Dissertations / Theses on the topic 'Police – Namibia'

Thesis (MPA)--Stellenbosch University, 2003.
ENGLISH ABSTRACT: Freedom of association is a constitutional fundamental freedom denied the members of the Namibian Police Service. This led to the researcher to conduct a study on current labour practices in the said organisation. The aim thereof was to establish whether the inexistence of unions has a detrimental effect on labour relations, and also to explore possibilities of introducing trade unions in the Police Service. A study was conducted within a qualitative approach with the data obtained from existing literature as well as through interviewing police officers and other public office bearers. It was ultimately found that the entire organisation is fraught with labour related problems, which would have been handled differently within unionism. The study therefore recommends that a union be formed for the Namibian Police members.
AFRIKAANSE OPSOMMING: Vryheid van assosiasie is 'n konsitusionele fundamentele vryheid wat die lede van die Namibiese Polisiediens ontsê is. Dit was aanleidend tot die navorser se ondersoek van bestaande werkspraktyke in die gemelde organisasie. Die studie is daarop gerig om vas te stel of die bestaan van unies nadelig inwerk op werksverhoudings asook om die moontlikheid van die instelling van vakunies in die polisiediens te ondersoek. Die studie is met 'n kwalitatiewe benadering onderneem en data is bekom uit bestaande literatuur asook onderhoudsvoering met polisiebeamptes en ander openbare ampsdraers. Daar is uiteindelik bevind dat die hele organisasie gebuk gaan ander werksverwante probleme wat binne vakunie-verband anders hanteer sou word. Die studie beveel dan ook aan dat 'n unie vir die lede van die Namibiese Polisie ingestel moet word.

The thesis assesses the costs and benefits of Namibia's membership of the CMA to determine whether the CMA is an optimal currency area at least from the perspective of Namibia. This issue is examined from two main perspectives: (a) whether real exchange rate (RER) adjustment is frustrated by the inability to use the nominal exchange rate as an instrument of adjustment. Evidence of persistent RER misalignment may be seen as a necessary condition for an independent nominal exchange rate regime, however, it is not sufficient.(b) In this case, we examine whether nominal devaluations will have sustained effects on RER adjustment, given Namibia's structural features, such as the high degree of openness and a small nontradable sector. An equilibrium RER for Namibia is estimated using a single equation model of RER determination. The model is used to compute RER misalignments to determine whether there are sustained long periods of misalignments. To test whether nominal exchange rates can be effective in changing relative prices, a simple model was developed to measure pass-through of foreign price and exchange rate changes to domestic prices and wages. This provides useful information regarding whether nominal devaluations can be sustained. The results show that RER misalignments have been small, while the extent and speed of pass-through is complete and instantaneous for most items, suggesting that nominal devaluations in Namibia are not likely to have real effects. Even if it was the case that monetary autonomy cannot be supported on grounds of affecting relative prices, it may nevertheless be important for Namibia to pursue an independent exchange rate strategy. To examine this possibility, the analysis was extended by looking at costs and benefits of OCAs which do not rely on the ability to change relative prices. Benefits arising from savings on transactions costs and on foreign exchange reserves amounted to 3.8% and 2.4% of GDP, respectively. Further, we demonstrated that past "shocks" between Namibia and South Africa were highly correlated. The findings of the thesis suggest that the CMA is an optimal exchange regime for Namibia.

This thesis investigated the role of monetary policy in Namibia for the period 1993 to 2011. It aims at achieving six objectives. First, it reviews the evolution of monetary policy in Namibia for the period 1980 to 2011. Second, it investigates the interest rate channel of the monetary policy transmission mechanism in Namibia. Third, it analyses the credit channel of the monetary policy transmission mechanism in Namibia. Fourth, it evaluates the exchange rate channel of the monetary policy transmission mechanism in Namibia. Fifth, it studies the money effect model in the context of the monetary policy transmission mechanism in Namibia. Sixth, it examines the exchange rate pass–through (ERPT) to domestic prices in Namibia. In order to achieve the objectives of the relative importance of the different channels of monetary policy transmission, a structural vector autoregressive model of the Namibian economy is constructed. Specifically the responses of the output and prices to monetary policy shocks for Namibia over the quarterly period 1993:Q1 to 2011:Q4 are investigated using impulse response functions and forecast variance error decompositions obtained from a structural vector autoregressive model (SVAR). The thesis also examined the exchange rate pass-through from exchange rate to domestic prices using both SVAR and the single equation error correction model (ECM). Estimation results on the different channels of monetary policy transmission mechanism showed that the interest rate channel and the credit channel are effective in transmitting monetary policy actions. The exchange rate channel is also operative but not effective. The money effect model confirms that inflation in Namibia is not a monetary phenomenon. The results of the pass-through relationship showed that there is an incomplete but high exchange rate pass-through from exchange rate to domestic prices.

The introduction of inflation-targeting frameworks around the world prompts the question whether Central Banks focus solely on inflation. The paper uses the Taylor rule to characterize the Namibian Monetary Policy and to see whether the Bank of Namibia considers the economy in setting the Bank rate. Based on this rule, the Bank rate follows the Taylor rule over the sample period but there are several deviations. My results point to the following: Firstly, the Bank increases the policy rate to counter rising inflation but keeps the rate constant when inflation declines. Secondly, the Bank tends to smooth their rate adjustments. Using the lags of right hand side variables, hints at the fact that past inflation is important for the Bank to adjust the policy rate. Thirdly, the Bank of Namibia seems to focus more on inflation compared to the output gap. This is confirmed by the weight allocation which seems to be larger for inflation. Finally, the inclusion of additional variables that are deemed important in setting the Bank rate, improves the overall fit. Therefore, the model could be utilized to indicate where the policy rate should be.

This thesis analyses the different levels at which China’s presence in Namibia affects Namibia’s domestic politics and foreign policy from a constructivist viewpoint. Constructivist theory is used to examine the different perceptions of the Chinese in Namibia and how these inform Namibian politics and Sino-Namibian relations. These perceptions are formed at different levels of society in formal and informal relations, state-to-state, state-to-business,business-to-business and individual-to-group relations. The way in which perceptions of Chinese involvement in Namibia at the grassroots level of society differ from those at the top increasingly has an effect on domestic Namibian politics and, as such, Sino-Namibian relations. This identifies official and non-official perceptions of China’s political, economic and social presence to determine the effects of grassroots on China vis-à-vis official perceptions in Namibian politics and the effects of grassroots views on Namibian politics and on official views and state behaviour towards China and China’s presence in the country.

This study is the first cycle of an action research project that focuses on the implementation of the Environmental Education Policy in Namibia. Perceptions of Namibian decision-makers were sought with regard to their understanding of the concepts ‘environment’ and ‘environmental education’, as well as to identify environmental problems and obstacles to the implementation of the Environmental Education Policy. The approach of coming up with options to address the identified problems/obstacles/constraints, was employed in this study. To this effect, interviews, a workshop, observations and reflections on the process of implementation resulted in a wealth of data. The findings shed light on possible solutions to address the identified problems and obstacles. The results revealed that community participation, skills development and the proper co-ordination of environmental education activities are imperative in addressing the obvious policy-practice gap. Decision-makers uncovered the fact that the socio-economic situation of our people necessitated pulling our resources together and working as a team. The overall perceptions are that the environment is everyone’s business and that we should zealously use it and carefully guard it, not only for ourselves but also, for the benefit of coming generations.

Thesis (MDF)--Stellenbosch University, 2015.
ENGLISH ABSTRACT: This study attempts to establish the determinants of house prices in Namibia and their implications foraffordability of houses. The study made use of the ARDL time series model. The study established that the seven variables in the study are cointegrated. The cointegration results enabled the specification and estimation of the ARDL Error Correction Model. The results established that gross domestic product and interest rates are important in explaining the variations in house prices in the short run. Ironically, money supply and inflation, which are closely linked, were found not to affect house prices in the short run. In addition, national domestic credit, which was used as a proxy for total mortgages advanced in the country,wasnot a significant explanation of house prices in the short run. The study also established that the independent variables included in the ARDL Error Correction Model collectively influence house prices in Namibia in the long run. The implication of this is that policies that are meant to influence house prices in the long term can actually target any one or a combination of the variables included in the study. The main recommendation emanating from the study is that the government should redouble its efforts to provide affordable land and housing to the lower and/or middle income households in Namibia.

Doctor Educationis
This research has sought to investigate the language policy of Namibian schools against the background of international literature on the advantages of mother tongue as medium of instruction during the initial years of school. The historical background of the formulation and implementation of the current policy is dealt with in Chapter 2. The theoretical aspects of language planning as explained in the literature will focus on aspects like the underlying principles for language planning. This chapter will furthermore discuss information regarding the status and the use of the mother tongue as medium of instruction in Namibia during the first three years of school. In Chapter 4 a literature review of Cummins's linguistic interdependence principle, as well as the different options or models for a bilingual language approach in education, is discussed in detail and compared to the Namibian situation to find the best possible model which could be adapted for Namibia. Chapter 5 investigates the results of a survey that has been conducted in Namibia to determine the level of English language proficiency of teachers. These findings are compared to find a relation between repetition rates of learners, Grade 10 examination results per region, as well as the teacher qualifications per region. Chapter 6 proposes a gradual bilingual language model for Namibia. First the rationale will be dealt with, followed by a detailed description of the model and how it is to be implemented. Chapters 7 and 8 deal with the research methodology that was undertaken in the form of a questionnaire and interviews with educationists regarding the use of the real medium of instruction, the perceptions of educationists on the language policy, and their proposals to change the language policy. Their perceptions of the proposed language model are discussed in order to identify ideas on how to streamline it. In Chapter 9 questions concerning the implications of implementing a bilingual language policy with regard to what is possible, practicable, and affordable will be dealt with. The last chapter, Chapter 10, will compare the current language policy, a policy proposed by NIED, and the model proposed here, before a number of recommendations are made.

Bibliography: leaves 81-86.
The aim of this dissertation is to identify policy-scientific causes underlying the constraints to successful Implementation, and give recommendations In order to improve the attainment of initial goals specified, in 'the resettlement policy. To identify these policy-scientific causes, criteria were extracted from the theoretical policy making as well as from international experience with regard to policy implementation. Subsequently, the policy process of resettlement was assessed according to these criteria. This report presents the findings of the policy assessment of the National Resettlement Policy of Namibia.

This exploratory study seeks to critically explore human resources development with regard to the career needs and stages of the Namibian Police (NAMPOL). Documents were perused on the issue of the current human resources development and its relevancy to the training and development within the Namibian Police. Questionnaires were completed by a representative sample of NAMPOL officials from different departments of the police. Interviews were also conducted with selected officials on training and development of personnel. Recommendations are given as a model for improving the Namibian Police human resources development system as an effective training and capacity building system for members of the police force to perform their tasks effectively.

Thesis (MEd) -- Stellenbosch University, 2005.
ENGLISH ABSTRACT: One of the major features of educational transformation in Namibia revolves around the democratisation of education. However, despite various endeavours by the government to transform the education system in an effort to provide quality education, there remain many challenges to the delivery of urgently needed quality education. This thesis seeks to explore how democratic education can possibly contribute towards eliminating identified challenges. My contention is that the promulgation of the education policy document "Toward Education for All" of 1993 was meant to bring about changes in the Namibian education system. However, the promulgation of this policy does not imply the effective implementation thereof.
AFRIKAANSE OPSOMMING: Een van die belangrikste kenmerke van onderwystransformasie in Namibie is die demokratisering van die onderwys. Ten spyte van verskeie pogings deur die regering om die onderwysstelsel te transformeer in 'n poging om gehalteonderwys te verseker, is daar steeds baie uitdagings met betrekking tot die lewering van dringend nodige gehalteonderwys. Hierdie tesis ondersoek hoe demokratiese onderwys moontlik daartoe kan bydra om die uitdagings soos gerdentifiseer die hoof te bied. Die skrywer is daarvan oortuig dat daar met die bekendmaking van die onderwysbeleidsdokument, Toward Education for All (1993), bedoel word om veranderinge in die Namibiese onderwysstelsel teweeg te bring. Die openbaarmaking van hierdie beleid impliseer egter nie die effektiewe implementering daarvan nie.

Over decades, job satisfaction has generated active empirical research. Similarly, organizational commitment, another attitudinal variable in the work domain, strongly related to, but distinctly different from job satisfaction, received comparatively equal research scrutiny. However, research on the impact of labour broking on employees’ job satisfaction and organizational commitment is nonexistent in Namibia. Using a quantitative approach, within a positivist paradigm, the purpose of this thesis was to examine the impact of labour broking on employees’ job satisfaction and organizational commitment as well as to determine the dynamics that mediate such experiences. These experiences were examined through a 5-dimensional, 72-item Job Descriptive Index and a 3-dimensional, 12-item Organizational Commitment Questionnaire over a sample size of 108 temporary and permanent employees, drawn through random probability sampling in a number of Namibian organizations that make use of labour hire services. These experiences were further amplified by face-to-face interviews over a sub sample of 20 employees. Data analysis was carried out using the chi-square, correlation, t-tests and multiple regression techniques of the STATISTICA software. Drawing on the principles of the multi dimensional theory of organizational commitment, the Cornell dispositional theory of job satisfaction and the temporary employee stigmatization model, results revealed that variables of employment status, tenure, inadequate income, inappropriate supervision and fear of job losses ahead of a newly proposed piece of legislat st labour hire ractices significantly influenced job satisfaction and organizational commitment of employees. Estimates indicate that for a mere change in tenure, job satisfaction levels will significantly rise by 0.26 units, whereas organizational commitment will augment by 0.03 units. However, for every N$ fall in employees’ pay, we can expect job satisfaction levels to decrease by 26%, but with significant effects. The study recommends that organizations must adopt policies that grant permanent tenure to all their employees, position them in respected and challenging jobs in which they will grow skills and ensure that all employees are remunerated with pay that signals their contribution to the organizations. In doing so, the negative effects of labour broking will disappear and employees will be satisfied with their jobs and Tommitted to their organizations.

Thesis (MPA (School of Public Management and Planning))--University of Stellenbosch, 2006.
The focus of this research is on the analysis of Namibian land reform policy. The primary objective is to identify the prevailing values behind the land reform, formulate precise objectives that reflect the inherent values, and analyse the existing options with a view to identifying the delivery mechanism(s) most appropriate to meeting the land reform objectives and to delivering the desired outcomes in a sustainable way. Namibia inherited skewed land ownership. The land reform debate focuses mainly on the redistribution of commercial farms, which are mostly owned by whites, and the tenure reform in the communal areas. The Namibian land reform rests on a tripartite scheme: Resettlement, Affirmative Action Loan Scheme (AALS) and the Development of Communal Areas (DCA). These approaches are governed by a number of policies and laws. Land reform is a very complex and emotion-laden phenomenon with multiple dimensions, which include moral, historical, social, economic, environmental and technical aspects. The land question in Namibia is a race question. While politicians argue publicly that land reform is important to boost the economy and reduce poverty, in reality the focus is on having more black Namibians own more of Namibia’s commercial farmland. This discrepancy between public pronouncements and actual motive may be responsible for the lack of clear objectives for the land reform policy. The analysis of Namibian land reform policy will require formulation of precise objectives. Because Namibia is the driest country south of the Sahara, sustainable management of land is imperative. Finding ways of achieving a politically acceptable racial balance of commercial land ownership and sustainable utilisation of redistributed land within an optimum time span is a challenge. The formulation of Namibian land reform policy was not preceded by any attempt at prior policy analysis. An ad hoc and crisis-management approach prevailed. A policy issue analysis approach has been used in this study. It is based primarily on a literature review augmented with questionnaires and interviews with selected key stakeholders. A stratified sampling technique was applied in the selection of the key stakeholders. The three groups identified were the policy-formulation and implementation group, the commercial farmers and the emerging farmers. VISA, a multi-criteria decision analysis package, was used to analyse and compare the three land reform approaches, while PolicyMaker software was used to analyse political actors and suggest strategies that can enhance the policy’s feasibility. The literature review and questionnaires revealed that the objectives of the land reform policy include correcting the skewed ownership of commercial farmland to reflect the demography of Namibia, alleviating poverty and achieving social and economic equity for all citizens. The programme should be sociologically, economically and environmentally sustainable. Combining all these objectives as criteria for evaluation, VISA demonstrates that the affirmative action loan scheme has the greatest potential for meeting the objectives followed by resettlement and development of communal areas respectively. Using the PolicyMaker software, stakeholders were categorised into supporters, opponents and non-mobilised; opportunities and obstacles were identified and strategies devised to harness opportunities and diffuse opposition.
cmc2010

This research project investigates the implementation of formative assessment policies in the Life Science curriculum at two schools in the Keetmanshoop District, Karas Education Region. It takes the form of an interpretive case study and adopts a qualitative approach. Several data collection tools were used: classroom observation, document analysis and semi-structured interviews. Two of the eleven schools in the Karas Region offering Grade 10 Life Science were selected for the study, and the research participants at each school consisted of one Grade 10 Life Science teacher and five of their learners. The study situates itself in the context of Namibian educational reform by reviewing relevant literature pertaining to learner-centred (constructivist) education and assessment practices in pre- and post-independent Namibia. The study highlights issues pertaining to formative assessment that are at variance with reform policies, identifying six recurring themes that explain how formative assessment policies are implemented. These are teachers' perceptions of formative assessment and its role in teaching and learning, the type of learning being developed, marking/assessing assessment tasks, the integration of formative assessment into classroom instruction, strategies teachers used to implement formative assessment, and types and purpose of activities. The themes that evolved during the data gathering process provide insight into the ways in which teachers perceive formative assessment in relation to the ideals of Namibian educational reform policies. In the light of these findings, the study makes recommendations concerning the implementation of formative assessment policies so as to render these congruent with the theory underpinning leamer-centred education.

The transformation of education has been central to the programme of the first democratically elected government in Namibia, both because of the democratic demands for equality, equity and access, and as a means towards the wider transformation of Namibian community. The study provides a brief history of the pre- and post-independence education policy environment in Namibia with regard to how management and leadership of schools gave rise to opportunities for the development of democratic participation. Adopting an interpretive approach, the study examines several key stakeholders' perceptions of the impact of transformation initiatives on their leadership and management thinking and practice. The sample comprised four teachers, a principal, a director, a school board member, two learners and a hostel matron. The findings reveal that, in order to create a democratic school community, the stakeholders' role is largely a matter of opposing and transcending the contradictions, inadequacies and limitations inherent in the educational ideas, policies and practices caused by the previous Apartheid education system. There is a reasonable amount of success in the implementation process of democratic leadership and management of schools. The findings further highlight contradictory tendencies, in that the Ministry of Basic Education Sports and Culture established a uniform system of education but also entertained the principle of decentralised governance through the introduction of school based management practice incorporating the main stakeholders at local level. The data confirms a communication gap between stakeholders, lack of adequate education and training in participatory management and leadership for learners, parents, teachers and school boards, and insufficient support from the national and the regional authorities. The study concludes with some specific recommendations that might strengthen stakeholders' sense of their participation in democratic practices for longer-term cost effective implementation to occur. This is supported by the belief that education policy change only becomes a reality once understood, owned and appreciated at local level.

Thesis (MBA)--Stellenbosch University, 2001.
ENGLISH ABSTRACT: The Republic of Namibia gained its independence from South Africa on 21 March 1990. The divided economic sector between modem European orientated and the underdeveloped African sector places major challenges on the government, the business sector and on the population itself. Vast differences exist between income, educational level, and living conditions and life expectations. The economy can be described as stable. Mining, fishing and agriculture are the main contributors to the economy. Currently the government maintains a budget deficit of 23.5% of the Gross Domestic Product. The economic policy can be described as open and democratic. Exchange rates and interest rates are market-determined. The comparatively high Gini - Coefficient of 0,7%, an unemployment rate of 34% and the decrease of the life expectancy rate are major challenges faced by the government of the day. Since independence Namibia has become a member of many regional and world organisations. These organisations support Namibia in various development projects, which will contribute t a stable economy. The composition of the Namibian population together with the size of the country and its various natural resources makes Namibia not very attractive for major manufacturers or industrialisation. Therefore the development of Small Macro and Medium Enterprises are of utmost importance. Namibia has developed a sophisticated financial sector, compared to other African countries. The Namibian Stock Exchange was established during 1992 and has developed into the second largest stock exchange in Africa. Treasury Bills and Government Bonds have been introduced as investment tools. Various state-supported institutions have been founded to support economic development. The Ministry of Trade and Industry implemented various tax incentives to attract foreign and local investments. However these measures have not had the expected effect. Namibia can learn few things from Mauritius, which has had basically the same historical development and economic composition. To ensure future investments in Namibia the government should consider the implementation of an investment tax, the implementation of an Unemployment Insurance Fund, and the support of unemployed people. The effect of HIV/AIDS will have a major impact on the economy of the country. The regional development will have a major effect on the national economy. The Southern African Development Community should create a regional currency, a standard economic and political structure and a free trade area. Such a regional development will have a positive effect on all national economies. Namibia has enough investment opportunities for national and foreign investors. Political and economical stability has to be maintained to ensure continuous future support of the investors. To fight poverty additional steps have to be taken so that within 20 years poverty in Namibia is not an issue anymore.
AFRIKAANSE OPSOMMING: Die Republiek van Namibië het op 21 Maart 1990 onafhanklik geword. Die groot ekonomiese verskille tussen moderne Europese en ander ontwikkelde Afrikaanse sektore plaas die regering, die besigheids sektor en die inwoners voor 'n groot uitdaging. Groot verskille bestaan tussen inkomste, opvoeding, lewens omstandighede en verwagte lewensduur. Die ekonomie kan as stabiel beskryf word. Huidiglik handhaaf die regering 'n begrotingstekort van 23.5% van die Nasionale Bruto Binnelandse Produk. Die ekonomiese beleid kan as demokraties en oop beskryf word. Die wisselkoerse en rentekoerse word deur die mark bepaal. Die relatief hoë Gini koefisiënt van 0.7%, 'n werkloosheidspersentasie van 34% en 'n daling in die verwagte lewensduur stel die regering voor 'n groot uitdaging. Sedert onafhanklikheid het Namibië lid geword van talle streeks- en werêld organisasies. Hierdie organisasies ondersteun Namibië in verskillende ontwikkelingsprojekte, wat 'n stabiele ekonomie tot gevolg sal hê. Die samestelling van die bevolking van Namibië en die grootte van die land tesame met die natuurlike hulpbronne maak dit aanloklik vir groot fabrieke en industrieë. Die ontwikkeling van mikro en klein besighede is dus uiters belangrik. Namibië het 'n gesofistukeerde finansiële sektor in vergelyking met ander Afrika lande ontwikkel. Die Namibiese effektebeurs is 1992 in die lewe geroep en het tot die tweede grootste effektebeurs in Afrika ontwikkel. Skatkis briewe en regerings skuldbriewe is ingevoer as beleggings moontlikhede. Verskillende regerings en ondersteunende instansies het onstaan om ekonomiese ontwikkelling te bevorder. Die Ministerie van Handel en Ontwikkeling het verskillende belasting voordele geskep om buitelandse beleggers te trek. Tot op die huidige dag het hierdie voordele nie die gewensde effek gehad nie. Namibië kan baie van Mauritius leer, wat basies dieselfde historiese ontwikkeling gehad het en dieselfde ekonomiese samestelling het. Om toekomstige ontwikkeling te verseker, behoort die regering die implementering van 'n beleggersbelasting te oorweeg, sowel as 'n werkloosheidsversekeringsfonds om werklose mense te help ondersteun. Die effek van MIV/VIGS sal 'n groot uitwerking hê op die ekonomie van die land. Streeksontwikkeling in Suider-Afrika sal 'n groot effek op die ontwikkelling van die nasionale ekonomie hê. Die Suid Afrikaanse Ontwikkelings Vereniging behoort een gesamentlike geldeenheid, 'n standaard ekonomiese en politieke beleid te hê om 'n vrye handelssone te implementeer. Die streeksontwikkeling sal 'n positiewe effek op alle nasionale ekonomieë hê. Namibië het genoeg beleggingsmoontlikhede vir nasionale en buitelandse ontwikkellaars. Politieke en ekonomiese stabiliteit behoort gehandhaaf te word om toekomstige steun van beleggers te waarborg. Om armoede te bekamp, moet addisionele stappe geneem word om te verseker dat dit oor 20 jaar geen probleem meer sal wees nie.

Both Namibia and South Africa have had mixed success in their housing policies since the advent of democracy in both countries in the 1990s. This paper proceeds from the hypothesis that each country can learn useful lessons from each other in respect of housing policy. The primary purpose of this research was to describe and systematically compare the housing policies of Namibia and South Africa. The historical backgrounds of the countries, existing policies and the manner in which the policies are implemented were investigated. The research examined the housing policies of Namibia and South Africa in terms of their similarities and differences and to consider the impact and implications. Namibia and South Africa vary in their expenditure commitments to provide affordable homes. Their housing policy strategies also differ. Differences reflect different levels of prosperity and differences in governance and institutional arrangements. The study concluded that the policies of Namibia and South Africa are, in the main, similar in that both Namibia and South Africa have enacted legislation that govern matters related to housing – either as housing relates to financing and affordability or as a function of ownership. South Africa stands out, however, in that the right to adequate housing is a prescript of the constitution. In both the investigated countries, there is evidence that their policies are committed to a housing process built on the foundations of people’s participation and partnerships. But there are also differences with regard to implementation. In this study, it is brought to bear on both countries that the provision of housing was not all that successful. But good policies are a good start to a successful outcome of a process.

Namibia has been praised for having rigorous policy frameworks that address various national development challenges. Over the years, the country has introduced various policy initiatives to address the housing challenge in the country. However, implementation of such policies and programmes faced various challenges resulting in suboptimal outcomes and consequently, a situation where such programmes are abandoned, and new ones are introduced with little learning from past experiences. This paper, analysed the role of governance on effective programme management using a case study of Namibia’s Mass Housing Development Programme. The findings highlight governance challenges, as one of the key contributing factors to failing programmes. A qualitative approach was employed in gathering data using face to face in-depth interviews with the informants who represented the target population in the study. The paper contributes to the body of knowledge on the importance of governance which public policy and programme makers can draw lessons from for effective programme implementation.

Magister Legum - LLM
Namibia is home to a number of linguistic minorities. According to the 2011 census, the Owambo constitute 49.35 per cent of the population, accounting for almost half of the country’s total population.1 The rest of the linguistic groups include the Bushman (San) (0.95 per cent), Caprivians (4.5 per cent), Herero (8.99 per cent), Kavango (10.42 per cent), Damara/Nama (11.32 per cent), Setswana (0.26 per cent), Afrikaans (8.72 per cent), German (0.54 per cent), English (2.43 per cent), other European languages (0.69 per cent), other African languages (1.74 per cent), Asian languages (0.08 per cent) and other unidentified languages (0.02 per cent).2 English is, however, the only official language in terms of the Constitution of the Republic of Namibia, 1990 (“Constitution”).3

Purpose - this study is aimed at to investigating the effects exchange rate and other variables on foreign direct investment (FDI) inflows have on the Namibian economy. Methodology -The model comprises of the unit root test, the co-integration test, the long run equation co-efficient, an error correction model, the normality test and the stability test, were employed to estimate and interpret the results. Finding and recommendations - The results of the study have revealed that a relationship exists between exchange rate and FDI. However, this relationship is said to be statistically insignificant. It cannot therefore be used as a tool to influence FDI in Namibia. The results further indicated that GDP and trade openness were the most significant determinants of FDI in Namibia. The recommendations of this study thus suggest that the government should implement policies to diversify its production across all sectors and increase the manufacturing of finished goods, so as to enhance the GDP growth. Namibia should further advance its trade open through in-creased and fast-tracked trade agreements at both bilateral and multilateral levels.

Bibliography: leaves 97-100.
This dissertation forms part of a process which began when DANCED initiated the first stages of a project aimed at aiding the Namibian Government in the development of an Integrated Coastal Zone Management _Plan for the coastline of the Erongo Region. DANCED requested the assistance of the MPhil students, from the Department of Environmental and Geographical Science of the University of Cape Town, in the compilation of a baseline report for the region. The first step involved the collection and synthesis of baseline data on all environmental factors (natural and social) pertaining to the Erongo Region. This was followed by individual research dissertations by each member of the class. After review of the Baseline Report, the greater Walvis Bay 'bay area ' was identified as a priority area in terms of coastal zone management of the Erongo Region. The aim of this dissertation is thus to provide an environmental overview of the Walvis Bay ' bay area' that can assist planners and relevant authorities in the effective management the area. Firstly, the importance of the study area as a conservation area is established. It is noted that the Walvis Bay wetland is one of the top five most important wetland areas in Africa. Secondly, there is little co-ordination and communication between the authorities that have jurisdiction over portions of the study area and this has led to ineffective management of the area. Thirdly, the study area is defined and the major human activities operating within the study area are identified and described.

Includes bibliography.
Central to a policy for sustainable urbanisation in Namibia, is the recognition of rural-urban relationships. The cross cutting spatial and sectoral issues, of circular migration need to be incorporated in an urbanisation policy. Government policies based on the assumptions of linear development theories such as 'urban bias', which isolate rural from urban as two mutually exclusive areas, mask the fact that poverty is experienced by urban and rural dwellers alike. At the crux of sustainable urbanisation in Namibia, is the ability of urban areas to absorb rapidly urbanising populations by way of provision of adequate urban infrastructure and services, housing and employment opportunities. In tum, this requires appropriate urban local governance, management and planning. The adoption of approaches which embody flexibility, adaptability, cooperation between the urban roleplayers, and speed of response are key to a sustainable urban environment. In the absence of urban conditions which can support a rapidly increasing population, migrants and the urban poor are forced to maintain a foothold in both rural and urban areas as a mechanism of risk diversification and survival. Mere survival, as embodied in circular migration in Namibia, does not suggest a process which can attain economic, social and biophysical sustainability. The implication is that the longer the conditions of circular migration remain entrenched in Namibia, the less likely the attainment of conditions of sustainability, and the more likely the further degradation of the environment, which ironically would probably further necessitate the split of households across the spatial continuum. Policies, such as Namibia's National Resettlement Policy, which target beneficiaries spatially and sectorally, tend not to have the expected benefits of poverty alleviation, and instead, often unintentionally, have the disbenefit of further entrenching poverty and circular migration. Fundamental then, to the sustainability of urbanisation in Namibia, is the integration of rural, urban and environmental policies, in turn requiring multi-sectoral and multi-spatial policies based on a thorough understanding of the forces underpinning circular migration.

Thesis (MEd)--Stellenbosch University, 2013.
Bibliography
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 study exposes how learner representation on the school board and their participation in the discussions during meetings is experienced. The study also discusses how learners who are elected to serve on the school board are accountable to other learners who have elected them. The study shows the link between democratic school governance and school discipline, internationally, nationally and locally. Finally, given the exploratory nature of the study, some issues that warrant further investigation to add to the existing knowledge are highlighted.
AFRIKAANSE OPSOMMING: Hierdie navorsingsverslag ondersoek die persepsies van Namibiese onderwysers met betrekking tot demokratiese skool bestuur en die bestuur bydrae tot skool disipline. Verder word die opvoedkundige riglyne vir demokratiese skoolbestuur voor en na 1990 ondersoek en die indrukke van twaalf onderwysers van vier sekondêre skole in die Oshana Onderwysdistrik met betrekking tot die bydrae van ‘n demokraties verkose skoolbestuur tot ‘n gebrek aan dissipline onder leerlinge word bespreek Hoe leerlingverteenwoordiging op die skoolraad en leerlinge se bydrae tot besprekings gedurende vergaderings ervaar word, sowel as hoe leerlinge wat gekies is om op die skoolraad te dien aan die leerlinge wat hulle verkies het, verslag doen, word ook oorweeg. Die verband tussen ‘n demokratiese skoolbestuur en skooldissipline op internasionale, nasionale en plaaslike vlak word getoon, Weens die ondersoekende aard van die studie word kwessies laastens uitgelig vir verdere ondersoek om sodat meer inligting by die reeds bestaande kennis gevoeg kan word.

Thesis (MEd)--University of Stellenbosch, 2011.
ENGLISH ABSTRACT: This thesis analyses some of the major education policies in Namibia since the introduction of a democratic government in 1990. The analysis reveals that democratic participation through stakeholder representatives is an ideal framework to promote democracy in education discourses, that is, in policy formation, school governance and teaching and learning. However, there is a dilemma of a lack of inclusion, which is incommensurable with modern democratic theorists’ conceptions of democratic citizenship (both Western deliberation and African ubuntu). The thesis asserts that Namibia’s historical and cultural background has to be taken into consideration if a defensible democratic citizenship education is to be engendered and advanced. An examination and interpretation of the three phases of Namibia’s historical background, its pre-colonial, colonial/apartheid and post-apartheid education systems, were carried out in order to understand the current state of education and the type of citizens the country is developing through its education system. Central to this investigation were different conceptions of democratic citizenship, which indicate that deliberation, inclusion, equality, reasonableness, publicity, belligerence, hospitality, compassion and African humanness (ubuntu) are the features of a defensible democratic citizenship education. The exploration of the distinction between deliberation and ubuntu shows that Namibia’s context requires a minimal democratic citizenship framework with ubuntu if a lack of inclusion is to be eliminated. The discussion on democratic conceptions also draws on a minimalist and maximalist continuum of democratic citizenship education. The thesis argues that a minimalist form of democratic citizenship education, in conjunction with African ubuntu – which constitutes less deliberation and non-belligerence with more compassion, careful listening, respect and dignity – engenders conditions for an inclusive policy framework, school governance, and the cultivation of democratic citizenry through teaching and learning in Namibian public schools, and may eventually promote a defensible democratic citizenship education. This framework may create a favourable environment and potential for all participants to co-exist, and for the marginalised groups to also contribute to conversations. This framework is also considered plausible because it takes into account the local people’s historical background and cultural practices. Complementing the argument of this thesis is the exploration of the link between Namibia’s education system, the New Partnership for Africa’s Development (NEPAD) and the Millennium Development Goals (MDGs). Moreover, an appeal is made for the Namibian citizenship education system to consolidate the idea of cosmopolitanism, that is; hospitality and forgiveness, if the NEPAD initiative is to be successful and if certain Millennium Development Goals were to be achieved by 2015.
AFRIKAANSE OPSOMMING: Hierdie tesis ontleed sommige van die hoof onderwysbeleide in Namibia sedert die instelling van ‘n demokratiese regering in 1990. Die ontleding onthul dat demokratiese deelname deur rolspelerverteenwoordigers is ‘n ideale raamwerk om demokrasie in onderwysdiskoerse te bevorder, dit is, in beleidmaking, skoolbeheer asook onderrig en leer. Nietemin, daar is ʼn dilemma van ‘n gebrek aan inklusiwiteit, wat nie vergelykbaar is met moderne demokratiese teoretici se konsepsies van demokratiese burgerskap (beide Westerse beraadslaging en Afrika ubuntu) nie. Die tesis voer aan dat Namibië se historiese en kulturele agtergrond verreken moes wees, indien ʼn verdedigbare demokratiese burgerskap voortgebring en ondersteun sou word. ʼn Ondersoek en interpretasie van die drie fases van Namibië se historiese agtergrond, haar pre-koloniale, koloniale/apartheid en post-apartheid onderwysstelsels, was uitgevoer om te verstaan wat die huidige stand van onderwys en die soort burgers is wat die land daardeur voorberei. Sentraal tot hierdie ondersoek was verskillende konsepsies van demokratiese burgerskap, wat aandui dat beraadslaging, inklusiwiteit, gelykheid, redelikheid, openbaarheid, strydlustige interaksie, gasvryheid, meelewing en Afrika-menslikheid (ubuntu) die eienskappe van ‘n verdedigbare demokratiese burgerskaponderwys is. Die ondersoek van die onderskeid tussen beraadslaging en ubuntu toon dat die Namibiese konteks, indien ‘n gebrek aan inklusiwiteit geëlimineer moet word, ‘n minimale demokratiese burgerskapsraamwerk met ubuntu benodig. Die bespreking van demokratiese konsepsies is ook gebed in ʼn minimalistiese en maksimalistiese kontinuum van demokratiese burgerskaponderwys. Die tesis argumenteer dat ‘n minimalistiese vorm van demokratiese burgerskaponderwys in samehang met Afrika ubuntu – wat minder beraadslaging en nie-strydlustige interaksie met meer meelewing, versigtige luister, respek en waardigheid veronderstel – toestande vir ‘n inklusiewe beleidsraamwerk, skoolbeheer en die kweek van demokratiese burgerskap deur onderrig en leer in Namibiese publieke skole bevorder en mag so uiteindelik ‘n verdedigbare demokratiese burgerskaponderwys bevorder. Hierdie raamwerk mag ‘n gunstige omgewing en die potensiaal vir alle deelnemers om met mekaar saam te leef asook vir gemarginaliseerse groepe om tot gesprekke by te dra, skep. Hierdie raamwerk kan ook as aanneemlik beskou word, omdat dit die plaaslike mense se historiese agtergrond en kulturele praktyke verreken. Die argument van hierdie tesis word ondersteun deur die ondersoek van die verband tussen die Namibiese onderwysstelsel, die ‘New Partnership for Africa’s Development’ (NEPAD) en die Millennium Ontwikkelingsdoelwitte. Meer nog, ‘n beroep word gemaak vir die Namibiese burgerskap onderwysstelsel om die idee van wêreldburgerskap, dit is, gasvryheid en vergifnis te konsolideer, indien die NEPAD-inisiatief suksesvol en sekere Millenium Ontwikkelingsdoelstellings teen 2015 bereik wil word.

Thesis (MBA)--Stellenbosch University, 2014.
Namibian ports are state-owned and have fallen behind in terms of port reform The ports are increasingly pressurised by port users and even more so by shipping lines for infrastructure investment and technological advancement without any guarantee of return on investments. Increased competition amongst ports as well as a shift in the balance of power to port users, demands of Namibia to review its port governance and ownership structure to ensure that the country remains responsive to the changing global marketplace contribute to these pressures. This study deals with the complexities associated with port reform and port competition. The paper presents a synthesis of literature on port governance models and port reform. In addition, this paper also presents an analysis of the port choice decisions made by port users and reviewed port reform case studies of two African ports. Drawing from the lessons in case studies, it is clear that various options of port reform have emerged over the years, each with its own strengths and weaknesses. The study further shows similarities in the objectives of port users when choosing a port but applying different strategies to achieve their objectives.

Thesis (MEd)--Stellenbosch University, 2015.
ENGLISH ABSTRACT: The aim of the study was to investigate primary school teachers’ experiences of implementing assessment policy in the Social Studies learning area. After adopting the new learner-centred schooling to replace the old teacher-centred education system in Namibian schools in 1990, the Ministry of Education made it mandatory to implement assessment policy in the schools. During the implementation of assessment policy teachers were forced to change their assessment practices from traditional testing and evaluation to continuous assessment. The study employed an interpretive research design to construct data during the exploration of the teachers’ experiences in teaching. Document analysis, lesson observations and in-depth interviews were used to collect the data. One of the main findings of the study is that teachers do not use assessment to inform their own practices, but rather only to record marks. Despite a world trend towards assessment for teaching, assessment, in this case, was only used as an instrument of teaching. It was also found that assessment policies did not take local contextual circumstances of schools and communities into consideration. As a result, of the de-contextualization of these policies, teachers are negatively positioned in the system because they have to adhere to departmental demands and policy prescriptions on the one hand while, on the other, working in contexts that are not conducive to effective teaching. Schools in such contexts therefore, need to be provided with the necessary infrastructure, guidance and support to facilitate the effective implementation of assessment policies.
AFRIKAANSE OPSOMMING: Die doel van hierdie studie was om laerskoolonderwysers se ervarings van die implementering van assesseringsbeleid in die Sosiale Studies leerarea te ondersoek. Na die goedkeuring van die nuwe leerder-gesentreerde onderrig om die ou onderwyser-gesentreerde onderwysstelsel in Namibiese skole in 1990 te vervang, het die Ministerie van Onderwys dit verpligtend gemaak om ʼn nuwe assesseringsbeleid in die skole te implementeer. Onderwysers was dus genoodsaak om hul assesseringspraktyke aan te pas vanaf tradisionele toetsing en evaluering na deurlopende assessering. Die studie het ’n interpretatiewe navorsingsontwerp gebruik om data tydens die verkenning van die onderwysers se ervarings te konstrueer. Dokument-analise, les observasies en in diepteonderhoude is gebruik om data te versamel. Die vernaamste bevindings van die studie is dat opvoeders nie assessering gebruik om hul eie praktyke te informeer nie, maar eerder net op punte op te teken. Ten spyte van ʼn teenoorgestelde wêreld-tendens, was assessering, in hierdie geval, nie aangewend vir onderrig nie, maar slegs van onderrig. Daar is ook bevind dat assesseringsbeleide nie plaaslike teenwerkende kontekstuele omstandighede van skole en gemeenskappe in ag neem nie. As gevolg van die dekontekstualisasie van hierdie beleide, word onderwysers negatief geposisioneer in die stelsel omdat hulle moet uiting gee aan departementele voorskrifte binne kontekste wat nie bevorderlik is vir effektiewe onderrig nie. Daarom moet skole in sodanige kontekste voorsien word van die nodige infrastruktuur asook leiding en ondersteuning ten einde die implementering van assesseringsbeleide meer effektief te maak.

Bibliography: pages 89-92.
As a follow-up to the United Nations Conference on Environment and Development (UNCED) which was held in Rio de Janeiro in 1992, the Danish Co-operation for Environment and Development (DANCED) was established in 1993. DANCED was established with the overall objective of contributing to the restoration of the global environment in accordance with the recommendations of Agenda 21. The DANCED programme is managed by the Danish Ministry of Foreign Affairs. To support the DANCED programme in the Southern African region, a DANCED office has been established at the Royal Danish Embassy in Pretoria. In the Southern African region, activities were initiated in 1995 with South Africa, Namibia and Botswana as target countries. In February 1995, a DANCED programme formulation mission assessed institutional and organisational issues in relation to the future DANCED programme in Namibia. During this process, the Ministry of Fisheries and Marine Resources (MFMR) requested assistance from DANCED with an environmental management plan for Walvis Bay and surrounding areas. This concept fitted with DANCED's identification of integrated coastal zone management (ICZM) as one of its key areas of support. After discussions with the Ministry of Environment and Tourism (MET), and other key stakeholders, the project proposal was broadened into developing an integrated management plan for the Erongo coastal zone in Namibia. The mission for this project was carried out from September to November 1995. In November 1995, DANCED contracted the 1995/96 masters students from the Environmental and Geographical Sciences Department, at the University of Cape Town, to collect baseline information which would contribute to the development of an ICZM plan for the Erongo coastal zone in Namibia. 'Ibis exercise was initiated in November 1995. Information was gathered, synthesised and compiled into a baseline report which was submitted to DANCED at the end of March 1996. This dissertation focuses particularly on the policy aspects of an ICZM plan and draws on the information contained in the baseline report.

This is a study about teacher education for diversity at the University of Namibia (UNAM), the only government university in the country that trains teachers. It is a response to changing classroom demographics in Namibia, as classroom composition has become more diverse in terms of race, ethnicity, gender and socioeconomic class. These changes require teachers with knowledge on teaching for diversity. Namibia’s post-apartheid policy on diversity reflects international practices aimed at achieving Education for All. It advocates teacher education that is responsive to the country’s needs. However, little is known about how UNAM implements these government diversity goals. This research comprised an interpretivist case study of the way in which UNAM incorporates diversity issues into its Bachelor of Education (BEd) programme. I argue that teacher education for diversity should go beyond traditional teacher education programmes, thus requiring a special set of policies, curricula, and practices. The study draws on various academic readings and debates on diversity policies, curricula and teacher preparation practices and is grounded in social justice and constructivist principles. Twenty-three final-year Social Science student teachers were purposefully sampled for the study which entailed the perusal of pertinent documents, classroom observations, and interviews. Content analysis was used which involved coding, categorising and the development of themes. The findings revealed that the BEd programme lacks dedication in regard to diversity teaching due to Namibia’s absence of a national policy on diversity in relation to teacher education. Secondly, the BEd programme only partially equips student teachers with the competencies required to teach diverse learners. Lastly, it was found that the majority of student teachers’ classroom practices were not suited to diverse classrooms. Based on these findings, recommendations are made for improving the BEd programme. This study makes a contribution to knowledge on diversity policies. It argues that an educational institution cannot operate without national policies, and that institutions should respond to such policies through policies and curricula. It explains what a socio-cultural curriculum means in Namibian teacher education and demonstrates the way courses, teaching practice and teacher educators can contribute to holistic development for diversity.
Thesis (PhD)--University of Pretoria, 2017.
Education Management and Policy Studies
PhD
Unrestricted

Magister Legum - LLM
The resolution of disputes, including unfair dismissal disputes under the Labour Act 2007 is being criticised for being too complex, inefficient, protracted, expensive, and highly legalistic. This thesis would denote that the provision of proactive and expeditious dispute resolution systems helps to resolve labour disputes in the most effective and efficient manner, without necessarily having to resort to the courts. The ultimate goal is to ensure that the legal framework regulating the labour dispute system in Namibia assures the use of alternative dispute resolution (ADR) of its credibility, thereby creating confidence and enabling stakeholders to trust the system. Ideally, disputes should be resolved at the conciliation level, resulting in the minority of disputes being referred to arbitration or the Labour Court. The Office of the Labour Commissioner must be independent of the state, since the state is the largest employer, to ensure the stakeholders trust the system. However, it has been established that there are gaps between the legal framework relating to labour dispute resolution and the application of laws and regulations in practice, making the attainment of effective and efficient labour dispute resolution difficult. Therefore, the thesis will analyse the ADR in Namibia to finding out if the system is sufficient and appropriate for society’s need and to provide a recommendation for the system that is a quicker, equitable, and amicable way of resolving the disputes outside the courts through conciliation and arbitration.

The purpose of the study is to investigate how mother tongue instruction influences the learner performance in the acquisition of reading and comprehension skills of Khoekhoegowab speaking learners in Grade 2 in comparison with foreign medium of instruction. (p. 1)

Thesis (MEd)--Stellenbosch University, 2014.
ENGLISH ABSTRACT: Multigrade teaching has been used in Namibia since the introduction of formal education; however, it became more prominent after independence, when the government proposed it to be the norm. Yet, regardless of its prevalence in rural schools – as high as 40% – qualified teachers are still not trained to teach multigrade classes. The primary aim of the research study therefore was to investigate multigrade teaching at three rural primary schools in the Ncuncuni circuit in the Kavango region. By employing a phenomenological methodology, the study explores the experiences and challenges as encountered in multigrade classrooms by six teachers. While a number of the challenges are common to experiences in typical monograde classrooms in Namibia – such as shortages of resources, poor parental involvement, and high rates of learner attrition – there are others that are specific to a multigrade setting. Given the growing number of multigrade schools in Namibia, particularly in rural settings, where infrastructure is already poor, the urgency for properly trained multigrade teachers can no longer be ignored. Among the key recommendations made by this study is that appropriate and sufficient teaching and learning materials, such as self-instructional and self-learning materials, should be provided to schools offering multigrade teaching. In acknowledging that the introduction of professional training will take time, and that the current teachers in multigrade classrooms are in dire need of support, the study would also like to recommend support from regional offices in the form of specialist advisers. There are numerous teachers in multigrade classrooms – many of whom will never receive any formal training. These teachers require immediate and on-going support if the Ministry of Education hopes to provide quality teaching and learning to learners.

Includes bibliographical references (leaves 102-105).
This study is concerned with how two schools in the Khomas Region manage learners' discipline. In particular, it seeks to determine why the two schools experience different states of discipline despite the fact that they have learners from similar social backgrounds. The study uses a case study approach. The qualitative methods comprise on-site observations, semi-structured interviews and a review of disciplinary and other policy documents. Interviews were done with the School Boards, the two principals, heads of department, teachers, Learners' Representative Council and learners. The study draws its conceptual framework from seven factors that are believed to influence school discipline: strategy, structures and procedures, school identity and purpose, school resources, parents and community involvement, leadership and management, and school culture. The study revealed that the two schools have many disciplinary practices in common. However, active teamwork, which falls under the school culture factor, and leadership and management were more pronounced in School B than in School A. Compared with School A, School B was characterized by fairly good discipline, and the study consequently attributed these factors, teamwork, leadership and management as the major cause of different levels of discipline in these two schools. It also emerged in the study that School B has a better academic performance in comparison with School A, which suggests that there is a positive relationship between academic performance and discipline.

The plight of the LGBT community in has been pronounced Namibia with several individuals being discriminated, beaten and even arrested. More often than not, their human rights are abused by the community including the police who have a mandate to serve and protect all individuals. Feeling like social outcasts, some LGBTI persons have been pushed to extremities including considering suicide as an escape to the pressures of their often constricted world that is characterized by name-calling and insult. A quick survey of Namibia’s law reveals a conflicted position that is not clear on the legality of homosexuality. However in 2001, the Supreme Court in a landmark decision ruled that the Constitution does not criminalize homosexuality. Regardless of this critical ruling, the Namibian society remains a highly homophobic country whose political leaders have often issued instructions to arrest and deport homosexuals. The study therefore examines the history, tolerance and experiences of the LGBTI community in order to highlight the need to secure human rights for all. The idea of pursuing a study on the attitudes of police officers towards homosexuals finds its roots in the Wendelinus Hamutenya spectacle, a Namibian homosexual man who suffered violent homophobic attacks at his place of residence in Katutura. Mr Hamutenya had just returned from South Africa where he had been crowned the winner of Mr Gay Namibia, when a mob of men swooped on him. The gay man sought to press charges against his assailants and proceeded to the Wanaheda Police Station in Katutura where he opened up two complaints. This case comprised of assault with the intent to do grievously bodily harm, threats to murder, and crimen injuria. The researcher was overwhelmed with emotion upon learning that Mr Gay’s dockets had vanished from the police station and the police officers could not do anything as far as his cases were concerned.
Mini Dissertation (LLM)--University of Pretoria, 2017.
Centre for Human Rights
MPhil
Unrestricted

This study originated from a professional interest of the researcher in competency standards and their implementation in the professions. The study was conducted with the aim of informing policy development and implementation in Namibia in this area by drawing lessons from the Australian experience. It set out to identify the factors that influenced the implementation of this policy in Australia, the importance of these factors and the strategies employed by implementors to enhance successful implementation. The study is grounded in policy implementation theory. Twenty professions have been involved in developing and implementing competency standards in Australia under the guidance and with the support of a national government organisation called the National Office of Overseas Skills Recognition (NOOSR). The main objectives of the Australian government in implementing this policy were the improvement of migrant skills recognition and the achievement of recognition for professional qualifications across state and territory borders. Time and budgetary constraints would not allow the involvement of all the professional groups in this study, so four groups were selected based on their size and progress made in developing and implementing the standards. The groups ranged from a very large professional group (more than 250 000 members) to a very small professional group (approximately 3 500 members). Eleven respondents from NOOSR and the professional groups participated in the study. Data was gathered by structured interview, a rating schedule and document analysis. The study found that there were seventeen factors that influenced this process as perceived by the respondents. These factors were classified into five categories: technical, political, economic, administrative and political, and then placed on a matrix with the levels at which they exerted their greatest pressure: external, internal to the professional body, and on the steering group. This classification of factors gave indications of the types of strategies and the level of intervention which may address implementation problems best. The study compiled a list of the factors in order of importance as rated by the respondents. This ranking showed that leadership was the most important factor, followed by experience and expertise of the steering group and the need for and appropriateness of the standards for the professions. The study also found that the Australian government employed inducement, capacity building and facilitation strategies to enhance the successful vii implementation of the standards, while the professional bodies employed mainly staff development and training as strategies. The study concluded that Namibian policy makers and implementors can draw the following lessons from the Australian experience: 1. there is a need for a balance between pressure and support from government; 2. there is a role for a national implementation plan; 3. the main attraction of national competency standards is still the many uses it can be put to and the many purposes it serves for different organisations; 4. assessment strategies need to be considered from the beginning; 5. the methodology of using a representative steering group to lead standards development is one of the best features of the Australian approach; 6. Over time, the original objectives of the policy became low priority for NOOSR and the government; 7. the classification matrix can be used as a planning tool; and 8. the ranking of the factors indicates the importance of organisational, technical and economic factors.

This study examines Cuba’s role in the two southern African countries of Angola and Namibia during the Cold War period. It argues that Cuba’s ideological motivations have been embodied in the mutually reinforcing concepts of proletarian internationalism and anti-imperialism. These conceptual perspectives constitute some of the central variables that influence Cuba’s foreign policy behaviour in international relations. It is within this context that one can understand Cuba’s involvement in Southern Africa. This study also attempts to explain that Cuban foreign policy towards Africa was based on two complementary and contextual objectives namely, promoting nationalism at home and nurturing revolutionary Marxist-Leninist governments, as well as supporting anti-colonial and anti-imperialist movements abroad. For the purpose of achieving these foreign policy objectives, Cuba not only engaged in state-to-state relations with Angola and Namibia; but had cordial relations with the rest of the continent and in particular Southern Africa, which also became a direct military testing ground for Cuba’s commitment to an anti-colonial and anti-imperialist revolutionary stance. Furthermore, the thesis shows that Cuba’s relentless hatred of imperialism is rooted in its historical relationship with the United States because from the turn of the century till 1958, the Americans interfered in Cuba’s internal affairs by supporting corrupt administrations and exploited the country. These practices by the United States laid the foundation for Cuba’s anti-colonialism and antiimperialism abroad. Ultimately, this thesis shows that Cuban involvement in Angola and Namibia can be conceptualised within these contexts (anti-imperialism, anti-colonialism, proletarian internationalism and revolutionary Marxism-Leninism). The role of Cuban nationalism in the realisation of these objectives and ideals, as well as its role in perpetuating and consolidating her foreign policy is assessed in this study. This nationalism and ideals of internationalism constitutes the central idea in the Cuban revolution. Finally, this thesis asserts that Cuban motives for getting involved in the politics of Southern Africa were not motivated by economic or imperialistic reasons. Rather, the historical similarity and colonial experiences between Africa and Cuba were some of the central causal factors.

This study set out to explore the issues of inclusive education in primary education in Namibia. The specific research questions were: 1. How does Namibia address the issue of inclusive education in its educational policies and practices? 2. What are the main successes and challenges in the implementation of inclusive policies? The research is a qualitative study and the data consists of the analysis of current Namibian policy documents related to inclusive education and interviews of seven Namibian experts in the field of education. The data was analysed by applying content analysis approach. The theoretical framework consists of theories of inclusion and inclusive education as well as the concepts and aims of Education for All global approach. The findings show that Namibia has made relevant progress in universal access to education with the percentage of 99,6% in 2012. This is particularly significant taking into account the legacy of Apartheid, which ended after Namibia gained independence only twenty-five years ago. Another area of success is gender equality, which interviewees reported to have been achieved with the exception of two regions. At the moment it seems that more attention needs to be paid to boys, as girls seem to do better in school and stay in school longer than boys. Quality of education is a source of much concern in Namibia. The diversity of languages and ethnic groups as well as life circumstances makes it challenging to organize inclusive relevant education for all. The language of instruction is a debated topic and forms a different challenge in urban and rural areas. There is also a shortage of qualified teachers and relevant, culture-sensitive teaching materials in all the local languages. In principle education is free of charge but some other expenses cause difficulties for children from poor backgrounds. HIV has had dramatic effects on society increasing the number of orphans and children who are responsible for their younger siblings, which has an effect on school performance. Community involvement was emphasizes as a condition to increase inclusion. Namibian educational policies demonstrate commitment to educational development with a special concern regarding inclusive education. However, there are gaps between policy and its implementation. Interviews emphasised that efficient policy guidance and monitoring is needed to identify the bottlenecks in implementation and to plan concrete actions to develop inclusive education further.

Thesis (MBA (Business Management))--Stellenbosch University, 2008.
ENGLISH ABSTRACT: This study’s objective was to investigate what black economic empowerment (BEE) means to Namibians and what impact it has had on development in Namibia. The study also did research in South Africa for the purpose of benchmarking. Namibians in general understand and embrace BEE, but it is clear from the study that Namibians are highly skeptical about its impact in terms of empowering those who were previously disadvantaged. The purpose of BEE is to empower black people. The challenge, however, is that seventeen years after independence there is no policy yet on BEE in Namibia. Critics of affirmative action argue that it is not worthwhile empowering only certain groups of people and excluding the able-bodied, white male Namibians while the country has adopted the policy of national reconciliation, irrespective of what happened in the past. They argue that it would be fair to select people based on class, rather than race, gender or ethnicity. It is true that the picture painted so far on empowerment is skewed, but it is important to note that BEE is not about empowering the black elite or the middle class at the expense of those who really need to be economically empowered; it is about allowing every citizen of the country to participate fully in the economic development of his/her country. The research was conducted in Namibia and also partly in South Africa, as it used progress on BEE in South Africa as a yardstick. In Namibia, statements made by leaders in different sectors were studied and analysed, since there is no written policy on BEE. The study conducted surveys on businesses, including companies that have benefited from BEE, state owned enterprises, government institutions and small and medium enterprises. Individuals were also selected across the broad spectrum, of whom some were interviewed face-to-face and others through questionnaires. The study repeated the same process in South Africa, the only difference being that in South Africa it included study and analysis of policy documents. The aim of the study was to find out how far Namibia has gone in empowering its people and how this compares to neighbouring South Africa. The analysis was done in the following way: data from different sectors were compared and also assessed against targets set by different sectors or industries in their sectoral charters. Data from different industries in Namibia were also compared to similar industries in South Africa. In order to determine whether there has been any progress in terms of BEE since Namibia’s independence eighteen years ago, the results obtained during this study were compared to the figures that were available at the time of independence. The study has established that, although the Namibian government had set up a committee headed by the Office of the Prime Minister to come up with a legislative framework for the drafting and implementing of BEE policy in 2000, no such policy exists to date. All the companies included in this study indicated that they have submitted their affirmative action (AA) reports to the office of the Employment Equity Commissioner and that they adhere to this policy; yet the study has established that most of the companies do not adhere to the AA policy. There is a high degree of income disparity in Namibia, where the richest 10% of the population receives 65% of the total income. The study also found that Namibia does not have any shares in companies that were established after independence, especially in the mining industry, whereas mining is the backbone of Namibia’s economy. According to the findings of this study, with regard to the BEE agreements announced and signed so far, only those who already have wealth or are well-connected benefit from these deals. There is no controlling mechanism in place for BEE agreements and, as a result, companies choose who they want to do business with. In South Africa, the study has established, the majority of the companies have their own broad based black economic empowerment (BBBEE) policies and all the industries have either implemented or drafted their industry BBBEE charters. Although the government has laid down a good foundation for the rest of the institutions to build on, South Africa still has a long way to go, because the majority of its people are still living in abject poverty. The study established that people sitting on the committee to draft the BEE policy are permanently employed in other positions within the Government and when it comes to prioritizing jobs, BEE is not regarded as one of the most important topics. It recommends that the government appoint people on the committee either permanently or on a fixed-term contract basis, so that these people can concentrate only on drafting and implementing the BEE policy. In line with the annual AA reports submitted, businesses should submit annual BEE reports to the government. This would ensure that some efforts are made to address BEE and, as is the case with AA, most of the companies, if not all, should be required to appoint BEE coordinators in their structures to drive the process. It is also recommended that there must be a graduating system whereby companies and individuals who have attained a certain level with regard to BEE should graduate out of the system in order to give others a chance to benefit. Businesses that have never benefited before should get preference when awarding tenders and quotas. Lastly, the study recommends that the Namibian government create a fund to which all registered companies would be required to contribute a certain percentage of their profits. These funds would be used for skills development, since skills development and transfer are the most important components of economic empowerment. The study has found that many firms have good governance, they practice diversity, they are doing very well financially and their company policies also state that they reward their employees in an unbiased way; but that can, nevertheless, not be taken as a guarantee to success in BEE. There is a fast-growing middle class of black people in Namibia, but the most important thing for Namibia, however, is to determine how this middle class can contribute to the creation of wealth for the majority of Namibians. Although there are clear indications in South Africa that there is a strong presence of BEE, at least for middle class black people, much remains to be done to address the issue of poverty. Finally, there are government policies and legislations that were created to advance black people, but the success of these policies and regulations depends on the management strategies that can create a conducive environment for black people. The corporate culture in private and public institutions needs to change so as to accept and accommodate black people in order for them to make a significant contribution to the economic development of Namibia.
AFRIKAANSE OPSOMMING: Die doel van hierdie studie was om vas te stel wat swart ekonomiese bemagtiging (SEB) vir Namibiërs beteken en watter invloed dit op ontwikkeling in Namibië gehad het. Om ‘n maatstaf te stel het die studie ook navorsing in Suid-Afrika gedoen. Hoewel Namibiërs in die algemeen SEB verstaan en aanvaar, is dit uit die studie duidelik dat hulle hoogs skepties is oor die impak wat dit gehad het in die bemagtiging van voorheen benadeeldes. Die doel van SEB is om swartmense, vrouens en mense met gestremdhede te bemagtig. Die uitdaging is egter dat daar in Namibië sewentien jaar na onafhanklikheid steeds geen beleid ten opsigte van SEB is nie. Kritici van regstellende aksie redeneer dat dit nie verdienstelik is om sekere groepe te bevoordeel terwyl bekwame blanke Namibiese mans uitgesluit word nie.; dit terwyl die land ’n beleid van nasionale rekonsiliasie aanvaar het, in weerwil van gebeure in die verlede. Hulle reken dat dit regverdig sou wees om mense eerder op grond van klas as ras, geslag of etnisiteit te selekteer. Toegegee dat ’n skewe beeld van bemagtiging sover voorgehou is; tog is dit belangrik om te besef dat die doel van SEB is om elke burger van die land die geleentheid te gee om ten volle in ekonomiese ontwikkeling te deel en nie om die swart elite of middelklas te bevoordeel ten koste van dié wat werklik behoefte aan bemagtiging het nie. Navorsing is in Namibië gedoen en ook gedeeltelik in Suid-Afrika om vordering ten opsigte van SEB in dié land as maatstaf aan te wend. Die navorsing bestudeer en analiseer uitlatings deur leiers in verskillende sektore in Namibië, aangesien daar geen geskrewe SEB beleid is nie. Opnames is gedoen van besighede, insluitend maatskappye wat bevoordeel is uit SEB, ondernemings in staatsbesit, regeringsinstellings en klein en medium ondernemings. Daar is ook insette verkry van ’n breë spektrum van individue – deur persoonlike onderhoude of deur middel van vraelyste. Hierdie proses is in Suid-Afrika herhaal, waar ’n studie en analise van beleidsdokumente ingesluit is. Die doelwit met hierdie studie was om vas te stel hoe ver Namibië gevorder het in die bemagtiging van sy mense en hoe dit met die situasie in Suid-Afrika vergelyk. Die analise is soos volg gedoen: data van verskillende sektore is vergelyk en ook evalueer teen doelwitte wat in die handves van verskillende sektore of industrieë uiteengesit is. Data van industrieë in Namibië is ook vergelyk met soortgelyke industrieë in Suid-Afrika. Om vas te stel of enige vordering ten opsigte van SEB gemaak is sedert Namibië se onafhanklikheid agtien jaar gelede, is die navorsingsresultate van hierdie studie vergelyk met syfers wat op daardie tydstip beskikbaar was. Die studie het vasgestel dat die Namibiese regering in 2000 ’n komitee onder leiding van die Kantoor van die Eerste Minister aangestel het om ’n wetgewende raamwerk vir die opstel en implementering van ’n SEB beleid daar te stel. Tot op hede is daar egter nog nie so ’n beleid geformuleer nie. Al die maatskappye wat ingesluit is in hierdie studie het aangedui dat hulle regstellende aksie (RA) verslae aan die kantoor van die Diensbillikheid Kommissaris lewer en dat hulle hierdie beleid volg. Nogtans het die studie vasgestel dat die meeste van die maatskappye nie die RA voorskrifte nakom nie. Daar bestaan groot ongelykheid ten opsigte van inkomste in Namibië, waar die rykste 10% van die bevolking 65% van die inkomste verdien. Die studie het ook gevind dat Namibië geen aandele besit in maatskappye wat na onafhanklikheid tot stand gekom het nie, veral in mynbou, wat eintlik die ruggraat van die ekonomie vorm. Volgens die bevindinge van hierdie studie bevoordeel SEB ooreenkomste slegs diegene wat reeds rykdom besit of die regte verbintenisse het. Daar is geen beheermaatreëls in plek vir SEB ooreenkomste nie en gevolglik kies maatskappye met wie hulle besigheid wil doen. Tydens die studie is vasgestel dat die meerderheid maatskappye in Suid-Afrika hulle eie beleid het met betrekking tot breë-basis swart ekonomiese bemagtiging (BBSEB) en dat die industrieë hulle BBSEB industrie handves implementeer of opstel. Hoewel die regering ’n goeie grondslag gelê het vir ander instansies om op voort te bou, het Suid-Afrika nog ’n lang pad om te gaan, aangesien die meerderheid van die land se mense nog in groot armoede leef. Die studie het gevind dat die lede van die komitee wat die SEB beleid moet ontwerp voltydse posisies binne die regering beklee en dat SEB nie as ’n prioriteit gesien word nie. Daar word dus aanbeveel dat die regering mense permanent of op ‘n vaste termyn kontrak basis op die komitee aanstel, sodat hierdie persone op die opstel en implementering van die SEB beleid kan konsentreer. Indien vereis sou word dat besighede jaarliks RA verslae aan die regering inhandig, in lyn met die jaarlikse SEB verslae, sou dit verseker dat ’n poging aangewend word om SEB aan te spreek. Soos die geval is met RA, behoort van die meeste maatskappye, indien nie almal nie, verwag te word dat hulle SEB koördineerders in hulle strukture aanstel om die proses te dryf. Daar word ook aanbeveel dat ’n graduering sisteem ingestel word deur middel waarvan maatskappye en individue wat ’n sekere prestasievlak ten opsigte van SEB bereik het uit die sisteem gradueer om ander ’n kans te gee om voordeel te geniet. Besighede wat nog geen voordeel getrek het nie sou dan voorkeur geniet tydens die toeken van tenders en kwotas. Laastens beveel die studie aan dat die Namibiese regering ’n fonds skep waartoe alle geregistreerde maatskappye ’n seker persentasie van hulle wins moet bydra. Hierdie fonds sou aangewend word vir die ontwikkeling van vaardighede, aangesien die ontwikkeling en oordrag van vaardighede die belangrikste komponent van ekonomiese bemagtiging is. Hoewel die studie gevind het dat baie firmas goeie bestuur toepas, diversiteit beoefen, finasieel goed vaar en hulle beleid voorskryf dat werknemers sonder vooroordeel beloon word, verseker dit nie suksesvolle SEB nie. Daar is ’n vinnig-groeiende swart middelklas in Namibië en dit is belangrik om vas te stel hoe hierdie middelklas kan bydra om welstand te skep vir die meerderheid Namibiërs. Ten spyte van duidelike bewyse dat SEB in Suid-Afrika toegepas word, kan baie meer nog gedoen word om die probleem van armoede aan te spreek. Die sukses van die beleid en wetgewing wat deur die regering ingestel is om swart vooruitgang te ondersteun hang uiteindelik daarvan af dat ‘n omgewing geskep word wat bevorderlik is vir die benutting van geleenthede. Die korporatiewe kultuur in beide private en openbare instellings moet sodanig verander dat swartmense aanvaar en tegemoet gekom word, sodat hulle betekenisvol tot die ekonomiese ontwikkeling van Namibië kan bydra.

Thesis (MPA)--Stellenbosch University, 2000.
ENGLISH ABSTRACT: This theoretically guided qualitative and quantitative study aims at investigating the extent to which centralization of fiscal powers in the Namibian State has been detrimental to development activities of the Okavango Regional Council. A further aim is to make recommendations and suggest balanced inter-governmental fiscal relations between central and regional governments in Namibia. The significance" of this study lies in the fact that, since the abolition of homelands in Namibia by the incumbent goven:rrnent in the 1990s, no comprehensive study has been carried out to analyze the socio-economic implications of such centralization of powers by central government. The study demonstrates that the degree of autonomy afforded to regional governments in Namibia stagnates their role as socio-economic development agents/facilitators. The study also examines the causes of disparities between centnil and regional governments. Important among the causes is the legal framework, which does not specify a fixed sharing formula. A number of corrective measures are suggested by the study. Among these measures are the decentralisation of functions that can be efficiently performed by regional governments, assignment of taxes to regional governments and amendment of existing legislation to allow for a balanced inter-governmental relations policy. The study further suggests that decentralization of functions to regions needs to be carefully planned and implemented because to lack of resource endowment and experienced personnel in the regions.
AFRIKAANSE OPSOMMING: Hierdie teoreties-gefundeerde kwalitatiewe en kwantitatiewe studie is daarop gemik om te bepaal tot watter mate die sentralisering van fiskale magte in die Namibiese regering 'n nadelige effek op die ontwikkelings-aktiwiteite van die Okavango Streeksraad gehad het. Nog 'n doelwit (van die studie) is om aanbevelings en voorstelle te maak vir die daarstelling van gebalanseerde inter-regeringsverhoudings tussen sentrale- en streeksowerhede in Namibië. Die waarde van hierdie studie lê in die feit dat, sedert die afskaffing van tuislande in Namibië deur die huidge regering in die 1990s, geen omvattende ondersoek nog gedoen is om die sosio-ekonomiese implikasies van so 'n sentralisering van magte deur die sentrale regering te ontleed nie. Die studie dui aan dat die mate van selfbestuur wat aan streeksowerhede in Namibië toegeken is, hulle rol as die agente/fasiliteersders van sosio-ekonomiese ontwikkeling kniehalter. Die studie ondersoek ook die oorsake van die verskille wat tans tussen sentrale- en streeksowerehede bestaan. Een van die hoofredes hiervoor blyk te wees die feit dat die bestaande resraamwerk/statutêre nie 'n vaste formule (vir die deling van mag) bepaal nie. 'n Aantal korrektiewe maatreëls word deur die studie aan die hand gedoen. Die aanbevelings sluit onder andere in maatreëls om dié funskies te densentraliseer wat effektief deur streeksowerhede gedoen kan word, die toekenning van belasting aan streeksowerhede en die wysiging van bestaande wetgewing om voorsiening te maak vir 'n gebalanseerde interregeringsverhoudingsbeleid. Die studie beveel verder aan dat die desentralisering van funkies na streke noukeurig beplan en geimplementeer moet word in die lig van 'n gebrek aan middele en ervare personneel in die streke.

Thesis (MDF)--Stellenbosch University, 2006.
Capital flight is a serious problem for Namibia as well as other countries. If not addressed, it will continue to impede national investment, macro-economic management and economic growth. These issues are particularly pertinent to Africa in view of it is high incidence of capital flight in the presence of foreign exchange constraints, limited foreign capital flows, external indebtedness and high dependence on overseas development assistance. The purpose of the study is to determine the magnitude and determinants of the capital flight burden in Namibia for the period 1990-2005. The study consists of a literature review, identifying an appropriate model for the capital flight burden in Namibia, data collection, and estimating and testing of the model using secondary data from Namibia. The study adopts two approaches to measure the extent of capital flight from Namibia: the residual approach and the Morgan Guaranty Trust method which is modified from the residual method of calculating capital flight. The residual method is an indirect approach based on a comparison between sources of capital inflows with the uses of these inflows. This approach was changed by Morgan Guaranty to include an additional item, the change in short-term foreign assets of the domestic banking system. The estimates from the study indicate capital reversal from Namibia over the IS-year period, averaging U$88.2 million using the residual method and U$200.4 million using the Morgan Guaranty method. The findings, although different from the picture on the ground, create a very good base for future research on capital flight in Namibia, which tends to be more uniformly related to portfolio diversification. The results from the three main model variants are unequivocal and indicate that an increase in aid and concessional grants tends to reduce the capital flight burden, while on the other hand the burden is seriously increased by depreciation of the Namibian dollar and an increase in inflation. These results have important implications for the Central Bank and the Treasury in tenns of strategic economic policy reforms.

Master of Public Health - MPH
Background: Malaria was a major cause of mortality and morbidity in Namibia from 1999 to 2001. Malaria epidemics were recorded in 1990, 1996, 2000 and in 2001. In 2001 alone 733, 509 malaria morbidity cases and 1,728 mortality cases were documented. In recent years, however, malaria morbidity and mortality in the country have drastically declined by over 90%. This has influenced the Ministry of Health and Social Services (MoHSS) in Namibia to adopt a malaria elimination approach as opposed to the malaria case management approach. A malaria programme, known as the National Vector Disease Control Program (NVDCP) was instituted and mandated to coordinate malaria case management (diagnosis and treatment) as well as the current malaria elimination focus (elimination of transmission foci). This is all aimed at effectively addressing the current malaria epidemiology and sustain the decline observed over the last decade. Aim and Methodology: The study’s purpose was to analyse how the Namibia Malaria Strategic Plan (MSP) for 2010-2016 was developed and its relationship to health promotion. It employed an exploratory design which included stakeholders involved in malaria programmes and activities in the country. Data collection methods were of a qualitative nature through in-depth interviews and documentary review. Seven people were interviewed representing stakeholders from the public and private sectors. Those interviewed from the public sector were the Ministry of Environment and Tourism (MET), MoHSS’s division for Malaria, Policy Planning and Information Education and Communication (IEC). Others interviewed included national and international non-governmental organizations’ representatives from the World Health Organisation (WHO) and Society for Family Health (SFH). Documents reviewed include MSP 2010-2016, MSP 2003-2007, Malaria Policy of 2005, National Health Promotion policy 2012 and the Namibian Constitution. Data was analysed using content and thematic processes. Respondents were assured of confidentiality and anonymity. Key findings: The study found that information with regard to the formulation process of the MSP 2010-2016 was limited to a few superficially described events. These events involved, amongst others, a review of the previous (2003-2007) MSP, a pre-assessment questionnaire and two to three workshops. The events were not explicitly described or documented. The researcher concluded that the evidence to better understand the development processes of the MSP 2010-2016 was deficient. Consequently, the study concluded that the policy formulation aspects of the MSP were inadequate. The literature indicates that policy formulation and analysis is a complex undertaking and the MSP process did not meet these criteria. Amongst the limitations were limited stakeholder engagement and incomplete descriptions of the processes undertaken. In relation to the MSP’s focus on health promotion, the study found varied understanding of health promotion among the stakeholders. Some respondents were not aware of their organisation’s health promotion interventions while others believed that health promotion was limited to the health sector only. However, while national documents, such as the Namibian Constitution, advocate for ‘health investment as a just cause’ the MSPs limited inclusion of relevant stakeholders, such as the Ministry of Environment (MET) and the Information, Education and Communication (IEC) unit, restricted the ability of the MSP to offer malaria expansive programmes – that is, those beyond the health realm. Moreover, the implementation of malaria activities through the involvement of a limited range of actors in the malaria programmes will continue to perpetuate the existing narrow focus of health promotion by these stakeholders, as opposed to a more broad-base understanding. As a result malaria prevention will continue to be delivered as silo events or programmes. This poses serious implications in working towards the MSP goal of malaria elimination. Recommendations: The Ottawa Charter advocates for ‘Building healthy public policies’. This specifically refers to multi-disciplinary programmes. This study therefore recommends that the NVDCP follow existing international and national guidelines which systematically guide the development of MSPs and official health documents. Doing so would enable a more streamlined policy development process which would describe and contextualize the dimension of policy formulation, namely context, content, process and actors. It also recommends that the MSP is developed through a broad-based collaborative stakeholder engagement process which would facilitate an appropriately integrated inter-sectoral approach to malaria in the country.

Many governments across the world have invested a lot of resources in information and communication technology (ICT) development with an aim to enhance teaching and learning using technology in schools. New educational ICT policy issues emerged and new patterns of ICT related practices are observable in education. This initiative has necessitated the development of National ICT Policies that will guide the implementation process in schools. Namibia has adopted the National ICT policy for Education in 2005 and the National ICT Policy Implementation Plan in 2006. Since the adoption no study was done to evaluate the implementation process, especially in rural schools where the teaching has been proven difficult. This study evaluates the implementation of the National ICT Policy for Education in Namibian rural junior secondary schools, especially in science classrooms. The thesis is a mixed methods study, undertaking survey and case studies. The study was conducted in the three educational regions, namely, Ohangwena; Oshana; and Oshikoto in Northern Namibia were 163 schools were sampled. The purpose of the study was to describe how ICT is being implemented in science classrooms and also explore factors that affect ICT implementation in rural schools. The study’s findings indicate that the rural schools in Namibia are in the initial phase of ICT implementation. ICT use and pedagogical use is low due to lack of professional development courses, pedagogical support and lack of ICT related resources. However, the few schools with high pedagogical use of ICT have shown an entrepreneurial leadership style and vision of the science teachers. The relational analysis suggests three main predictors of ICT implementation in rural schools. These findings were confirmed through case studies of successful schools. In addition, the findings were legitimised by the participants of the ICT use conference. The Kennisnet model (2009) was adopted and adapted as a conceptual framework for this study. The Howie model (2002) provided the frame within which the structure of input, process and outcome could be identified. The data was consistent with the adapted Kennisnet model (2009) and added five more constructs namely, entrepreneurial leadership, science curriculum goals, entrepreneurial science teachers’ vision, general use of ICT. The general use of ICT and attitudes of the science teachers influences the pedagogical use of ICT as added to the Howie model (2002). The results of this research suggest ways to improve the pedagogical use of ICT in rural schools; enable policymakers to make informed decision about resource allocation to the rural schools; and on teacher professional development in order to improve the current rural situation regarding ICT use.
Thesis (PhD)--University of Pretoria, 2011.
Science, Mathematics and Technology Education
unrestricted

Thesis (MEd)--Stellenbosch University, 2014.
ENGLISH ABSTRACT: The exclusion of girls who fall pregnant while attending school has long been a contentious issue in the literature as it normally ends their schooling. Namibian school-going girls who become pregnant while attending school are no longer excluded from continuing with their education, as new policies in education prevent such exclusion. This qualitative research explores teachers’ experiences of and support practices for school-going teenage mothers in Namibian secondary schools, given this policy context of inclusion. The study was framed within Bronfenbrenners’ bio-ecological system theory focusing on teachers’ interactions with teenage mothers. Eight participants were selected purposively from two secondary schools in the Oshikoto region, Namibia, provided that they were secondary-school teachers and had taught teenage mothers in the past three years. Data were collected in the form of semi-structured focus groups, follow-up individual interviews and field notes. Each focus group was represented by four teachers from the same school, two males and two females. Qualitative content analysis was used as a method of data analysis. The themes that emerged included the following: teachers’ responses to the inclusion of teenage mothers in schools, unpacking teachers’ perceptions on the policy of inclusion of teenage mothers, and support practices. The results revealed that there was a lack of resources and teachers’ felt burdened, not only in the classroom but generally in the school. Teachers, nevertheless, did have empathy for mothers as learners. They also felt both satisfied and dissatisfied, often blaming the inclusion policy for their difficulties in managing classroom dilemmas when teenage mothers were present. They displayed conditional caring and raised concerns about gender and care, as well as expressing a need for comprehensive information. The key finding was that teachers made a distinction between pregnant and parenting learners when thinking of support. The physical appearance of a pregnant learner played a role. Therefore teachers cared for a pregnant learner because they feared that something might happen to the pregnant learner while in their care in the classroom. This resulted in teachers seemingly providing “strategic caring” based on the condition of the pregnant learner. From the findings, it is recommended that pre-service and in-service training of teachers should pay attention to the practise of inclusion of teenage mothers in schools.
AFRIKAANSE OPSOMMING: Die uitsluiting van meisies wat tydens hul skoolloopbaan swanger word, is lank reeds in die literatuur ʼn netelige saak aangesien dit gewoonlik die einde van hul skoolloopbaan beteken. Namibiese skoolmeisies wat swanger word terwyl hulle nog skool bywoon, word nie meer verbied om hul skoolloopbaan voort te sit nie aangesien nuwe onderwysbeleide sodanige uitsluiting voorkom. Hierdie kwalitatiewe navorsing ondersoek onderwysers se ervaring van en die ondersteuningspraktyke vir skoolgaande tienermoeders in sekondêre skole in Namibië gesien uit die hoek van ʼn beleid van inklusie. Die studie val binne die raamwerk van Bronfenbrenner se bio-ekologiese sistemiese teorie en fokus op onderwysers se interaksie met tienermoeders. Agt deelnemers is deur middel van doelgerigte steekproefneming uit twee sekondêre skole in die Oshikoto-gebied in Namibië gekies met die voorbehoud dat hulle aan ʼn sekondêre skool onderwys gegee het en in die voorafgaande drie jaar tienermoeders onderrig het. Data oor onderwysers se ervarings is versamel deur middel van semi-gestruktureerde fokusgroepe, opgevolg deur individuele onderhoude en veldnotas. Elke fokusgroep is verteenwoordig deur vier onderwysers van dieselfde skool waarvan twee manlik en twee vroulik was. Kwalitatiewe inhoudsanalise is gebruik as metode om data te analiseer. Die temas wat te voorskyn gekom het, sluit in: onderwysers se reaksie ten opsigte van die insluiting van tienermoeders in skole, hul opvattings oor die beleid van inklusiwiteit van tienermoeders asook ondersteuningspraktyke. Die resultate het openbaar dat daar ʼn tekort aan hulpmiddels was, dat onderwysers gevoel het dat ʼn las op hulle geplaas is, nie net in die klaskamer nie, maar ook in die algemene skoolopset en ook dat onderwysers empatie getoon het teenoor leerders wat moeders was. Hulle het terselfdertyd tevrede en ontevrede gevoel en het dikwels die inklusiwiteitsbeleid blameer vir die probleme wat hulle ondervind het om dilemmas in die klaskamer te hanteer waar tienermoeders teenwoordig was. Hulle het voorwaardelike sorg aan die dag gelê, besorgdheid oor geslag en versorging uitgespreek en het ʼn behoefte aan omvattende inligting gehad. Die belangrikste bevinding was dat onderwyses ʼn onderskeid getref het tussen swanger leerders en leerders wat reeds ouers was wanneer ondersteuning ter sprake gekom het. Die fisieke voorkoms van ʼn swanger leerder het ʼn invloed gehad. Daarom het bevindings veronderstel dat onderwysers besorgd was oor ʼn swanger leerder wat in hul klaskamer was omdat hulle bang was dat iets met die swanger leerder kon gebeur terwyl sy in hul sorg in die klaskamer was. Dit het tot gevolg gehad dat onderwysers selfgerigte of strategiese sorg verleen het op grond van die toestand van die leerder. Na aanleiding van die bevindings word aanbeveel dat voordiens- en indiensopleiding van onderwysers aandag moet skenk aan die praktyk van inklusiwiteit van tienermoeders in skole.

Global campaigns against fossil fuels to reduce the emission of greenhouse gases and combat climate change has compelled the electricity supply industry (ESI) around the globe to explore environmentally friendly sources of electricity. The concept of distributed generation (DG) has gained momentum and is emerging as a promising source of clean energy, with immense potential to maximize the shares of renewable energy in the global energy mix. Like the rest of the world, Namibia is witnessing an unprecedented growth of DG courtesy of governmental efforts to ensure a speedy transition to low-carbon generation technologies. In 2016, the Namibia government developed the net metering (NM) policy known as the Net Metering Rules (NMR) as a consumer-focused approach to achieve the low-carbon objective. To date, there has been no rigorous post-implementation review of the NMR to assess its effectiveness, despite rising concerns from distribution network operators (DNOs) about whether the NMR is suited for long-term application in the fast-growing market of prosumers. This study conducts a broad appraisal of the status quo on DG integration into distribution networks in Namibia and an in-depth assessment of the technical and financial impacts of the NMR using the Erongo Regional Electricity Distributor (Erongo RED) as a case study. The findings indicate that most prosumers export over 60% of generated energy to distribution networks and achieve significant financial savings by offsetting on-site demand with their generation in real-time, as well as, by offsetting a portion of their electricity bills through NM compensations for grid exports. NM compensations at the avoided cost makes grid exports in Namibia a cheaper alternative source of energy to DNOs as compared to the national utility, which charges other energy service charges i.e. reliability charge, transmission losses charge etc. on top of the avoided cost. Additional findings indicate that prosumers are subjecting DNOs to revenue losses because of reduced volumetric energy sales caused by the reduction of prosumers' on-site energy requirements from the grid. With the deployment of DG growing rapidly in Namibia, increasing grid exports and associated technical constraints are envisaged in distribution networks. This dissertation recommends adaptations to existing regulatory policies to mitigate envisaged financial and technical risks associated with DGs. These adaptions include a DG hosting capacity (HC) assessment methodology for consumer-side photovoltaic (PV) DG in existing distribution network where a high and uniform uptake of DG is anticipated. The methodology captures time dependency correlations between load and generation profiles, which increase the accuracy of HC results. The uniqueness of the methodology is the concept of calculating monthly HC, which aids the optimal integration of DG into distribution networks to meet consumers' daily energy requirements throughout the year without comprising the network's quality of supply. The methodology was tested on a residential and business distribution network. Results confirm that HC in distribution networks varies monthly. However, the practical implementation of monthly HC require upgrades to existing inverter technology, which currently contains a single export limit functionality. This opens the possibility to drive innovation in the inverter technology, to develop a date-based multiple export limit functionality. The results also demonstrated the importance of considering phase unbalance when conducting HC studies for residential distribution networks. Applications and limitations of the methodology were discussed.

Magister Public Health - MPH
BACKGROUND: Namibia has generalised Human Immunodeficiency Virus (HIV) and tuberculosis (TB) epidemics. In response to the TB/HIV co-epidemics in Namibia, the Ministry of Health and Social Services approved a policy of TB/HIV collaborative activities at national level and the integration of TB/HIV services at the point of service delivery. The present study explored barriers and facilitators of integration of TB and HIV service delivery in Tsandi District Hospital, which lies in rural northern Namibia. It focused on understanding the perspectives of healthcare workers and service users on integration of TB and HIV services at the health facility. AIMS & OBJECTIVES: The study aimed to describe the barriers, facilitators, and opportunities of integrated TB/HIV service delivery in Tsandi District Hospital. The specific objectives were: to describe the staffing and support systems in place for the integration of TB/HIV care; to describe the perceptions and experiences of integrated TB/HIV care by the health care workers, management and co-infected clients; and to describe the factors that facilitate or hinder the integration of TB/HIV services in the district from the point of view of district hospital managers, health care workers and co-infected clients. METHODS: The study used a descriptive qualitative study design with semistructured key-informant interviews conducted with five healthcare managers and senior clinicians and focus group discussions with 14 healthcare workers and five TB/HIV co-infected patients, supplemented by non-participant observation in Tsandi district hospital over two weeks between May – June 2011. Sessions were audiorecorded, transcribed, and thematically analysed. RESULTS: Several factors influenced whether and to what degree Tsandi district hospital was able to achieve integration of TB and HIV services. These are: (1) model of care and nature of referral links; (2) the availability and use of human resources and workspace; (3) the system of rotating staff among departments in the hospital; (4) the supply and mode of providing medicines to patients; (5) information systems, recording and reporting arrangements; (6) and the amount of follow-up and supervision of the integrated services. The main suggested barrier factors are: (1) poor communication and weak referrals links between services; (2) inadequate infrastructure to encourage and deliver TB and HIV care; (3) staff shortages and high workload; (4) lack of training and skills among healthcare workers; (5) financial constraints and other socioeconomic challenges; and (6) fragmented recording and reporting systems with limited data use to improve service delivery. The four main facilitating factors are: (1) positive staff attitudes towards TB/HIV integration; (2) common pool of staff managing different programmes; (3) joint planning and review of TB and HIV activities at the ARV Committee; and (4) informal task sharing to alleviate healthcare worker shortages. CONCLUSIONS: This study recommends that the district build on the current facilitators of integration, while the inhibitors should be worked on in order to improve the delivery of TB/HIV services in the district. Simple and practical recommendations have been made to address the some of the barriers at district level. It is hoped that these will inform future planning and review of the current model of care by the District nagement Team.

The main thesis of this study is that access to education, important as it is in terms of the Millennium Development Goals (MDGs), is not enough. Education that is not of an acceptable quality may not serve the purpose or the intent of the MDGs, nor of the Education for All movement. The study aims to examine the Namibian education policies related to education equity and quality for nomadic pastoralist people living in the Kunene region where socio-economic and cultural factors mitigate the provision of education. The study takes a broad view in an effort to explore the phenomenon of education provision to nomadic people and its actual outcomes beyond the classroom perspective and beyond the limits of its expected results. The data were collected over a period of five weeks. In this regard, a qualitative research design with critically quasi-ethnographic elements using semi-structured interviews to gather data from participants was used. Purposive sampling was used to select mobile school units, educators, nomadic leaders and community members. Data were collected through document analysis, audio-taped interviews and transcribed for inductive analysis. The intent of this case study is to illuminate attempts, through various education policies and strategies used by the Namibian government, to address equity and quality in education to marginalised and nomadic pastoralist groups, and reflect the insufficiency of such efforts that are not compatible with the intended groups’ culture and lifestyle. In this study horizontal, vertical equity and equal opportunity were used as lenses in analysing the degree to which equity has been achieved in Namibia. It became evident that the policies developed in Namibia support the notion of horizontal equity, but do not differentiate on the distribution of resources to equalise and standardise the provisioning despite unequal social circumstances. It is argued that if equity and quality in education aimed at nomadic and pastoralist groups are to be achieved, policymakers have to be prepared to be more flexible in the kind of practices and organisational structures which they develop in order to provide education, especially for these marginalised groups. Mere expansion of formal education provision, based on a model of what works in urban situations, is not enough to ensure equity and quality education reaches all primary school age children, especially nomadic and pastoralist children. Added to this, education aimed at nomads and pastoralists should be flexible, multi-facetted and focused to target specific structural problems such as social and economic marginalisation, lack of political representation, and interacting successfully with the new challenges raised by globalisation. The research findings contribute to the debate and discussion concerning equity and quality in education aimed at nomadic and pastoralists in the larger context of education systems in developing nations with circumstances similar to those in Namibia.
Thesis (PhD)--University of Pretoria, 2011.
Education Management and Policy Studies
unrestricted

Thesis (MPA (Public Management and Planning))--University of Stellenbosch, 2009.
ENGLISCH ABSTRACT: Black Economic Empowerment (BEE) in Namibia is viewed as an essential poverty reduction strategy in the fight against black disempowerment. However, the concept and practice of BEE in Namibia, prevails in the absence of a national BEE policy. Nonetheless, the government has encouraged the public and private sector to develop their own empowerment initiatives, in accordance with the draft BEE guidelines. The practice of BEE in Namibia has become controversial amongst the presently disadvantaged Namibians with regard to its implementation. Criticisms on the implementation of BEE are based on the assumption that BEE has resulted in the selfenrichment of a small black elite as opposed to empowering the poor. Breaking the cycle of underdevelopment and marginalization requires a commitment towards Broad-Based Black Economic Empowerment (BBBEE) and broad-based ownership. The ultimate objectives of BBBEE are to achieve significant decreases in poverty, income inequality and unemployment. The primary objective of the research was to analyze the implementation of BBBEE within two companies in Namibia, namely; Namibia Mineworkers Investment Company Financial Services (Nam-MIC FS) and the National Housing Enterprise (NHE). The purpose was to determine whether the poor are benefiting from their respective BBBEE strategies and to what extent. A descriptive case study approach was used to understand the empowerment process within the identified institutions. Two data collection methods were used, namely; open-ended questionnaires and standardized open-ended interviewing with the Chief Executive Officers (CEOs) of the respective institutions. The findings reveal that Nam-MIC FS is promoting broad-based ownership in that union members are able to access affordable financial services and products. However, Nam- MIC FS has failed to effectively implement BBBEE, since key areas of empowerment, such as the implementation of a broad-based skills development programme for employees, Small Medium Enterprise (SME) development for union members and community initiatives have been overlooked. The conclusion is that Nam-MIC FS is promoting a minimalist approach to empowerment, since its main focus is on the provision of affordable financial services and products, which is a short-term and unsustainable approach to reducing income inequalities and poverty. The main recommendations include the need to formulate and implement internal policies in respect of the transformational guidelines and implementing a monitoring and evaluation system. The findings on NHE reveal that whilst a BBBEE model has been implemented, a shortcoming is the failure to implement a skills development programme for black SME contractors. Moreover, of concern is the failure by NHE to promote broad-based ownership in the provision of housing, since the poor and very poor are directly and indirectly excluded from housing opportunities. The conclusion is that NHE is not promoting the broader participation, capacity building and economic improvement of the poor and very poor, which exacerbates the housing backlog through the emergence of informal settlements. The main recommendations pertain to the need to directly or indirectly include the poor and very poor in the provision of housing opportunities and a need to implement a skills development programme for black SME contractors, in addition to implementing a monitoring and evaluation system.
AFRIKAANSE OPSOMMING: Swart Ekomiese Bemagtiging (SEB) in Namibië word as ‘n noodsaaklike strategie vir die verligting van armoede in die stryd teen swart verontmagtiging beskou. Die SEB-konsep en die beoefening daarvan staan egter sonder ‘n ondersteunende nasionale SEB-beleid. Desnieteenstaande moedig die regering die private en die besigheidsektors aan om self bemagtigingsinisiatiewe in ooreenstemming met SEB-konsepriglyne te ontwikkel. Vir minderbevoorregtes in Namibië is die beoefening van SEB egter omstrede vanweë die implementering daarvan. Kritiek oor die implementering van SEB word gebaseer op die aanname dat SEB die selfverryking van ‘n klein groep swart elite instede van die bemagtiging van armes behels. Verbreking van die siklus van onderontwikkeling en marginalisering vereis verbondenheid tot Breë Basis Swart Ekonomiese Bemagtiging (BBSEB) en breë basis eienaarskap. Die uiteindelike oogmerke van BBSEB is betekenisvolle vermindering van armoede, ongelyke inkomste en werkloosheid. Die primêre doelwit van hierdie navorsing was om die implementering van BBSEB in twee maatskappye in Namibië, die Namibia Mineworkers Investment Company Financial Services (Nam-MIC FS) en die National Housing Enterprise (NHE), te ontleed. Die doel was om te bepaal of die armes enige voordeel uit die onderskeie BBSEB-strategieë trek en in hoeverre dit gebeur. Die navorsing is met behulp van beskrywende gevallestudies benader om die bemagtigingsproses in die betrokke instansies te kan verstaan. Twee insamelingsmetodes is vir die verkryging van data gebruik: ope-vraag vraelyste en gestandaardiseerde ope-vraag onderhoude met bedryfshoofde van die onderskeie instansies. Die bevindings toon dat Nam-MIC FS breë basis eienaarskap bevorder deur vakbondlede in staat te stel om toegang tot bekostigbare finansiële dienste en produkte te bekom, maar nie daarin geslaag het om BBSEB effektief te implementeer nie, aangesien sleutelareas van bemagtiging, soos implementering van breë basis vaardigheidsontwikkelingsprogramme vir werknemers en ontwikkeling van vaardighede vir Klein en Medium Ondernemings vir vakbondlede, sowel as gemeenskapsinisiatiewe, oor die hoof gesien is. Die gevolgtrekking is dat Nam-MIC FS ‘n minimalistiese benadering tot bemagtiging bevorder – hulle is hoofsaaklik op die verskaffing van bekostigbare finansiële dienste en produkte gerig, wat as ‘n korttermyn en onvolhoubare benadering tot die vermindering van inkomste-ongelykheid, en tot armoede, beskou word. Die vernaamste aanbevelings betrek die behoefte om ‘n interne beleid ten opsigte van transformatiewe riglyne te formuleer en ‘n stelsel vir die monitering en evaluering daarvan te implementeer. Bevindings oor die NHE toon dat ‘n BBSEB model geïmplementeer is, maar die firma tekortskiet aangesien hulle nie ’n vaardigheidsontwikkelingsprogram vir swart KMOkontrakteurs kon instel nie. Verder is dit sorgwekkend dat die NHE nie geslaag het om breë-basis eienaarskap deur voorsiening van behuising te bevorder nie, aangesien die armes uiters arm is en direk sowel as indirek uitgesluit word wanneer geleenthede vir behuising ter sprake is. Die gevolgtrekking is dat die NHE nie breër deelname, die ontwikkeling van kapasiteit, en ekonomiese verbetering van armes en uiters armes bevorder nie, waardeur die behuisingsagterstand vererger, en informele nedersettings ontstaan. Die vernaamste aanbevelings betrek die behoefte aan direkte of indirekte insluiting van armes en uiters armes by die voorsiening van behuisingsgeleenthede en die behoefte om vaardigheidsontwikkelingsprogramme vir swart KMO-kontrakteurs, tesame met ‘n monitering- en evalueringstelsel, te implementeer.

The main objective of this study is to examine the relationship between banking development and economic growth in Namibia. Namibia has eight licenced commercial banks, four of which have been operational prior to the country's independence; Bank Windhoek Limited, First National Bank Namibia Limited, Nedbank Namibia Limited and Standard Bank Namibia Limited (BON, 2018). The other four licenced commercial banks began operating post independence. The banking development indicators employed by this study were broad money to nominal GDP (M2), private sector credit to nominal GDP (PSC), and lending interest rates (INTR). The data used in this study is annual data, covering the period 1991 to 2018, engaging the VAR/VECM framework in order to determine the presence of a long-run and short-run association. In addition, this study engaged the Granger causality methodology in order to determine the casual association between banking development and economic growth. The error correction term equation suggested a long-run relationship between the variables in the VECM, while the results indicated that there are no short run associations amongst the variables. Further, the results of the Granger causality test indicated a bidirectional causality between LNRGDP and LNPSC. In addition, the causality test showed that lags of LNINTR Granger causes LNPSC, which is consistent with the neoclassical theory of interest rate, which pronounces that interest rates are determined by the demand and the supply of loanable funds. Moreover, lags of LNINTR and lags of LNM2 granger causes LNRGDP, which suggest that banking development causes economic growth. The study recommended that the Namibian banks should reform credit policies and decrease the cost of debt in an attempt to avail more credit to the private sector in order to sustain and stimulate economic growth.