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1
Amukushu-Niipare, Alina. "An investigation of the implementation of the thematic approach in Namibian lower primary classrooms: a case study." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1003534.
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This study focuses on the implementation of a thematic approach in the Namibian Lower Primary Phase of schooling. The purpose of the study is to investigate teachers’ perceptions and understanding of the thematic approach and also to explore how teachers plan and implement a thematic approach in their classrooms. It is argued that a thematic approach allows for a combination of subjects that integrate content across the curriculum in such a way that learners can see the relations among concepts and so build up their knowledge in a more meaningful way. The work was done in a qualitative paradigm using a case study approach. Findings reveal that the majority of teachers have a shallow conceptual understanding of the principles of a thematic approach and this causes difficulties in their practice. The investigation concludes that in order for teachers to deepen their conceptual understanding of the thematic approach, follow-up workshops are necessary to help them develop appropriate strategies for their classrooms.
2
Awarab, Erwin Ronald. "An investigation into the organisational culture at an academically successful secondary school in Namibia." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1003494.
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The appreciation by leadership of the culture of an organisation plays an important role in the success of that organisation. Leadership and organisation culture are an inextricable part of the life of an organisation. The shared assumptions and beliefs of the individual within an organisation shape its culture. My study investigates the aspects of school culture and, further, looks at its link to the success of an organisation, and at the leadership style that influences such an organisation. My research, conducted in the interpretive paradigm, is a case study which was carried out at a public secondary school in the capital city of Windhoek, in Namibia. Since the school was built during South African rule, it was intended mainly for white children. Since independence, it has undergone transformation and is currently integrated, accommodating learners from different cultural backgrounds. It is a successful school, with a good reputation for its discipline and academic excellence. I chose this school deliberately, for those reasons. My findings are that there are aspects of culture which maintain its creation and perpetuate the existence of a particular culture at the school. This school’s culture is embedded within the Christian faith, and there are deliberate rituals and ceremonies put in place to enhance the creation and maintenance of the values that inform its culture, and the school leadership, management, teachers and student council members have a central role in this regard. My study shows that the creation, understanding and appreciation of beliefs and values of the individual within the organisation enable the consequent creation of the shared vision and values that ultimately lead to the foundation and maintenance of a strong culture.
3
Shaningwa, Lilia Mariro. "The educationally-related challenges faced by teenage mothers on returning to school: a Namibian case study." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1003388.
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The study aimed to investigate the educationally-related challenges faced by teenage mothers in coming back to school in two senior schools in the Kavango Education Region. This small-scale study focused on the challenges that influence or affect the academic progress and development of these learners. The study looked at how teenage pregnancy is perceived as a social problem in many countries as well as in Namibia and examined its impact on the educational aspirations of the young mothers. Namibia has a policy in place to cater for the continued education of learners returning to school after the birth of their babies. This policy was analysed and its implementation in the selected schools formed part of the study, The findings revealed that the educational challenges faced by these young women range from social exclusion to the need to manage the dual responsibilities of motherhood and study. The way in which the learners who participated in this study are viewed by their peers and their teachers was found to be influenced by the cultural connotations ascribed to women as soon as they become mothers, a factor that adds to the challenges these learners face when returning to schools. Cultural connotations which perceived a mother as an adult in the society was attached to the change of the behaviours and attitudes of school young mothers. The findings also showed that while these learners tended to be withdrawn in class and were generally unable to participate in extra-mural activities, they none the less were able to compete with their peers in terms of their academic performance. The study revealed that there is no shared understanding of the policy among the participants and that it is not effectively implemented in the schools, nor is it uniformly applied.
4
Mabuku, Robert Nalisa. "Democratic leadership and management practices in a rural Namibian secondary school." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1003370.
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The primary purpose of this research was to investigate the understanding and implementation of democratic leadership and management in schools by school managers and other members of the school community in leadership and management roles as advocated by the policy of Education for all. The study also aimed at identifying any gaps in the understanding and practice of the participants in order to enhance democratic leadership and management in schools. Qualitative research using the interpretive approach was the methodology employed in order to fulfill the intention of the study, namely to investigate the participants` experiences and understanding of democratic education leadership and management. The case study method was appropriate to understand the meanings the participants attached to their practice in their natural setting. Data were collected by using semi-structured interviews, document analysis, and observation. The sample for the study consisted of ten participants: the principal, the head of department, two School Board members, two senior teachers, two Learner Representative Council members and two class captains. The findings suggest that the participants understood and practised democratic ELM in terms of broader participation, open communication, delegation for empowerment, learning organisation, shared decision-making, shared leadership and teamwork. However, the data suggest areas of concern in the participants` understanding and implementation of the policy which could be strengthened to entrench the policy. The study recommends that education policy makers, education managers, school managers, teachers, parents and learners all work towards improving democratic ELM in schools. In order to achieve this objective, policy makers are urged to avoid ambiguity to enable all implementers to fully understand policies. Education managers could ensure school-wide training on the policy while school managers and other stakeholders should engage in self-reflection and introspection and be more proactive towards improving their own understanding and practice.
5
Adams, Kevin Oswin. "The phenomenon of Sunday newspapering in Namibia, with special focus on the Namibia Sunday Express." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/50172.
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Thesis (MPhil)--Stellenbosch University, 2004.<br>ENGLISH ABSTRACT: Sunday newspapering in Namibia is non-existent from a local perspective, save for the South
African newspapers Rapport and Sunday Times, which have become like household products
over the years.
Sunday reporting in Namibia ceased in the mid 1990s when the tabloid Tempo closed down. A
more recent attempt in the form of the Namibia Sunday Express lasted for little more than a year
between May 2002 and August 2003. Changing its content to feature business news only (and
subsequently changing its name to Business Express) proved less successful as the newspaper
only appeared once in October 2003. This was also its final appearance.
This study looks at the phenomenon of Sunday newspapering in general; why people read such
newspapers; the pitfalls associated with Sunday publications; the possible reasons for failure of
Namibian Sunday newspapering; the future of Sunday newspapers in a country such as Namibia;
and more particularly looks at the Namibia Sunday Express as a ease study.<br>AFRIKAANSE OPSOMMING: In Namibië bestaan daar nie iets soos die Sondagpers nie, behalwe vir die Suid-Afrikaanse
koerante Rapport en Sunday Times, wat so te sê huishoudelike produkte geword het. Hierdie
twee koerante vind elke Sondag hul onderskeie weë na duisende Namibiese huishoudings.
Sondagverslaggewing in hierdie land is in die middel-negentigerjare gestaak toe Tempo laas
verskyn het. Meer onlangs, in die vorm van die Namibia Sunday Express, is weer 'n poging
aangewend om 'n Sondagblad uit te gee, helaas sonder sukses. Die Namibia Sunday Express het
tussen Mei 2002 en Augustus 2003 verskyn. 'n Opvolgpoging in die vorm van 'n sake-koerant,
Business Express, was ook onsuksesvol - net een uitgawe is in Oktober 2003 gepubliseer.
Hierdie studie is 'n bespreking van die Sondagpers in die breë; hoekom mense dié koerante lees;
die verskeie slaggate wat normaalweg met Sondagkoerante geassosieer word; die moontlike
redes hoekom sodanige koerante nie die mas opkom nie; die toekoms van die Sondagpers in 'n
land soos Namibië; en meer spesifiek die geval Namibia Sunday Express.
6
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.
7
Mbango, Karolina Naango. "Investigating the role of portfolios in developing reflective practice : a case study." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1003477.
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The purpose of this study was to investigate the purpose and role portfolios are playing in developing reflective practice in student teachers and to assess the degree to which this role is being achieved in practice. This study was a interpretive small scale case study. The target groups were 3 student teachers in their final year of study, 3 teacher educators and the vice-rector of the college. Data were obtained through interviews and document analysis. The findings indicated that the students had no meaningful orientation to both the role of portfolio development and reflective skills. The sources of this were the lack of common understanding among teacher educators, lack of support for both teacher educators and student teachers and lack of time, lack of guidelines for construction and clear assessment rubric. The results of this study indicated that the teacher educators were in need of vigorous professional development and considerable implementation strategies are needed to develop the desired reflective skills.
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Nghiueuelekuah, Soini Tuhafeni. "Continuous assessment in Oshikwanyama: a case study." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1003346.
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This study is about Continuous Assessment (CA) in teaching and learning, a new concept and approach in independent Namibia. The country's education system was reformed shortly after independence in 1990 to fulfill the intention for Education for All. The Namibian education system then moved from a behaviorist to constructivist philosophy of education. The move made from one philosophy to another resulted in many changes in teaching and learning including changes in assessment in education. CA is born out of a constructivist philosophy. It is believed to facilitate learning with understanding. In this study I explored the understanding of Oshikwanyama teachers and their practice of CA in teaching and learning. Interviews, classroom observations and document analysis were used. The research focused on 10 participants in the Ohangwena and Oshana regions. The participants ranged from a Head of Department to members of the curriculum panel, subject advisors and Oshikwanyama subject facilitators as well as teachers at the classroom level. It was revealed that generally speaking, CA as a term is understood, but the practice is not well implemented. In the practice of CA, instead of learners being assessed for further learning, the emphasis is on scored marks without further assistance in learning. Further, the collection of marks during CA is often seen as largely for the purpose of contributing to the marks for summative final marks. Informal assessment which is part of CA was not given attention, which is a key factor preventing the effective use of CA in teaching and learning. Methods such as marking grids that are provided in the syllabus, as well as portfolios and learners' profiles, were not mentioned in the interviews nor observed as being in use. Participants in the study did acknowledge that they did not fully understand how best to implement CA. Overall, the evidence pointed to a conclusion that the identified shortcomings in the implementation of formative assessment is limiting the realization of the rich potential for CA as a day-to-day tool to facilitate learning for understanding in the observed classes.
9
Uiseb, Gerson. "An exploration of teacher leadership: a case study in a Namibian rural primary school." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001715.
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The Namibian education system has undergone a policy shift from a top-down leadership practice or head-centred leadership to a more shared form of leadership in schools. Existing policy documents call for teacher participation in school level decision-making structures and processes as teachers often are involved in other activities and have been through life experiences which equip them with leadership skills. These policies clearly stipulate that school principals cannot lead and manage the schools alone, but should involve teachers and other stakeholders in leadership activities. This study explored teacher leadership in a rural primary school in the Otjozondjupa region of Namibia. The study explored the understanding of the concept teacher leadership, the practice of teacher leadership and the enhancing factors as well as barriers to teacher leadership practice. A qualitative interpretative case study was conducted. Interviews, document analysis, focus group interviews, a questionnaire and observation were employed to produce data with regard to teacher leadership practices in the case study school. The data were analysed thematically using Grant’s (2008) model of teacher leadership. Findings revealed that the concept of teacher leadership was understood as teachers leading both within and beyond the classroom. Teacher leadership was practiced across the fours zones of teacher leadership (after Grant, 2008), but to varying degrees. It could be categorized as emergent teacher leadership (after Muijs and Harris, 2005) within a formal distributed leadership framework (MacBeath, 2005). Teacher leadership in the case study school was enhanced by collaboration among staff and involvement of teachers in school level decision-making. However, barriers to teacher leadership at the case study school included holding on to power by the principal, teachers’ negative attitudes towards teacher leadership, a lack of incentives, a lack of time due to a heavy work load and a lack of professional development.
10
Shilima, Christine. "An investigation into perceptions of participative management in a Namibian secondary school." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1005874.
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This study examines the perceptions and experiences of school stakeholders about the practices of participative management in a Namibian Secondary School. Data was collected by using interviews, observation and document analysis. The study revealed that participative management has some benefits for the school such as it promotes democracy in school management, school as an open system, sharing of ideas and skills, teamwork and that ownership and commitment enhance the chances for organization change. Participatory decision making and shared leadership are the practices of PM that emerged from this study. However the school does experience challenges such as lack of knowledge on the practice and potential of PM in school management and leadership, illiteracy among parents that prevent them from participation in management and autocratic management practices from some members in formal leadership. The study suggests that trust, relationships and openness are good interpersonal skills that can help enhance the practices of PM in the school. Other strategies were to sensitize stakeholders on the practices of PM.
11
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.
12
Uushona, Andreas Bishi. "Learners' participation in leadership: a case study in a secondary school in Namibia." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001749.
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Learner leadership is a worldwide issue in educational leadership and management. In preindependent Namibia secondary schools had the prefect system and the SRCs as learner leadership bodies which had little influence on schools’ decisions because they lacked credibility. In 2001 the Learners’ Representative Council (LRC) was legitimized as a learner leadership body in secondary schools through the Education Act 16 of 2001. However, recent research suggests that even these bodies are not functioning effectively for a variety of reasons. This prompted me to undertake research to develop an understanding of learners’ participation in leadership in a senior secondary school in Namibia. I used a qualitative case study, in an interpretive paradigm, in an attempt to achieve my research goal. The following questions guided the study: How is leadership understood by members of the organization? How learner leadership is understood? How are learners involved in leadership in the school? What potential exists for increased learners’ participation? What factors inhibit learners’ participation in leadership in the school? A population comprising of the school board chairperson, the principal, three heads of department, the superintendent, three teachers and five learners was composed from a senior secondary school in Namibia. Data were collected through focus groups, interviews, document analysis and observation and analyzed thematically for reflective discussion. The findings revealed that the LRC is functioning but providing little opportunity for learner leadership development. The most significant challenge relates to traditional and outdated views of leadership on the parts of teachers and education managers. Hence, in addition to a number of practical recommendations, the study recommends a change of mindset towards children so that opportunities are provided to contribute to their growth and development.
13
Anyolo, Eveline Omagano. "Investigating the incorporation of education about, in/through and for the environment in the Geography junior phase curriculum: a case study of three Namibian schools." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003476.
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This study was carried out to investigate how education about, in/through and for the environment is incorporated in the Namibian Geography Junior Phase curriculum in three schools in Oshana Education Region. Education about, in/through and for the environment are three forms of environmental education identified by Fien (1998). This study is a qualitative, interpretive case study. It reviews the activities, content knowledge, methods, competencies and resources and describes how they were used by teachers in fostering education about, in/through and for the environment in the curriculum. Data was generated through document analysis, observations and semi-structured interviews. The results were interpreted and discussed in relation to the research question which is: How is education about, in/through and for the environment incorporated in the Geography Junior Phase curriculum? Key findings of the study suggested that teachers incorporated education about, in/through and for the environment in their teaching. Teachers used the prescribed syllabus to structure their environmental learning lessons. Most methods, resources and activities used by the teachers promoted education about the environment. The study also found that most types of knowledge about the environment were covered by the teachers. This enabled learners to examine the complexity and interrelatedness of natural systems. The study found that the way the resources were used exclusively supported education about the environment. Linking learning to local context in this study encouraged education in/through the environment and enhanced the learning process through real life experience. The study also found that, although teachers taught their learners for the environment, they did not empower them in taking actions towards environmental problems. Based on the insights offered by this research, the study identified further support required by teachers and made recommendations for effective incorporation of about, in/through andfor the environment in the curriculum.
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Enghono, Albertina Magano. "Understanding how trainee teachers engage with prior everyday knowledge and experience associated with biological concepts during integrated natural science education 5-7 : a case study." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1011972.
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Since the Namibian independence in 1990, the education system has undergone some major revamping which involved the adoption of social constructivist perspectives in the teaching and learning of sciences. This learning theory acknowledges learners’ background prior knowledge as valuable tools in the effective construction of science concepts during lessons. A corollary is that the socio-cultural circumstances of learners might negatively influence the way learners construct new knowledge in the science classroom if they are not taken into consideration. This study was thus prompted by the need to understand how trainee science teachers engage with prior everyday knowledge and experiences, so as to enhance the conceptual development of biological concepts. The study was qualitative and it was underpinned by an interpretive paradigm with some elements of action research. Science trainee teachers at Katima Mulilo, Unam Campus were used as research participants. The techniques used to gather data included document analysis, brainstorming, observation, audio-visual, microteaching and semi-structured interviews. The results of this study showed that the changes that occurred during microteaching practices of the four trainee teachers involved in the study reflected their professional development in this approach. However, it emerged that prior everyday knowledge can be both a barrier and enabler to the construction of meaningful teaching and learning; hence its oversight may lead to instructional failures. The findings also indicated that selected platforms are essential to enable trainee teachers to incorporate prior everyday knowledge and experiences into the teaching of Western science. However, larger scale study should be conducted in order to deepen the understanding of the topic.
15
Mutuku, Elizabeth. "Understanding the differences in marking performance of JSC mathematics markers in Namibia." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1015223.
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Education reform in Namibia brought about changes to mathematics education since independence. This has put pressure on the government to provide both resources and qualified mathematics teachers to help drive the reform process in all teaching and learning activities. This included availing reliable and valid national examination results which is a measure of whether the newly introduced programmes are working or not. For the Ministry of Education this meant training more mathematics teachers and ensuring that competent and reliable teachers are appointed for marking national examination every year. The teachers' training process however, has not been going as fast as it was expected and year after year the Directorate of National Examinations and Assessment experienced problems in obtaining competent teachers for the marking of national examination. The purpose of the study was to understand the differences in marking performances of the JSC mathematics national examination markers. Particularly the study was to create a clear and detailed understanding of different factors that could possibly affect the marking performance of different markers. In addition, the study was to investigate the effect the mathematical content knowledge of the markers has on their marking performance. It was evident from the findings that their mathematical content knowledge had influenced their marking performance. Moreover the research findings also gave a strong indication that there are other factors that were influencing the markers marking performance. These were the markers' knowledge of the assessment and marking process, the markers' marking experience, the markers' socioeconomic background. The difference in their moderators' input has emerged as the other factors that have influenced their performance in marking and consequently contributed to the differences in their marking performances.
16
Ilukena, Alex Mbonabi. "A needs analysis for the implementation of a complementary course in mathematics education for teachers of mathematics in Namibia: a case study." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1003560.
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After the introduction of the Basic Education Teacher Diploma (BETD) in Namibia, a number of studies were conducted on how teachers, lecturers, stakeholders and the Namibian public perceived the BETD program and its implementation. However, very few studies focussed specifically on mathematics subject content knowledge and pedagogical content knowledge in the BETD. The purpose of this study was to investigate the need for a complementary course in mathematics education to address the lack of mathematical content and pedagogical knowledge in the Namibian BETD. The study involved five mathematics school teachers, two mathematics college lecturers in the Kavango educational region and a professor of mathematics education at the University of Namibia. These participants were purposefully selected because of their knowledge and experiences with various aspects of the BETD program. The motivation for conducting this study was to gain a better understanding of some of the issues that have been raised about the BETD program, particularly the perceived inadequacy of mathematical subject content and methodology since the inception of the program. The study adopts a qualitative approach in reporting participants’ reflections. The views of the focal educators and documents such as syllabi and course outlines were the main source of data. The findings indicate that despite the training that the three BETD mathematics graduates in this study received, the level of mathematics taught in a complementary course, such as an ACE, would clearly better equip mathematics teachers to teach proficiently and facilitate access to institutions of higher learning such as universities. The results of the study revealed that there was a need for the implementation of a complementary course to the BETD in mathematics education for teachers of mathematics in Namibia. This study also provided valuable insights into what such a course could look like.
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Mukwambo, Muzwangowenyu. "Understanding trainee teachers' engagement with prior everyday knowledge and experiences in teaching physical science concepts : a case study." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001874.
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The constructivist world view is advocated in the Namibian National Curriculum for Basic Education (NNCBE, 2010) since it encourages teachers to use different knowledge sources. This perspective embraces a multicultural approach to science teaching and learning. Indigenous knowledge (IK) and western science (WS) are some of the knowledge sources that are advocated. Yet, it has been noted that some science textbooks used in school science curricula do not consider IK. It is often diminished and considered of lesser value. The sole use of WS in teaching and learning is often distant from IK sources which can be used as prior knowledge. In this study, I therefore endeavoured to minimize this gap in the science curriculum. Essentially, the study focused on investigating trainee teachers’ engagement with prior everyday knowledge and experiences of natural phenomena in teaching physical science concepts. The rationale behind the study emerged while I was supervising twelve trainee teachers on school based studies (SBS) in the Caprivi Region. Observations revealed that learners frequently asked trainee teachers to relate their IK to WS to contextualize what they were learning. However, most trainee teachers seemed to experience challenges. This pedagogical gap and challenge was investigated using the instruments below. An analysis was done on the Namibian National Curriculum for Basic Education (NNCBE, 2010), extracts of research papers and a chapters on pressure in physical science textbooks. A worksheet was used to orientate trainee teachers with suggestions on how IK could be fused with WS to contextualize teaching and learning. Thereafter, this was followed by the simultaneous use of brainstorming and audio-visual techniques. Base line instruments paved the way for the main data generating techniques; namely, microteaching, audio-visual techniques, critical partners’ observation and focus group interview. There was triangulation of data collection instruments which enhanced validation followed by tabulation and data collation to develop themes. Analysis entailed checking theme repetition, indigenous categories and key words in context techniques. Themes enabled the construction of analytical statements which were discussed with reference to the relevant literature, theory and subsequently aligned to the research questions. Findings from this study include the suggestions that IK can be incorporated into teaching and learning of science concepts through the use of models or practical activities, science language used in the community and some cultural artifacts. The relevance of incorporating such type of knowledge is to contextualize science teaching and learning. The study therefore concluded that the incorporation of IK into teaching and learning of science concepts; (a) broadens the curriculum as it addresses conceptual progression and cohesion; (b) contextualizes concepts taught; (c) empowers teachers to use a practical curriculum and (d) it also creates space for misconceptions that come with IK to be identified and corrected. The study thus recommends that cultural artifacts and the social science jargon used in the community of the trainee teachers can be used to incorporate IK with WS as these types of knowledge are not mutually exclusive but in fact complement one another.
18
Ackerman, Mariana. "Building cultural capital through value-driven leadership : a case study in an international finance company /." Thesis, Rhodes University, 2006. http://eprints.ru.ac.za/923/.
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Helmuth, Angelo. "Economic diversification of a mining town: a case study of Oranjemund." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1003843.
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Can mining industries and mining based localities promote Local Economic Development (LED)? This case study, on the mining town of Oranjemund, seeks to examine the economic diversification prospects of the town. Stakeholder views are considered and their aspirations determined, through an interview process. Relevant theories on economic development, growth and sustainability are outline. Lessons are drawn from local and international empirical studies on mining towns. The roles and contributions stakeholders and institutions could realize that could lead to local economic diversification and LED are defined. The opportunities and threats that could affect the town’s LED process are identified. This paper concludes that it is imperative that sound relationships be developed amongst key stakeholders. It further, recommends that a strategic LED plan be designed for Oranjemund and that national government, through the regional and local authority, lead the process.
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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.
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Zokka, Thomas Kayele. "An exploration of teacher leadership : a case study in a Namibian urban primary school." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001809.
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After independence in 1990, Namibian schools were required by the new government to shift from a hierarchical organisational structure with authoritarian leadership to a more democratic type of leadership that offers teachers the opportunity to participate in school leadership and in decision-making processes. This shift is suggested in a number of national policies in Namibia that highlight the sharing of leadership within the organization and, in particular, the sharing of leadership with teachers. As such, teacher leadership is a manifestation of distributed leadership which emphasizes that leadership can be located in the position of the principal but can spread over many people who work in a school at various levels. While teacher leadership is well researched in developed countries, it is under researched in Namibia. Against this backdrop, the purpose of my study was to explore the concept and practice of teacher leadership as an organizational phenomenon in a case study school in the Ncuncuni circuit of the Kavango region in Namibia. It also examined the factors that enabled and inhibited the practice of teacher leadership. My study was conducted within a qualitative interpretive paradigm and it adopted a case study approach in one school. The study used the following instruments to collect data: a closed questionnaire, document analysis, observations and individual interviews. The primary participants were the principal and three teachers, while the entire school teaching staff constituted my secondary participants. Quantitative data was analysed manually using descriptive statistics while qualitative data was analysed thematically using a model of teacher leadership (Grant, 2008). The findings of my study indicated that while the concept of teacher leadership was new to all participants, they had a common sense understanding of it. Although teachers in the study understood teacher leadership in a range of different ways, the overarching idea of the whole school was that teachers lead both in and outside the classroom. My study also found that teachers in the school practiced teacher leadership across the entire four zones. These included how teacher leadership was practiced inside the classroom and how teachers worked as leaders with colleagues and learners beyond their classroom in curricular and extra-curricular activities. It also included how teachers led outside their classroom in whole school development as well as how teachers led beyond their schools in the community. Teacher leadership was strong in the first three zones and weaker in the fourth zone, which constituted an example of 'successful teacher leadership' (Harris and Muijs, 2005). There were factors that promoted teacher leadership in the case study school such as a supportive culture and ongoing professional development. Factors that constrained the practice of teacher leadership were also evident like the SMT who used its power at times to control teachers' decisions and a lack of time also emerged as a barrier that impeded teachers from taking leadership roles because they already had full teaching programmes. Even though there were some barriers to teacher leadership, a dispersed distributed leadership context prevailed at the case study school.
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Tshiningayamwe, Sirkka Alina Nambashusan. "Implementation of environmental learning in the NSSC biology curriculum component: a case study of Namibia." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003446.
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In the context of ecological crisis and environmental deterioration, teaching about environmental issues and the preservation of the world’s environment has become increasingly important across the globe (Chi-chung Ko & Chi-kin Lee, 2003). Of the various subjects taught in secondary schools, Science is often perceived as one that can make a significant contribution to environmental education. It is in this light that the study has looked at how Grade 11 and 12 Biology teachers in the Namibian context implement Environmental Learning (EL). This study was constituted as a case study of two schools in Windhoek, in the Khomas region. The study investigated the implementation of EL in the Biology curriculum focusing on the constraints and enabling factors influencing the implementation. This study employed qualitative methods, specifically semi-structured interviews, classroom observations and document analysis in its investigation of EL implementation. Purposive sampling was done and piloting of interview and observation schedules was used to refine the schedules. Ethical issues were taken into consideration throughout the study. The key findings from the study are as follows: - Teachers’ knowledge and interest in environmental education influence how teachers facilitate EL; - There is a mismatch between EL theories and practice; - Teaching of EL is mainly informed by the syllabus and not other curriculum documents, - Current assessment policy and practice impact on EL; and - Possibilities exist for improving EL in Namibia’s Biology curriculum. These key findings have been used to make recommendations for the study which are as follows: - Strengthen the subject content and interest of teachers; - There should be a match between EL theories and practice; - Reorient curriculum documents and other learning support materials used for EL; - Change in assessment approaches; and - Translate constraints of EL into enablers. The study concludes by calling for further research into EL pedagogies. This can be used to improve EL implementation in the region where the study was situated.
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Nyambe, Kamwi John. "Teacher educators' interpretation and practice of learner-centred pedagogy : a case study." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1008260.
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The objective of this study was to understand how teacher educators in a Namibian college of education interpret and practice the learner-centred pedagogy underpinning the Basic Education Teachers Diploma (BETD) program. In order to achieve this objective, a case study approach was adopted, qualitative-interpretive in orientation and drawing upon interviews, naturalistic non-participant observation and document analysis. Bernstein's theory of pedagogy - in particular his notion ofrecontextualization - offered ideas and concepts that were used to generate and analyse data. The data indicated that, at the level of description, teacher educators interpreted leamercentred pedagogy as a pedagogic practice based on weak rules of regulative discourse, or a weak power relation between themselves and their student teachers. The weakening of the rules of regulative discourse and the waning of educator authority were indicated in the interview narratives, which evoked a pedagogic context characterized by a repositioning of the student teacher from the margins to the centre of the classroom, where he or she enjoyed a more active and visible pedagogic position. Contrary to the dis empowering dynamic within classroom practice under the apartheid dispensation, the repositioning of the student teacher suggested a shift of power towards him or her. Similarly, the identification of the teacher educator as afacilitator, which featured prominently in the interview narratives, further suggested a weakening or diminishing of the pedagogic authority of the teacher educator. With regard to rules pertaining to the instructional discourse, the data revealed an interpretation of leamer-centred pedagogy as a pedagogic practice based on strong framing over the selection of discourses, weak framing over pacing, and strong framing over sequencing and criteria for evaluation. When correlated with the interview data, the data generated through lesson observation and teacher educator prepared documents such as lesson plans revealed a disjuncture between teacher educators' ideas about leamer-centred pedagogy and their practice of it. Contrary to the interviews, lesson observation data revealed that teacher educators implemented leamer-centred pedagogy as a pedagogic practice based on strong internal framing over rules of the regulative discourse. Data further indicated strong internal framing over the selection, sequencing, pacing and evaluation. The study concluded that while some teacher educators could produce an accurate interpretation oflearner-centred pedagogy at the level of description, most of them did not do so at the level of practice. Findings revealed structural and personal-psychological factors that constrained teacher educators' recontextualization of the new pedagogy. A narrow understanding of leamercentred pedagogy that concentrated only on changing teacher educators' pedagogical approaches from teacher-centred to learner-centred, while ignoring structural and systematic factors, tended to dominate not only the interview narratives but also official texts. Learner-centred pedagogy was understood as a matter of changing from teachercentredness to leamer-centredness while frame factors, for instance regarding the selection, pacing or sequencing of discourses, still followed the traditional approach. The study recommends the adoption of a systematic and deliberate approach to address the multiplicity of factors involved in enabling teacher educators to interpret and implement leamer-centred pedagogy at the micro-level of their classrooms.<br>KMBT_363<br>Adobe Acrobat 9.54 Paper Capture Plug-in
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Haindongo, Nyeuvo-Saima. "Environmental education in Namibia : a case study of the biology teachers." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80173.
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Thesis (MEd)--Stellenbosch University, 2013.<br>Bibliography<br>ENGLISH ABSTRACT: The focus of this study is on Biology teachers in selected Namibian schools. The researcher seeks to understand how Biology teachers implement Environmental Education (EE) as part of the Biology curriculum as is mandated in the curriculum policy. Literature indicates that the EE curriculum and the science curriculum are underpinned by different philosophical and pedagogical perspectives. This prompts the research questions, and the subsequent research reported on in this thesis.
During a case study guided by a qualitative interpretive paradigm, Biology teachers and Biology advisory teachers are interviewed about their experiences and actions and invited to make suggestions. In addition curriculum document analysis and observation are used. The data point to the aspects that can facilitate the implementation of EE in the curriculum,
However the implementation of EE is associated with many obstacles and challenges. Teachers struggle to implement EE because of an inadequate understanding of EE and its underlying philosophy. Further enhancement of EE will also require the reduction of tensions between policy and practice, logistic barriers, and the gap between EE and science, while increasing the involvement of teachers in curriculum development, collegiality among teachers and principals, teachers and advisory teachers’ knowledge of EE, teachers and advisory teachers’ curriculum understanding and professional support. Teachers cannot achieve the objectives of EE unaided; therefore the establishment of EE co-coordinators in schools is suggested, since schools have failed to implement EE without such support. In addition, it is suggested that activity systems be studied in totality and that boundaries be crossed to enrich the outcome of EE. . Subject advisors are mandated by the government to support teachers experiencing problems, and it is suggested that ideas linked to the activity systems and activity theory be investigated and implemented to solve the problems. This should improve the implementation of EE as part of science teaching in the schools where the study was conducted and in other schools.<br>AFRIKAANSE OPSOMMING: Die fokus van hierdie studie was op biologie-onderwysers in geselekteerde Namibiese skole. Die navorser probeer om te verstaan hoe biologie-onderwysers Environmental Education (EE) implementeer as deel van die biologie van die kurrikulum wat in die kurrikulum beleid mandaat. Literatuur dui daarop dat die EE kurrikulum en die wetenskap kurrikulum word ondersteun deur "anders" filosofiese en pedagogiese perspektiewe wat die navorsing vrae gevra, en die daaropvolgende projek berig in hierdie tesis. Het egter Biologie-onderwysers se pre-diens onderwys sluit nie EE.
Tydens 'n gevallestudie gelei deur 'n kwalitatiewe interpretatiewe paradigma, is biologie-onderwysers en biologie raadgewende onderwysers ondervra oor hul ervarings, aksies en voorstelle. Kurrikulum dokumente is ontleed en waarnemings van onderwysers in klaskamers in Benewens onderhoude en dokument-analise is gebruik.
Data dui daarop dat die implementering word omring deur baie struikelblokke en uitdagings. EE is beperk tot opvoeding oor die omgewing en word gelei deur wetenskapsfilosofie. Dit lyk asof daar 'n gebrek aan begrip van EE en sy onderliggende filosofie deur onderwysers. Die meeste onderwysers noem baie struikelblokke as struikelblokke tot die implementering en dit sluit in logistieke hindernisse, en die gaping tussen EE en wetenskap, 'n gebrek van die betrokkenheid van onderwysers in kurrikulumontwikkeling, 'n gebrek van kollegialiteit onder onderwysers en skoolhoofde, gebrek aan onderwysers en raadgewende onderwysers se kurrikulum begrip en professionele ondersteuning. Terwyl, dokument-analise het gewys op die spanning tussen beleid en praktyk. Verdere data wys na die aspekte wat kan ondersteun as die inlywing van EE in die kurrikulum EE implementering, Biologie word gesien as 'n goeie voertuig vir EE, onderwysers benaderings is kennis van leerder, onderwysers se houding teenoor die implementering is positief. Advisory onderwysers kennis van hul algemene verantwoordelikhede, maar hulle lyk nie te verstaan hoe dit is van toepassing in EE weens gebrek aan EE kennis. Onderwysers kan nie die doel bereik sonder hulp, dus die vestiging van EE mede-koördineerders in skole word voorgestel, aangesien skole het misluk EE te implementeer sonder ondersteuning. Daarbenewens word dit voorgestel dat die aktiwiteit stelsels in totaliteit bestudeer word en dat die grense oorgesteek om die uitkoms te verryk. In hierdie verband, vakadviseurs mandaat deur die regering om onderwysers te ondersteun wat hindernisse ervaar, en daar word voorgestel dat die idees gekoppel aan die aktiwiteit en aktiwiteit-teorie ondersoek word en geïmplementeer word om die hindernisse aan te pak. Dit moet EE implementering te verbeter as deel van die wetenskap-onderrig in die skole waar die studie gedoen is.
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Haingura, Rudolph. "Enhancing learner centred education through the eco-schools framework: case studies of eco-schools practice in South Africa and Namibia." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1003391.
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Since the early 1990’s both South Africa and Namibia have been engaged in educational reform processes to address the discriminatory impacts and orientations of education under Bantu Education which were implemented in both countries prior to independence (Namibia in 1990, and South Africa in 1994). A feature of both educational reform processes is the underpinning theory of learning which draws on social constructivism, and which is articulated as learner centred education. This approach to teaching and learning infuses both policy frameworks. Another common feature is the introduction of environmental education into the formal education systems of both countries, a process which has been championed by development assistance, and which has been supported by programmes such as the Eco-Schools programme which is an international environmental education initiative started after the Rio Earth Summit in 1992, and implemented in a number of countries, including South Africa. The programme has also been piloted in some schools in Namibia. To date no research has been done on the way in which the Eco-Schools framework (its practices, organizing principles, evaluation processes etc.) enhance learner centred education. This study therefore aimed to investigate and understand how the Eco-Schools framework can enhance learner centred education. The study was conducted in 2007 in three Eco-Schools in Namibia and four Eco-Schools in South Africa in the context of the broader national programmes of implementing learner centred education policies, and environmental education histories. The study used a case study methodology, using observation, interviews, and document analysis as the main methods for data generation. The analytical process followed two stages: the first involved an inductive analysis using categories which were organized into a series of analytical memos. The second phase of data analysis involved recontextualising the data drawing on theory and contextual insights to provide insights that address the research question, using analytical statements. The main findings of the study are that the Eco-Schools framework provides numerous opportunities to enhance learner centred education, through contextualization of learning, through strengthening school-community interactions, and through enabling active involvement of learners in decision making and a range of contextually meaningful Eco-Schools practices. The study also showed that the Eco-Schools framework allows for empowerment of learners in relation to diverse needs, and also allows for learner initiated contributions, although this aspect was not well developed in the schools that were included in this study. The study also found that the benefits of Eco-Schools in terms of enhancing learner centred education were limited to only a few learners who were involved in club activities or who were being taught by enthusiastic teachers who were participating in the Eco-Schools programme. The study showed that these benefits can be more widely shared if more teachers were to get involved, and if the Eco-Schools programme were better understood in relation to the curriculum requirements of various subjects and learning areas, and if the Eco-Schools practices could be more successfully integrated across the curriculum. The study also showed that various forms of support were required for implementing the Eco-Schools programme, most notably the support of the Principal, and the Department of Education. The study also identified that parents and other stakeholders in the school were supportive of the Eco-Schools programme since it was perceived to have relevance to learning, as well as the community. The results broadly confirmed that the implementation of Eco-Schools using a whole school, values based and active learning approach promotes a school culture which enhances learner centred education more broadly across the school. The study also found that the Eco-Schools programme added a new dimension to existing discourses on learner centred education, which could be described as a community linked or situated approach to learner centred education.
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Farrow, Heather Lynn Carleton University Dissertation Geography. "Local organizing and popular theatre: case studies from Namibia and South Africa." Ottawa, 1992.
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Sarma, Diganta. "Assessment of sustainable groundwater utilization with case studies from semi-arid Namibia." University of the Western Cape, 2016. http://hdl.handle.net/11394/5649.
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Philosophiae Doctor - PhD<br>The thesis addresses sustainability of groundwater utilization in arid and semiarid regions of Namibia. Recharge in this hydrogeological setting occurs as discrete events to aquifers that are bounded in extent. Case studies involving fractured hardrock and alluvial aquifers with aquifer-ephemeral river interaction were considered. The nature of recharge to arid region bounded aquifers was explored. In arid region aquifers, roundwater storage is depleted during extended dry periods due to pumping and natural discharge. Steady state conditions are rarely achieved. With lowering of the water table, evapotranspiration is reduced thus decreasing aquifer discharge. However, depletion of ephemeral river flow is the primary source of water to boreholes. Physical constraints such as river bed and aquifer hydraulic properties set a limit to the degree of natural replenishment possible during flow events. An approach to assessing sustainable yield of a fractured rock aquifer associated with ephemeral river flow is discussed using a case study from rural semi-arid Namibia. Limited data required the simulation results to be verified against geological and hydrogeological constraints. The aquifer’s gain in storage is estimated through numerical simulation. It provides a basis for groundwater scheme management that rely on limited data in semi-arid conditions in sub-Saharan Africa. Aspects related to ephemeral river flow and groundwater recharge to strip alluvial aquifers was addressed in the second case study. The processes controlling infiltration, significance of surface water and groundwater losses, and possible artificial recharge options were investigated through numerical simulation. It was concluded that recharge processes in arid alluvial aquifers differ significantly from those in humid systems. Conjunctive use of surface and groundwater resources require artificial augmentation of aquifer recharge due to constrains in natural infiltration rates. The study provides a reference for sustainable management of alluvial aquifer systems in similar regions. It is seen from the study that high rates of groundwater exploitation deplete surface water resources needed downstream while failure to capture surface flow during flood events cause loss of potential recharge. It is concluded that as water demand in Namibia increases, basin wide combined surface water and groundwater resource evaluation and management have become a
necessity.
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Poulton-Busler, Richardine Masoline. "The integration of pre-primary education into three mainstream primary schools in the Khomas Region in Namibia: implications for management and leadership." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001581.
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One of the goals for Namibia’s Vision 2030, through ETSIP (2005‐2015), is to establish a preprimary year in primary schools for all children aged 5‐6 to be developed first in schools serving the poorest population and OVCs. ECD is widely recognised as having a significant impact on the subsequent learning of children. The high failure and dropout rate in grade 1 made this process an important one. In 2008 the integration of ECD became a reality in five schools in the Khomas region of Namibia. At present there are 29 pilot schools in the Khomas region 29 schools, and 504 in the whole of Namibia. According to the MoE all primary schools should have a preprimary class as ECD has been recognized as a key contributor to positive outcomes in schools. This study sought to investigate various stakeholders’ experiences and views of the integration of pre‐primary into mainstream pre‐primary schooling. The goal was to investigate the management and leadership implications of this integration. The study is an interpretive case study of three pilot primary schools. The research design made provision for data collection through semi‐structured interviews, focus groups and document analysis. The main finding was that, despite numerous challenges, principals are positive about the integration of pre‐primary. There is a sense of appreciation of the importance of pre‐primary. Principals adopt participative and collegial management approaches in leading their schools towards becoming learning organisations. The study also uncovered several significant challenges, such as the need for more training and the provision of infrastructure to make the process more effective.
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Vatilifa, Ndamononghenda. "An investigation into understanding the experiences of the level 5-7 student teachers when teaching fractions in primary schools in Namibia: a case study." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001792.
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The Namibian government through the Ministry of Education seeks for teachers to meet the demands and rise to the challenges of the post-independence basic education system. Therefore the University of Namibia Education Faculty must ensure through the training of student teachers for both lower, upper primary and secondary school level that these demands are met. Research shows that one of the major challenges in teacher training programs, specifically in the mathematics education programmes, lies with the student teachers’ difficulties in dealing with various topics in mathematics, particularly fractions. The teaching of fractions is a challenging area at primary level and lays the foundation for understanding different topics in upper grades such as algebra, ratio and proportion, statistics and probability, to mention just a few. This study focused on an exploration of teaching fractions by five student teachers during their teaching practice.The main purpose was to gain an understanding of the experiences of the level 5-7 student teachers with regard to their practice of fraction teaching; their experience of the mathematics education course with respect to the teaching of fractions; and their prior experience related to fractions and fraction teaching at Grade 6 level. The findings from this research showed that student teachers viewed mathematics, specifically fractions, as just about doing calculations, doing drill and practice as in this way learners’ understanding of fractions is enhanced. The importance of using rules and procedures was emphasized as paving the way to mastering fractions. The data analysis also revealed that student teachers employed different teaching approaches when they considered learners’ prior knowledge. However, they misinterpreted the learner-centred approach in terms of group work and class discussion in their teaching of fractions. The data also revealed that some student teachers had an understanding of fractions as they managed to redirect their learners from applying some fraction misconceptions. The findings further showed that due to lack of understanding most of the participants experienced fear and anxiety in their fraction teaching; attempted an approach then reverted to old practices used in schools; taught fractions as symbolic representations where no meaning was involved; used incorrect terminologies such as ‘1 over 4’ or ‘1 out of 4’ instead of a ‘quarter’ or ‘one-fourth’. It is further revealed that the some student teachers viewed a fraction as a pair of two different whole numbers and can be broken apart. The findings of this study yielded one main implication for the teaching of mathematics: that the teacher training programs, specifically for mathematics teachers, must take into consideration the weaknesses and strengths of the student teachers shown in this study to properly train and prepare them to become effective mathematics teachers.
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Uiras, Hilja. "A critical investigation of conflict management : a case study of a Namibian institution." Thesis, Rhodes University, 1999. http://hdl.handle.net/10962/d1003361.
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This study is a qualitative interpretative study of conflict management in a multicultural Namibian institution. The focus of the study is to understand how individual people in a particular organization perceive conflict, the possible sources of conflict as well as to explore the possible strategies of managing conflict. This is followed by an analysis of the general educational cultural and social characteristics of Namibia, which relate to the sources of conflict. I also make an attempt to have a deeper understanding of people from different cultural and educational backgrounds in viewing conflict and how these differences might be seen as major sources of conflict and how they deal with it - by using a case study approach. I interviewed 5 participants from different cultural backgrounds. The major research methodology I used in this study is in-depth interviews that allowed me to explore people's understanding of, attitudes to and views on conflict. I supplemented the interviews with participant observation, which allowed me to get first-hand information on how people interact socially and in meetings in order to explore possible sources and existence of conflict in meetings and how the staff dealt with it. Furthermore, I tried as much as possible to observe daily activities as an observer. People interviewed have different perceptions about conflict. Some use conflict to their advantage to arouse discussion and stimulate creative thinking. Some people find conflict to be a burden, something to be minimized. This avoidance leads to poor decisions and poor use of teams as a way to improve both decision making and acceptance of the decisions that are made. Cultural differences among staff and the process of reform emerge as the major sources of conflict. Whether a conflict will result in negative or positive consequences, or both, will depend to a large part on the strategy taken to resolve the conflict.
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Asino, Tomas. "An investigation into how grade 9 learners make sense of prior everyday knowledge and practical learning through exploring tooth decay problems in Onangalo village: a case study." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001986.
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The main goal of this study was to investigate how grade 9 learners make sense of prior everyday knowledge and practical learning through exploring tooth decay problems in their local context. The study was conducted at a deep rural Junior Secondary School situated in Onangalo Village, Tsandi constituency in Omusati political region, northern part of Namibia. My research was triggered by the transformation in the Namibian curriculum, which now recognizes a need to contextualize science and make it relevant to the learners’ everyday life experiences. An interpretivist paradigm informed this study. Within this paradigm, a qualitative case study approach was employed. The unit of analysis was the various activities undertaken by my grade 9 learners with a view to make meaning of prior everyday knowledge and practical investigations in chemistry. A variety of data generating techniques were used in this study, namely, brainstorming and discussion sessions, questionnaires, practical activities with worksheets and semi-structured interviews. A video recorder was used to capture events throughout. Analytical categories emerged as a result of a coding system called pawing. From the analytical categories, analytical statements were formulated. The generated data was validated by a critical friend who was a Life Science teacher at the same school at which I did this study. Further validation was done through learners watching the video recordings and through focus group interviews. Methodological triangulation was also used to validate the data. The study revealed that the use of learners’ prior everyday knowledge and experiences in teaching and learning promoted active learners’ participation and enhanced meaning making. Thus, the study recommends the adoption of well-structured science lessons which take into consideration learners’ prior everyday knowledge. The study recommends that these science lessons be used in conjunction with practical activities to promote active learner engagement and conceptual development. Despite the benefits of integrating learners’ prior everyday knowledge during teaching and learning, the study however also revealed some challenges such as limited time and difficulties of English language proficiency amongst learners.
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Ausiku, Charity M. "An investigation into the persistence of traditional teaching methods in grade 9 mathematics classrooms in Rundu : a case study." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1004461.
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I embarked upon this study to investigate mathematics teachers' practices that have led to the persistence of traditional teaching methods in grade 9 mathematics classrooms in Rundu. The study was conducted from a learner-centred (L-C) perspective or reform approach in the Namibian context. It is a qualitative study oriented in the interpretive paradigm- a paradigm that seeks to understand the meanings attached to human actions. The participants involved in this study were purposively selected and they are composed of two mathematics teachers and their grade 9 learners. This study was conducted at two schools in Rundu. One is an urban school while the other one is a rural school on the outskirts of Rundu. The research tools employed in this study are questionnaires, interviews and observations. The questionnaires were used to identify and select my participants while the observations were used to investigate the participants teaching strategies. The purpose of the interviews was mainly to investigate teachers' understanding, interpretation and implementation of learner-centre education (LCE). Amongst other findings, this study reveals that inadequate teacher-training, controversial educational policies and challenges such as overcrowdedness in mathematics classrooms, lack of teaching and learning materials, lack of cooperation among mathematics teachers and learners' negative attitude towards mathematics are some of the contributing factors to the persistence of traditional teaching methods in mathematics classrooms. Moreover, the study reveals that the persistence of traditional teaching methods in mathematics classes can no longer be attributed to the lack of understanding of LCE. The teachers in this study seem to be well acquainted with the theoretical aspect of the LCE framework while the implementation aspect seems to be a concern.
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Mwiikeni, Helena Twiihaleni, and Helena Twiihaleni Shimwafeni-Mwiikeni. "An investigation into how grade 10 learners make meaning during the teaching and learning of the topic on nutrition in Life Science: a case study." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001876.
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The integration of learners’ prior everyday knowledge and experiences during teaching and learning is a pre-requisite in the Namibian curriculum. The curriculum states that if learners are taught in a way which builds on what they already know and they relate new knowledge to the reality around them, their learning in school can be made more meaningful. Thus, learners’ meaning making in the topic on nutrition was researched to find out whether elicitation and integration of learners’ prior everyday knowledge and experience in the nutrition topic enhanced or constrained their learning. This study was conducted with my grade10 learners at the school where I am currently teaching. The school is located in a rural area in Oshana region in Northern Namibia. This study is situated within an interpretive paradigm. Within the interpretive paradigm a qualitative case study approach was adopted. I considered this methodological orientation appropriate in this study as it allowed me to use the following methods: document analysis, brainstorming and discussion, semi-structured interviews and a focus group interview, practical activities with worksheets and observation and reflection. Multiple methods to gather data were used for triangulation and validation purposes. For data analysis purposes, the data sets were colour coded to derive themes and analytical statements. Ethical consideration was also taken seriously in this study. The findings from this study revealed that integration of learners’ prior everyday knowledge and experience enabled learners to understand science better particularly in the topic of nutrition. The study also revealed that learners possess a lot of prior everyday knowledge and experience about food they eat in their homes. However, data from the community members revealed that there are some contradictions between learners’ prior everyday knowledge and the science content of the topic. Nonetheless, engaging learners in practical activities in the testing of food (local and conventional western type foods) helped them to make meaning of the content learned. I therefore, recommend that learners’ prior everyday knowledge and experiences should be incorporated during teaching and learning of the topic on nutrition. The study also recommends that the Department of Education should ensure that teachers get the necessary support and training on how to integrate learners’ prior everyday knowledge and experiences.
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Kafidi, W. "Strategic options for trade unions in the Namibian Police Service." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53600.
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Thesis (MPA)--Stellenbosch University, 2003.<br>ENGLISH ABSTRACT: Freedom of association is a constitutional fundamental freedom denied the members
of the Namibian Police Service. This led to the researcher to conduct a study on
current labour practices in the said organisation. The aim thereof was to establish
whether the inexistence of unions has a detrimental effect on labour relations, and also
to explore possibilities of introducing trade unions in the Police Service.
A study was conducted within a qualitative approach with the data obtained from
existing literature as well as through interviewing police officers and other public
office bearers. It was ultimately found that the entire organisation is fraught with
labour related problems, which would have been handled differently within unionism.
The study therefore recommends that a union be formed for the Namibian Police
members.<br>AFRIKAANSE OPSOMMING: Vryheid van assosiasie is 'n konsitusionele fundamentele vryheid wat die lede van die
Namibiese Polisiediens ontsê is. Dit was aanleidend tot die navorser se ondersoek van
bestaande werkspraktyke in die gemelde organisasie. Die studie is daarop gerig om
vas te stel of die bestaan van unies nadelig inwerk op werksverhoudings asook om die
moontlikheid van die instelling van vakunies in die polisiediens te ondersoek.
Die studie is met 'n kwalitatiewe benadering onderneem en data is bekom uit
bestaande literatuur asook onderhoudsvoering met polisiebeamptes en ander openbare
ampsdraers. Daar is uiteindelik bevind dat die hele organisasie gebuk gaan ander
werksverwante probleme wat binne vakunie-verband anders hanteer sou word. Die
studie beveel dan ook aan dat 'n unie vir die lede van die Namibiese Polisie ingestel
moet word.
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Chombo, Stanley Chombo. "Investigating teacher's perceptions about the value and implementation of Arts at the lower primary phase: a case study in selected schools in Namibia." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1008207.
Full textAbstract:
This study was conducted in order to investigate teachers' perceptions about the value and implementation of Arts in the Lower Primary Phase. The study adopted a qualitative approach and seeks to investigate (a) teachers' perceptions of the role and value of Arts at the Lower Primary Phase (b) the issues and problems teachers have in teaching Arts as a separate subject at the Lower Primary Phase (c) the opportunities for incorporating Arts with other subjects and with the cross-curricular issues. The data was gathered by using interviews, class observations and document analysis. The study focused on six teachers in two Schools in the Caprivi education region of the Republic of Namibia. The findings of the study revealed that Arts stimulates the learner's imagination and creativity. The teachers felt that by encouraging learners to explore their creativity through Arts we maintain the practice of the Arts through drawing, carving, modelling and music.
36
Mbambo, Markus S. "The role of teachers' resource centres from the perspective of school managers and teachers." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1003638.
Full textAbstract:
This study aimed to investigate the role played by the Teachers’ Resource Centre (TRC) in Namibia in helping schools to provide quality education. The TRC concept began in Britain in the 1960s, where it was introduced as a means of supporting the professional development of teachers and giving them access to a range of educational resources. From the 1970s, the concept was promoted further afield as an effective strategy for dealing with teachers’ needs. TRCs emerged in Namibia in the 1980s under the auspices of the then Department of Education of the South African government. By 1989, only four TRCs were in existence, namely, Katutura, Tsumeb, Otjiwarongo and Rundu, plus one in the whites-only training college in Windhoek. In September 1991, the Ministry of Education and Culture (MEC) in Namibia produced a five-year plan that led to the diversification of the TRC network in Namibia. Yet, despite the now widespread existence of TRCs, little is known of whether and to what extent their services are helping teachers to provide quality education. This constitutes a gap in the literature that this study hopes in part to fill. The study was conducted using a case study approach in three schools in the Kavango region of Namibia. It made use of questionnaires, interviews, focus group discussions and data analysis to gather and interpret data. The study’s finding is that TRCs are indeed beneficial to schools in their vicinity, despite their current limited capacities. However, TRCs should be better able to redress the poor quality of education in many schools due to a lack of resources, de-motivated teachers and other factors. This study therefore recommends that enough funds be made available for the TRCs to acquire the resources they need adequately to support quality educational processes. Furthermore, the study found that it is imperative for individuals in TRCs and schools to learn how to facilitate relevant transformation in their organisations’ efficiency and effectiveness. Thus the study recommends a transformational leadership approach as most appropriate for managing learning and bringing about successful change in these organisations. The significance of this research is that it sheds some light on the effectiveness of TRCs as a strategy for supporting teachers in the delivery of quality teaching. It also suggests potential areas in which stakeholders might usefully cooperate in their endeavours to realise quality education.
37
Teek, Pia Mbemurukira. "An analysis into the implementation of Broad Based Black Economic Empowerment (BBBEE) in Namibia : selected case studies." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/4067.
Full textAbstract:
Thesis (MPA (Public Management and Planning))--University of Stellenbosch, 2009.<br>ENGLISCH ABSTRACT:
Black Economic Empowerment (BEE) in Namibia is viewed as an essential poverty
reduction strategy in the fight against black disempowerment. However, the concept and
practice of BEE in Namibia, prevails in the absence of a national BEE policy.
Nonetheless, the government has encouraged the public and private sector to develop
their own empowerment initiatives, in accordance with the draft BEE guidelines.
The practice of BEE in Namibia has become controversial amongst the presently
disadvantaged Namibians with regard to its implementation. Criticisms on the
implementation of BEE are based on the assumption that BEE has resulted in the selfenrichment
of a small black elite as opposed to empowering the poor. Breaking the cycle
of underdevelopment and marginalization requires a commitment towards Broad-Based
Black Economic Empowerment (BBBEE) and broad-based ownership. The ultimate
objectives of BBBEE are to achieve significant decreases in poverty, income inequality
and unemployment.
The primary objective of the research was to analyze the implementation of BBBEE
within two companies in Namibia, namely; Namibia Mineworkers Investment Company
Financial Services (Nam-MIC FS) and the National Housing Enterprise (NHE). The
purpose was to determine whether the poor are benefiting from their respective BBBEE
strategies and to what extent. A descriptive case study approach was used to understand
the empowerment process within the identified institutions. Two data collection methods
were used, namely; open-ended questionnaires and standardized open-ended interviewing
with the Chief Executive Officers (CEOs) of the respective institutions.
The findings reveal that Nam-MIC FS is promoting broad-based ownership in that union
members are able to access affordable financial services and products. However, Nam-
MIC FS has failed to effectively implement BBBEE, since key areas of empowerment,
such as the implementation of a broad-based skills development programme for
employees, Small Medium Enterprise (SME) development for union members and
community initiatives have been overlooked. The conclusion is that Nam-MIC FS is promoting a minimalist approach to empowerment, since its main focus is on the
provision of affordable financial services and products, which is a short-term and
unsustainable approach to reducing income inequalities and poverty. The main
recommendations include the need to formulate and implement internal policies in
respect of the transformational guidelines and implementing a monitoring and evaluation
system.
The findings on NHE reveal that whilst a BBBEE model has been implemented, a
shortcoming is the failure to implement a skills development programme for black SME
contractors. Moreover, of concern is the failure by NHE to promote broad-based
ownership in the provision of housing, since the poor and very poor are directly and
indirectly excluded from housing opportunities. The conclusion is that NHE is not
promoting the broader participation, capacity building and economic improvement of the
poor and very poor, which exacerbates the housing backlog through the emergence of
informal settlements. The main recommendations pertain to the need to directly or
indirectly include the poor and very poor in the provision of housing opportunities and a
need to implement a skills development programme for black SME contractors, in
addition to implementing a monitoring and evaluation system.<br>AFRIKAANSE OPSOMMING:
Swart Ekomiese Bemagtiging (SEB) in Namibië word as ‘n noodsaaklike strategie vir die
verligting van armoede in die stryd teen swart verontmagtiging beskou. Die SEB-konsep
en die beoefening daarvan staan egter sonder ‘n ondersteunende nasionale SEB-beleid.
Desnieteenstaande moedig die regering die private en die besigheidsektors aan om self
bemagtigingsinisiatiewe in ooreenstemming met SEB-konsepriglyne te ontwikkel.
Vir minderbevoorregtes in Namibië is die beoefening van SEB egter omstrede vanweë
die implementering daarvan. Kritiek oor die implementering van SEB word gebaseer op
die aanname dat SEB die selfverryking van ‘n klein groep swart elite instede van die
bemagtiging van armes behels. Verbreking van die siklus van onderontwikkeling en
marginalisering vereis verbondenheid tot Breë Basis Swart Ekonomiese Bemagtiging
(BBSEB) en breë basis eienaarskap. Die uiteindelike oogmerke van BBSEB is
betekenisvolle vermindering van armoede, ongelyke inkomste en werkloosheid.
Die primêre doelwit van hierdie navorsing was om die implementering van BBSEB in
twee maatskappye in Namibië, die Namibia Mineworkers Investment Company Financial
Services (Nam-MIC FS) en die National Housing Enterprise (NHE), te ontleed. Die doel
was om te bepaal of die armes enige voordeel uit die onderskeie BBSEB-strategieë trek
en in hoeverre dit gebeur. Die navorsing is met behulp van beskrywende gevallestudies
benader om die bemagtigingsproses in die betrokke instansies te kan verstaan. Twee
insamelingsmetodes is vir die verkryging van data gebruik: ope-vraag vraelyste en
gestandaardiseerde ope-vraag onderhoude met bedryfshoofde van die onderskeie
instansies.
Die bevindings toon dat Nam-MIC FS breë basis eienaarskap bevorder deur vakbondlede
in staat te stel om toegang tot bekostigbare finansiële dienste en produkte te bekom, maar
nie daarin geslaag het om BBSEB effektief te implementeer nie, aangesien sleutelareas
van bemagtiging, soos implementering van breë basis vaardigheidsontwikkelingsprogramme
vir werknemers en ontwikkeling van vaardighede vir Klein en Medium
Ondernemings vir vakbondlede, sowel as gemeenskapsinisiatiewe, oor die hoof gesien is. Die gevolgtrekking is dat Nam-MIC FS ‘n minimalistiese benadering tot bemagtiging
bevorder – hulle is hoofsaaklik op die verskaffing van bekostigbare finansiële dienste en
produkte gerig, wat as ‘n korttermyn en onvolhoubare benadering tot die vermindering
van inkomste-ongelykheid, en tot armoede, beskou word. Die vernaamste aanbevelings
betrek die behoefte om ‘n interne beleid ten opsigte van transformatiewe riglyne te
formuleer en ‘n stelsel vir die monitering en evaluering daarvan te implementeer.
Bevindings oor die NHE toon dat ‘n BBSEB model geïmplementeer is, maar die firma
tekortskiet aangesien hulle nie ’n vaardigheidsontwikkelingsprogram vir swart KMOkontrakteurs
kon instel nie. Verder is dit sorgwekkend dat die NHE nie geslaag het om
breë-basis eienaarskap deur voorsiening van behuising te bevorder nie, aangesien die
armes uiters arm is en direk sowel as indirek uitgesluit word wanneer geleenthede vir
behuising ter sprake is. Die gevolgtrekking is dat die NHE nie breër deelname, die
ontwikkeling van kapasiteit, en ekonomiese verbetering van armes en uiters armes
bevorder nie, waardeur die behuisingsagterstand vererger, en informele nedersettings
ontstaan. Die vernaamste aanbevelings betrek die behoefte aan direkte of indirekte
insluiting van armes en uiters armes by die voorsiening van behuisingsgeleenthede en die
behoefte om vaardigheidsontwikkelingsprogramme vir swart KMO-kontrakteurs, tesame
met ‘n monitering- en evalueringstelsel, te implementeer.
38
Epus, Joash Gregory Odeke. "Contextualising curriculum through issues-based approaches: a case of eco-schools in Kenya." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1003344.
Full textAbstract:
This study involved an issues-based approach to curriculum contextualisation in the context of the Eco-Schools programme in Kenya. It adopted a two-phase design using interpretivist and socially critical research orientations. In this study, research is represented as a process which is socially constructed within a particular theoretical, contextual, social and historical context by unfolding the thesis to illuminate how the phases are closely woven into each other. The first phase used the survey method for a contextual review of existing approaches and views relating to environmental education in the formal education sector. The survey aimed to develop a deeper understanding of environmental education as currently practiced in Kenya and to unravel the complexities surrounding it. It involved about two hundred and six primary school teachers and a critical review of a set of resource materials used in Kenyan Primary Schools. It revealed that some aspects of environmental education practice and the prevailing technocratic view of curriculum in Kenyan primary schools potentially limit possibilities for issues-based approaches to curriculum contextualisation. The action research process in four case study schools in Nyanza province of Kenya represent an attempt to address issues in context through socially critical environmental education. Participant observations, workshops and document analysis revealed that, contextualised conceptions of the terms ‘environment’ and ‘environmental education’ that resulted from a process of deliberation of meaning by teachers in relation to their contexts and practices served to set perspective for the action research process. Further, the planning phase which involved environmental auditing to identify issues of concern, prioritization of actions, issues to address, and action planning to guide implementation was critical in setting the agenda of the action research process in each of the case study schools. Integration and infusion of local issues of concern into curriculum planning further enriched processes of curriculum contextualisation, making them relevant to local contexts by addressing real issues through appropriate pedagogical approaches in auditing, investigation and research, communicating and interpreting results, reflecting on investigations and taking action. The action research process further enhanced cooperation and partnership between the case study schools and surrounding communities with mutual benefits. The research report demonstrates that despite the limitations posed by the technocratic orientation of the Kenyan curriculum, it is possible to address real environmental issues, risks and associated sustainable development challenges in context through issues-based approaches to curriculum contextualisation in the context of the Eco-Schools programme.
39
Sheya, Elieser. "Indigenous knowledge and environmental education : a case study of selected schools in Namibia." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86476.
Full textAbstract:
ENGLISH ABSTRACT: In some contemporary discourses, a new dimension of knowledge is increasingly being recognised. Sustainable development is no longer the exclusive domain of western science and technology. There is a growing interest in the role that indigenous people and their communities can play in sustainable development. The integration of indigenous knowledge (IK) into formal school curricula, especially environmental education (EE), is seen as a key approach to making education relevant to rural students. This will also promote the intellectual diversity required to manage the scope, complexity and uncertainty of local and global environmental issues.
This study is guided by constructivist approaches and postcolonial perspectives that recognise the differences between IK and western sciences but at the same time concerned with ways in which the two can work together. In particular, this study uses a qualitative case study of selected schools in the Northern part of Namibia to investigate how IK can be used to support EE in rural schools. The National (Namibian) Curriculum for Basic Education and the Life Science curriculum documents have been analysed, focusing specifically on how IK is coupled with EE at school level. The review of the curriculum documents revealed that IK is not only ignored and underutilised in schools, but also systematically undermined as a potential source of knowledge for development. The curriculum continues to reinforce western values at the expense of IK. To gain more insight into existing EE practices in schools and the role that local knowledge can play in school syllabi, six teachers, two advisory teachers and two traditional leaders were carefully selected and interviewed. The basis for this was to possibly challenge and address the needs that learners and their environment have. The participants in this study embraced the inclusion of IK in EE. However, the processes of combining IK with science may be constrained by challenges related to: teachers‟ attitudes, the design of the curriculum, and the way learner-centered education is conceptualised and practiced in schools. The study suggests that, to incorporate IK into EE effectively may require a shift away from the current strong subject-based, content-focused and examination driven EE curriculum. A cross-cultural Science Technology and Society (STS) curricula that includes a broad range of disciplines and provides a context within which all knowledge systems can be equitably compared and contribute to our understanding of the environment is proposed as an alternative curricula framework.
40
Mowes, Delvaline Lucia. "An Evaluation of student support services in open and distance learning at the University of Namibia." Thesis, Stellenbosch : University of Stellenbosch, 2005. http://hdl.handle.net/10019.1/1263.
Full textAbstract:
Distance education and open and flexible learning policies have done much to
extend accessibility to higher education throughout the world. However, distance
education is not just a move away from learning in the classroom. It is a complete
paradigm shift and when delivering learning materials outside the classroom
across any distance, it is important that technologies and techniques support
students. Against this background, the case has been made that the provision of
student support services, according to the diverse needs and expectations of
adult distance education students, should be an integral part of the provision of
open and distance learning.
The focal point of this study was to evaluate student support services, provided
at the northern campus of the University of Namibia, from a student perspective.
A combination of both quantitative and qualitative methodologies was chosen
and data were collected by means of a literature review and a questionnaire,
supplemented with open-ended questions. The subjects of the study were
second- and third-year B.Ed. students from the northern campus of the University
of Namibia.
The results of this study have provided evidence that adult distance education
students indeed value the provision of student support services. Specifically,
students in this study placed the greatest importance on student support services
related to getting started with their studies, for example orientation sessions
about available student support services and contact and communication with
tutors and fellow students by means of vacation schools, face-to-face tutorials on
Saturdays at regional centres and support through study groups. One of the conclusions of the study was that the institutional policy and the role
of management are crucial in the establishment of an effective student support
model to facilitate distance learning.
The following recommendations were formulated:
The University’s Centre for External Studies (CES) should conduct periodic and
regular evaluation studies of its distance education students to design, develop
and provide student support services that will be tailored to students’ specific
needs and expectations.
CES should pay attention to support services that help reduce barriers if it is to
attain its mission of making quality higher education more accessible.
CES should provide adequate training to tutors to prepare them for the special
challenges presented by open and distance learning.
CES should design and implement an appropriate Information and
Communication Technology (ICT) course to empower distance education
students adequately for the use of modern ICT.
41
Vermeulen, Sanet Elenor. "A Comparative Assessment of the Land Reform Programme in South Africa and Namibia." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/2159.
Full textAbstract:
Thesis (MPhil (Political Science))--University of Stellenbosch, 2009.<br>This study first discusses, and ultimately compares, the land reform policies of both
South Africa and Namibia, with special reference to the respective histories of land
ownership. An overview of the two countries’ histories of colonial and segregationist
policies are presented to provide the reader with insight into the racially unequal social,
economic and political relations within the case studies concerned. The particular focus
of this study falls on the legal frameworks and the policy developments of land restitution
and the land redistribution policy programmes from the time of the transition to
democracy. South Africa’s and Namibia’s policies are compared, highlighting the
similarities and differences between the two.
South Africa developed a wider land reform policy, which stands on three legs: land
restitution, land redistribution and land tenure reform. The first, land restitution, has been
prioritised by government and has thus far contributed the most to the progress of land
reform. It may also be seen as the beginning of redistribution. Land tenure does not
receive much attention in this study, but the land redistribution programme does.
Progress to date has overall been slower than expected and other stumbling blocks such
as ineffective extension services, bureaucratic ineptitude and ensuring the productive use
of land are not focused on. Government recently indicated that it intends, and has also
taken some steps, to speed up the lagging process of land reform through an increased use
of expropriation. Great criticism against this was voiced by the commercial sector.
South Africa is a constitutional democracy and attempts to redress the injustices of the
past within a legal framework.
Namibia seems to be progressing faster than South Africa in terms of its redistribution
policy. One reason for this could be that the targets are more realistically set. It was
decided that the restitution of ancestral land will not be followed (therefore, redistribution
was not claims-based), but that all previously disadvantaged people will benefit from
land redistribution. A land conference was held immediately after independence in 1991.
Lately, however, momentum on the pursuit of its land reform policy seems to have
subsided.
The conclusion of this study indicates that although there are differences in the respective
countries’ land reform policies, there are significant similarities. The debate between
‘equity’ and ‘production’ becomes even more important in the midst of world food price
increases, a global financial crisis and the ever growing gap between the poor and the
rich. More than a decade after the transition to democracy (amidst the chaotic land
reform process in Zimbabwe), land and ownership remain a contentious issue in both
countries.
42
Shanyanana, Rachel Ndinelao. "Education for democratic citizenship and cosmopolitanism : the case of the Republic of Namibia." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/6725.
Full textAbstract:
Thesis (MEd)--University of Stellenbosch, 2011.<br>ENGLISH ABSTRACT: This thesis analyses some of the major education policies in Namibia since
the introduction of a democratic government in 1990. The analysis reveals
that democratic participation through stakeholder representatives is an ideal
framework to promote democracy in education discourses, that is, in policy
formation, school governance and teaching and learning. However, there is a
dilemma of a lack of inclusion, which is incommensurable with modern
democratic theorists’ conceptions of democratic citizenship (both Western
deliberation and African ubuntu). The thesis asserts that Namibia’s historical
and cultural background has to be taken into consideration if a defensible
democratic citizenship education is to be engendered and advanced.
An examination and interpretation of the three phases of Namibia’s historical
background, its pre-colonial, colonial/apartheid and post-apartheid education
systems, were carried out in order to understand the current state of
education and the type of citizens the country is developing through its
education system. Central to this investigation were different conceptions of
democratic citizenship, which indicate that deliberation, inclusion, equality,
reasonableness, publicity, belligerence, hospitality, compassion and African
humanness (ubuntu) are the features of a defensible democratic citizenship
education. The exploration of the distinction between deliberation and ubuntu
shows that Namibia’s context requires a minimal democratic citizenship
framework with ubuntu if a lack of inclusion is to be eliminated.
The discussion on democratic conceptions also draws on a minimalist and
maximalist continuum of democratic citizenship education. The thesis argues
that a minimalist form of democratic citizenship education, in conjunction with
African ubuntu – which constitutes less deliberation and non-belligerence with
more compassion, careful listening, respect and dignity – engenders conditions for an inclusive policy framework, school governance, and the
cultivation of democratic citizenry through teaching and learning in Namibian
public schools, and may eventually promote a defensible democratic
citizenship education. This framework may create a favourable environment
and potential for all participants to co-exist, and for the marginalised groups to
also contribute to conversations. This framework is also considered plausible
because it takes into account the local people’s historical background and
cultural practices.
Complementing the argument of this thesis is the exploration of the link
between Namibia’s education system, the New Partnership for Africa’s
Development (NEPAD) and the Millennium Development Goals (MDGs).
Moreover, an appeal is made for the Namibian citizenship education system
to consolidate the idea of cosmopolitanism, that is; hospitality and
forgiveness, if the NEPAD initiative is to be successful and if certain
Millennium Development Goals were to be achieved by 2015.<br>AFRIKAANSE OPSOMMING: Hierdie tesis ontleed sommige van die hoof onderwysbeleide in Namibia
sedert die instelling van ‘n demokratiese regering in 1990. Die ontleding
onthul dat demokratiese deelname deur rolspelerverteenwoordigers is ‘n
ideale raamwerk om demokrasie in onderwysdiskoerse te bevorder, dit is, in
beleidmaking, skoolbeheer asook onderrig en leer. Nietemin, daar is ʼn
dilemma van ‘n gebrek aan inklusiwiteit, wat nie vergelykbaar is met moderne
demokratiese teoretici se konsepsies van demokratiese burgerskap (beide
Westerse beraadslaging en Afrika ubuntu) nie. Die tesis voer aan dat
Namibië se historiese en kulturele agtergrond verreken moes wees, indien ʼn
verdedigbare demokratiese burgerskap voortgebring en ondersteun sou word.
ʼn Ondersoek en interpretasie van die drie fases van Namibië se historiese
agtergrond, haar pre-koloniale, koloniale/apartheid en post-apartheid
onderwysstelsels, was uitgevoer om te verstaan wat die huidige stand van
onderwys en die soort burgers is wat die land daardeur voorberei. Sentraal
tot hierdie ondersoek was verskillende konsepsies van demokratiese
burgerskap, wat aandui dat beraadslaging, inklusiwiteit, gelykheid,
redelikheid, openbaarheid, strydlustige interaksie, gasvryheid, meelewing en
Afrika-menslikheid (ubuntu) die eienskappe van ‘n verdedigbare demokratiese
burgerskaponderwys is. Die ondersoek van die onderskeid tussen
beraadslaging en ubuntu toon dat die Namibiese konteks, indien ‘n gebrek
aan inklusiwiteit geëlimineer moet word, ‘n minimale demokratiese
burgerskapsraamwerk met ubuntu benodig.
Die bespreking van demokratiese konsepsies is ook gebed in ʼn minimalistiese
en maksimalistiese kontinuum van demokratiese burgerskaponderwys. Die
tesis argumenteer dat ‘n minimalistiese vorm van demokratiese
burgerskaponderwys in samehang met Afrika ubuntu – wat minder
beraadslaging en nie-strydlustige interaksie met meer meelewing, versigtige luister, respek en waardigheid veronderstel – toestande vir ‘n inklusiewe
beleidsraamwerk, skoolbeheer en die kweek van demokratiese burgerskap
deur onderrig en leer in Namibiese publieke skole bevorder en mag so
uiteindelik ‘n verdedigbare demokratiese burgerskaponderwys bevorder.
Hierdie raamwerk mag ‘n gunstige omgewing en die potensiaal vir alle
deelnemers om met mekaar saam te leef asook vir gemarginaliseerse groepe
om tot gesprekke by te dra, skep. Hierdie raamwerk kan ook as aanneemlik
beskou word, omdat dit die plaaslike mense se historiese agtergrond en
kulturele praktyke verreken.
Die argument van hierdie tesis word ondersteun deur die ondersoek van die
verband tussen die Namibiese onderwysstelsel, die ‘New Partnership for
Africa’s Development’ (NEPAD) en die Millennium Ontwikkelingsdoelwitte.
Meer nog, ‘n beroep word gemaak vir die Namibiese burgerskap
onderwysstelsel om die idee van wêreldburgerskap, dit is, gasvryheid en
vergifnis te konsolideer, indien die NEPAD-inisiatief suksesvol en sekere
Millenium Ontwikkelingsdoelstellings teen 2015 bereik wil word.
43
Ngola-Kazumba, Maria. "An investigation on how learners may use multiple representations in a social interaction to promote learning of percentages and fractions: a case study." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1006057.
Full textAbstract:
The study examined the use of multiple representations such as the real world, written symbols, spoken symbols, diagrams and manipulatives by learners to promote the learning of percentages and fractions through social interaction. This investigation was carried out through a teaching and learning programme which was developed and implemented by me, the researcher. The effect of the implemented programme was the main focus of the research. The qualitative study was oriented in the interpretive paradigm – a paradigm that seeks to understand the meaning attached to human actions. Twenty learners participated in the implementation of the programme and 9 learners were selected for focus group interviews. The purpose of the interviews was to explore learners' understanding and feelings about the use of multiple representations in the learning of percentages and fractions through social interactions. The other tools employed in this study were pre-and-post diagnostic tests, observations, learners' work and a journal. The pre-test was used to determine learners' prior knowledge for the program design and implementation, while the post-test and learners' work were used to analyze the effect of the programme. Observations were used to investigate how multiple representations promoted or did not promote the learning of percentages and fractions. The teacher's journal was to record and reflect on any relevant information gathered on each lesson observed. The data shows that the effective use of multiple representations helped learners learn the concept of percentages and fractions better. Learners were able to look at representations in useful ways; multiple representations made some aspects of the concept clear; and multiple representations enabled learners to correct errors. Through the interaction between the teacher and learners, the following was found: all the learners changed words to change focus; learners made links between multiple representations; the learners deepened their concepts of percentages and fractions; learners could convert between fractions using multiple representations; learners could work out percentages of a quantity; and learners could express one quantity as a percentage of another. Furthermore, through the interaction between learners and learners all learners could identify more equivalent fractions of an initial fraction which was given to them; and they could increase and decrease a quantity by a given percentage. On the basis of this research, it can be concluded that the programme promoted the learning of percentages and fractions through three effective methodologies. The first methodology consisted of the effective use of multiple representations; the second methodology concerned the interaction between the teacher and learner during the learning process and the last methodology related to the interaction between the learners - interactions that were not strongly mediated by the teacher. I would recommend that teachers use these three effective approaches when teaching percentages and fractions to promote the learning of the concepts.
44
Kashikatu, Lukas. "An organization development intervention in a Namibian rural school in Ohanguena region." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1003567.
Full textAbstract:
Post independent Namibia adopted a decentralization policy which involved the transfer of decision-making powers and administrative authority from central government to government institutions, including schools, with a view to improving quality. However, despite new educational policies, Namibian educators continue to operate in a non-participatory manner and are unprepared for their role as change agents. This has created tension between the espoused benefits of decentralizing and the reality in schools. In such a turbulent situation schools need to be helped to understand the complexity of change in order to adapt, and OD plays a crucial role in this regard. OD is a consciously thought of and systematically implemented organization-wide improvement effort which aims at increasing organizational effectiveness and health through action research. Rather than a top-down change approach, the OD practice adopts a bottom-up approach to change. This study introduced and investigated an OD intervention in a Namibian rural school in Ohanguena Education Region, with the purpose of exploring participants’ perceptions and experience of the process and of the possible short-term outcome of the intervention. Its findings could be of significance to educators, organizations and future OD esearchers. The study is an action research case study located in the interpretive and critical paradigms. Multiple data collection tools were used during this study, namely observations, structured one-to-one interviews and focus group interviews. Interpretive analysis was used as the data analysis approach. The study found that despite OD being new to participants, it was embraced as a change strategy as it made significant impact on their understanding of organizations and conception of change which is radically different from the common top-down approach to change. The intervention further empowered participants with new skills of initiating change and problem-solving strategies. Apart from that, the intervention yielded a positive short-term outcome which motivated participants to adopt and apply OD in the future without underestimating challenges associated with the process.
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Keyter, Charles Antonie. "A distance education management model for the Polytechnic of Namibia." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/52633.
Full textAbstract:
Thesis (PhD)--Stellenbosch University, 2002.<br>ENGLISH ABSTRACT: A major factor affecting higher education world wide and in particular in Namibia
is a trend towards massification. Within Namibia this trend is due to an increase
in population, an increased demand for skilled human resources and an increase
in political power of the formerly disadvantaged communities. This resulted in a
rising demand that the government of Namibia provide access to higher
education for increasing numbers of young people. The Polytechnic of Namibia
(PaN) has therefore opted for distance education as a means of providing flexible
and cost-effective education to the people of Namibia.
The term "distance education" is currently accepted internationally to describe a
whole range of educational activities in which teaching and learning take place
without the students and the educators being together for all, or even most of the
time. This is made possible by the use of communication media in the form of
print, broadcasts, audio and video recordings, telephones or computers and often
a combination of several of these, usually in conjunction with occasional face-taface
contact between students and educators or between fellow students. These
common characteristics are the result of the convergence of various traditlena
and a variety of political, economic, social, educational and technological
developments in different countries at different times.
Managing distance education is a complex undertaking. In addition, educators
have so far only had limited experience of managing distance education,
because it has such a short history. This situation is further complicated by the
fact that such diverse media are used, each with its own peculiar characteristics
and that the scale of operation is often larger than in conventional education
institutions. For the purpose of this dissertation distance education institutions
were divided into four types, namely, dedicated distance education institutions,
departments of existing conventional education institutions, consortia and
hybrids. Furthermore, the internal organisation and management issues related to the management and administration of distance education were explored and
certain criteria were identified to develop a normative model of distance
education management for a mixed or dual mode institution like the PaN.
The current distance education management model at the PaN was evaluated in
terms of the normative management model identified. An evaluation was
undertaken to identify the shortcomings and to make certain recommendations to
overcome these shortcomings. A new distance education management model
was also proposed. The aim of this distance education management model is to
ensure that a suitable division of labour is created to fulfill the required distance
education activities, and to ensure that all distance education activities are
properly co-ordinated within the PaN and that the Centre for Open and Lifelong
learning (COll) which is responsible for the managing of all distance education ..
activities at the PaN gets the support it needs to carry out its task.
The writer believes that distance education will increasingly be an essential factor
in making education accessible at all levels, in all forms, to all people at every
stage of their life. New technology is increasingly making this possible. Due to
the fact that distance education will become of vital importance in the twenty first
century, distance education practitioners and planners need to be more flexible
and open-minded about distance education's appropriate role and usage.<br>AFRIKAANSE OPSOMMING: 'n Belangrike faktor wat hoër onderwys dwarsoor die wêreld en veral in Namibië
beïnvloed, is 'n neiging tot massifikasie. Binne Namibië kan hierdie neiging
toegeskryf word aan 'n toename in bevolking, in die vraag na opgeleide menslike
hulpbronne en in politieke mag by die voormalige agtergeblewe gemeenskappe.
Dit het uitgeloop op groter eise dat die regering van Namibië toegang tot hoër
onderwys moet verskaf vir 'n groeiende getal jongmense. Die PoN het dus
besluit op afstandsonderrig as 'n manier om buigbare en koste-effektiewe
onderrig aan die mense van Namibië te voorsien.
Die term "afstandsonderrig" word tans internasionaal aanvaar as die beskrywing
van 'n hele reeks onderwysaktiwiteite waartydens onderrig en leer plaasvind
sonder dat die studente en die opvoeders voortdurend of selfs vir die meeste van
die tyd bymekaar is. Dit word moontlik gemaak deur die gebruik van
kommunikasiemedia in die vorm van drukwerk, uitsendings, oudio- en
beeldopnames, telefone of rekenaars, en dikwels 'n kombinasie van 'n aantal
hiervan, gewoonlik gepaard met toevallige persoonlike kontak tussen studente
en opvoeders of tussen mede-studente. Hierdie gemeenskaplike eienskappe is
die resultaat van 'n sameloop van verskeie tradisies, asook 'n verskeidenheid
van politieke, ekonomiese, sosiale, opvoedkundige en tegnologiese
ontwikkelings in verskillende lande op verskillende tye.
Om afstandsonderrig te bestuur is 'n ingewikkelde onderneming. Hierbenewens
het opvoedkundiges tot dusver slegs beperkte ondervinding opgedoen ten
opsigte van die bestuur van afstandsonderrig, omdat dit so 'n kort geskiedenis
het. Hierdie situasie word verder gekompliseer deur die feit dat 'n verskeidenheid
van media gebruik word, elkeen met sy eiesoortige eienskappe, en dat die skaal
waarop hierdie soort onderrig onderneem moet word dikwels groter is as in
konvensionele opvoedingsinrigtings. Vir die doel van hierdie proefskrif is
afstandsonderriginrigtings in vier tipes verdeel, naamlik, afstandsonderwysinrigtings wat geen ander doel het nie, departemente in
bestaande konvensionele opvoedkundige inrigtings, konsortia en 'n samestelling
van twee of meer van hierdie drie. Hierbenewens is die interne organisasie en
bestuursvraagstukke verwant aan die bestuur en administrasie van
afstandsonderrig ondersoek en sekere kriteria is geïdentifiseer om 'n normatiewe
model van afstandsonderrigbestuur te ontwikkel vir 'n gemengde of dubbelganginrigting
soos die PoN.
Die afstandsonderrig-bestuursmodel wat tans aan die PoN gebruik word, is geevalueer
ten opsigte van die normatiewe bestuursmodel wat geïdentifiseer is. 'n
Evaluasie is gedoen om die tekortkominge te identifiseer en om sekere
aanbevelings te doen om hierdie tekortkominge aan te spreek. 'n Nuwe
afstandsonderrig-bestuursmodel word ook voorgestel. Die doel van hierdie
afstandsonderrig-bestuursmodel is om te verseker dat 'n geskikte
arbeidsverdeling geskep word sodat die nodige afstandsonderrig aktiwiteite
doeltreffend binne die PoN gekoordineer word, en dat die Sentrum vir Ope- en
Lewenslange Leer, wat verantwoordelik is vir die bestuur van alle
afstandsonderrig aktiwiteite aan die PoN die nodige steun kry om sy taak uit te
voer.
Die skrywer glo dat afstandsonderrig toenemend noodsaaklik sal wees om
onderwys toegangklik te maak op alle vlakke, in alle vorme, aan alle mense in
elke stadium van hulle lewens. Nuwe tegnologie maak dit toenemend moontlik.
Aangesien afstandsonderrig 'n noodsaaklike rolspeler sal word in die een en
twintigste eeu, sal die beoefenaars en beplanners hiervan toenemend buigbaar
en oop van gemoed moet wees ten opsigte van afstandsonderrig se toepaslike
rol en toepassing in die samelewing.
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Hacking, Theophilus. "Assessment for sustainable development : theoretical framework and mining sector case studies from Canada, Namibia, and South Africa." Thesis, University of Cambridge, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.440747.
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Uushona, Kleopas Ipinge Twegathetwa. "An investigation into how grade 9 learners make sense of the fermentation and distillation processes through exploring the indigenous practice of making the traditional alcoholic beverage called Ombike: a case study." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001757.
Full textAbstract:
One of the purposes of the Namibian curriculum is to ensure cultural inclusivity. That is, it recognises the inclusion of traditional cultural practices and experiences in science lessons where appropriate. Based on my experiences both as a learner and a science teacher, I have noted there is a rapid decline and loss of values in most of our cultural practices and heritages. This triggered my interests to do a study on an Oshiwambo traditional beverage known as Ombike. This study is therefore aimed at enhancing conceptual development, meaning making and understanding of concepts in fermentation and distillation. This study was conducted with my grade 9 learners at a school where I was teaching in Omusati region of Namibia. A community member who served as an expert was also a participant. She was involved more in discussions, interviews and most importantly in showing and demonstrating to the learners how Ombike is made practically. Essentially, the goal of this study was to investigate how the indigenous practice associated with the making of Ombike can be used to support meaning making of fermentation and distillation processes. This research is located within an interpretive paradigm where a qualitative case study was adopted. I consider this methodological framework appropriate in this study because it allowed me to use the following data gathering methods: brainstorming and discussion, observation, semi-structured and focus group interviews, and practical activities worksheet. Multiple methods were used for the purpose of triangulation and validation. An inductive analysis was used to discover data patterns and themes from the data. Moreover, ethical considerations were also taken seriously and all the participants gave informed consent. The findings of the study revealed that brainstorming and discussions were an appropriate strategy in eliciting learners’ prior everyday knowledge and experiences on, in particular, the making of Ombike. Furthermore, learner engagement and conceptual development were enhanced. This suggests that contextualisation of knowledge can enhance meaningful learning if it is properly planned. It was also found that practical activities in conjunction with mind maps helped learners to make meanings of scientific concepts. Based on my research findings, I therefore recommend the following three aspects: the consideration of learners` prior knowledge and experiences; contextualising knowledge through use of indigenous knowledge; and the learners’ active involvement in practical activities with an emphasis on key scientific concepts to be developed. That is, there is a need to teach for conceptual understanding.
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Jacobs, Nicola Clara. "Investigating quality in Education through the use of an active learning framework : the case of an intervention in the Namibian Environmental Studies curriculum." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1019803.
Full textAbstract:
The study was conducted to explore the relationship between active learning processes emerging from the use of O’Donoghue’s (2001) active learning framework and a series of education quality indicators proposed by Nikel and Lowe (2010). To achieve this aim a professional educational intervention was conducted encouraging the use of this active learning framework in the Namibian Environmental Studies Curriculum, in order to strengthen educational quality within the Environmental Studies Curriculum. The research was conducted in the Windhoek region at the school where I am currently teaching. Four teachers took part in this study, including myself in the role of a participantobserver. The active learning framework was used to guide us in the planning and presentations of environmental learning lessons. The study was conducted within the interpretive paradigm and was qualitative in nature as well as focusing on a quantitative aspect to analyse some of the data (learners’ written work). Qualitative data were generated through individual interviews, focus-group discussions, lesson observations and document analysis. The key findings of the study were that: a) prior to the intervention with the active learning framework the teachers who took part in the study did not ask learners to explore environmental issues in the environment or to respond to particular environmental issues; b) active learning processes have the potential to facilitate the exploration of environmental issues in the environment, and responses to particular environmental issues. Active learning also have the potential to strengthen all aspects of education quality indicated in Nikel and Lowe’s (2010) quality model, namely effectiveness, efficiency, equity, relevance, responsiveness, reflexivity and sustainability; c) the active learning framework encouraged teachers to use a variety of situated learning approaches, such as the collaborative method, the cooperative method, the problem-solving method and the enquiry method, in order to strengthen the educational quality in Environmental Studies classrooms; and d) teachers find the active learning framework useful as a tool for planning and presenting environmental learning lessons. The findings of the study have the potential to inform curriculum developers, materials developers and educators with an interest in improving education quality through environmental learning processes within the Environmental Studies Curriculum in Namibia. Furthermore, Nikel and Lowe’s education quality indicators provided an informative and comprehensive understanding of education quality and provided a useful tool in evaluating and reflecting on education quality as well as my own work as a teacher.
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Berg, Esther M. van den. "The influence of domestic NGOs on Dutch human rights policy : case studies on South Africa, Namibia, Indonesia and East Timor /." Antwerpen [u.a.] : Intersentia [u.a.], 2001. http://www.gbv.de/dms/sub-hamburg/33674093X.pdf.
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Berg, Esther van den. "The influence of domestic NGOs on Dutch human rights policy : case studies on South Africa, Namibia, Indonesia, and East Timor /." Antwerpen ; Oxford : Intersentia, 2001. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=009581548&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.
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