect. They are not simply products of the State, but they are also productive of the State, and thus an essential component of it. Kaokolanders’ political imaginations, therefore, serve as a prism through which to refract the post-apartheid Namibian State. In applying the concept of state-related political imagination to encompass the different ways Kaokoland-connected Namibians perceive and talk about represent and construct, the experience the Namibian State, the space is created to analyse state process as something that occurs only at the level of national government, but also in the everyday lives and practices of ordinary people. To this end, the dissertation’s empirical focus aims to detail political imagination in Kaokoland, and it does so by considering a number of interrelated themes. In particular, it addresses representations of the former South African apartheid regime in Namibia and the present independent government; it compares the perceptions and manifestations of law and courts, both state and customary; it considers the historical trajectory of a local factional dispute as a way to reflect upon traditional leadership and state power in Kaokoland; and it examines everyday forms of belonging with respect to ‘families’, kin networks, tribe, and nation.
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Shifidi, Set-Son Kondjashili. "Evaluation of corporate governance in state-owned enterprises in Namibia." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/96198.
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Thesis (MBA)--Stellenbosch University, 2014.Corporate Governance in Namibia is such a serious challenge, especially in the public sector. The public sector consists of government entities including state-owned enterprises (SOEs). Namibian SOEs are prevalent in the important infrastructural sectors of energy, water, transport, telecommunication, finance, etc., and their performance is of great importance to the entire population, local businesses as well as to foreign investors. The fundamental aim of this study was to evaluate the level of corporate governance in the Namibian SOEs using the adopted Evaluation Matrix that was developed by the Centre for Corporate Governance in Africa of the University of Stellenbosch Business School. This matrix was developed based on King II and King III principles of good corporate governance. Namibian SOEs are governed by the State-owned Enterprises Governance Council (SOEGC), which prescribes the King Code of Governance of South Africa (King Code) as the guidance of governance to Namibian SOEs. The research study employed the data collection method of using secondary data from the companies’ public documents, in this case the annual reports. According to King III, the annual report or integrated report as it is now ideally called is supposed to contain all the company’s governance issues that promote sustainability, accountability and disclosure within the company. Companies that did not disclose information scored poorly in disclosure and transparency. From this research, it has been observed that Namibian SOEs need to improve on disclosure. There are, however, a few companies, such as Namibia Ports Authority (Namport) that are doing relatively well and are close to having an annual report which is almost an integrated report. The study’s focus was also on boards’ sustainability aspects of good corporate governance. These aspects are: racial and gender diversity of boards, attendance at board meetings, and the presence of relevant board committees. On this subject, it was observed that Namibia’s SOEs are relatively on par with both South Africa’s SOEs and private sector, when compared to results of similar research studies in that country. The success of this research also proved that this Evaluation Matrix as developed can be adopted for use on corporate governance in Namibian companies.
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Kamwi, Kamwi Kenneth. "Teacher responses to the Namibian education reform : a case study of two Caprivi schools." Thesis, Rhodes University, 2002. http://hdl.handle.net/10962/d1003676.
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Effective implementation of education reforms consists of alterations in curriculum materials, instructional practices and behaviour, beliefs and understandings on the part of the teachers involved in the reform (Fullan and Hargreaves, 1993: 5). A process of implementation is therefore, a learning process, learning how to do something new (ibid.). This study was done to establish how Biology teachers in Caprivi have responded to the reform process ten years down the line. I used a qualitative case study of two secondary schools. Four Biology teachers, two school principals and two groups of learners participated in the study. Data was collected by means of interviews, lesson observations, a workshop, and school inventories. The data was analysed within an interpretive framework. The results of the study show a move into 'activity-based teaching'. It shows a shift from the traditional transmission teaching approach. In general teachers seem to equate 'activity-based teaching' with the learner-centred approach.
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Maynard, Morlee H. "A strategic planning process for state leaders to optimize church library ministry in the twenty-first century." Online full text .pdf document, available to Fuller patrons only, 2002. http://www.tren.com.
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Iilonga, Selma. "The role of the public library towards a knowledge economy of Namibia." University of the Western Cape, 2019. http://hdl.handle.net/11394/6681.
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Philosophiae Doctor - PhDAccess to knowledge and information is found to be the cornerstone in the road to knowledge economy transformation whereby the utilization of knowledge is the key engine of economic growth, where knowledge is acquired, created, disseminated and used effectively to enhance economic and social development. This means that the more people acquire knowledge, the more they will begin producing new products or improving systems and existing products, thus adding value to local products and improving the GDP of the country, as well as improving their social livelihood. Therefore, the primary role public libraries have is being the knowledge hubs, to make provision of higher quality knowledge and to make information accessible to the public to equally contribute to all NDPs towards achieving the Namibia Vision 2030 for a knowledge economy. This research study discusses “The contribution of the Public Library services towards a knowledge economy transformation readiness which is envisaged by the Namibia Vision 2030. In achieving that, the study has investigated the state of the Namibia legislative and policy framework reflections of access to knowledge and information as provided by libraries. The study further examines the availability and accessibility of knowledge and information resources, including ICT infrastructure at public libraries in remote rural areas. Moreover, it discusses the types of education and training programmes conducted by public libraries in ensuring that users have the necessary information and retrieval searching competencies and skills for accessing and navigating available information infrastructural resources. Finally, it explores innovation systems, technologically and non-technologically initiated by librarians for library services enhancement, and how library users have tapped into the growing stock of knowledge and information, and adapted them to local needs for economic and social development. The study has employed the four pillars of the World Bank Knowledge Economy Framework, namely an economic and institutional regime; information, knowledge and ICT infrastructure; education and training, and an innovation system as the lenses through which to investigate the research questions understudied.
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Semba, Pecka. "Education decentralization in the Omaheke Region of Namibia." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1006114.
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Before the attainment of independence on 21 March 1990, the people of Namibia were engaged in a protracted struggle against colonialism, racism and apartheid, all of which had denied the majority of the people democracy and development. The people of Namibia therefore did not have power to make decisions on matters that affect their lives and were also not able to determine their own destiny (Ministry of Regional Government and Housing [MoRGH]: 1998:1). After independence, the Namibian government provided for a policy of decentralization under Chapter 12 of the Constitution. After adopting decentralization as state policy in 1996 the government, under the auspices of the Ministry of Regional, Local Government and Housing, embarked upon an implementation process that began in 2003. Education decentralization was included in this process. As my research investigated participants' experience of education decentralization in the Omaheke Region, I conducted an interpretive case study. I employed semi-structured interviews as my main data collection instrument. The quality of my research lies mostly in the authenticity of my thick descriptions where I rely to a large degree on a high ratio of participant to researcher voice. The study has revealed that there is a basic understanding of what education decentralization refers to. Education decentralization is also perceived to provide for the democratization of education through the active participation of all relevant stakeholders - parents, teachers, learners and civil servants - in the education process. However, although there is a basic understanding of what education decentralization entails, there is not necessarily acceptance. The study revealed that many people in Omaheke have reservations about the process of decentralizing education services. Some regard education decentralization as central government "dumping" its responsibility on the Regions. Furthermore, neither the Regional Council, the Regional Education Office, schools, communities nor parents have the capacity to cope with decentralization. The responsibility for overseeing the implementation of decentralization in the Region lies with the Omaheke Regional Council. Education as a decentralized function ought to resort directly under the Regional Council. However, the Regional Education office does not yet operate under the Regional Council. Instead the Education Director continues to report directly to the Permanent Secretary of the Ministry of Education in the capital. In this way an important decentralization structure, the Regional Council, is bypassed and rendered toothless. The data reveal that there is only partial evidence of psychological and structural readiness for education decentralization. Consequently there is little meaningful participation and therefore no sense of ownership among parents, teachers, learners, community-based organizations and political leaders.
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Katoma, Loini-Nyanyukweni. "The implementation of environmental education policy in Namibia: perceptions of a range of decision-makers." Thesis, Rhodes University, 2002. http://hdl.handle.net/10962/d1003445.
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This study is the first cycle of an action research project that focuses on the implementation of the Environmental Education Policy in Namibia. Perceptions of Namibian decision-makers were sought with regard to their understanding of the concepts ‘environment’ and ‘environmental education’, as well as to identify environmental problems and obstacles to the implementation of the Environmental Education Policy. The approach of coming up with options to address the identified problems/obstacles/constraints, was employed in this study. To this effect, interviews, a workshop, observations and reflections on the process of implementation resulted in a wealth of data. The findings shed light on possible solutions to address the identified problems and obstacles. The results revealed that community participation, skills development and the proper co-ordination of environmental education activities are imperative in addressing the obvious policy-practice gap. Decision-makers uncovered the fact that the socio-economic situation of our people necessitated pulling our resources together and working as a team. The overall perceptions are that the environment is everyone’s business and that we should zealously use it and carefully guard it, not only for ourselves but also, for the benefit of coming generations.
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Siririka, Gisela. "An investigation of parental involvement in the development of their children's literacy in a rural Namibian school." Thesis, Rhodes University, 2007. http://eprints.ru.ac.za/935/.
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Iilonga, Selma. "The role of Namibian ministerial librarians in knowledge management." Thesis, University of the Western Cape, 2012. http://hdl.handle.net/11394/4382.
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Magister Bibliothecologiae - MBiblThe core traditional functions of the library namely collecting, processing, disseminating, storing and the utilization of documented information in order to supply information services and resources, have changed. In the information / knowledge society era, the library manages both external and internal knowledge of the host organization. This can be achieved through the process of collection of relevant information, processing, organizing and dissemination to ensure that information / knowledge contents housed in the library are retrievable and accessible to the targeted audience, using various dissemination channels. Librarians ensure that the targeted audiences are equipped with the skills to locate, evaluate, and use available and useful information / knowledge effectively, by providing information literacy training to them. Studies have found the visibility of librarians in the knowledge management environment to be very low and the utilization of their skills to be minimal. Therefore, this study investigated the practice of knowledge management by ministerial librarians in Namibia. The study relied on the Bukowitz and Williams Knowledge Management (KM) framework (2000). This framework is appropriate to the study because it consists of different stages (GET, USE, LEARN, CONTRIBUTE, ASSESS, BUILD / SUSTAIN, AND DIVEST) that address the themes of the focus of the study,thus making it relevant to effective and efficient knowledge management in an enterprise such as the government ministries.The method of data collection and analysis employed was qualitative, with semi structured interviews. The results of the study revealed that few ministerial librarians are practicing knowledge management by ensuring that they are identifying, capturing, evaluating, retrieving, and sharing the ministry’s knowledge/information assets, for it to add value and improve the performance of employees as they contribute to the strategic missions of the ministries. Viewed from that perspective, the findings reveal some barriers which prohibit ministerial librarians to effectively practice knowledge management, which among of them include: inadequate training; limited resources for ICT infrastructure adaption and purchasing of resources meeting the needs of the ministry; staffing shortage, bureaucratic system, and others. Based on the findings, the researcher therefore recommends that certain measures need to be put in place to address the short comings to effective knowledge management so that ministerial librarians are able to render services to their users for them to become independent lifelong learners.
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Haingura, Paulinus. "Research portfolio." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1003615.
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The purpose of this research is to evaluate the implementation of the Namibian education policy with particular reference to Senior Secondary education (Grades 11-12) in order to develop analysing skills that will facilitate better understanding of my professional context and enhance my ability to operate within a research environment. The main purpose is to look at the theory that underpins the curriculum and to find out whether that theory is carried through into practice. This contextual analysis is also designed to provide baseline data as I subsequently explore my area of research. The specific objectives of the research are to: • conduct interviews with teachers and learners which may reveal ideological differences on how these various actors perceive the curriculum; • analyse specific areas within the curriculum that might reveal the type of theory underpinning the curriculum; • assess the curriculum in order to identify objectives and goals that may affect the implementation of the intended curriculum.
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Haingura, Felicity Kunyima. "Traditional and colonial education : the experience of the people living in the Kavango region of Namibia (1900-1966)." Thesis, University of Cape Town, 1993. http://hdl.handle.net/11427/26217.
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Al-Fadhli, Meshal Shehab. "Technology adoption in academic libraries in the state of Kuwait." Thesis, University of Sheffield, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.548642.
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Karlsson, Alex. "Evaluating the State of Accessibility in React UI Component Libraries." Thesis, Linnéuniversitetet, Institutionen för datavetenskap och medieteknik (DM), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-104959.
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This work examined the state of accessibility in React UI component libraries. The accessibility of these libraries is essential since they are used to create the frontend of hundreds of thousands of projects. We conducted a controlled experiment to evaluate the accessibility of six open source libraries. We selected libraries based on GitHub dependents intervals to include libraries with varied use. In the experiment, we implemented a UI for each library with a few standard components. We then tested these UI implementations based on WCAG 2.1 and WAI-ARIA 1.1 with automated testing using Axe and manual test cases. We also used exploratory testing with the screen reader NVDA to detect issues based on actual use with an assistive device. We also conducted a literature review to support the experiment and the following discussion and conclusions of its results. We detected 50 accessibility issues in total and all libraries had one or more issues. Also, that there was a significant difference in the accessibility of libraries. The second interval had the least number of issues and was closely followed by the first interval with the most dependents. The two libraries selected from the interval with the least dependents had the most issues. We recommend developers not using libraries from the interval with the least dependents for public web products. Since all libraries had one or more issues, we also recommend developers choose libraries with care to ensure accessibility, WCAG 2.1 compliance, and follow WAI-ARIA 1.1. This work was limited to six libraries and a few components; there are many more of both. Another limitation was that the testing was limited to a desktop resolution and did not include mobile testing. Also, the work used the free version of Axe, and a paid version could potentially detect more accessibility issues.
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Neshila, Selma. "Action research on an organization development intervention in a secondary school in the Erongo education region of Namibia." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1003299.
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Organisations that will not, that resist, that cannot, that are incapable, that lack the confidence or that believe it’s not possible to change are likely to stagnate and die (Smith: work in progress). Since independence in March 1990, the new Namibian Government has realized that the quality, efficiency and effectiveness of Namibian schools depends on the ability of teachers and other stakeholders to be innovators and facilitators of change, especially through effective communication, effective meetings, working through conflict, solving problems and making decisions. Organization Development (OD) is an effective, planned change approach for improving organization workgroup processes. Resting on a foundation of values and assumptions about people and organizations, OD promotes collaboration, interdependence and interconnectedness, empowerment, participation and involvement in problem solving and decision-making for all members. Based primarily on a normative, re-educative strategy and secondarily on a rational-empirical strategy, OD assumes that people will change if and when they realize that change is advantageous to them. OD makes use of interventions to determine areas requiring change. The intervention used for my research included a survey-data-feedback (SDF) where data was gathered, analyzed and fed back to the participants. The data was used as a basis for problem solving and training in organizational processes of communication. The case study involved 23 teachers. Journal entries, observation, formal and non-formal interviews as well as focus interviews were used as data collection tools. Participants wanted to see immediate organizational changes thus it was important to remind them that OD is a long-term change approach and that there is no quick fix. Initially, participants were used to the norm of fault finding to determine areas requiring change. However, a year later, during problem solving sessions, I observed collaborative and positive involvement by all participants. Finally, the outcome of the intervention based on the data from the communication workshop and the problem-solving meetings revealed that participants want OD to be institutionalized in all Namibian schools.
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Johannes, Thomas Kamusheefa. "An investigation of principals' perceptions and experiences of the implementation of the national standards and performance indicators (NSPI) for Namibian schools in the Ohangwena region." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1003522.
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The post independence Namibian education system has been characterised by many reform initiatives, aimed at eradicating inequity, poor performance, and inferior education provision inherited from a pre-independence education system. This legacy posed a serious challenge to Namibia when it set out to achieve a national goal, Vision 2030. Vision 2030 inspires Namibia to be among the eveloped countries in 2030. In an attempt to achieve the goals outlined by the mission statement of Vision 2030, the Ministry of Education (MoE) introduced two national education initiatives: the Education and Training Sector Improvement Program (ETSIP), and the National Standards and Performance Indicators (NSPIs). These would be implemented in Namibian schools as, respectively, the Ministry’s strategic plan and its policy document. The NSPIs were introduced to address the fragmentation of standards and inequity in regions and schools in Namibia, as they aimed to standardise the provision of equal, quality education across the country (Namibia. MoE, 2005a, p. 1). The NSPI policy calls for schools to take quality assurance seriously, with particular emphasis on School Self-Evaluation (SSE), a process that encourages self-management (Namibia. MoE, 2007a, p. 3). Thus, the standards set out by the NSPIs became the yardstick by which internal and external school evaluators could assess whole school performance. The purpose of this present study was to investigate the perceptions and experiences of principals in the Ohangwena Region following the implementation of the NSPIs. It is a case study involving two Inspectors of Education (IoEs), twelve principals, and four Heads of Department (HODs). Interviews, document analysis, questionnaires, and a focus group interview were used to collect the data. The study found that principals acknowledge the importance of the NSPIs, and believe that they would succeed in improving the provision of quality education if they were fully implemented. The study found that schools implemented Performance Indicators 5.3 (School Administration) Aspect 5.3.2 (Storage and retrieval of information) in Key Area 5. However, the results of the study also showed that principals experienced many challenges in the implementation of the NSPIs. These included a lack of understanding among principals and teachers of the NSPIs, a lack of understanding of contemporary leadership theories (that would otherwise help principals to implement change effectively), and a lack of support in terms of skills and resources from both the Regional Office in Ohangwena and the MoE itself. The study found that the NSPIs have not yet improved school performance, and consequently that the pass rate remains the same as before the introduction of the NSPIs, four years ago. The SSE, which aims to help schools identify their strengths and weaknesses, and encourages them to establish and make use of a School Development Plan (SDP) to address weaknesses and sustain strengths, is characterised by a high degree of dishonesty. Thus, the information furnished by SSEs, SDPs, and Teachers Self-Evaluations (TSEs) is unreliable, lacks credibility, and has the further ill-effect of skewing schools’ performance targets. Therefore, this problem could be addressed when the rationale of completing the SSE is clearly explained to principals and teachers.
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Iitula, Helena. "Master of Education research portfolio." Thesis, Rhodes University, 2006. http://hdl.handle.net/10962/d1008196.
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This Portfolio was submitted in 2005 to Rhodes University as a Research Portfolio presented in partial fulfilment of the requirements for the degree of Master of Education in General Education Theory and Practice. The Portfolio consists of seven (7) key parts. The reader of this Portfolio is courteously informed that the structure of this portfolio is to some extent differ from the thesis structure. Thus, the reader should be attentive not to weigh against the two. Further more, I hereby declare that this portfolio is my own work and that all the sources that I have used or quoted have been indicated and acknowledged by means of references indicated at the end of each part. Part 2 and 6 are the core parts of the portfolio. The focal point of part 2 is the contextual curriculum analysis of Grade 8-10 Oshindonga Curriculum in order to investigate its implementation in four educational circuits: Oshigambo, Onathinge, Onyaanya and Omuthiya in Oshikoto Region. Based on the findings of this analysis, lack of critical inquiry and reflective practice among Oshindonga teachers was identified as one of the major obstacles that preventing the effective implementation of the curriculum. Most of these teachers are Basic Education Teacher Diploma (BETD) postgraduates. Thus, part 3 and 4 were developed as supplements to inform the main research paper (part 6) which is related to teacher's professionalism in the classroom. The focus of part 3 (literature review) was on the teacher as a reflective practitioner. This is in line with the Namibian Education Policy, which identifies reflective practice as the heart of teacher professionalism. In this part, I explored a variety of views related to the notion of professionalism in teaching. I have also focused on views related to teacher's professional development both on macro and micro levels. These views provided a clarification and an underpinning framework on which to base my analysis of reflective practice as professionalism in education. Part 4 (education theories) focused on the digging of understanding of knowledge as an important theoretical domain of behaviourist and constructivist theories. I have tried to establish how the two theories (Behaviourist and Constructivist) view knowledge and its acquisition and to gain an understanding of how the two theories have been informing the practice. Subsequently, part 6 meant to investigate and assess the extent to which Basic Education Teacher Diploma postgraduate teachers are autonomously applying the theory of critical inquiry and reflective practice in the classroom. Both part 2 and 6 have findings. There is much correlation between the issues and problems in the implementation of the curriculum as identified in part 2 and the findings of the main research paper (part 6). Though critical inquiry and reflective practice is the key journey towards a high level of reflectivity and one of the significant characters of teacher professionalism in the classroom, most issues and problems identified were related to the insufficient practice of critical inquiry and reflective practices. Low correlation was found between critical inquiry and reflective practice theory and teachers' practices in the classroom. Despite to the fact that various rationales were mentioned as to why critical inquiry and reflective practice successful implementation is not taking place, the study positioned an emphasis on team working at school, cluster and circuit base that could contributed to a great extend to making teachers more competent and supporting themselves in mastering the applicable critical inquiry and reflective practice skills.
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Maparura, Loreen. "Challenges experienced by hospitalised forensic state patients regarding mental health services in Namibia." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/65578.
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For years, mental health has not been a priority in both developing and developed countries and this is seen in low budgets, if at all, allocated to various mental health sectors worldwide. Recent studies show that one in three countries has a budget dedicated to mental health. This is further compounded by a shortage of infrastructure and mental health staff. Consequently, this has a huge impact on forensic state patients (FSPs) who receive fragmented services from various stakeholders. Namibia has a shortage of mental health staff and only has one fully fledged centre offering mental health services. Whilst FSPs experience a wide array of challenges, there is a dearth of studies that particularly explore these challenges from a Namibian perspective. This user-led research sought to inform mental healthcare workers on these challenges. The goal of the study was to explore and describe the challenges experienced by hospitalised FSPs regarding mental health services in Namibia. The study utilised a qualitative approach and was applied in nature. It employed a collective case study design and utilised purposive sampling to intentionally select a sample of hospitalised FSPs. A sample of 12 participants was drawn from a population of 75 hospitalised FSPs at the Mental Health Care Centre of the Windhoek Central Hospital. The study?s findings show that participants faced challenges such as lack of access to mental health treatment prior to their admission, stigmatising attitudes, and lengthy stays in both holding institutions and at the forensic unit. The study proposes the training of all staff on the Patient Charter (Ministry of Health and Social Services, 2016) and the utilisation of a patient-centred approach to treatment of FSPs. It also proposes granting leave of absence to FSPs so as to prepare them for eventual discharge.Mini Dissertation (MSW)--University of Pretoria, 2017.
Social Work and Criminology
MSW
Unrestricted
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Niitembu, Martha M. "Stakeholders' perceptions of parents' involvement in the governance of a Namibian rural school." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1003655.
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The issue of decentralisation has been one of the top priorities of the Namibian education system since independence in 1990. One of the decentralisation aims was to enhance parental involvement in education by establishing School Boards. However, School Boards and the role of parents in school management have been considered ineffective for several years which led to the promulgation of Education Act 16 of 2001 in which the roles of School Boards are strengthened and clarified. This study sought to investigate School Board members’ perceptions, understanding and experiences of parents’ involvement in school governance more specifically after the implementation of the Education Act of 2001 in 2003. This study is an interpretive case study of one combined rural school in the Ohangwena educational region of Namibia. This research employed three data collection techniques, namely semi-structured interviews, observation and document analysis. The main findings of this study reveal that there is a lack of joint understanding and shared vision between educators and parents in the School Board. This problem underpins other more symptomatic problems, such as lack of accountability in the matter of school finances, differences in understanding the roles of School Board members and lack of parents’ motivation from the school management. The study further reveals the ineffectiveness and insufficiency of the training provided in the past. It highlights some of the challenges that hinder the effective involvement of parents in rural school governance, such as poor educational background among parents, poor knowledge of the English language and poor understanding of educational issues. However the findings also acknowledge parents’ participation and their full involvement in decision-making. The findings show that the new School Board elected in terms of the Education Act of 2001 has been more effective than previous School Boards and has reached a number of achievements such as being instrumental in solving disciplinary problems, purchasing school assets and renovating classrooms. Recommendations for practice and for further research are made.
24
Shekupakela-Nelulu, Rauna. "An investigation into the role of student participation in school governance : a Namibian perspective." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1007449.
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The issue of student participation in school governance is not a new concept in Namibian schools. Student involvement dates back to the 1970's when the country's administration was under the South African apartheid regime. Back then the involvement of students in school affairs was seen by the regime as a political act and attempts by student leaders to involve themselves in educational issues were often quashed. When the country became independent student representation continued as Student Representative Councils (SRC's), later renamed Learners Representative Councils (LRCs). This study attempted to investigate the perceptions of LRCs and other stakeholders - narnely the school principals and the school board members - of the role of students in school governance. The study was conducted in three Senior Secondary Schools in the Kavango region in Namibia. The research respondents were school principals, chairpersons of the LRCs and one chairperson of a school board. The study was conducted in the interpretive paradigm employing the following three qualitative research methods interviews, observation and document analysis to collect data. Through triangulation it was possible to formulate a rich response to the research question. The study found that, although the notion of student participation in school governance was widely accepted, a number of challenges exist that hamper the effectiveness of LRCs in the schools. It was revealed that there was no national policy docunlent that outlined the roles and function of the LRCs. As a result schools had little direction about the LRCs and subsequently they were given little or no attention by the school authorities. This resulted in misunderstandings and in some cases conflict between learners and the school management. The most significant consequence of these problems was the fact that LRCs were not regarded as true role players in school governance. The study thus recommends that a national policy document that legitimates the role of students in school governance be drafted to provide direction and that schools embark on meaningful training programmes for LRC members. The study also calls for further research to address the gap in literature on this phenomenon, particularly in Namibia.
25
Ashipala, Saima Nalimanguluke. "An analysis of corporate governance within the framework of state owned enterprises governance act in Namibia with specific focus on Namwater, Nampower and Transnamib." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/21195.
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Thesis (MBA)--Stellenbosch University, 2012.Recently, and over the last few years, a number of major State-Owned Enterprises (SOEs) have not been financially sustainable. There have been revelations of increased misappropriations of funds and millions of dollars in dubious investments. The alleged reason for the failure of these SOEs has been the lack of efficient corporate governance. The objective of this research report was to analyse the challenges and successful aspects faced by SOEs in Namibia with regards to the enforcement of good governance within the SOEs Governance Act No.2 of 2006. The report further aimed to establish whether the SOEs Governance Act provides appropriate mechanisms to ensure good corporate governance within the enterprises and investigate whether the act has been enforced. To attain these objectives, the report presented a review of Namibia’s SOE sectors and SOE Acts. In addition, interviews were conducted with representatives of three SOEs in Namibia, that of TransNamib, NamWater and NamPower. Namibian SOEs are faced with challenges in terms of maintaining good governance. The SOEs are compelled by state pressure to adopt more goals such as social development and political objectives on top of their profit motive. Thus, by acting in the best interest of state-owned enterprises, various boards may be in conflict with the interests of the government with regards to social and political goals. Based on the evidence presented in this research report, the study points out five crucial aspects of non-conformance to best practices that can be used as lessons and as a basis from where Namibia can spearhead its corporate governance practices for SOEs within the framework of the State-owned Enterprises Governance (SOEG) Act.
26
Ipangelwa, Anna. "The impact of US Peace Corps volunteers on the management and leadership of a school in Namibia: a case study." Thesis, Rhodes University, 2003. http://hdl.handle.net/10962/d1003443.
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Peace Corps Volunteer teachers have played a significant role in Namibia’s attempts to restructure education in line with its policy of education for all. While we have learned a great deal in recent years about how Peace Corps Volunteer Teachers have achieved their stated goals and objectives of teaching students and training serving teachers, we still know relatively little about the role they may have played in school management. The purpose of this study is to examine the impact of Peace Corps volunteers work on the management and leadership of the schools they serve. The study focuses on the work of two volunteers based in a combined school in the Ondangwa West educational region of Namibia. The study adopts a qualitative approach and seeks to establish whether there has been an impact by Peace Corps volunteer’s work on the management and leadership of this school by focusing on (a) activities performed by Peace Corps volunteers; (b) the experiences of both management and staff in working with Peace Corps volunteers; (c) whether the presence of Peace Corps volunteers that served at the school influence the management and leadership of the school; (d) how the duties and activities performed by these volunteers were perceived by the students, teachers and community. The interview questions that were used to collect data from seven respondents were based on the literature from Peace Corps and the Ministry of Basic Education, Culture and Sport as well as education management and leadership literature. The findings indicate that volunteers that served at this school performed management and leadership related activities with the students, teachers and community and that these activities are having an effect on the management and leadership of the school.
27
Valunas, Madelyn F. "A Study of Organizational Climate in Pennsylvania's State System of Higher Education Libraries." NSUWorks, 1987. http://nsuworks.nova.edu/gscis_etd/895.
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The Work Group Survey (Bare, 1976) was adapted to investigate organizational climate in the Pennsylvania State System of Higher Education (SSHE) libraries. The goal was to determine whether or not the APSCUF (Association of Pennsylvania State College and University Faculties) collective bargaining agreement was perceived by the work groups as a cause of dysfunction. The Work Group Survey measured member characteristics, task dimensions, group structure and process, group effectiveness, and leadership. Seven items relating to the faculty union contract (CBA) were added to diagnose the effect of collective bargaining.
Authorization to survey each work group was sought from the university administrator to whom the library director reported. Questionnaires, introductory letters, instructions, and stamped, self-addressed, return envelopes were then mailed to non-temporary librarians and library directors. Thirteen of the fourteen administrators gave authorization to send questionnaires. Of the one hundred forty-four questionnaires mailed, ninety-two (63.9%) or 58. 6 percent of the total population (N=157) were returned from twelve campuses. Ten of the twelve groups had greater than a 66 percent response rate and six (54.5%) of the eleven directors who were surveyed participated.
Responses from ten groups were analyzed using SPSSx. Analysis to test Scheffe's, were used of variance at .05 level of significance was used the hypothesis of no difference between groups. Tukey's HSD, and LSD multiple comparison tests in follow-up analysis when the F ratio was significant. Homogeneity with Bartlett's Box F. of group variances was tested.
No significant difference exists between groups on the CBA, polarization, autonomy, and initiation of structure criteria. Significant difference does exist for other criteria: task, group, leader, member, effectiveness, stratification, communication, team building, and boundary spanning. On the whole, the results are in accord with the hypothesis that the faculty contract is not a major cause of conflict within the work groups. Collective bargaining issues are symptoms of undeveloped or unrefined skills in communication, interpersonal or human relations, resolution, and leadership. Recommendations conflictto the Chancellor, the authorizing administrators, and to the work groups are: (1) to support and encourage growth and development in these areas, (2) for the director to be more aware of how others perceive his or her behavior, (3) for the group to consider themselves as a team and develop a shared view of their goals, and (4) that no change be made to the faculty contract without examining the survey results. The study supports earlier research conclusions that the Work Group Survey is a useful diagnostic tool.
28
Titus, David Petrus. "The implementation of multigrade teaching in rural schools in the Keetmanshoop education region : leadership and management challenges /." Thesis, Rhodes University, 2004. http://eprints.ru.ac.za/40/.
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29
Jablonski, Jon R. "Cultural Heritage Cyberinfrastructure: A Geographic Case Study of China." Thesis, University of Oregon, 2009. http://hdl.handle.net/1794/9873.
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xii, 158 p. : ill., maps. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.The Internet affects many aspects of daily life and economic activity in globalized economies. The network city thesis posits that the Internet enables disbursed methods of production and new forms of economic activity. Existing economic geography literature concentrates on revenue generating firms. The concept of Cultural Heritage Cyberinfrastructure (CHCi) is developed in order to account for economic activities of nongoverning and nonrevenue generating firms, and is tested against the online activities of libraries. China, with its administratively homogeneous provincial library system and rapidly changing economy, is examined. The central government and provincial libraries are cooperatively building the National Digital Culture Network of China to provide information services to urban migrants and subsidize rural development efforts through CHCi. These projects are found to be more active in less-economically transitioned western provinces. CHCi is found to be a useful construct for studying non-governing, non-market segments of an economy.
Committee in Charge: Dr. Alexander B. Murphy, Chair; Dr. Xiaobo Su
30
Sanzila, Keith Mumba. "Environmental factors influencing learner absenteeism in six schools in the Kavango Region, Namibia." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003398.
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This study on learner absenteeism takes place in the Namibian context with a focus on the Kavango region, located in Northern Namibia, where absenteeism has been identified as a problem. The intention of the study is to find out the relationship between learner absenteeism and environmental factors. The research question was framed as: How do environmental factors influence learner absenteeism in schools, conceptualised as human activity systems in the Kavango Region (Namibia)? The wider intention of this study is to inform processes that can be put in place to reduce the impact of environmental factors on learner absenteeism, with the ultimate view of improving the quality of education. The literature review provides insight into learner absenteeism in developing and developed nations. It outlines the Namibian policies developed for improving learner attendance and retention of learners in schools, with the view of improving access to school. The study is located within the broader goals of education of Namibia. The research adopts a qualitative interpretive approach, and focuses on environmental factors influencing learner absenteeism in six case studies, which are selected schools in the Kavango province. The study uses a variety of tools such as questionnaires, focus group interviews, observations and interviews as well as document analysis. It uses a combination of inductive and abductive modes of inference in the data analysis. It draws on systems thinking to develop a model that theorises the interrelated roles of different stakeholders, namely, learners, teachers, parents, educational officials (including the regional office and the Ministry of Education). It proposes possible strategies for reduction of learner absenteeism that could contribute towards the improvement of the quality of education. It also mentions the benefits of reducing learner absenteeism in the schools involved in the case study. The findings clearly show that poverty is the main environmental factor that influences learner attendance. The impact of poverty does not, however, occur in isolation; it interacts and has influence over other environmental factors such as alcohol abuse, sickness, lack of parental involvement, lack of motivation from stakeholders and household work. The study also found certain educational factors influenced learner absenteeism, such as teacher attitude, pedagogical styles, and lack of security. The study ends with recommendations to reduce learner absenteeism and recommendations for further research.
31
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 of the impact of transformation initiatives on their leadership and management thinking and practice. The sample comprised four teachers, a principal, a director, a school board member, two learners and a hostel matron. The findings reveal that, in order to create a democratic school community, the stakeholders' role is largely a matter of opposing and transcending the contradictions, inadequacies and limitations inherent in the educational ideas, policies and practices caused by the previous Apartheid education system. There is a reasonable amount of success in the implementation process of democratic leadership and management of schools. The findings further highlight contradictory tendencies, in that the Ministry of Basic Education Sports and Culture established a uniform system of education but also entertained the principle of decentralised governance through the introduction of school based management practice incorporating the main stakeholders at local level. The data confirms a communication gap between stakeholders, lack of adequate education and training in participatory management and leadership for learners, parents, teachers and school boards, and insufficient support from the national and the regional authorities. The study concludes with some specific recommendations that might strengthen stakeholders' sense of their participation in democratic practices for longer-term cost effective implementation to occur. This is supported by the belief that education policy change only becomes a reality once understood, owned and appreciated at local level.
32
Ipinge, Emma. "The role of management and leadership in the schooling of at-risk learners: a case study of a school in Namibia." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1003634.
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Most schools that serve learners who come from disadvantaged areas and backgrounds face unusually difficult challenges. These schools experience poor performance and disciplinary problems, and teachers lack motivation and commitment. This study explores the role of leadership and management in the schooling of at-risk learners at Pandu Primary School. This school accommodates learners mostly from Hafo, a township characterised by poverty with a high crime rate. However, in spite of these factors school inspectors and advisory teachers perceive the school to be successful. The school uses an abundance of energy and unusually high levels of human effort in a very focused way to improve the teaching and learning standard. The study found the co-existence of apparently conflicting management and leadership approaches in managing and leading the school. Strict control used in the school to make teachers work hard is an element of classical organisational theory, with its emphasis on span of control or number of workers supervised. Policies with strict rules are in place to create a calm atmosphere and serve as directives for teachers and learners. On the other hand, constructivist approaches – such as instructional leadership, transformational leadership, collegial model of management and open systems – are also clearly evident in the findings. Instructional leadership is evident in the emphasis on improvement of classroom practice. Elements of transformational leadership are seen in that the principal motivates the teachers and serves as a role model. The school also has some features of the collegial model of management, and can be described as an open system. Thus, by drawing on management and leadership approaches informed by different traditions and philosophies, the school succeeds against severe odds.
33
McMullin, Jaremey Robert. "The soldier and the post-conflict state : assessing ex-combatant reintegration in Namibia, Mozambique and Sierra Leone." Thesis, University of Oxford, 2006. http://ora.ox.ac.uk/objects/uuid:f7459dd7-96d9-472a-a4e4-fb39f2d15512.
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Several organizations, most prominently the United Nations and the World Bank, have emphasized that ex-combatant reintegration is crucial to consolidating peace after war. Strategic thinking about peace-building and opportunities for international involvement in post-conflict states after the Cold War have focused attention on programs to disarm, demobilize, and reintegrate fighters. Despite the resources and effort invested in reintegration programs, however, the evidence from Namibia, Mozambique, and Sierra Leone shows that significant problems linked to incomplete reintegration persist after formal programs end. These problems include widespread unemployment among former fighters, ex-combatant involvement in criminality, re-recruitment into neighboring conflicts, and political and social polarization of reintegration grievances. Left unmanaged, such problems threaten security even if they do not lead a state back to war. The thesis explains the persistence of reintegration problems in terms of two variables: the capacity (defined as resources, operational expertise, and authority) and preferences (defined as the explicit and implicit interests and assumptions that guide programs) of reintegration actors. The capacity and preferences of these actors are aggregate independent variables that are themselves the product of endogenous (organizational and bureaucratic) and exogenous (systemic) pressures that literature on political economy and international relations theory helps to elucidate (i.e., helps to determine how reintegration actors' own behavior exacerbates or ameliorates problems). Drawing on documentation and interviews, the thesis constructs a narrative of reintegration in each case and employs process tracing within cases to identify reintegration problems, measure their impact on security, and determine whether and how the capacity and preferences of reintegration actors contributed to the persistence of reintegration problems. The thesis uses comparative analysis to generalize inferences about the variables observed, and suggests potential solutions to improve the management of reintegration problems and creation of economic opportunities. Unless deeper issues of reintegration governance related to problem management and opportunity creation are addressed, targeted remedies to improve program design will not succeed.
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Boamah, Kofi. "Impact of internal audit and corporate governance practices on the performance of state-owned enterprises in Namibia." Thesis, Cape Peninsula University of Technology, 2020. http://hdl.handle.net/20.500.11838/3117.
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Thesis (DCom (Internal Auditing)--Cape Peninsula University of Technology, 2020Contemporary literature suggests that despite the theoretical justifications and some empirical evidence supporting the government's reasoning for state-owned enterprises participation in the economic development in Namibia, their performance is a matter of concern. They are generally noted to be struggling and underperforming, and their sustainability has been in question since the beginning. This situation has placed a burden on the Namibian government to intercede with subsidies to sustain them with the hope that they will improve and contribute to the national economic development. Notwithstanding the existence of good legislation, regulations and codes of governance to guide and direct the operations of the state-owned enterprises, the absence of enforcement machinery to induce compliance, has continuously contributed to the violation of existing laws and regulations by the state-owned enterprises in the country. Also, the lack of an effective system of internal audit or its total absence, and effective corporate governance practices among the state-owned enterprises seemed to be the cause of economic and productive stateowned enterprises failure in Namibia. The examination of the effect of internal audit function on corporate governance practices of the economic and productive state-owned enterprises is therefore the purpose of this study. Internal audit is a vital part of the corporate governance structure. It plays an active role in implementing effective governance systems and adds value to the organisation by providing stakeholders with objective and adequate assurance and consultancy services; thereby contributing to the effectiveness and efficiency of governance and control processes. The association of internal audit effectiveness with state-owned enterprises performance, however, appears not as yet explored. This research, based on the philosophical underpinning of agency and stewardship theories, used the mixed-method approach to evaluate the effects of internal audit on corporate governance practices of the state-owned enterprise performance and sustainability in Namibia. The statistical software, SPSS and Atlas.ti were used to analyse the data, which provided a systematic approach to the participants' responses enabling interpretations and conclusions. The results of the study confirmed that internal audit effectiveness is measured by variables such as independence and objectivity, internal audit and risk management, scope of internal audit work, organisational type and size, organisational policies authorising internal audit, cooperation with auditee, internal-external audit linkages, quality of planning, reporting and follow-ups – measures, which are in line with the guidelines provided by the International Standards for Professional Practice of Internal Audit in support of internal audit function. Further, the method allowed triangulation of sources and validation of the findings, which indeed increased the depth and provided a more inclusive image of the outcomes. These were consolidated and formed the critical themes of the study that eventually emerged, namely improved corporate governance practices, internal audit effectiveness, state-owned enterprises performance and sustainability and, public, private partnership. This study shows that internal audit function plays a unique role in governance practices and has a direct impact on state-owned enterprise performance and sustainability. The study confirmed that internal audit stands for competence, quality, transparency, integrity and argues against unethical business activities. Both the board and management rely on internal audit for assurance, consulting and value creation; and provides fresh ideas for ensuring that risks are lessened. The study further, strikes a compromise between advocates of privatisation and state-ownership and advanced support for public-private partnership as a better alternative to privatisation or outright sale of the state-owned enterprises. The practical implications that this study brings to bear is enormous as it contributes to knowledge, policy and future research. Also, it contributes to enhancing practitioners', professionals' and investors' understanding of how the intricacies of internal audit function impact on corporate governance practices and improve the sustainability of the state-owned enterprises in the country. As an essential source document, contemporary and aspiring researchers will benefit by helping to address the problem of scarcity of research in this field in Namibia and beyond. Finally, the study has made recommendations to augment the thinking of policymakers to re-enforce the existing laws and regulations and insist on their implementation.
35
Stewart, Lewis E. "Factors contributing to download activity for applied research projects completed at Texas State University in the Master of Public Administration program /." View online version, 2009. http://ecommons.txstate.edu/arp/306.
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Hunter, Cody. "Prison Notes: an Introductory Study of Inmate Marginalia." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc822765/.
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This thesis introduces the study of inmate marginalia as a method for understanding inmates’ uses of texts in prison libraries and for understanding the motivations for these uses. Marginalia are the notes, drawings, underlining, and other markings left by readers in the texts with which they interact. I use the examples of the Talmudic projects to set a precedent for the integration of marginal discourses into the central discourse of society. Next, I discuss the arguments surrounding the use of texts in prison libraries, including an outline for an ideal study of inmate marginalia. Finally, I discuss the findings of my on-site research at four prison libraries in Washington State. After scanning evidence of marginalia from forty-eight texts, a relatively small sample, I divided the marginalia by gender of facility, genre of text, address of the marginalia, and type of marginalia and found statistically significant correlations (p < 0.05) between gender and genre, gender and address, gender and type, and genre and type. However, while these correlations are statistically weak and require further investigation, the statistically significant correlations indicate the potential for integrating inmate marginalia studies into the scholarly discussions regarding inmates’ interactions with texts in prison.
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Andreasson, Maria, and Nina Berglund. "How nurses at a state health clinic in Namibia work to reduce diarrheal diseases among children under five years of age. : - How do they work preventive and what obstacles are they facing? -." Thesis, Högskolan Väst, Avd för vårdvetenskap på grundnivå, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-5225.
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Background: Diarrheal diseases are one of the leading causes in the world that leads to mortality for children under the age of five. A very common factor for an undeveloped country’s lower class is that the access to clean water, sanitation, education and the right nutrition for children are lacking. Part of the nurse profession is to prevent and to make sure that the message is being received by the client in order to reduce sickness. Aim: The aim of this study is to find out how nurses at a state health clinic work preventive to reduce diarrheal diseases among children under five years of age and what obstacles nurses are facing in their daily work when giving preventive advice. Method: The method used is qualitative research. In depth interviews were conducted with six nurses that lasted 30-45 min. Result: To prevent diarrheal diseases the nurses at the state clinic are using a national guideline and they give health education. The obstacles they face in their daily work are communication difficulties due to many different ethnical groups and different languages in the country, poverty and sanitation. Many mothers are working or are infected by HIV and do not want to breastfeed. Conclusions: More research should focus on how to give health education to people in society and the connection between nursing education and practice. Preventive work is a relatively cheap way to reduce suffering and make a whole population healthier. Keywords: Communication, Hygiene, Namibia, Nursing, Preventive work Acknowledgements: We would like to express our sincere gratitude to Sida that gave us a scholarship so we were able to make a minor field study in Namibia.
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Sinvula, Leonard Masene. "The role of leadership in a successful rural secondary school in Namibia: a case study." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1004925.
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The primary purpose of this qualitative case study research was to examine the role of leadership in a successful rural secondary school in Namibia. In Namibia, the Education and Training Sector Improvement Programme (ESTIP) was initiated to provide, amongst other things, effective leadership in education. In addition, the Ministry developed a policy on the National Standards and Performance Indicators for Schools in Namibia to complement the objectives of ETSIP. The policy emphasizes leadership practices in schools such as professional competence, commitment, ability to direct, inspire and motivate interpersonal relationships and teams. The study drew on leadership theories and findings from related studies to make sense of the role played by leadership in this particular rural school in Namibia. The study uses the interpretive orientation as the methodology for investigating the leadership's role. This is in line with my attempt to determine stakeholder's experiences and perceptions of the leadership in the school. I collected data from three sources: semi-structured interviews, observation and document analysis. The findings of this study suggest that the leadership had a significant influence on the school's success. In particular it emerged that the school leadership played an instructional role to ensure there was effective teaching and learning and that they encouraged teamwork extensively in leading the school. The leadership provided internal support structures as well as external networking to garner support for the school from the wider community. The study has also revealed that there are challenges facing this rural school's leadership in terms of poor parental involvement. Challenges such as lack of parental commitment to the school, illiteracy among adults and a communication breakdown between the school and its parents are still rife. The school leadership addresses this challenge by participating in village meetings and utilizing them as a platform to discuss school matters with parents. Further research on this topic would be useful, including such institutions as rural primary schools, private schools and colleges in the Caprivi Region, as very little research has been done on leadership roles in schools in the rural areas of Namibia.
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Akuupa, Michael Uusiku. "The formation of 'national culture' in post- apartheid Namibia: a focus on state sponsored cultural festivals in Kavango region." Thesis, University of the Western Cape, 2011. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_3275_1363169299.
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This dissertation investigates colonial and postcolonial practices of cultural representations in Namibia. The state sponsored Annual National Culture Festival in Namibia was studied with a specific focus on the Kavango Region in northeastern Namibia. I was particularly interested in how cultural representations are produced by the nation-state and local people in a post-colonial African context of nation-building and national reconciliation, by bringing visions of cosmopolitanism and modernity into critical dialogue with its colonial past. During the apartheid era, the South African administration encouraged the inhabitants of its &bdquo
Native Homelandsâ to engage in &bdquo
culturalâ activities aimed at preserving their traditional cultures and fostering a sense of distinct cultural identity among each of Namibiaâs officially recognized &bdquo
ethnic groupsâ. This policy was in line with the logic of South African colonial apartheid rule of Namibia, which relied upon the
emphasis of ethnic differences, in order to support the idea that the territory was inhabited by a collection of &bdquo
tribesâ requiring a central white government to oversee their development. The colonial administration resorted to concepts of &bdquo
traditionâ and &bdquo
cultural heritageâ in order to construct Africans as members of distinct, bounded communities (&bdquo
tribesâ) attached to specific
localities or &bdquo
homelandsâ. My central argument is that since Namibian independence in 1990, the postcolonial nation-state has placed emphasis on cultural pride in new ways, and on
identifying characteristics of &bdquo
Namibian-nessâ. This has led to the institution of cultural festivals, which have since 1995 held all over the country with an expressed emphasis on the notion of &bdquo
Unity in
Diversityâ. These cultural festivals are largely performances and cultural competitions that range from lang-arm dance, and &bdquo
traditionalâ dances, displays of &bdquo
traditionalâ foodstuffs and dramatized representations. The ethnographic study shows that while the performers represent diversity through dance and other forms of cultural exhibition, the importance of belonging to the nation and a
larger constituency is simultaneously highlighted. However, as the study demonstrates, the festivals are also spaces where local populations engage in negotiations with the nation-state and contest regional forms of belonging. The study shows how a practice which was considered to be a &bdquo
colonial representationâ of the &bdquo
otherâ has been reinvented with new meanings in postcolonial Namibia. The study demonstrates through an analysis of cultural representations such as song, dances and drama that the festival creates a space in which &bdquo
social interactionâ takes place between participants, spectators and officials who organize the event as social capital of associational life.
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Kafidi, Petrus Lineekela. "Strategy-making trends : a case study of the financial regulator in Namibia." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/96197.
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Thesis (MBA)--Stellenbosch University, 2014.Research on strategy has been focusing at organisational level, mostly on practices such as strategic planning, strategy workshops and consultancy practices. With the emergence of strategy-as-practice, the focus has been redirected to explore beneath organisational-level processes and bring to the fore the role that people play in the practice of strategy. This research project looked at the practice of strategy within the Namibia Financial Institutions Supervisory Authority (NAMFISA), the financial regulator in Namibia. Strategy is seen within this research project as something that is ‘done’ by actors who are referred to as ‘practitioners’ of strategy. Strategy-as-practice research is a relatively new field of strategy research. This assignment has aimed to add to the fast growing body of knowledge in the strategy-as-practice research field and it forms part of a collaborative between the University of Stellenbosch Business School (USB) and The Narrative Lab. The researcher explored how strategy is practised within NAMFISA, as the case study company. The assignment points out the strategy actors, the practices and processes they follow as well as the tools they use to plan and execute the NAMFISA strategy. The researcher took an activity-based view and paid special attention to practitioners, practices and praxis (Jarzabkowski, 2005) involved in strategising as well as the manner in which NAMFISA ‘does’ strategy. The system aspects of Biomatrix theory, namely environment, ethos, aims, processes, structure, governance and matter, energy and information (Mei), as described by Dostal, Cloete and Járos (2005), were also integrated into the research wherever they were deemed to affect the practice of strategy at NAMFISA. The above-mentioned aspects, in conjunction with the elements of the activity-based view and the strategising matrix (Jarzabkowski, 2005), shaped the basis for the analysis which was done using the ATLAS.ti tool. After the first analysis, a second analysis was performed using SenseMakerTM Explorer, another qualitative analysis tool which helped in gaining an in-depth understanding of the findings obtained using the ATLAS.ti tool. During the second analysis exercise, the respondents were requested to self-index their own narratives about the strategy activities at NAMFISA. Practices were found to be dominated by planning and discussions and praxis occurred predominantly at the meso level within NAMFISA. As the practice of strategy is entrenched, procedural strategising was found to be the most dominant of the strategising matrix, followed by interactive. No element of preactive strategising was observed. Planning was done by the executive and middle managers, mostly at annual strategic retreats. The use of external consultants was minimal. The research concluded with recommendations for further studies on strategy-as-practice research in Southern Africa.
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Kandumba, Marina. "Exploring education policy transformation in Namibia in terms of democratic change." Thesis, Stellenbosch : Stellenbosch University, 2005. http://hdl.handle.net/10019.1/50349.
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Thesis (MEd) -- Stellenbosch University, 2005.ENGLISH ABSTRACT: One of the major features of educational transformation in Namibia revolves around the democratisation of education. However, despite various endeavours by the government to transform the education system in an effort to provide quality education, there remain many challenges to the delivery of urgently needed quality education. This thesis seeks to explore how democratic education can possibly contribute towards eliminating identified challenges. My contention is that the promulgation of the education policy document "Toward Education for All" of 1993 was meant to bring about changes in the Namibian education system. However, the promulgation of this policy does not imply the effective implementation thereof.
AFRIKAANSE OPSOMMING: Een van die belangrikste kenmerke van onderwystransformasie in Namibie is die demokratisering van die onderwys. Ten spyte van verskeie pogings deur die regering om die onderwysstelsel te transformeer in 'n poging om gehalteonderwys te verseker, is daar steeds baie uitdagings met betrekking tot die lewering van dringend nodige gehalteonderwys. Hierdie tesis ondersoek hoe demokratiese onderwys moontlik daartoe kan bydra om die uitdagings soos gerdentifiseer die hoof te bied. Die skrywer is daarvan oortuig dat daar met die bekendmaking van die onderwysbeleidsdokument, Toward Education for All (1993), bedoel word om veranderinge in die Namibiese onderwysstelsel teweeg te bring. Die openbaarmaking van hierdie beleid impliseer egter nie die effektiewe implementering daarvan nie.
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Ghuloum, Husain. "The utilisation of new ICT services in academic libraries in the state of Kuwait : an interpretive case study." Thesis, University of Salford, 2012. http://usir.salford.ac.uk/26690/.
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Information and communication Technology (ICT) holds the key to the success of modernising information services. Hence, ICT services impacted on every sphere of academic library activity as well as presenting an opportunity to provide value-added information services and access to a wide variety of digital-based information resources to their users. Today, academic libraries are using modern ICT services to automate their main functions, implement efficient and effective library cooperation and resource sharing networks, implement management information systems, develop institutional repositories of digital local content, and initiate ICT-based capacity building programmes for library staff and information literacy programmes for library users. However, innovative use of ICT services in Kuwait Academic Libraries (KAL) is not widespread and it is made difficult by several challenges, including lack of funds to sustain the ICT infrastructure, inability by library staff to keep up with the developments in ICT, quality and quantity of ICT facilities in the libraries, inadequate qualified staff to manage ICT services both at the strategic and operational levels, absence of institutional policies and strategies to support and guide the use of ICT services in the libraries. Hence, this study focuses on the Public Authority for Applied Education and Training (PAAET), which is one of the most important higher education institutions in the State of Kuwait. The purpose of this research is twofold. Firstly, to investigate the main challenges facing the implementation of ICT solution in academic libraries; and secondly to develop a strategic framework for ICT implementation in academic libraries in the State of Kuwait. Multiple data gathering techniques has been used, including questionnaire, interview, observation, documentation, in order to thoroughly understand the phenomenon. The findings identify that there is the imbalance in the implementation of ICT services in the KAL libraries. The main reasons for this shortage are the lack of technological services, the lack of financial support, the lack of awareness among society regarding these libraries and finally, the lack of cooperation among the decision makers in the Ministry of Higher Education and the KAL management. To conclude, the results emphasize the need to better understand the importance of ICT in the academic libraries as well as highlight the need for decision makers in the Ministry of Higher Education and KAL to review and improve the current situation. Although the research is limited to academic libraries in the State of Kuwait, the study may be equally applicable to other academic libraries in many analogous developing countries
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Foster, Jimm. "Articles on Drama and Theatre in Selected Journals Housed in the North Texas State University Libraries: a Bibliography." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc500768/.
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The continued publication of articles concerning drama and theatre in scholarly periodicals has resulted in the "loss" of much research due to the lack of retrieval tools. This work is designed to partially fill this lack by cassifying the articles found in fourteen current periodicals using Trussler's taxonomy. This bibliography could also be updated on a regular basis. The issues that are presently not available through the North Texas State University Libraries could be ordered, classified and appended to this work. In short, this thesis is a start toward the opening of the source material held by the campus libraries. But it is only a start. There is still a treasure trove yet to be developed.
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Downey, Annie L. "The State of the Field of Critical Information Literacy in Higher Education." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc799537/.
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The purpose of this dissertation was to explore the state of critical information literacy (CIL) in higher education as it is enacted and understood by academic librarians. This qualitative study investigated the institutional support, nonsupport, and barriers to CIL programs and the effectiveness of experiential critical pedagogy for information literacy (IL) learning as taught and studied by 19 CIL specialists. Purposeful sampling was used to gather a sample of 17 academic librarians and two professors of library and information science who had previously worked as academic librarians. The sample included 11 females and eight males; 18 participants were Caucasian and one was African American. Data were collected through 40-60 minute semi-structured interviews and a brief demographic survey. Experiential education served as the broad theoretical framework for this study, which stems from the tradition of critical theory. This study was guided by the work of two major experiential learning theorists and theories: Paulo Freire and critical pedagogy and Jack Mezirow and transformative learning. Mezirow and Freire focused their work on adult education and grounded their approaches in critical theory and focused on power relationships, reflection, and the emancipatory potential of education. The findings were framed through a lens of Freire’s conception of critical pedagogy because it was the major theoretical framework that most of the study participants used to guide their work. Findings suggest that academic librarians who teach CIL do not learn about it in their MLS programs. They tend to use three major critical teaching methods, including student-centered approaches, discussion and dialogue, and problem-posing methods. Participants tended to struggle more with using critical methods than with incorporating critical content. Slightly more than half regularly used critical methods in their teaching, but all participants incorporated critical content, including critical source evaluation and subject headings and language used in information production and dissemination. The findings also suggest that CIL specialists are likely to believe that CIL is best taught within the broader context of academic disciplines and that strong relationships with faculty are crucial for successfully implementing information literacy programs of any kind, including CIL programs. Most participants felt supported by their library administrators and at least minimally by college or university administrators, even though they thought administrators did not have a clear idea of what they do in the classroom. The professional identity and culture of librarians and librarianship played a large role in whether and how librarians were drawn to CIL and in their ability to practice it. The results of this study will allow librarians and educators to make more informed decisions about how to design, teach, and implement programs and will benefit library science scholars and policy makers in terms of knowing how it is being taught and supported at the institutional level.
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Ingraham, Leonoor Swets. "Impact of the Medical Library Assistance Act of 1965 on Health Sciences Libraries in the Pacific Northwest: an Interorganizational Approach." PDXScholar, 1996. http://books.google.com/books?id=x9LgAAAAMAAJ.
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Thobias, Anna. "Exploration of factors associated with poor adherence among patients receiving antiretroviral therapy at Katutura State Hospital Communicable Disease Clinic in Khomas region, Namibia /." Online access, 2008. http://etd.uwc.ac.za/usrfiles/modules/etd/docs/etd_gen8Srv25Nme4_2455_1273775841.pdf.
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Paton-Ash, Margaret Sanderson. "Issues and challenges facing school libraries: a case study of selected primary schools in Gauteng Province, South Africa." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003543.
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Fewer than 8% of schools in South Africa have functioning libraries. There is no national policy for school libraries which compels School Governing Bodies and principals to have a library in their schools. This qualitative study, based on grounded theory, investigated ten primary schools in Gauteng that had libraries, or were in the process of setting up a library with the intention of providing a rich description of the issues and challenges facing these schools. The schools were chosen on the basis of location (Soweto and Johannesburg), and the school fees that were paid in a continuum from low/no fee paying schools to the fee paying ex Model-C schools. The resourcing of the school library, the operation of the school library and the role of the library were examined. The findings highlight the lack of a national policy, of school library posts, the theft of computers as a result of the lack of security, as well as the lack of understanding by teachers of the role the library in teaching and learning. Furthermore, there appears to be a disjuncture between the trends evident in the international literature on school libraries and what is actually happening in the primary school libraries in my study. Most significantly low/no fee paying schools with libraries were the exception and those that did have libraries were as a result of the enthusiasm and efforts of one or two individuals with the backing of the principal. Ex-Model C schools had the advantage in terms of the provision and staffing of school libraries as they had the funds to support them and, in some cases, a school librarian, provided that the principal supported the idea of a school library. In all the schools, the belief in the importance of the library regarding reading and literacy was the main motivating factor in establishing or maintaining the school library. A growing public awareness of the value of school libraries was an encouraging trend that emerged from my study.
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Manandhar, Sachit. "A behavioral analysis of two spaces in Kansas State University's Hale Library based on psychologist Roger Barker's behavior setting theory." Thesis, Kansas State University, 2014. http://hdl.handle.net/2097/17918.
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Master of ScienceDepartment of Architecture
David Seamon
This thesis uses behavioral mapping to analyze two contrasting spaces in Kansas State University’s Hale Library. One of the spaces is meant for computer use; and the other for general library use, including study-group work. The conceptual approach chosen to describe and analyze these two library spaces is the behavior-setting theory developed by psychologist Roger Barker, who defines behavior settings as independent units of space, with temporal and spatial boundaries, that have “great coercive power over the behaviors that occur within them” (Barker, 1968, p. 17). The behavioral observations for the two Hale Library spaces were analyzed and compared with findings from other studies of library usage and behaviors. In the first chapter of the thesis, I introduce my study topic and discuss recent developments in libraries. In the second chapter, I provide a broad overview of library history and library use. I also overview behavior-setting theory and present examples of research on behavior settings and libraries. In the third chapter, I discuss research methods for this thesis, starting with how library spaces can be described as behavior settings. I then discuss specific methodological procedures involved in the behavioral study of activities in the two library spaces. In the fourth chapter, I discuss the two spaces studied in Hale Library, first, describing their physical features and then discussing their behavior-setting attributes. In the fifth chapter, I present my behavioral observations and compare and contrast the two Hale Library spaces in terms of user behaviors and as behavior settings. In the sixth and final chapter of this thesis, I compare my research results with other library research and offer my speculative ideas on the future of the academic library. The overarching theme of this thesis is evaluating how recent digital technologies have affected libraries, and how traditional library spaces and spaces designated for digital technology can be integrated in future libraries.
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Molopyane, J. "Through the eye of a student : customer care in academic libraries, a case at the Central University of Technology, Free State." Interim : Interdisciplinary Journal, Vol 13, Issue 4: Central University of Technology Free State Bloemfontein, 2013. http://hdl.handle.net/11462/319.
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Published ArticleThe purpose of this research was to investigate the perceptions of clients namely, students, about the quality of library services and also the quality of staff client relationship. It was envisaged that through this study the perceptions, feelings and views of students in as far as their needs satisfaction could be illuminated. The study addressed the following concerns: Apart from the physical and other library resources, are there other mechanisms of evaluating the quality of services an academic library has to offer? In order for an academic library to improve service quality, what role should clients play? What are their concerns about their information needs consideration and what other possible means can be done to satisfy those needs?
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Thobias, Anna. "Exploration of Factors Associated with Poor Adherence amongst Patients Receiving Antiretroviral Therapy at Katutura State Hospital Communicable Disease Clinic in Khomas Region in Namibia." Thesis, University of the Western Cape, 2008. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_7058_1273775927.
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Background: HIV/AIDS affects the health of millions of people world wide. According to the Joint United Nations Program on HIV/AIDS [UNAIDS], the number of people living with HIV globally has risen from 26 million in 2001 to 33.2 million in 2007. It is estimated that 2.5 million people were newly infected with HIV in 2007. The introduction of anti-retroviral therapy [ART] has brought hope to millions of people living with HIV and AIDS. More recently, the increased availability of treatment in many countries including Namibia has dramatically improved survival rates and lowered the incidence of opportunistic infections among HIV patients. Adherence to antiretroviral therapy (ART) is a fundamental attribute of excellent clinical HIV care and a key aspect in determining the effectiveness of treatment. Strict adherence to ART is vital to maintain low viral load and to prevent the development of drug resistant virus. Poor adherence is one of the key obstacles to successful ART for HIV positive patients. Literature has shown that there are various factors that hinder adherence to ART such as patient, service, community, family, socio-economic and work-related factors. Aim: This study aimed to describe the experiences of patients in the ART programme at Katutura State Hospital, Communicable Disease Clinic (CDC), in the Khomas region of Namibia and to explore factors that contribute to poor adherence.