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Relevant bibliographies by topics / Ohangwena

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Dissertations / Theses

Academic literature on the topic 'Ohangwena'

Author: Grafiati

Published: 4 June 2021

Last updated: 10 February 2022

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Dissertations / Theses on the topic "Ohangwena"

1

Nauyoma-Hamupembe, Ladipaleni Ndadiinina. "Teachers' leadership roles at a public rural school in the Ohangwena Region, Namibia." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003679.

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The changing global and local circumstances and shift for democracy posed particular problems for school administration and leadership and made it difficult for principals to fulfil leadership responsibilities in schools alone. Hence principals require the assistance of all stakeholders in the school, and teachers in particular, to work together as a team and share the diverse leadership load for the improvement of schools. Thus, leadership in schools needs to be shared and distributed in a collaborative manner among teachers and principals working as a group to accomplish the primary objectiv

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2

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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3

Nghatanga, Ponny Haggai. "The role of cluster centre principals in the Ohangwena education region in Namibia." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1003632.

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The Namibian Ministry of Education introduced the School Clustering System (SCS) in 1996. The system entails the grouping of schools into clusters to facilitate the sharing of resources and expertise. One school in a group is selected to serve as the Cluster Centre and the principal of the centre is identified as the Cluster Centre Principal (CCP). This has created a new level of educational leadership which is still relatively under-researched and the primary purpose of this study is to investigate the perceptions of this new role since it is perceived to be pivotal to the effective functioni

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4

Shilamba, Julia Ndinoshisho. "An investigation into the prevalence and use of code switching practices in grade 8 mathematics classrooms in the Ohangwena region of Namibia: a case study." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001683.

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This research report focuses on an investigation of the prevalence and nature of code switching practices in grade 8 mathematics classrooms in the Ohangwena region of Namibia. The existence of code switching in these classrooms was established by administering a survey to all grade 8 teachers in the region, while the nature of these practices was explored by interviewing and observing selected teachers using a case study research methodology. The data from the survey was analysed quantitatively using descriptive statistics, while the qualitative data from the case study which comprised of audi

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5

Ihonya, Saima Namupa. "A comparison of Grade 10 Mathematics classroom-based test items and the end-of-year national examinations, using Stein's framework of cognitive demands : a Namibian case study." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017343.

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This study researched the nature of tasks used in Grade 10 mathematics tests and end-of-year national examinations. The study was carried out in three, purposively selected, Grade 10 schools in the Ohangwena region in Northern Namibia. For the purpose of this study, a mixed method approach was employed to analyse a combination of both quantitative and qualitative data. A sample of three tests per mathematics teacher from the three participating schools and national examinations question papers for the past three consecutive years (2011-2013) were analysed using Stein, Smith, Henningsen, & Silv

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6

Silas, Fenni. "Understanding Grade 10 Life Sciences teachers’ perceptions and experiences of teaching topics on human reproduction." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1020305.

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This study was conducted in order to understand Grade 10 Life Science teachers’ perceptions and experiences of teaching human reproduction topics in the Ohangwena political region in the northern part of Namibia. It also explored how the culture of the majority of the inhabitants of Ohangwena region who are Oshiwambo speaking impacts the teaching of human reproduction topics. The study was prompted by the fact that the Grade 10 Life Science syllabus requires learners to learn details of human reproduction although in Oshiwambo culture such things are not discussed openly. And this section has

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7

Haufiku, Amon. "An investigation of lower primary teachers' content knowledge of mathematics in Ohangwena region in Namibia." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1003519.

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The poor performance in mathematics of learners in schools in Namibia, especially in the grades where learners sit for the national examinations, has been a concern of everybody. Since independence, the Ministry of Education in collaboration with several donor agencies has been aware of the poor performance in mathematics in the country. Several international and local studies have been made in an effort to identify the problems that are hindering learners’ performance in mathematics in Namibia. The findings of some studies that were conducted in the country such as the Southern Africa Consort

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8

Alagba, Alexander Adedotun. "Attitudes and perceptions of males towards contraceptives services in Engela District of Ohangwena Region, Namibia." Master's thesis, Faculty of Health Sciences, 2019. http://hdl.handle.net/11427/31370.

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Introduction In sub-Saharan Africa the unmet need for contraception for married couples is estimated to be 24%, with rural, uneducated, poor women generally experiencing a greater risk for unplanned, unwanted pregnancies compared to their urban, educated, well informed counterparts. Recommendations for addressing unmet contraceptive need are inclined to emphasise family planning programmatic efforts. The role of men in contraceptive decisions tends to receive less attention, the perception being that men are often uninvolved and unsupportive of the contraceptive needs of their female partner

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9

Nepaya, Magdalena Ndapewa. "Acceptability of medical male circumcision among men in Engela district of the Ohangwena region, Namibia." Thesis, University of the Western Cape, 2013. http://hdl.handle.net/11394/4426.

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Magister Artium - MA<br>This study focused on acceptability of medical male circumcision (MMC) in Ohangwena region, Namibia. Since the scaling up of this program in public hospitals, no study was done with a specific focus on men who are the target population for this intervention. This study aimed at exploring the role of masculinities in MMC acceptance and specifically focused on circumcised men. To understand this context, I initially focused on general constructions of masculinity as well as the historical background of ritual circumcision which used to be practiced in this region. I spent

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10

Hamatwi, Isak. "Exploring teacher leadership: A case study at a senior secondary school in the Ohangwena region, Namibia." Thesis, Rhodes University, 2016. http://hdl.handle.net/10962/1275.

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Leadership has been for long thought to centre on the actions of a positional head of the organisation crafting the vision and influencing followers’ behaviour based on his/her charisma and legal authority in a quest to achieve the set goals (Christie, 2010). However, contemporary views “emphasise leadership as relational” (Van der Mescht & Tyala, 2008, p. 226) and focuses more on the practice while taking form “in the interactions between leaders and followers” (Spillane, 2005, p. 146). Looking through the lens of distributed leadership and using the Grant’s (2008; 2012) model of teacher lead

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