Academic literature on the topic 'Pre-independence namibia'

Linguistic features were used by Bishop Kleopas Dumeni of Evangelical Lutheran Church in Namibia (ELCIN) in the pre-independence era to persuade the audience to support the struggle for independence. Bishop Kleopas Dumeni used linguistic devices in an attempt to convince his target audience that the Namibians suffered a great deal at the hands of the colonial authorities. Thus international community support was desired to break the shackles of colonialism. Although Bishop Kleopas Dumeni employed various linguistic features in his speeches as a tool to whip up support for struggle for independence of Namibia, his language choices were never subjected to a critical examination to unravel their contribution to the effectiveness of the speeches. This paper thus examines how Bishop Dumeni used linguistic devices in his speeches to appeal to his audience as well as the effects these features had on the audience to support the struggle for Namibian independence. The paper is pegged on Aristotelian theory to reveal how language choice affects the three appeals of Aristotle namely, ethos, logos and pathos. Content analysis was used to deconstruct the selected speeches of Bishop Dumeni thereby identifying and evaluating the linguistic features in the speeches. The conclusion from this investigation is that Bishop Kleopas Dumeni effectively used the linguistic devices to woo his audience to his side to support in his efforts to end the wickedness of colonialism in Namibia.

The Independence of Namibia in 1990 witnessed the voluntary repatriation of exiled Namibian people back home. Children of the liberation struggle is the term used to refer to the grown-up children of veterans who were under the age of 18 years before Namibian Independence. Since 2008, demonstrations and demands for jobs from government by the children of the liberation struggle have taken place regularly, drawing harsh criticism about the behaviour and demands of the children of the liberation struggle from the general private and public Namibian domain. This study aims to explore the pre-Independence psychological experiences of the Namibian children of the liberation struggle in an attempt to understand their conduct. A qualitative approach was employed where in-depth interviews were conducted with 10 employed children of the liberation struggle in the Khomas region. The collected data were categorised by means of thematic analysis. The results revealed themes which demonstrate that most children of the liberation struggle experienced adversities like growing up separated from their parents, in unstable conditions, having experienced maltreatment, constantly afraid of the enemy and having endured traumatic war-related situations. The study recommends sensitisation of the broad Namibian public on the lived experiences of the children of the liberation struggle. Psycho-education programmes and psychological interventions in the form of therapeutic group sessions and individual sessions with children of the liberation struggle can assist with reflection on the past, making sense of it and find healing to move on with their lives. Government and the private sector should cooperate in rendering training and job opportunities for the children of the liberation struggle.

An attempt is made in this article to examine the effect of new policy instruments implemented by the self-governing Namibia on the aspects of human development. We analysed whether the changes in fiscal policy adopted in postindependence era have improved the quality of life of Namibians as compared to pre-independence era. Time series data on government expenditures as well as health and education related indicators for the period 1980 to 2015 has been used for the purpose of analysis. Impacts of per capita government expenditure on healthcare and education on reduction in mortality, increase in life expectancy at birth, rising literacy and growth of people acquiring higher education/technical education have been examined. During 1980 to 1990, Namibia was under South African control, a colonial era, and, therefore, in the 1991 to 2015 period Namibia was independent. The study reveals that Namibians are better off in the post-independence as compared to the colonial era on major parameters. However, changes in policy have not been successful in transforming the lives of Namibians to the levels expected. There is still ample scope for improvement in the fiscal management of the country.

AbstractThe article provides a concise overview of Namibian legal developments since the country became independent in 1990. It presents the constitutional framework of Namibian law, the principle of continued application of pre-independence rules, the history and future of the Roman-Dutch law inherited from South Africa, the role of customary law, and the present state of legal education and the legal profession in the country.

This study explores the shifting roles of teacher unions in pre-and post-independence Namibia, against the backdrop of a changing political context. My aim was to understand the roles of teacher unions both before and after independence in Namibia, and to explain how they changed in the different political contexts. To do so, I examined the teacher union roles in three distinct phases, namely pre-independence, immediately post-independence, taking in the period from 1990 to 1999, and the last decade, from 2000 up until today. In approaching the research questions, I worked on the assumption that understanding and explaining the roles of teacher unions in pre- and post-independence Namibia could best be achieved by interacting with participants who were or had been involved in education and the teacher unions in Namibia. I argued that their experiences would be important in constructing knowledge on the unions, particularly regarding their roles before and after independence. I chose a narrative design for the study, because it allowed me to interact with the participants to gain deeper meanings from their individual perspectives. Narrative design was appropriate to this research, because it also allowed me to trace the way events in education mirrored those in the national political arena, and to explain why particular tendencies emerged. I used the information collected during the interviews and document analysis as the data for the study. Four themes emerged regarding the roles of teacher unions in the contexts of pre- and post-independence Namibia, around which I conceptualized the study. These were the shifting historic roles of these unions in Namibia, the institutional frameworks and modalities for union participation, the contextual factors relating to the roles of the unions, and the changed roles of the unions in contemporary Namibia. The findings of the study suggested, firstly, that teacher unions play different roles in different political contexts, and that these roles are shaped by contextual factors. Secondly, the research established that the unions in the post-independence contexts did not necessarily have a vision of a labour-driven process of radical strategic change, as postulated by the theory of strategic unionism. Instead, the findings suggest that teacher unions in contemporary Namibia are influenced and shaped by the broader political and social factors of a new hierarchical political culture, by political and economic middle-class aspirations, and by undefined party-government-teacher union relationships. I conclude the study by suggesting an expansion of the concept of strategic unionism to include the nuances of political and economic contexts and aspirations.
Thesis (PhD)--University of Pretoria, 2011.
Education Management and Policy Studies
unrestricted