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Dissertations / Theses on the topic 'Namibian Participation'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2025

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1

Shekupakela-Nelulu, Rauna. "An investigation into the role of student participation in school governance : a Namibian perspective." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1007449.

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The issue of student participation in school governance is not a new concept in Namibian schools. Student involvement dates back to the 1970's when the country's administration was under the South African apartheid regime. Back then the involvement of students in school affairs was seen by the regime as a political act and attempts by student leaders to involve themselves in educational issues were often quashed. When the country became independent student representation continued as Student Representative Councils (SRC's), later renamed Learners Representative Councils (LRCs). This study atte

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2

Maletzky, Mathilda Moretta. "Employee participation in workplace wellness programmes in the Namibian public service: Motivational factors and barriers." University of the Western Cape, 2017. http://hdl.handle.net/11394/5754.

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Magister Commercii (Industrial Psychology) - MCom (IPS)<br>A typical workplace is likely to be non-existent in the absence of its human resources. Thus, human capital is generally an asset to most organisations. This is why it is important that employers play an active part in improving and maintaining the wellbeing of its most valued asset, its employees. The employee wellness programme is an intervention designed to serve a preventative and curative role concerning the wellbeing of employees and more organisations realises its value. However, employees and employers face various challenges w

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Shilima, Christine. "An investigation into perceptions of participative management in a Namibian secondary school." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1005874.

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This study examines the perceptions and experiences of school stakeholders about the practices of participative management in a Namibian Secondary School. Data was collected by using interviews, observation and document analysis. The study revealed that participative management has some benefits for the school such as it promotes democracy in school management, school as an open system, sharing of ideas and skills, teamwork and that ownership and commitment enhance the chances for organization change. Participatory decision making and shared leadership are the practices of PM that emerged from

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Niitembu, Martha M. "Stakeholders' perceptions of parents' involvement in the governance of a Namibian rural school." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1003655.

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The issue of decentralisation has been one of the top priorities of the Namibian education system since independence in 1990. One of the decentralisation aims was to enhance parental involvement in education by establishing School Boards. However, School Boards and the role of parents in school management have been considered ineffective for several years which led to the promulgation of Education Act 16 of 2001 in which the roles of School Boards are strengthened and clarified. This study sought to investigate School Board members’ perceptions, understanding and experiences of parents’ involv

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Tjihuro, Jaqueline. "Leadership development within a learner representative council: a Namibian primary school case study." Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/61558.

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Learners in Namibian primary schools are seemingly not brave enough to stand and raise their voice on issues that concern them. This is what Shekupakela-Nelulu (2008) wrote after a study she conducted on the Learners’ Representative Council (LRC) of a school in Namibia. She refers to a time when “the involvement of students in school affairs was seen by the regime as a political act and attempts by student leaders to involve themselves in educational issues were often quashed” (ibid., p. i). This situation will be all too familiar to South African readers, where a public holiday, Youth Day, wa

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Haipa, Vistorina. "Developing leadership and learner voice: a formative intervention in a Learner Representative Council in a Namibian secondary school." Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/62188.

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Learner participation in leadership in Namibian schools was legislated in 2001 through the Namibian Education Act, No. 16 of2001. This has then become a requirement for all secondary schools to establish a Learner Representative Council (LRC). However, this legislation only gives mandates to schools with grade 8-12. Despite the impetus of having a LRC in secondary schools, learner leadership and voice remains limited, given that we are 26 years into our democracy. This awakened my interest to conduct a study aimed at developing leadership and voice within the LRC in a Namibian secondary school

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Kalimbo, Tomas. "An activity theoretical investigation into how leadership can be developed within a group of class monitors in a Namibian secondary school." Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/61734.

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Literature suggests that developing leadership in learners benefits them and their schools in general. Learners are prepared as future leaders and they gain leadership skills and democratic values and principles. Learner leaders therefore contribute to transformation in their schools. However, research on the same topic has also found that learners have limited leadership development opportunities, as they are not authentically and democratically involved in leadership in many schools. Informed by the distributed perspective of leadership, this study investigates how leadership can be develope

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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

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Siririka, Gisela. "An investigation of parental involvement in the development of their children's literacy in a rural Namibian school." Thesis, Rhodes University, 2007. http://eprints.ru.ac.za/935/.

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Naanda, Raimo Ndapewa. "The integration of identified employability skills into the Namibian vocational education and training curriculum." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5357.

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Bibliography<br>Thesis (PhD (Curriculum Studies))--University of Stellenbosch, 2010.<br>ENGLISH ABSTRACT: Since the advent of the 21st century the world has been experiencing rapid changes in knowledge, technology and information. These changes pose challenges to the providers of education and training in general and vocational education and training in particular. The impact of technological advancement and the nature of organisational changes in the workplace demand skills of an increasingly higher level – particularly skills in the areas of information technology, problem solving and c

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Mungunda, Charles. "An investigation into school principals' experience and perceptions of participative management." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1003481.

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The purpose of this research was to investigate three principals’ perceptions and experience of participative management and to gain insight into and understanding of the dimensions involved in participative management from the perspective of the three principals. The research was conducted within the interpretive paradigm, since I was interested in understanding the subjective experience and individual perceptions of three principals with regard to participative management and the meaning they attach to it in their natural settings: how they describe, interpret and make sense of participative

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Kambonde, Samuel Angaleni. "Teachers' perceptions of participative management in a primary school in Namibia." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1003680.

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Participative management, a key theme in contemporary management literature, is one of the central aims of the decentralization policy in Namibian education. Current perceptions of participative management on the part of teachers in Namibia are therefore of topical interest. This study set out to explore such perceptions among teachers in a Namibian primary school. The study is an interpretive case study focusing on six individual teachers’ understanding and experience of participative management within their place of work, a primary school in the Oshikoto region of Namibia. Semi-structured in

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Nampila, Tutaleni. "Assessing community participation : the Huidare informal settlement." Thesis, Stellenbosch : University of Stellenbosch, 2005. http://hdl.handle.net/10019.1/2238.

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Thesis (MPhil (Sustainable Development Planning and Management))--University of Stellenbosch, 2005.<br>This study evaluates community participation in the Huidare Informal Settlement (HDIS) as a case study. The hypothesis is that the breach of trust between the previous community leaders of the HDIS and the current community members has an effect on community participation in issues affecting them and their community today. The research methodology employed is explained as well as the policy context for community participation both on an international level and in Namibia, is reviewed. The le

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Uushona, Andreas Bishi. "Learners' participation in leadership: a case study in a secondary school in Namibia." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001749.

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Learner leadership is a worldwide issue in educational leadership and management. In preindependent Namibia secondary schools had the prefect system and the SRCs as learner leadership bodies which had little influence on schools’ decisions because they lacked credibility. In 2001 the Learners’ Representative Council (LRC) was legitimized as a learner leadership body in secondary schools through the Education Act 16 of 2001. However, recent research suggests that even these bodies are not functioning effectively for a variety of reasons. This prompted me to undertake research to develop an unde

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Maritz, Yrika Vanessa. "The use of social media as a public participation strategy in the public service of Namibia." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96916.

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Thesis (MPA)--Stellenbosch University, 2015.<br>ENGLISH ABSTRACT: This exploratory study attempts to establish the readiness of the Namibian government in using social media as a strategy for public participation. The subject of public participation as a strategy to improve the process of policymaking has been researched extensively. Similarly, the use of social media to promote public participation which in turn influences service delivery is gaining popularity in many scholarly works. However, there is still a paucity of research investigating the use of social media as a public participatio

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Newsham, Andrew. "Knowing and deciding : participation in conservation and development initiatives in Namibia and Argentina." Thesis, University of Edinburgh, 2007. http://hdl.handle.net/1842/2627.

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This thesis explores how people’s knowledge about sustainability affects participation in combined conservation and development initiatives. It focuses principally on two case studies that embody these dual objectives: the ‘conservancy programme’ in Namibia and the Alto Bermejo Project in Argentina. The concept of sustainability – of living in a way that meets both current and future needs – has led, on a global scale, to a re-casting of the relationship between conservation and development as one of necessary interdependence. Such is the credibility invested in the concept of sustainability t

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Roseveare, Caroline M. "Constraints on women's civil participation and organisation : Namibia's democratic transition." Thesis, University of Sussex, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368135.

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Muronga, Michael Muduva. "The participation of teachers in the management and decision-making of three schools in the Kavango region of Namibia: a case study." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003571.

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The purpose of the research was to investigate stakeholders’ perceptions and experiences of teachers’ participation in school management and decision-making. Teachers’ involvement is a contested issue in schools. The goal was to find out to what extent and in what way teachers participate in school issues, as well as gain insight and understanding on the effects of participation of teachers in schools and how principals enhance democratic practice for quality education. The research was a case study conducted within the interpretive qualitative paradigm. I used document analysis, semi-structur

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Schwerdt, Jenny. ""One Namibia - One Nation" : A Qualitative Study of the Official Nation-building Process and Experienced Participation among Rural San in Namibia." Thesis, Linköping University, Department of Social and Welfare Studies, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-52022.

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<p>Namibia won its independence in 1990 after a long liberation struggle lead by the – since independence ruling party – SWAPO. There is an ongoing nation-building process in the multiethnic country ever since, with a vision about a unified nation. This study examines the relationship between the nation and one of its ethnic minority groups; the San. From a socio-economic perspective the San is the most disadvantaged ethnic group of contemporary Namibia. How do members of San experience national participation? How does the nation handle the ethnic diversity? This study illustrates that a natio

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Haidar, Angelika. "Multidimensionell delaktighet i Namibia : En studie om elevers upplevelse av delaktighet i den namibiska skolan." Thesis, Högskolan Väst, Avd för socialpedagogik och sociologi, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-8225.

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Delaktighet är ett vanligt förekommande begrepp som bland annat används inom socialpedagogiken för att studera mänskliga relationer. Det finns dock många dimensioner av delaktighet, begreppet kan av individen upplevas ha både en subjektiv och objektiv betydelse. Enligt barnkonventionen har alla barn rätt att gå i skolan. Vidare påpekar barnkonventionen att skolan ska skapa delaktighet för barnen. Att känna sig delaktig kan således anses vara en mänsklig rättighet, men hur pass delaktiga upplever eleverna på skolan sig egentligen? Föreliggande studie har haft till syfte att studera och analyser

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Amadhila, Linda. "A formative intervention for developing Learner Representative Council (LRC) voice and leadership in a newly established school in Namibia." Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/61744.

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In Namibian schools, learner voice and leadership are being promoted through the policy document entitled the Education Act 16 of2001 which provides an opportunity to establish Learner Representative Councils (LRCs) in secondary schools. However, recent studies have found that this body of learner leaders do not function all that effectively and sometimes exist for the sake of adhering to the policy. This prompted me to conduct an activity theoretical interventionist case- study within the critical paradigm, to develop LRC voice and leadership in a newly established Namibian school. Framed by

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Nekwaya, Joel Hishi. "Assessing community participation in development planning and service delivery : a case study of the Omusati Regional Council." Thesis, Stellenbosch : University of Stellenbosch, 2007. http://hdl.handle.net/10019.1/1974.

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Thesis (MPhil (Sustainable Development Planning and Management))--University of Stellenbosch, 2007.<br>Community participation is a concept adopted to ensure participation and give opportunities to communities to determine their own destination in terms of their needs. It is a means of empowering people by developing their skills and abilities to enable them to negotiate with the development delivery system and to equip them to make their own decisions in terms of their development needs and priorities. The aim of the study is to asses community participation in the development planning and se

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Ndakolonkoshi, Klaudia. "Beginner teachers’ leadership development opportunities: an interventionist case study in a rural combined school in the Ohangwena region, Namibia." Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/61603.

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The emergence of distributed leadership theory encourages multiple involvement of individuals in leadership of the school, regardless of their leadership positions (Spillane, 2006). The manifestation of teacher leadership through distributed leadership theory grants opportunities to teachers to enact leadership roles. This study explored how the notion of teacher leadership is understood, the leadership roles existing for the beginner teachers, and the constraining and enabling factors to the practice of teacher leadership in a rural combined school in Ohangwena region, in Namibia. The study i

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Kadhepa-Kandjengo, Selma Ndeyapo. "An exploration of leadership development in a learner representative structure in a secondary school, Oshana Region, Namibia." Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/62450.

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Before independence, Namibia inherited a system of Bantu education which was hierarchical, authoritarian and non-democratic. Upon independence, the educational sector went through numerous reforms which were meant to transform education and to make it more democratic, whereby all stakeholders can broadly participate. In spite of these reforms, leadership of schools has remained a hierarchical system, where a principal who, as an individual, runs the school without recognition of the potential leadership of others. Recent studies on leadership have called for shared leadership, whereby leadersh

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Helao, Tuhafeni. "The role of regional councillors in consultation and communication regarding rural service delivery in the Oshana region of Namibia." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&amp.

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This study examined the role of regional councilors in consultation and communication regarding rural service delivery in Namibia, with specific reference to the Oshana region. The research includes a case study that assessed the degree and the extent to which consultation and communication takes place between regional councilors and community members at constituency level in the region. It also examined the inevitability of consultation and communication concerning basic services provision such as water and electricity in the Oshana region.

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Watkins, Patrick. "Les organisations non-gouvernementales et les associations de développement communautaire en Namibie : origines, évolution et perspectives." Paris 8, 1995. http://www.theses.fr/1995PA081098.

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La namibie offre une excellente illustration du phenomene des associations de developpement communautaire et de leur contribution dans un processus de developpement. D'une contree rendue exsangue par le genocide colonial allemand en passant par un pays dont l'occupant s'est rendu coupable de "crime contre l'humanite", a un etat independant beneficiant d'une des constitutions les plus democratiques du continent africain, les pionniers du developpement communautaire ont ete les temoins et les acteurs de profonds bouleversements. Aujourd'hui, terre de contrastes, entre tradition rurale et moderni

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Shikwambi, Victoria. "Parental involvement in school governance: a case study of a secondary school in Okahandja, Namibia." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017358.

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Since Namibia gained independence parents have increasingly been seen as equal partners in the education process. The Education Act 16 of 2001 provides for the democratic participation in schools by parents, learners and other education stakeholders through the introduction of regional Education Forums and School Boards in schools Parental involvement in school governance has been widely researched and has become a ‘hot topic’ worldwide, including in Namibia. This study investigated and described parental involvement through the School Board in school governance in a secondary school in Otjozo

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Shitana, Silas Shituleipo. "An investigation into the principals' leadership roles in selected schools in the Ohangwena Region in Namibia: case study." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003496.

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School leadership in Namibia over past centuries was characterized by ‘top down’ administration and typically proceeded without participation of those involved other than the principals who were the sole decision makers. The notion of school leadership through teamwork (team leadership) in Namibia was formalized after the advent of democracy in 1990 and the subsequent reorganization of the education system. The notion of team leadership is embedded in theories that stress participation, teamwork and distributed leadership. It is against this background that this study sought to investigate the

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Indongo, Simon Namwandi. "Community participation in sustainable human settlements : the case of Khomas Regional Council." Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019.1/3417.

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Thesis (MPhil (Public Management and Planning))--University of Stellenbosch, 2006.<br>This assignment presents the analysis of poor public participation in the Khomas Regional Council where there is a need for popular participation in the development initiatives and projects. Public participation, allows the public to participate in programmes and projects through established institutions and structures. The main objective of the study was to conduct three months’ internships to investigate the importance of community participation. The study envisaged assessing the effectiveness of the

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Katjiuongua, Vivienne Elke. "Towards stakeholder participation in the initiation of WTO disputes : A case study for Namibia and SACU." Thesis, University of the Western Cape, 2007. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_5376_1233670341.

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<p>The participation of African countries in the Dispute Settlement System (DSS) of the Worlt Trade Organisation ( WTO) is insignificant. This research seeks to find a suitable model/mechanism which meets the particular needs of developing countries. The practical aim of this reseach was to enhance active participation of various stakeholders in developing countries who may be adversely affected or who face potential damage by unfair trade pracices of other players in the brutal and complex battleground of world trade. Thus the research seeks to suggest a suitable legal framework which can be

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Kapuire, Dominika Bertha. "Learner voice and leadership: a study of a Learner Representative Council in a primary school in Namibia." Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/62177.

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Numerous literature world-wide emphasises the significance of learner voice and leadership in schools. These concerns are not new to the education system of Namibia, because the education system is shaped by policy which encourages the voices of all stakeholders in the schools. The Education Act 16 of 2001 introduced the Learner Representative Council (LRC) as a legitimised body in secondary schools which represents learners in school level decision-making. Learner Representative Council members in secondary schools are allowed to sit in on School Board meetings and voice their concerns about

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Taye, Meseret. "Capacity development for local participation in community based natural resource management of Namibia : the #Khoadi //Hôas conservancy experience." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/591.

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Namibia’s community based natural resource management program (CBNRM) integrates local participation in rural development and biodiversity conservation. This effort was launched through key legislation that devolved the right to manage wildlife and other renewable resources on communal lands from the state to community level conservancies. Local participation is dependent upon the capacity of the locals to self mobilize and establish conservancies, plan and implement their programs, and monitor and evaluate their progresses and impacts. Accordingly, this study examines the role of capacity dev

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Rengura, Demetrius Kativa. "Exploring staff involvement in an organization development intervention in a school in the Kavango region, Namibia: a case study." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003424.

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Since independence, the Namibian education system has experienced a process of transformation from authoritarianism to democratisation. The philosophy underpinning this process is spelt out in the policy, Toward Education for All, with its four major goals being: Access, Equity, Quality and Democracy. Democratisation of education would mean that people would be equally involved in decision‐making processes both at the system and organizational level, so as to contribute collectively to shaping the destiny of education in Namibia. This would mean at the school level of an organization, that tea

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Vaino, Loide Mwasheka. "Transformation through engagement: developing Grade 9 leadership opportunities through activity system using change laboratory intervention in a secondary school in Omusati region of Namibia." Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/61569.

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The evolution of traditional educational leadership theory to contemporary leadership theory came as a response to an increased demand for better services in schools by creating platforms for learner leadership such as distributed leadership where learner leadership is located. This study of learner leadership is conducted in a secondary school in Omusati region of Namibia. Drawing on distributed leadership theory, the study sought to promote the distribution of leadership opportunities amongst all educational stakeholders, including learners, as provided for by policy and projected by educati

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Hamunyela, Miriam Ndalilashiwa. "A critical analysis of parental involvement in the education of learners in rural Namibia." Thesis, Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-09252008-142902/.

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Hamukwaya, Shemunyenge Taleiko. "An investigation into parental involvements in the learning of mathematics : a case study involving grade 5 San learners and their parents." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1003480.

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The purpose of this study was to investigate and document parental involvement in a San community in Namibia over a period of two months. The emphasis was to investigate whether San parents in the Omusati region were involved in the learning of mathematics of their children. The learner participants were selected according to those who were open to sharing their ideas. An interpretive approach was used to collect and analyse data. The collected data was gathered from 9 participants (4 learners in grade 5 together with their parents, plus their mathematics teacher). Semi-structured interviews,

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Nashilongo, Onesmus. "An investigation of teachers', learners' and parents' understanding and perceptions of a whole school approach to environmental learning in selected schools in the Oshana Region, Namibia." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003528.

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This study sought to investigate teacher, learner and parental perceptions and understanding of a whole school approach in environmental education (EE). There were five schools piloting environmental education through a whole school development approach in the Oshana Region of Namibia. The study was conducted in two rural schools in the Oshana Region. The schools were selected because they participated and piloted the infusion of environmental education themes in the curriculum through the whole school approach during the Supporting Environmental Education in Namibia (SEEN) project piloting ph

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Sinvula, Leonard Masene. "The role of leadership in a successful rural secondary school in Namibia: a case study." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1004925.

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The primary purpose of this qualitative case study research was to examine the role of leadership in a successful rural secondary school in Namibia. In Namibia, the Education and Training Sector Improvement Programme (ESTIP) was initiated to provide, amongst other things, effective leadership in education. In addition, the Ministry developed a policy on the National Standards and Performance Indicators for Schools in Namibia to complement the objectives of ETSIP. The policy emphasizes leadership practices in schools such as professional competence, commitment, ability to direct, inspire and mo

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Kandumba, Marina. "Exploring education policy transformation in Namibia in terms of democratic change." Thesis, Stellenbosch : Stellenbosch University, 2005. http://hdl.handle.net/10019.1/50349.

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Thesis (MEd) -- Stellenbosch University, 2005.<br>ENGLISH ABSTRACT: One of the major features of educational transformation in Namibia revolves around the democratisation of education. However, despite various endeavours by the government to transform the education system in an effort to provide quality education, there remain many challenges to the delivery of urgently needed quality education. This thesis seeks to explore how democratic education can possibly contribute towards eliminating identified challenges. My contention is that the promulgation of the education policy document

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Sinalumbu, Fred S. "An exploration of teachers' perceptions of democratic school governance in Namibia and its contribution to school discipline." Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/79886.

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Thesis (MEd)--Stellenbosch University, 2013.<br>Bibliography<br>ENGLISH ABSTRACT: The study explores the perceptions of Namibian teachers of democratic school governance and its contribution to school discipline. The research examines the education policy shifts towards democratic school governance from before to after 1990. The study further investigates the views of twelve teachers from four secondary schools in the Oshana education region on how democratic school governance can contribute to lack of discipline among learners. The

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Strydom, Carina. "Two class teachers' experiences of group music therapy for intellectually impaired learners in Namibia." Diss., University of Pretoria, 2011. http://hdl.handle.net/2263/30600.

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This research study explored the impact of group music therapy at a school for intellectually impaired learners in Namibia. The research project generated qualitative data through individual interviews of two teachers at a school for intellectually impaired learners. Interviews were conducted with each teacher before and after participating in ten group music therapy sessions with their learners. The data was compared and discussed in terms of the teachers’ experience of the impact of group music therapy on (i) their perceptions of their learners and how this influenced their teaching approach

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Hanghuwo, Maria Nahambo. "Teacher leadership practice : a case study of a public primary school in a semi-urban area of the Otjozondjupa Region, central Namibia." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017341.

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The education system in Namibia was shaped by the policies located within the framework of the apartheid ideology. Since it gained its independence in 1990, the government positioned education at the top of the national priorities. Thus, there has been a growing realisation of the importance of more democratic forms of leadership in the education system for the country to be able to cater for a democratic society. Amongst others, teachers became active creators and managers of the learning outcomes. In addition, teachers are regarded as agents of change and the driving force for productive tea

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Muhembo, Gottfried Mbundu. "An analysis of how visualisation processes can be used by teachers participating in an intervention programme to teach for conceptual understanding of geometry." Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/62439.

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Visualisation in general and visualisation processes in particular have received much attention in the mathematics education research literature. Literature suggests that the appropriate use of visualisation helps learners to develop their conceptual understanding and skills of geometry as it allows them to visually interpret and understand fundamental mathematical and geometrical concepts. It is claimed that visual tools play an important role in communicating mathematical ideas through diagrams, gestures, images, sketches or drawings. Learning mathematics through visualisation can be a power

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Simataa, Faith Auguste. "From water resources management to integrated water resources management : an analysis of the establishment of new water management organisations in Namibia." Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_9897_1308566898.

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<p>The questions posed in this study address the different processes that were involved in the decision-making and establishment of the water management organisations, the extent of public participation, as well as features of evident governance in implementing the policies. A critical analysis of the role of stakeholders and the various influences they may have in water management will also be examined. The methodology follows a historical study approach. A thorough document review will be done of the policies and related materials around BMCs, where events will be constructed from the findin

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Nshimyimana, Brigitte. "Perception on Support Provided to Orphan Children in Foster Care Placement in an Urban City of Windhoek (Namibia)." Thesis, Linköping University, Department of Child Studies, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-12619.

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<p>Zambia is a highly urbanized country with 60% of its urban population residing in low cost areas also called peri-urban, slum or informal settlements. The increase in urban population attributed to rapid migration and urbanization due to political and economic changes has taken a toll on service provision as the infrastructure development and service provision has failed to meet the demand. For the 33 peri-urban areas in Lusaka, the water supply and sanitation has been poor, inadequate and unreliable with the coverage being slightly above 50% for water while 90% of the urban population does

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Oliveira, de Araujo Kelly Cristina. "Politique et militarisme en Angola : les relations entre le Mouvement Populaire de Libération de l’Angola (MPLA) et l’Union des Républiques Socialistes Soviétiques (URSS) 1965-1985." Electronic Thesis or Diss., Paris 4, 2014. http://www.theses.fr/2014PA040209.

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L’Angola est devenue indépendante du Portugal le 11 novembre 1975, au milieu des disputes internes qui ont conduit à l'éclatement de la guerre civile provoquée par le fait que le MPLA a déclaré unilatéralement l'indépendance à Luanda. Ce moment a été déterminée en grande partie par le soutien reçu de Cuba et le bloc de l'Est, plus précisément l'URSS, au cours des 14 années de lutte anticoloniale. Dans la période postindépendance, entre 1975 et 1991, même si des bases militaires soviétiques ne furent pas été installées en Angola, il faut signaler l’influence politique-idéologique et la présence

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Oliveira, de Araujo Kelly Cristina. "Politique et militarisme en Angola : les relations entre le Mouvement Populaire de Libération de l’Angola (MPLA) et l’Union des Républiques Socialistes Soviétiques (URSS) 1965-1985." Thesis, Paris 4, 2014. http://www.theses.fr/2014PA040209.

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L’Angola est devenue indépendante du Portugal le 11 novembre 1975, au milieu des disputes internes qui ont conduit à l'éclatement de la guerre civile provoquée par le fait que le MPLA a déclaré unilatéralement l'indépendance à Luanda. Ce moment a été déterminée en grande partie par le soutien reçu de Cuba et le bloc de l'Est, plus précisément l'URSS, au cours des 14 années de lutte anticoloniale. Dans la période postindépendance, entre 1975 et 1991, même si des bases militaires soviétiques ne furent pas été installées en Angola, il faut signaler l’influence politique-idéologique et la présence

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Eita, Pauline. "Teacher practices to involve parents in homework in Namibian schools." Diss., 2007. http://hdl.handle.net/10500/2057.

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The aim of the study was to investigate teacher practices to involve parents in homework in Namibian schools, particularly in the Ombuumbuu cluster in the Onesi circuit. The problem was conducted by a literature study and empirical investigation. The literature review explored the views of teachers regarding the involvement of parents in their children's homework, the need for parent involvement in homework and an exploration of models of effective practices to ensure parent involvement in homework. The empirical study investigated the nature and effectiveness of teacher practices to involve p

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Marthinussen, Magdalena Johanna. "Democratic participation in the formulation of the communal land policy in Namibia." Diss., 2013. http://hdl.handle.net/10500/9846.

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This dissertation examines the democratic participation in the formulation of the communal land policy in Namibia. The degree to which Government institutions allow public participation, cooperation with other sectors within government, and cooperate with other stakeholders such as Non-Governmental Organisations, is examined. Data were collected using questionnaires and interviews and literature research. The analysis of data integrated both qualitative and quantitative methodologies. Chapter One describes the background to the study, focusing on the history of democratic participation and lan

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Kudumo, Marius. "The participation and influence of teacher unions on education reforms in an independent Namibia." Thesis, 2011. http://hdl.handle.net/2263/28601.

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This study explores the shifting roles of teacher unions in pre-and post-independence Namibia, against the backdrop of a changing political context. My aim was to understand the roles of teacher unions both before and after independence in Namibia, and to explain how they changed in the different political contexts. To do so, I examined the teacher union roles in three distinct phases, namely pre-independence, immediately post-independence, taking in the period from 1990 to 1999, and the last decade, from 2000 up until today. In approaching the research questions, I worked on the assumption th

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