Academic literature on the topic 'Rundu (Namibia)'

BACKGROUND: Dysmenorrhea is a common gynaecological condition that affects the daily activities of the women who suffer from it. In the education context, female students often have to spend long hours at clinics or doctors’ appointments due to dysmenorrhoea, thus having to miss lectures when dysmenorrhea impacts adversely on their studies and academic performance. Purpose: This study sought to determine the knowledge and practice of female students at the University of Namibia, Rundu campus regarding the management of dysmenorrhea METHODOLOGY: A quantitative study was employed using a non-experimental, cross-sectional approach. The non-probability sampling method was used with convenient sampling being employed. A total of 303 fulltime female students from the University of Namibia, Rundu Campus were selected to participate in the study. Of the 303 students selected 295 completed the open-ended questionnaires which they were given. The data from the questionnaires was analysed manually and the findings presented in the form of tables, graphs and pie charts. RESULTS: The study found that dysmenorrhea was affecting 88.1% of the students at the University of Namibia, Rundu Campus. In addition, there was evidently a lack of knowledge on the management of dysmenorrhea, as 46% only of the participants appeared to possess adequate knowledge on the management of dysmenorrhea. The study also found that approximately 54.2% of the participants sought medical assistance when experiencing dysmenorrhea, 30.8% used home remedies of which 91.3% were effective, 12.3% used traditional herbs of which 90.6% were effective, while 25.3% exercised or did other activities in order to relieve pain. CONCLUSION: The findings indicated that dysmenorrhea was affecting the majority of female students on Rundu Campus although only a few of them possessed adequate knowledge on the management of dysmenorrhea and only about half (46%) of the respondents sought medical help. Recommendation: The findings indicated the need for the university to build a clinic on campus and to organise student wellness programmes which included the management of dysmenorrhoea.

Voluntary Counselling and Testing is one of the strategies to respond to the increasing number of Human Immunodeficiency Virus/Acquired immunodeficiency syndrome (HIV/AIDS) new infections. The purpose of this study was to assess the current status of HIV Voluntary Counselling and Testing (VCT) in Rundu urban and identify the barriers to fully effective service.The objectives of the study was to identify the barriers that prevents effective HIV Voluntary Counselling and testing services; asses its success and determine its status in urban, Namibia. A qualitative explorative and descriptive design was employed in this study where all health care and HIV/AIDS professionals including hospital nurses, employees and New Start VCT Centres, and representatives from relevant NGOs, Community-Based Organizations (CBOs), and the Ministry of Health and Social Services (MoHSS)providing Voluntary Counselling services in Rundu urban in Namibia were interviewed. In this study, in depth individual interview structured in accordance with interview guide was used. Content analysis method was employed to analyze the data. Themes that emerged from this study includes: Fear of a positive results (stigma that accompanies seropositivity) and lacks of perceived benefit to getting tested. In addition, financial barriers affecting the poorest populations in Rundu. To increase access and relevance of VCT services, it is recommended that the Ministry of Health and Social Services should develop more detailed counselling guidelines and increase the scope of counselling by addressing the inadequacies of current risk reduction. Despite these hopeful possibilities a number of barriers remains before VCT can be fully effective.

Solid waste management in Rundu, Namibia, is a major challenge, resulting in significant environmental health hazards. The purpose of this study was therefore to identify and describe the factors contributing to poor environmental hygiene specifically in Kehemu location in Rundu, while the objectives were to explore the factors contributing to poor environmental hygiene in the area. A qualitative approach was employed comprising an explorative and descriptive design. The research population for this particular study consisted of residents of Kehemu location and a sample was drawn from this population using purposive sampling. Data were collected from focus group discussions conducted with 15 (fifteen) residents. The transcribed interviews and narratives from the research notes were organised into codes, main themes and sub-themes. The results from this study revealed, among other things, that the methods used by most households for disposing of waste included digging holes, burning the waste and dumping it in open areas. In addition, factors contributing to poor environmental hygiene in Kehemu location include a lack of dumping sites, dustbins and refuse removal services. The findings of this study call for well-articulated actions to address the factors identified as being associated with poor environmental hygiene in Kehemu. The study recommends that the town council should empower the community by providing dustbins, initiating clean-up campaigns and providing education and awareness-raising as some measures for curbing problems related to environmental health.

The purpose of the study was to investigate the knowledge, attitude and practices of female tertiary students at the University of Namibia regarding contraception. The objective of the study was to assess and describe the knowledge, attitudes and practices of University of Namibia Education students at Rundu campus, regarding contraception with a view to make recommendations based on the findings of the study. A quantitative, descriptive cross-sectional design was used and a total of 220 female tertiary students from Rundu Campus were selected using simple random sampling. Data was collected from participants by the use of a self-administered questionnaire. Findings from this study showed amongst other that majority (80%) 166 showed poor practices towards contraception. However, the study showed that (91%) 202 has positive attitude regarding contraceptives and that this greatly contributes to high rate of unintended pregnancies as well as Sexually Transmitted Infections among them. It is recommended that in order to prevent unintended pregnancies as well as high incidences of Sexually Transmitted Infections among tertiary students, the Ministry of Health and Social Services must introduce a regular reproductive health outreach programme on campus, or establish a clinic on campus. Neglecting youth’s contraceptive needs contributes to high rate of unintended pregnancies, Sexually Transmitted Infections, HIV/AIDS and, indirectly; maternal mortality.

BACKGROUND: A caesarean section is a life saving procedure for both the mother and the baby. However, the fact that caesarean section rates are increasing worldwide, in both the developed and developing countries is becoming an issue of increasing concern, which raised a concern. The purpose of this study was to evaluate the indications for a caesarean section in the Rundu State Hospital. METHODS: A cross sectional retrospective study was conducted.The study population comprised the records of women who had undergone caesarean section between 1 January 2017 to 31 March 2017. After conducting a sample size calculation the delivery, records of 149 women who had undergone a caesarean section during the study period were reviewed. The required data was collected using individual data collection sheets and then analysed using SPSS version 24. RESULTS: The age of participants ranged between 20 and 50 years. The mean age for the study group was 25.1 years. The overall leading indications for a caesarean section included foetal distress (25.6%), previous uterine scar (18.1%) and Cephalopelvic disproportion (16.1%) while other major contributing indications were eclampsia (16.1%), mal-presentation (8.1%), prolonged labour (6.7%, ante partum haemorrhage (3.4%), failed vaginal birth after caesarean section (2.0%), cord prolapse (1.3%) and severe vaginal warts (0.6%). In addition, the study found that a primary caesarean section was more common at 81.9% as compared to previous uterine scar at 18.1 % while maternal indications contributed to 61% of caesarean sections while foetal indications constituted 39%. CONCLUSION: Overall, the study found that the leading indications for caesarean section were foetal distress and previous uterine scar. It was recommended that foetal distress, as the main indicator for a primary caesarean section, should be further confirmed with a printed cardiotocograph. Training health workers on the interpretation of cardiotocograph and the importance of the use of other methods, such as the fetoscope and doptone, may help to reduce the incidence of unnecessary primary caesarean section due to foetal distress. In addition, previous uterine scar cases should be embark on labour before a decision is made.

The Rundu – Grootfontein Project, a project by which Namibia wants to divert waters of the Okavango river, may significantly affect the flow of that river through Botswana. The present paper discusses and tests rules of global and regional international watercourse law as to their applicability to the problems posed by the project. In this respect the UN Framework Convention on the Law of the Non-Navigational Uses of International Watercourses, as well as the Southern African Development Community Protocol on Shared Watercourses form the main focal point.

Since independence in 1990, various efforts have been made to improve the quality and management of Namibian schools, including the Basic Education Project (BEP-Project). In collaboration with the Geselschaft fur Technische Zusammenarbeit (GTZ), the BEP-Project has supported the implementation of important Government programs, such as Lower Primary reform and the cluster system. In 1995 the BEP-Project began to address educational needs in the Rundu education region. It was believed that Rundu had in the past been the most neglected region, especially with regard to education. The school cluster system was devised to facilitate new ways of education service delivery and to address the question of improving education standards. The purpose of this research is to answer the question: "How do the management and staff of a secondary school in the Rundu region of education experience a school cluster system?" To this end, the research seeks to determine what potential the cluster system holds and how that may be realised, and to also establish whether there is any evidence of change in management practices. A case study method has been employed to gain insight into the cluster system as a management tool. Ten respondents, all of whom have been employed at the school in question for a considerable period of time, were interviewed before and after the implementation of the cluster system. The research disclosed that disparities and tension in the school were legacies of the colonial education system, but that the cluster system had bridged the gap and enhanced uniformity and cooperation. Sharing of ideas on educational issues and constant interaction created a conducive environment for academic performance. The case study further disclosed that parental involvement in decision making is still a course for concern and that the cluster system has not yet addressed this issue. The study has shown that decentralisation has taken place and that rural schools are no longer operating in isolation. A lack of innovative ideas has hampered training as a cluster activity. From the research, it is evident that schools have previously operated on an individual basis, but that the cluster system has created the opportunity for schools to interact on a regular basis. This study is timely and of national importance. I anticipate that this study will be of use to policy makers in making decisions for the future development of the cluster system.

While women constitute more than 51% of the population and far outnumber men in teaching positions in Namibia, very few occupy positions of leadership. Male candidates are still favoured for top positions, thereby denying women the chance to gain entrance to these positions. One of the reasons for this imbalance seems to be that, in spite of conscious political effort and legislation, women may still be perceived as less effective leaders than men. This research focused on leadership in education, in particular school principals, and explored the perceptions of female principalship held by school inspectors. Three school inspectors from the Rundu Education Region were purposefully selected and interviewed. Inspectors were selected on the grounds of their considerable influence in the selection and appointment of school principals. The study found that these inspectors favour school principals who show commitment to their work, have good interpersonal working relationships, are caring, good listeners, visionary and produce good results. The inspectors attribute female principals’ success to their traditionally perceived characteristics, such as caring leadership and ability to develop good human relations. Instead of perceiving these qualities as professionally negative (as is sometimes argued in the literature) the inspectors see them as indisputable assets to leadership. The respondents acknowledge the cultural stereotyping that may have influenced male attitudes to women in the past, but argue that good leadership is not specific to gender, but part of the qualities a person possesses, regardless of sex. This study concludes that, contrary to what has been reported in many studies, these inspectors perceive women principals as effective – equal to their male counterparts or sometimes even more effective - because they are caring, well organized and good at communicating and establishing relations with others. Though these qualities are different from the traditional masculine qualities which include independence and emotional strength, the respondents recognize and legitimize them as preferred qualities in current effective leadership practice.

This research dealt with the following cases of relocation that occurred in Rundu, namely: Nkondo village in the 1950s, forced removal to Nkarapamwe Black Township in 1968, and the relocation of Sarusungu and Mangarangandja in 1971 and 1972. The central research aim of this study was to explain why and how relocations occurred and their impact on the communities. The study also aimed to explain the motives of the authorities for the removals.

The research, investigating how a selected group of former BETD graduates understand and implement the theory of reflective practice, is a qualitative case study carried out in the Kavango region of Namibia. The study was shaped by one of the major policy emphases in Namibia’s post independence teacher education reform process - that of developing reflective teachers who actively participate in curriculum planning and take educational decisions based on their own judgment. A basic assumption underlying the study is that effective educational practice is dependent on practitioners thinking about what they are doing and acting on their reflections to improve practice. The study found that a fundamental problem preventing these teachers from implementing reflective practice in accordance with the Namibian educational reform process, is that the participating teachers neither understand the exact meaning of reflective practice nor do they have a common or shared view of the concept, in spite of their common qualifications. A key contributing factor to their problems with implementing reflective practice is the lack of a deep understanding of the reform epistemology and pedagogy revealed by the three former BETD graduates selected for the research. These are the teachers referred to in the first paragraph: The first teacher is Helena, a teacher at Duduva primary school, the second teacher is Kalishe, also teaching at the same school as Helena and the third teacher is Darius at Ntja Junior secondary school. The qualitative approach employed for the study served to illuminate and highlight specific issues related to the implementation of reflective practice that will be of considerable value for the researcher in her capacity as a teacher educator. These included among others: • The teacher’s need for an understanding of the key principles on which reflection is based and how to translate these into practice. • The need for teachers to have a clear understanding of the role that learners play in the reflective process. • The need to revisit the Basic Education Teacher Diploma (BETD) education programme, because for teachers to reflect they need a sound subject knowledge on which to base their judgments. These aspects, as well as the identification of the factors in the school system that contribute to the failure of reflective practice, provide a foundation for finding real solutions to the problems identified.

This portfolio discusses various important aspects that affect teacher education. The portfolio has become an important tool for assessment in education. The research component of the masters' course that I attended is reflected in this portfolio. To complete this course several aspects were covered. The educational reform process in the Namibian context requires the use of appropriate resources, an environment conducive to learning, active involvement of the learners and teachers who should have a better understanding of the system adopted. Teacher educators are seen as important in transforming Namibian education in the sense of breaking the cycle of authoritarianism and inequities that existed in schooling prior to independence in 1990, and that still continue to exist in many Namibian schools today. Much effort has been devoted to creating conditions in colleges of education, where future teachers experience the same kind of teaching and learning that is envisioned for schools in the country. To accomplish this a great deal of effort has been devoted to the professional development of teacher educators. This masters' course was initiated to address the shortcomings of teacher education in Namibia. The preparation of teacher educators to be willing and able to prepare teachers in a manner that is consistent with national educational goals has been a neglected element of educational reform in Third World countries (Taylor and Peacock, 1997). Nahas Angula defines teachers as critical agents in creating the reform in relation to several broad principals: access, equity, quality, and democracy. As Ebbutt and Elliot (1998) point out, these principles are defined in very broad terms and provide the opportunity for teachers, teacher educators, and administrators to translate the ideals in particular contexts through practical reflection and deliberation. The Namibian reforms are underpinned by democratic ideals, the intention being to develop broad participation in defining and developing the reform tenets in specific contexts. In Namibia it has been recognized that qualitative changes in classroom practice will only occur when teachers understand them and accept them as their own. It is also recognized that because many teachers have been educated under the authoritarian system of the past, conceptual changes are needed in the minds of the teachers for the reforms to be successful. These include a shift from the belief of teachers as civil servants who are merely to "deliver" a curriculum dictated from above, to one of teachers as reflective professionals who play important roles in interpreting and defining the reforms and in giving meaning to such values as learner-centered and democratic education, continuous assessment, and critical inquiry (Swarts 1998). In the case of Namibia, we have a situation where there is an attempt to fundamentally transform an authoritarian education system that emphasized repetition and rote learning of received knowledge to one where learners are active participants in the learning process and where the curriculum is relevant to and respectful of different cultural traditions and communities. The learner-centered philosophy that guides post-independence educational reforms in Namibia calls for breaking down the authoritarian teacher-student relationships of the past. It encourages teachers to begin instruction by gaining an understanding of their learners' existing knowledge, skills, and understandings and to actively involve them in the learning process toward the goal of preparing citizens for a democratic society. The background above will help the readers to understand the sections covered in this portfolio. In the first part, the portfolio looks at a case study that analyses pre- and post-independence teacher education in Namibia. This study focuses on the Rundu College of Education and investigates the implementation of the Basic Education Teacher Diploma (BETD) Broad Curriculum in relation to the History syllabus. This paper presents information on what led to post-independence teacher education reforms in Namibia and why the reform was necessary. The BETD Broad Curriculum advocates the principles underpinning teacher education reforms in Namibia. The analysis looks at whether the History syllabus applies the principles of teacher education reform in relation to practice in the classroom. This paper addresses the historical background of a History curriculum, which shows the importance of a contextual understanding of the theoretical framework. The second paper looks at the theories underpinning the pre- and post-independence curriculum and the reform process in Namibia, how each theory views knowledge and why a decision was taken to apply them. The third paper is a literature review that links the epistemological ideals of reform to the classroom situation. This paper provides the basis for a small-scale empirical research. The research proposal included in the portfolio emerged from the earlier studies and identifies a key area for investigation within the domain of my particular area of teaching. The identified research problem investigated is presented in the final paper of the portfolio. These research findings can be applied to different situations in different schools. The portfolio is completed by the presentation of a short reflection of the role of the portfolio in this masters' course.

I embarked upon this study to investigate mathematics teachers' practices that have led to the persistence of traditional teaching methods in grade 9 mathematics classrooms in Rundu. The study was conducted from a learner-centred (L-C) perspective or reform approach in the Namibian context. It is a qualitative study oriented in the interpretive paradigm- a paradigm that seeks to understand the meanings attached to human actions. The participants involved in this study were purposively selected and they are composed of two mathematics teachers and their grade 9 learners. This study was conducted at two schools in Rundu. One is an urban school while the other one is a rural school on the outskirts of Rundu. The research tools employed in this study are questionnaires, interviews and observations. The questionnaires were used to identify and select my participants while the observations were used to investigate the participants teaching strategies. The purpose of the interviews was mainly to investigate teachers' understanding, interpretation and implementation of learner-centre education (LCE). Amongst other findings, this study reveals that inadequate teacher-training, controversial educational policies and challenges such as overcrowdedness in mathematics classrooms, lack of teaching and learning materials, lack of cooperation among mathematics teachers and learners' negative attitude towards mathematics are some of the contributing factors to the persistence of traditional teaching methods in mathematics classrooms. Moreover, the study reveals that the persistence of traditional teaching methods in mathematics classes can no longer be attributed to the lack of understanding of LCE. The teachers in this study seem to be well acquainted with the theoretical aspect of the LCE framework while the implementation aspect seems to be a concern.

HIV and AIDS still challenges the best efforts of public health and medical establishments and continues to ravage communities around the world. While measures have been put in place to preclude it from further spread, recent studies in the field of HIV and AIDS prevention intimate that for more efficacious intervention to be realized, it is critical to understand and address the social and cultural practices which influence sexual behavior, particularly understanding how issues of masculinity plays a role in the perpetuation of these behavior. Relying on Bourdieu’s theory of social practice, this study explores the inherent enduring nature of habitus and its role in the production and maintenance of masculine and sexual identities that predispose young men to HIV and AIDS. The study was conducted in Rundu Urban Constituency in Kavango Region of Namibia to gain insight into male youth’s masculinity and conceptions of risk and vulnerability to HIV and AIDS. The study design was qualitative and interpretive in nature. Data collection strategies included focus group discussions and individual interviews. Twelve male youth aged 17-20 years in two secondary schools (six in each) were selected to participate in the study. Four focus group discussions and fourteen individual interviews were conducted. Institutional ethical clearance from both regional education office and the schools were obtained before undertaking the study. Participants also signed written consent forms before interviews started. The findings of this study revealed that young men from this community were under constant pressure to conform to dominant masculine norms and values. Key in the case of youth in the study was the need to procreate as a dominant marker of one’s masculine and sexual identity because it represented a primary source of a ‘real’ man’s social identity in this community. This masculine and sexual identity seemed in itself to be constructed along paternal lines and cultural beliefs, which youth preserved by not only complying, but also reproducing. The sexual activities they reported that would secure their position as `real` men were often those that put them at risk and made them vulnerable to the epidemic.

Namibia is one of the countries in Southern Africa which is hardest hit by the double burden of HIV and TB. Namibian national data shows that, although 50% of all TB patients in 2011 were HIV positive, there was an unintegrated approach in the management of these two diseases (Seeling, Mavhunga, Thomas, Adelberger & Ulrichs, 2014:269). It is against this background that this study was conducted. The goal of the study was to explore and describe the experiences of patients with HIV and TB co-infection in Rundu, Namibia. A qualitative research approach was utilised in this study. The researcher draws attention to the experiences of co-infected patients by employing a phenomenological design which allowed patients to reminisce on their lived experiences. The study was therefore exploratory and descriptive in scope. Unstructured one-on-one interviews were used to collect data. The findings reveal the presence of structural deficiencies in the management framework for co-infected patients. For instance, the multi-disciplinary team (MDT) was not well-co-ordinated and there was no integration of HIV and TB services. Consequently, patients experienced a sense of being neglected by health care professionals and noted that their interests as patients were, to a certain extent, ignored. Participants preferred to be treated in the context of their home environment by means of home based care (HBC). Most participants bemoaned the existence of stigma both at community level and in health care settings. A range of psychosocial experiences were also described. As a consequence of this study, general recommendations were put forward and these included the need for the Ministry of Health and Social Services (MoHSS) to expedite the integration of HIV and TB services in Namibia, particularly in relation to patients getting HIV and TB services under one roof. It was also noted that for co-infected patients to be holistically managed, there is a need to strengthen HBC as a strategy of managing patients to guarantee the involvement of family members in keeping with the biopsychosocial perspective (BPS), the theoretical framework for this study. While the goal and objectives of this study were generally met, the researcher stressed the need for future research to explore the feasibility of HBC as a strategy for managing HIV and TB co-infected patients before the Government of the Republic of Namibia could incorporate the strategy in policy.
Mini Dissertation (MSW)--University of Pretoria, 2015.
Social Work and Criminology
MSW
Unrestricted

This thesis attempted to develop insight into why, contrary to expectation and predictions, learners in Rundu obtained better scores in a standardised English comprehension test than learners in Katima Mulilo, given that the conditions of teaching and learning were judged to be least favourable in Rundu.

The purpose of this study was to investigate School Board members' perceptions and expenences of their roles in a secondary school in the Rundu Education Region of Namibia. A case study was conducted within the interpretive paradigm. Six School Board members from the selected school were interviewed. The data were analysed using qualitative data analysis practices. The findings of the study indicate that there are numerous constraints that interfere with the Board members' ability to effectively carry out their role as a school governing body. These constraints include a lack of knowledge and understanding of the Education Act, a lack of skill in conducting basic management and organization processes and a lack of support from the circuit inspector and Regional Education officers. This study provides some understanding of the circumstances of the School Board in trying to execute its role in implementing the Education Act, especially the section dealing with School Boards. As such, this research provides an agenda for the support and improvement of the work of School Boards in Namibian secondary schools.

Namibia is situated on the high plateau of southern Africa along the Atlantic Ocean and is bordered on by Angola, Zambia, Botswana, and South Africa. The total area of Namibia is 825,419 square kilometres (km) with a population of 2,534 million in 2017. Namibia’s capital and largest city is Windhoek. Rundu is the second most populated city in Namibia and capital of the Kavango-East Region, whose local economy revolves around the Rundu Open Market. Walvis Bay is the third largest city and is a natural ship harbour with direct access to principal shipping routes. Normal office hours in Namibia are from 0800 to 1300 and 1400 to 1700, with the majority of offices taking an hour’s break for lunch. The currency used is the Namibian dollar (NAD/N$).