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Relevant bibliographies by topics / Rural schools – Namibia – Case studies

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Academic literature on the topic 'Rural schools – Namibia – Case studies'

Author: Grafiati

Published: 4 June 2021

Last updated: 13 February 2022

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Dissertations / Theses on the topic "Rural schools – Namibia – Case studies"

1

Mabuku, Robert Nalisa. "Democratic leadership and management practices in a rural Namibian secondary school." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1003370.

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The primary purpose of this research was to investigate the understanding and implementation of democratic leadership and management in schools by school managers and other members of the school community in leadership and management roles as advocated by the policy of Education for all. The study also aimed at identifying any gaps in the understanding and practice of the participants in order to enhance democratic leadership and management in schools. Qualitative research using the interpretive approach was the methodology employed in order to fulfill the intention of the study, namely to inv

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2

Sinvula, Leonard Masene. "The role of leadership in a successful rural secondary school in Namibia: a case study." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1004925.

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The primary purpose of this qualitative case study research was to examine the role of leadership in a successful rural secondary school in Namibia. In Namibia, the Education and Training Sector Improvement Programme (ESTIP) was initiated to provide, amongst other things, effective leadership in education. In addition, the Ministry developed a policy on the National Standards and Performance Indicators for Schools in Namibia to complement the objectives of ETSIP. The policy emphasizes leadership practices in schools such as professional competence, commitment, ability to direct, inspire and mo

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3

Uiseb, Gerson. "An exploration of teacher leadership: a case study in a Namibian rural primary school." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001715.

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The Namibian education system has undergone a policy shift from a top-down leadership practice or head-centred leadership to a more shared form of leadership in schools. Existing policy documents call for teacher participation in school level decision-making structures and processes as teachers often are involved in other activities and have been through life experiences which equip them with leadership skills. These policies clearly stipulate that school principals cannot lead and manage the schools alone, but should involve teachers and other stakeholders in leadership activities. This study

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4

Kashikatu, Lukas. "An organization development intervention in a Namibian rural school in Ohanguena region." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1003567.

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Post independent Namibia adopted a decentralization policy which involved the transfer of decision-making powers and administrative authority from central government to government institutions, including schools, with a view to improving quality. However, despite new educational policies, Namibian educators continue to operate in a non-participatory manner and are unprepared for their role as change agents. This has created tension between the espoused benefits of decentralizing and the reality in schools. In such a turbulent situation schools need to be helped to understand the complexity of

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5

Haingura, Rudolph. "Enhancing learner centred education through the eco-schools framework: case studies of eco-schools practice in South Africa and Namibia." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1003391.

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Since the early 1990’s both South Africa and Namibia have been engaged in educational reform processes to address the discriminatory impacts and orientations of education under Bantu Education which were implemented in both countries prior to independence (Namibia in 1990, and South Africa in 1994). A feature of both educational reform processes is the underpinning theory of learning which draws on social constructivism, and which is articulated as learner centred education. This approach to teaching and learning infuses both policy frameworks. Another common feature is the introduction of env

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6

Mazise, Amos. "Challenges and prospects of quality primary education in Zimbabwe rural schools: a case study of Kadoma rural schools." Thesis, University of Fort Hare, 2011. http://hdl.handle.net/10353/569.

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The study focused on investigating challenges and prospects of quality education in rural primary schools in developing countries particularly in Zimbabwe. Reviewed literature indicated that two theories; education as human capital and education as human right advanced increased access to education. Decline of quality of education in the expansion programme portrayed by the decrease of pass rates to below 50 percent, pupils’ low literacy and numeracy prompted investigation. A case study of Ngezi rural primary schools was explored using a sample of 50 respondents selected through stratified ran

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7

Shilongo, Teressia N. "The transition from Oshikwanyama to English as a medium of instruction: a case study of a rural Namibian school." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1003690.

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The study investigates how rural Grade 4 teachers and learners experience the transition from Oshikwanyama to English as a medium of instruction. The study was conducted at a rural school in Oshana region in northern Namibia. The research site and participants were purposefully selected. Grade 4 teachers and learners were interviewed and observed. Relevant documents were also analyzed. The purpose was to understand participants’ experiences, perceptions and practices in relation to their experience of the transition to English medium instruction. The study revealed out that both Grade 4 teache

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8

Sheya, Elieser. "Indigenous knowledge and environmental education : a case study of selected schools in Namibia." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86476.

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ENGLISH ABSTRACT: In some contemporary discourses, a new dimension of knowledge is increasingly being recognised. Sustainable development is no longer the exclusive domain of western science and technology. There is a growing interest in the role that indigenous people and their communities can play in sustainable development. The integration of indigenous knowledge (IK) into formal school curricula, especially environmental education (EE), is seen as a key approach to making education relevant to rural students. This will also promote the intellectual diversity required to manage the scope, c

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9

Anyolo, Eveline Omagano. "Investigating the incorporation of education about, in/through and for the environment in the Geography junior phase curriculum: a case study of three Namibian schools." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003476.

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This study was carried out to investigate how education about, in/through and for the environment is incorporated in the Namibian Geography Junior Phase curriculum in three schools in Oshana Education Region. Education about, in/through and for the environment are three forms of environmental education identified by Fien (1998). This study is a qualitative, interpretive case study. It reviews the activities, content knowledge, methods, competencies and resources and describes how they were used by teachers in fostering education about, in/through and for the environment in the curriculum. Data

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10

Epus, Joash Gregory Odeke. "Contextualising curriculum through issues-based approaches: a case of eco-schools in Kenya." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1003344.

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This study involved an issues-based approach to curriculum contextualisation in the context of the Eco-Schools programme in Kenya. It adopted a two-phase design using interpretivist and socially critical research orientations. In this study, research is represented as a process which is socially constructed within a particular theoretical, contextual, social and historical context by unfolding the thesis to illuminate how the phases are closely woven into each other. The first phase used the survey method for a contextual review of existing approaches and views relating to environmental educat

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