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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.
Full textAbstract:
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 objective of their schools, which is to improve learners’ achievement. For this idea to be embraced, I suggest it may require an urgent need for advanced knowledge and understanding of teacher leadership in schools, among teachers and principals, if schools are to thrive. This research studied the phenomenon of teacher leadership at a public rural school in the Ohangwena region of Namibia. It explored the teachers’ experiences of their leadership roles, and specifically the challenges inherent within the practice of teacher leadership in a school. A qualitative interpretive case study was conducted, employing document analysis, semi‐structured interviews and observations to produce data with regard to teachers’ experiences of their leadership roles, challenges inherent within its practice and possible strategies to promote teacher leadership. The analysis and the triangulation across the data sets suggested that teacher leadership existed in the case study school where it appeared in four different areas of leadership practice. These areas of leadership practices (Grant, 2008, p. 93) were, for example, in the classroom, outside the classroom in curricular and extra‐curricular activities, in school‐wide leadership development and between other neighbouring schools in the community. The school had a view of teacher leadership which was strongly located within the classroom and outside the classroom in curricular and extra‐curricular activities where teachers worked and interacted with their colleagues and learners. Teacher leadership was severely limited in the area of whole school development and almost non‐existent in the area outside the school between teachers across neighbouring schools, at circuit or district level and in the community. The study suggested that the nature of teacher leadership in the case study school was a restricted form of teacher leadership (Harris and Muijs, 2005) due to a range of factors which impeded its practice. The factors were, for example, a lack of involvement of all teachers in whole school leadership and school‐wide decision‐making. Other factors were limited time for teachers in the school, a lack of leadership development amongst the principal and teachers as well as resistance for teachers to leadership in the case study school.
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 current understandings of school leadership and application of team leadership among principals in selected schools in the Ohangwena region in Namibia. The study is an interpretive case study of two secondary schools in the above‐mentioned region in Namibia. The research utilized three quantitative data gathering techniques, namely semi‐structured interviews, observation and document analysis. The research participants were two principals, two teachers and two school board members from each research school. The main findings of this study revealed that the notion of participation of all stakeholders in education is seen as a fundamental aspect of the current leadership thinking. However, the respondents’ vision of leadership is limited and quite traditional in many ways. There is emphasis on the need to control, monitor, and delegate rather than team leadership. Furthermore, where consultation is mentioned it seems the respondents think of the passing down of information – a cascade model ‐ as consultation, a view that is narrow and inaccurate in terms of contemporary leadership theories. While there was an appreciation of the benefits derived from team leadership, challenges facing such leadership pervaded responses. These included lack of understanding of government policies such as ETSIP and NSPIs, resistance to change and implementation of policy. The study recommends that leadership and management programs and teacher leadership development programs be established in Namibia. Finally, the study recommends further research to include Learner Representative Council and Heads of Department. These stakeholders in education may provide new insights into the current school leadership thinking.
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.
Full textAbstract:
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 functioning of the cluster. This study is an interpretive case study of Cluster Centres in the Komesho Circuit in the Ohangwena Educational Region. Three data collection instruments were used, namely document analysis, observation and interviews. The collected data provided insight into participants' views on the role of Cluster Centre Principals (CCPs), which shed light on the challenges faCing the roles of CCPs. The findings revealed that respondents welcomed the decentralisation of an education system that involves cluster members and parents in decision making. Furthermore, the perceived role of CCPs is perceived as delegation through participative leadership and management approaches. This involves groups in teamwork to enhance the quality of teaching and learning. The study has, however, also exposed tensions surrounding the role and function of CCPs. This is partly because the role has not been formalised and is perceived as existing in a legal vacuum. This study will benefit the Cluster Centre Principals, Inspectors of Education, Advisory Teachers, non-governmental Organisations, the community and the Ministry of Education by placing the role of Cluster Centre Principals in perspective.
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 audio and video transcripts was analysed within the framework of Probyn’s (2006) code switching categories. These categories looked at code switching in terms of: explaining concepts; clarifying statements or questions; emphasising points; making connections with learners’ own contexts and experiences; maintaining the learners’ attention with question tags; classroom management and maintaining discipline; and affective purposes. The study found that code switching is widespread in most of the grade 8 mathematics classrooms in the Ohangwena region. It also revealed that the teachers’ code switching practices aligned well with most of Probyn’s framework. The criterion of maintaining learner’s attention with question tags was however not found in this study. The results of the study showed that teachers code switch because the majority of the learners’ language proficiency is not good. Code switching is mostly used as a strategy to support and promote learners understanding in mathematics. The study recommends that it is high time that code switching is acknowledged as a legitimate practice and recognised as an important and meaningful teaching strategy to assist learners who are learning mathematics in their second language. Code switching needs to be de-stigmatised and teachers should be supported in using this practice effectively and efficiently.
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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, & Silver’s (2000) framework of cognitive demand. The study was divided into two phases. Phase 1 was the analysis of teacher test items and national examination items in terms of their cognitive demand. Phase 2 involved semi-structured interviews with three selected teachers to probe their views and find out their basis for selecting test items. The findings of this study revealed that there was no substantial difference in the distribution of the levels of cognitive demand in both tests and national examinations items. The study, however, showed that mainly tasks requiring only procedures without connections dominated the tests and the examinations. The number of higher level tasks in both tests and examinations analysed was low. There was no single task coded at level 4 in any of the teachers’ tests. Only 2% of tasks could be classified at level 4 in the examination items. The study also revealed that since tests and examinations assess the same learning objectives from the syllabus, most of the test items set by teachers were extracted from the national examinations question papers. The paper recommends that more tasks at a higher level category need to be included in assessment tasks to promote critical thinking amongst learners.
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 proven to be one of the poorly answered sections in the Grade 10 national examinations. A total of thirty five (35) Grade 10 Life Science teachers participated in this study. It is a qualitative case study underpinned by an interpretive paradigm. The unit of analysis for this study was teachers’ perceptions and experiences of teaching the topic of human reproduction. Data were generated through document analysis, questionnaires and tape recorded semi-structured interviews. Such data were analysed inductively by sorting them into categories and then into emerging themes. Categories included teachers’ views and experiences of being taught and teaching human reproduction, how culture influenced the manner in which teaching and learning of human reproduction takes place as stated in the socio-cultural theory, and how teachers of different gender perceived and experienced the teaching of human reproduction according to the feminist standpoint theory. The emerging themes were colour coded and then developed into analytical statements. Data triangulation, member checking, and follow up interviews ensured data validity and trustworthiness. This study revealed that the cultural belief of the Owambo people that prohibits adults to talk to children about things related to sex because it encourages them to practice sex is still strong among individuals in the community including teachers themselves. As a result, teachers are not comfortable with teaching human reproduction topics. From the findings, it is recommended that teachers should be empowered to teach Life Science, specifically human reproduction topics, with confidence. Furthermore, parents should be made aware of the importance of including human reproduction topics in the school curriculum so that they can motivate their children to study it with an open mind.
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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 Consortium Monitoring Education Quality (2004), the Presidential Commission on Education, Culture and Training (1999), and the Mathematics and Science Teachers Extension Program (2002) revealed that the inadequate proficiency of primary teachers in mathematics content could be responsible for learners’ poor performance in mathematics. This study, therefore, is aimed at investigating the mathematical proficiency of lower primary (LP) teachers in Namibia. The study used three instruments to collect data namely, a profile questionnaire – to collect teachers’ demographic data, a proficiency test – to test their proficiency level of mathematics using the content of Grade 4 and 5 learners’ mathematics syllabi and a semi-structured interview schedule – to get views about their own mathematics content knowledge, attitudes towards mathematics as well as problems that hinder effective teaching and learning of mathematics at LP phase. The study was conducted with 30 lower primary teachers from five primary and combined schools in the Ohangwena circuit of the Ohangwena region. The study found out that: (1) the mathematical proficiency of LP teachers is below the Grade 7 Mathematics content. Most teachers are not able to solve the content of mathematics at upper primary (UP) phase. (2) LP education is receiving very little support from the Ministry compared to other phases. (3) There are no workshops or training courses organised for LP teachers. They do not receive enough textbooks and materials, their classrooms are overcrowded and teachers cannot pay attention to individual learners. (4) There is a dire need for LP Head of Departments (HODs) who are specialised at LP; most HODs for LP at schools are not specialised in this area. When it comes to views about future content of mathematics that should be given to LP teachers in Namibia, respondents recommended that future LP teachers should have knowledge of mathematics up to at least Grade 10 but preferably up to Grade 12. They do not want to be restricted to LP mathematics, but would like to have a broader knowledge of mathematics content. This would make them more confident in solving their children’s problems in mathematics. Overall, participants recognised the value of mathematics and the role that it plays in society.
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.
Full textAbstract:
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 partners. This study reviewed the attitudes and perceptions of men about contraceptive services in Engela District of the Ohangwena Region, Namibia.
Methods
A qualitative study was conducted using Focus Group Discussions (FGD) and Key Informant Interviews (KII) with men and women aged between 18-60 years residing in the Engela district of the Ohangwena Region. Men and women were purposively selected and participated in four and two focus group discussions respectively to explore the subject. Interviews with six influential and respected key informants, including government officials and community leaders were conducted. Data generated from the interviews were transcribed, coded, and content analysis conducted. Based on the research domain, themes and subthemes were generated. Purposive sampling was done. Many people were contacted to participate as participants in the research, some declined from participating due to lack of interest, and it was only those that were keen on participating that were enlisted by the research assistants. Influential leaders, respected in the community were also selected as KII.
Results
The findings revealed that specific reproductive health issues are common in the community, with a high level of awareness of family planning and contraceptives among men and women, many women having access to contraceptives Yet men held negative views about women’s decision to use contraceptives without their consideration and approval by them. The results indicated that community-level information was not ideal, and should be improved.
Conclusion
The study showed that most of the men who participated in the study are well informed about family planning and available contraceptive options for both men and women. It also revealed the attitudes and perceptions of men to FP and contraception use of women. However, there is little male involvement in contraceptive decisions.
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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 - MAThis 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 three months at Engela District Hospital working with the male circumcision (MC) regional coordinator who is also the MC Nurse at the same hospital. Data collection process utilised an ethnographic study design involving qualitative research methods namely participant observation, formal and informal interviews and the use of field notes. Participants included men who visited the hospital for circumcision procedure, health workers and community elders. Findings indicate that, circumcision that is now offered in hospital settings is not a recognised marker of masculinity in Ohangwena. There is also paucity of information regarding traditional circumcision. Since its abolishment in the eighteenth century, little is known about the history of this practice. Contemporary means of being a man in this setting are situated in everyday circumstances and include work, being strong, independent and ability to fulfil family responsibilities. Thus, in this context notions of masculinity do not determine men’s responses to MMC. Instead, men are motivated by health benefits in accepting MMC. MMC’s proven ability to reduce HIV transmission by 60% is the primary reason why most men are willing to be circumcised. Other reasons include genital hygiene and correction of medical conditions related to the foreskin such as ulcers and lacerations. Men’s knowledge and understanding of the relationship between MC and HIV prevention also plays a role in MMC acceptance. Some concerns that were raised by men in relation to this intervention are pain and discomfort, fear of complications, decreased penile sensitivity, transfer of untruthful information and gender of circumciser. I regard these concerns as barriers to MMC acceptance. This thesis also argues that, the manner in which MMC is performed out in public health facilities in not gender sensitive since it is mostly done by women. This act in my view is likely to make men feel emasculated and thus discourage other men from taking up this voluntary service. This study therefore recommends similar research in other contexts to challenge speculations made about the likely impact of MMC on masculinity, because, in my research, uptake of MMC has nothing to do with constructions of manhood. I further recommend provision of standardised equipments and resources including human resources for efficient provision of this program countrywide.
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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.
Full textAbstract:
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 leadership as a data analytical tool, this research study aimed to explore the enactment of teacher leadership at a secondary school in the Ohangwena region, Namibia. The motivation of this research study was twofold; one, it was due to my personal interest in getting a deeper understanding of what constituted teacher leadership as a concept which is gaining momentum in the educational leadership discipline; two, it was due to the evident knowledge gap existing on the concept of teacher leadership as there seemed to be very less research done on the concept. Using observation schedules, survey questionnaires, semi-structured interview schedules and analysing documents as data collecting tools, the study was geared towards answering four research questions which were driving the study, namely; i) In what ways do teachers participate in the leadership activities of the school? ii) What is the nature of the relations of these leadership activities? iii) What factors that may constrain the leadership activities of these teachers? iv) How do the principal and the School Management Team (SMT) encourage teacher leadership at the school? The study was of a qualitative nature located in the interpretive paradigm. A purposive sampling method was used to select research participants The findings of the study indicated that the research participants had a general understanding of what teacher leadership entails. Teachers enacted leadership across the four zones of Grant’s (2008; 2012) model of teacher leadership, though with very limited teacher leadership enactment in zone four. Zones one, two and three proved to be the popular media of teacher leadership enactment wherein teachers led in their classrooms enforcing discipline, serving as guides and caregivers to their learners (zone one). Teachers then extended their leadership outside their classrooms where they served as decision makers, curriculum developers for knowledge enhancement through reflective teaching and sport coaches (zone two). In Zone three, teachers led in committees’ structures, as mentors of learners, policy makers and as models of good practice. Zone four was the least media of teacher leadership. The data pointed to a host of factors that prevented teachers to assume leadership at the case study school, namely; ignorance and fear for accountability, policy and regulatory limitations, time limitations, limited skills and teachers as barriers to teacher leadership in terms of apathy, lack of confidence, negative attitude and anti-social behaviours as well as professional jealous. Nevertheless, the principal and the SMT emerged as catalysts for teacher leadership at the school as they enabled teacher leadership in a number of ways, namely, through delegation, motivation, free choice, open engagement, moral support and interdependence leadership practices. In the final analysis, the findings revealed that, leadership at the case study school was manifested as spontaneous collaborated leadership practices through institutionalised practices embarked upon with intuitive working relationships.
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Vaeta, Simon. "Managerial leadership in committees: a case study in a public rural combined school in the Ohangwena region, Namibia." Thesis, Rhodes University, 2016. http://hdl.handle.net/10962/1220.
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The existing education legislations in Namibia call for school principals to put in place appropriate support mechanisms and create necessary internal conditions for leaders, including teachers who do not hold formal leadership positions, to exert their sphere of influence beyond the classroom and into school-wide leadership activities. The establishment of various committees in the school is to enhance and improve the performance of the school and to create a pleasant work environment and spirit of collaboration and teamwork (Namibia Ministry of Education, [MoE], 2005). Leadership in committees is one of the expectations of new education policy. The aim of this study was to explore the leadership practices within a range of committees in a public rural combined school in the Ohangwena region of Namibia. It further unpacked the purpose, roles and membership of each of the four committees; how these committees were established; what leadership functions the teachers as committee members exercised and what challenges inhibited their leadership practices within committees. The study provided recommendations for future research in the area of leadership practices in committees. This research is a case study. The study is designed within the qualitative interpretive paradigm. It is rooted in a social constructivist tradition and employs a range of data collection tools, namely document analysis, semi-structured interviews, observations and questionnaires to enhance the validity of findings. The study found that committees were established in line with the Namibian education legislation. However, the study found the principal lacked the experience and skills to use the committee system more effectively, and maintained the status quo. This resulted in the committees practising pure management responsibilities rather than leadership interest. The study also found that only the leadership tasks were distributed to the committees but the power was not distributed. It was revealed that committees were dormant; while they were named in school documents, they functioned variously, intermittently or not at all. The significance of the contradiction was there were no regulations to guide the conduct of committee members.
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Jeremia, George Tileinge. "An Assessment of the Public Sector Planning Process of the Implementation of Capital Projects in the Ohangwena Region, Namibia." Thesis, University of the Western Cape, 2009. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_8338_1278012495.
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This research study focuses on the way the Namibian public sector plans and implements capital projects, mainly in the Ohangwena region, and the Ministry of Health and Social Services in general. The research results show that the planning and project process is not clear and that options need to be considered for the improvement thereof. It is observed that often some of the identified and approved capital projects are not implemented and, if implemented, this is typically done in two or three years. Most parts of Ohangwena are comprised of sandy roads, especially the north-eastern area of Ohangwena which represents a large part of the region. Distances between health facilities and the scarcity of transport make it difficult for the community to easily reach the nearest health facility. The primary objective of this study is to perform an assessment of the planning process in the public sector for the implementation of capital projects and its effectiveness with regard to the planning and implementation of identified capital projects. From the outset, the critical issue is not only implementation, but also how the Ministry plans its capital projects for successful implementation. Interestingly, no research has been done before on this topic in Namibia. Against this background, officials (planners) that are directly involved in capital projects design were interviewed at the district, regional and national levels of the Ministry. The research investigation found that, in general, the planning and project processes in the Ministry are good, but a number of weaknesses were observed in the implementation process. The findings of the study showed that capacity in the Ministry, in terms of skills and technical expertise, are among the main causes of delay in the implementation of capital projects, particularly in the region and in the Ministry in general. The research found that lack of technical expertise in the Ministry and the limited capacity of those responsible for capital projects initiation and implementation, especially at the District and Regional level, have a substantial influence on most of all the weaknesses observed in the system. In this regard, specific recommendations were made regarding the prioritization of the necessary posts and building capacity at the operational level
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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 is a formative intervention adopting a case study approach located in a critical paradigm since it aimed to bring changes in the activity system of the beginner teachers. The data were collected from ten participants: four beginner teachers, four experienced teachers, the principal and the Head of Department. The data were generated using the following techniques: document analysis, interview, questionnaires, observation and Change Laboratory workshops. The data were analysed thematically using second generation of Cultural Historical Activity Theory (CHAT) and Grant’s (2006, 2008, 2010) Teacher Leadership Model. The findings revealed that there were different understandings of the concept of teacher leadership. It was viewed as participation, influence, motivation and mentoring. It was also revealed that beginner teachers practiced leadership roles across the four zones of Grant’s (2006, 2008, 2010) Teacher Leadership Model, but to various extents. A high participation was noted in zone one within the classroom and zone two in curricular and extra-curricular activities and minimal participation was reported in zone three within the whole school development and zone four beyond the school into the community. Teacher leadership in the case study school was constrained by several factors, including teachers’ reluctance to lead, cultural beliefs, top-down leadership structure and lack of experience. Due to the minimal participation of beginner teachers in zone three and four, the findings suggested that the school should foster a collaborative culture, establish induction and mentoring committees in the school and encourage beginner teachers to take up leadership roles by providing opportunities for them to lead through delegation. In a series of Change Laboratory workshops (CLW) the principal and the Head of Department took up the responsibility of providing leadership training to the teachers to enable them to assume leadership roles in the school. In addition, participants agreed to establish induction and mentoring committees in the school to provide guidance and assistance to teacher leaders.
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Johannes, Thomas Kamusheefa. "An investigation of principals' perceptions and experiences of the implementation of the national standards and performance indicators (NSPI) for Namibian schools in the Ohangwena region." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1003522.
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The post independence Namibian education system has been characterised by many reform initiatives, aimed at eradicating inequity, poor performance, and inferior education provision inherited from a pre-independence education system. This legacy posed a serious challenge to Namibia when it set out to achieve a national goal, Vision 2030. Vision 2030 inspires Namibia to be among the eveloped countries in 2030. In an attempt to achieve the goals outlined by the mission statement of Vision 2030, the Ministry of Education (MoE) introduced two national education initiatives: the Education and Training Sector Improvement Program (ETSIP), and the National Standards and Performance Indicators (NSPIs). These would be implemented in Namibian schools as, respectively, the Ministry’s strategic plan and its policy document. The NSPIs were introduced to address the fragmentation of standards and inequity in regions and schools in Namibia, as they aimed to standardise the provision of equal, quality education across the country (Namibia. MoE, 2005a, p. 1). The NSPI policy calls for schools to take quality assurance seriously, with particular emphasis on School Self-Evaluation (SSE), a process that encourages self-management (Namibia. MoE, 2007a, p. 3). Thus, the standards set out by the NSPIs became the yardstick by which internal and external school evaluators could assess whole school performance. The purpose of this present study was to investigate the perceptions and experiences of principals in the Ohangwena Region following the implementation of the NSPIs. It is a case study involving two Inspectors of Education (IoEs), twelve principals, and four Heads of Department (HODs). Interviews, document analysis, questionnaires, and a focus group interview were used to collect the data. The study found that principals acknowledge the importance of the NSPIs, and believe that they would succeed in improving the provision of quality education if they were fully implemented. The study found that schools implemented Performance Indicators 5.3 (School Administration) Aspect 5.3.2 (Storage and retrieval of information) in Key Area 5. However, the results of the study also showed that principals experienced many challenges in the implementation of the NSPIs. These included a lack of understanding among principals and teachers of the NSPIs, a lack of understanding of contemporary leadership theories (that would otherwise help principals to implement change effectively), and a lack of support in terms of skills and resources from both the Regional Office in Ohangwena and the MoE itself. The study found that the NSPIs have not yet improved school performance, and consequently that the pass rate remains the same as before the introduction of the NSPIs, four years ago. The SSE, which aims to help schools identify their strengths and weaknesses, and encourages them to establish and make use of a School Development Plan (SDP) to address weaknesses and sustain strengths, is characterised by a high degree of dishonesty. Thus, the information furnished by SSEs, SDPs, and Teachers Self-Evaluations (TSEs) is unreliable, lacks credibility, and has the further ill-effect of skewing schools’ performance targets. Therefore, this problem could be addressed when the rationale of completing the SSE is clearly explained to principals and teachers.
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Matheus, Emmanuel Kamutyatsha. "Prevalence of babesiosis in Sanga cattle in the Ohangwena region of Namibia." Diss., 2017. http://hdl.handle.net/10500/23378.
Full textAbstract:
Bovine babesiosis is one of the common, economically important tick-borne infectious
diseases of cattle. Clinical cases suspected to be babesiosis are frequently observed in the
study area. Yet to date, no studies have been done in the farming areas of the north central
of Namibia to establish the prevalence of the disease. The objectives of the present study
were to determine the sero-prevalence of different Babesia species in Sanga cattle; determine
the most prevalent Babesia species and the spatial distribution for two Babesia species in the
study area. A total of 392 cattle were randomly sampled and bled to collect blood at various
crush pens in all constituencies of the region. This was done during the annual vaccination
campaign against lung sickness. The IFA (Indirect Fluorescent Antibody) a method known to
have a sensitivity of 95% and specificity of 99%, was used to analyse the samples for
Babesia antibodies. The most prevalent species was Babesia bigemina with an estimated
prevalence of 36.5%, followed by Babesia bovis at 16.6%. Mixed infections were estimated
to be 13.2%. The disease was found to be prevalent throughout the region with no
significance association between infection as the dependent variable and independent variables like sex, age and place. The parasite was widely but not uniformly distributed in the
study area. There is a need for more farmer education and awareness. The region proved to
be endemically unstable for babesiosis, a vaccination protocol to establish good herd
immunity is necessary to improve production. Similar studies in different parts of Namibia be
performed and that efforts to prepare a local vaccine. Agricultural regulations should also
include the removal of old animals to help improve productivity and farmers output. Further research should investigate and map out the prevalence of Babesia parasites and other
heamoparasites in each region of Namibia. This information can also contribute towards the
development of future interventions and management strategies in animal healthAgriculture, Animal Health and Human Ecology
M. Sc. (Agriculture)
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Haufiku, Amon. "An investigation of lower primary teachers' content knowledge of mathematics in Ohangwena region in Namibia /." 2008. http://eprints.ru.ac.za/1588/.
Full text
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Salom, Nespect Butty. "Critical success factors for the community management of rural water supply in the Ohangwena Region: Namibia." Thesis, 2020. http://hdl.handle.net/10500/26598.
Full textAbstract:
This study aimed to investigate the critical success factors for the community management of rural water supplies in the Ohangwena Region, Namibia. Rural communities in Namibia receive water through the Community Based Management (CBM) strategy, which necessitates water governance decentralisation, thereby enabling local communities to participate fully in the management of their water resources. In pursuance of this policy and philosophy, a large number of water point committees have been created nationally to manage the water system in rural areas.
However, it is reported that at least half of the existing water points in rural areas in Namibia are faulty and dysfunctional, and the majority of people are still struggling to access clean water. Rural communities in the Ohangwena region have over the years experienced water scarcity, compelling them to drink unsuitable and salty water for survival. The main objective of the study was to examine the critical success factors for the community management of rural water supplies in the Ohangwena Region of the country. More specifically, the study endeavoured to examine key considerations having a positive impact on the success of the management of the rural water supply in Namibia, using the Ohangwena Region as a local case study.
Both qualitative and quantitative methods were used in the study. The research methods included a mini-survey, document analysis and interviews. Purposive sampling was used to select the participants. All these approaches were applied to investigate the critical success factors for the community management of rural water supply. The findings from the study affirmed that polycentric principles govern the provision of Namibian rural water supply. Governance issues, leadership attributes of the committee members, training and capacity building, level of community involvement, coordination and support were identified as critical success factors for effective management of rural water supplies. Among factors identified as hampering effective management of the rural water points were a lack of implementation of specific regulations and stipulations of the National Water Policy of 2008 and Water Resource Management Act 11 of 2013 (although the Act was formulated, it still remains to be implemented), lack of skills among the water point committees, lack of financial and human resources and a lack of an oversight role by the government. The study recommended the enforcement of water management policies, harmonisation of laws and regulations as well as the provision of economic incentives to the water committees to ensure sustainable and efficient supply of water to communities. Finally, a rural water management model was developed, which is anticipated to contribute towards improved management of rural water provision in the study area.Public Administration and Management
D.P.A.
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Ndemuweda, Vistorina Vapanawa Ndapandula. "An exploration of the learning experiences of Life Science teachers through professional development initiatives : a case study of the Ohangwena region, Namibia." Thesis, 2011. http://hdl.handle.net/10413/9069.
Full textAbstract:
This exploratory study focuses on the learning experiences of Life Science teachers and seeks to understand the knowledge, skills and attitudes they learn in professional development initiatives (PDIs), and the usefulness and relevance attributed to them in their daily activities.
The research design of the study is located within a qualitative, interpretive paradigm. Data was collected through one-on-one semi-structured interviews with Life Science teachers, facilitators and the advisory teacher in the Ohangwena region. An analysis of workshop documents supplemented the interview data. The data was analysed with the use of thematic content analysis and then grouped into categories and further into themes to develop an explanation of what is learnt, how learning happens and where it happens. The analysis of data has drawn on a triple-lens framework according to Fraser, Kennedy, Reid, & McKinney (2007) to examine the conditions for continuous professional development (CPD) models which teachers undertake.
One of the main findings of this study indicates that Life Science teachers learn in multiple settings, formal and informal, planned and incidental. The knowledge and skills they learn include content knowledge, teaching strategies, as well as new curricular knowledge and practical skills. Learning strategies include lectures, group discussions, doing and experimenting, peer-coaching and collaborations. The main formal professional development initiatives in the region were said to be workshops and projects. However, self-initiated learning opportunities were also reported. Teachers expressed that they did not feel well-supported by the Ministry of Education and by school managements. Poor planning and coordination, lack of financial support, lack and inadequacy of resources like laboratories and textbooks were all indicated as challenges that teachers faced when attempting to participate in professional development.
The study concludes that more coherent and continuous professional development programmes that support and allow teachers to engage in lifelong learning based on context, collaboration, peer-coaching and distributed expertise need to be created at school and circuit levels.Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2011.