Relevant bibliographies by topics / Television in education - Namibia

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Television in education - Namibia'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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Journal articles on the topic "Television in education - Namibia"

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Bankole, Akinrinola, Susheela Singh, Rubina Hussain, and Gabrielle Oestreicher. "Condom Use for Preventing STI/HIV and Unintended Pregnancy Among Young Men in Sub-Saharan Africa." American Journal of Men's Health 3, no. 1 (2008): 60–78. http://dx.doi.org/10.1177/1557988308322394.

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The condom is the only known method that provides simultaneous protection against unplanned pregnancy and some sexually transmitted infections (STIs), including HIV, among sexually active people. Using data from the Demographic and Health Surveys from 18 Sub-Saharan African countries, this study examined condom use and reasons for using the method at last intercourse among sexually active young men aged 15 to 29. Most young men were aware of the condom (73%-98%), but its use at last intercourse was quite variable, ranging from 6% in Madagascar to 74% in Namibia. In 10 countries, more young men
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Shaw, Padmaja. "Television in Education." Media Asia 35, no. 3 (2008): 198–204. http://dx.doi.org/10.1080/01296612.2008.11726884.

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Meyer, Helen. "Educational Partnerships and Democratic Education in Namibia." Africa Today 49, no. 4 (2002): 112–31. http://dx.doi.org/10.2979/aft.2002.49.4.112.

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Meyer, Helen. "Educational Partnerships and Democratic Education in Namibia." Africa Today 49, no. 4 (2002): 113–31. http://dx.doi.org/10.1353/at.2003.0046.

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Corcoran, Farrel. "Globalisation, Television and Education." Circa, no. 89 (1999): 30. http://dx.doi.org/10.2307/25563497.

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Pinto, Luiz Fernando. "Television and sexual education." Jornal de Pediatria 71, no. 5 (1995): 248–54. http://dx.doi.org/10.2223/jped.786.

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Peterson, Jane, and George Seielstad. "Environmental Education Television Episodes." Eos, Transactions American Geophysical Union 89, no. 4 (2008): 30. http://dx.doi.org/10.1029/2008eo040002.

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Bazilauskas, V. F., Bernard V. Dryer, and David S. Ruhe. "Medical Education and Television." Academic Medicine 76, no. 3 (2001): 255. http://dx.doi.org/10.1097/00001888-200103000-00013.

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Labrada-Rubio, Fernando. "Television Archives and Education." Educational Media International 22, no. 4 (1985): 24–27. http://dx.doi.org/10.1080/09523988508548827.

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Moss, Robin. "Health Education and Television." Journal of Educational Television 17, no. 2 (1991): 113–14. http://dx.doi.org/10.1080/1358165910170206.

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Dissertations / Theses on the topic "Television in education - Namibia"

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Iitula, Helena. "Master of Education research portfolio." Thesis, Rhodes University, 2006. http://hdl.handle.net/10962/d1008196.

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This Portfolio was submitted in 2005 to Rhodes University as a Research Portfolio presented in partial fulfilment of the requirements for the degree of Master of Education in General Education Theory and Practice. The Portfolio consists of seven (7) key parts. The reader of this Portfolio is courteously informed that the structure of this portfolio is to some extent differ from the thesis structure. Thus, the reader should be attentive not to weigh against the two. Further more, I hereby declare that this portfolio is my own work and that all the sources that I have used or quoted have been in
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Semba, Pecka. "Education decentralization in the Omaheke Region of Namibia." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1006114.

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Before the attainment of independence on 21 March 1990, the people of Namibia were engaged in a protracted struggle against colonialism, racism and apartheid, all of which had denied the majority of the people democracy and development. The people of Namibia therefore did not have power to make decisions on matters that affect their lives and were also not able to determine their own destiny (Ministry of Regional Government and Housing [MoRGH]: 1998:1). After independence, the Namibian government provided for a policy of decentralization under Chapter 12 of the Constitution. After adopting dec
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Haingura, Paulinus. "Research portfolio." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1003615.

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The purpose of this research is to evaluate the implementation of the Namibian education policy with particular reference to Senior Secondary education (Grades 11-12) in order to develop analysing skills that will facilitate better understanding of my professional context and enhance my ability to operate within a research environment. The main purpose is to look at the theory that underpins the curriculum and to find out whether that theory is carried through into practice. This contextual analysis is also designed to provide baseline data as I subsequently explore my area of research. The sp
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Johannes, Thomas Kamusheefa. "An investigation of principals' perceptions and experiences of the implementation of the national standards and performance indicators (NSPI) for Namibian schools in the Ohangwena region." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1003522.

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The post independence Namibian education system has been characterised by many reform initiatives, aimed at eradicating inequity, poor performance, and inferior education provision inherited from a pre-independence education system. This legacy posed a serious challenge to Namibia when it set out to achieve a national goal, Vision 2030. Vision 2030 inspires Namibia to be among the eveloped countries in 2030. In an attempt to achieve the goals outlined by the mission statement of Vision 2030, the Ministry of Education (MoE) introduced two national education initiatives: the Education and Traini
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Kamwi, Kamwi Kenneth. "Teacher responses to the Namibian education reform : a case study of two Caprivi schools." Thesis, Rhodes University, 2002. http://hdl.handle.net/10962/d1003676.

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Effective implementation of education reforms consists of alterations in curriculum materials, instructional practices and behaviour, beliefs and understandings on the part of the teachers involved in the reform (Fullan and Hargreaves, 1993: 5). A process of implementation is therefore, a learning process, learning how to do something new (ibid.). This study was done to establish how Biology teachers in Caprivi have responded to the reform process ten years down the line. I used a qualitative case study of two secondary schools. Four Biology teachers, two school principals and two groups of le
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Chaka, Mubita Villem. "Learner-centered education in Namibia, a case study." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq21234.pdf.

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Grant, F. "Developing a basic mathematics education curriculum for Namibia." Thesis, University of Edinburgh, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.651711.

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Shortly after independence in Namibia, the Ministry of Education quickly introduced a new school curriculum to break from the former colonial and apartheid system. The new curriculum included new educational goals, syllabi, text books, teaching approaches and assessment procedures. Teachers faced many challenges in implementing the new curriculum. This study looks at the process of creating and implementing a new mathematics curriculum in basic education, with particular reference to Namibia. It is introduced by a brief history of education in Namibia, together with field observations by the a
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Katoma, Loini-Nyanyukweni. "The implementation of environmental education policy in Namibia: perceptions of a range of decision-makers." Thesis, Rhodes University, 2002. http://hdl.handle.net/10962/d1003445.

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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 refl
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Shihako, Mathilde. "Research portfolio." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1003612.

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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 transform
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Neshila, Selma. "Action research on an organization development intervention in a secondary school in the Erongo education region of Namibia." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1003299.

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Organisations that will not, that resist, that cannot, that are incapable, that lack the confidence or that believe it’s not possible to change are likely to stagnate and die (Smith: work in progress). Since independence in March 1990, the new Namibian Government has realized that the quality, efficiency and effectiveness of Namibian schools depends on the ability of teachers and other stakeholders to be innovators and facilitators of change, especially through effective communication, effective meetings, working through conflict, solving problems and making decisions. Organization Development
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Books on the topic "Television in education - Namibia"

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Turner, John. Education in Namibia. The Ministry, 1990.

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Hillebrecht, Werner. Education bibliography of Namibia. Centre for African Studies/Namibia Project, University of Bremen, 1989.

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Wils, Annababette. Regional education analysis for Namibia. Republic of Namibia, 2012.

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Hangula, Lazarus. Ancestral land in Namibia. University of Namibia, Multi-disciplinary Research Centre, Social Sciences Division, 1998.

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Hopfer, Christiane. Befreiende Pädagogik: Beispiele aus Namibia und Südafrika. s.n., 1990.

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Education in Namibia: A collection of essays. s.n., 2005.

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Auala, Ray K. In search of excellence in education in Namibia. University of Namibia, 1999.

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Repp, Anne. Report on pre schools in Namibia. s.n., 1990.

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Culture, Namibia Ministry of Basic Education and. Adult learning and training providers in Namibia. Ministry of Basic Education, Sports & Culture, 2003.

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Chuard, Dominique. Cost, financing, and development of education in Namibia. Republic of Namibia, Ministry of Education, 1995.

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Book chapters on the topic "Television in education - Namibia"

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Prochner, Larry, Ailie Cleghorn, Anna Kirova, and Christine Massing. "Namibia." In Teacher Education in Diverse Settings. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-693-4_3.

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Hamunyela, Miriam, and Haaveshe Nekongo-Nielsen. "Namibia." In International Perspectives on Older Adult Education. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-24939-1_24.

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Dudo, Anthony. "Television." In Encyclopedia of Science Education. Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_340.

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Dudo, Anthony. "Television." In Encyclopedia of Science Education. Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6165-0_340-1.

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Potter, Jeremy. "Adult Education." In Independent Television in Britain. Palgrave Macmillan UK, 1990. http://dx.doi.org/10.1007/978-1-349-09907-8_15.

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Eco, Umberto. "Can Television Teach?" In The Screen Education Reader. Macmillan Education UK, 1993. http://dx.doi.org/10.1007/978-1-349-22426-5_7.

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Hangula, Lazarus, Kenneth Kamwi Matengu, Gilbert Likando, and Rachel N. Shanyanana. "Higher Education Systems and Institutions, Namibia." In The International Encyclopedia of Higher Education Systems and Institutions. Springer Netherlands, 2020. http://dx.doi.org/10.1007/978-94-017-8905-9_464.

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Hangula, Lazarus, Kenneth Kamwi Matengu, Gilbert Likando, and Rachel N. Shanyanana. "Higher Education Systems and Institutions, Namibia." In Encyclopedia of International Higher Education Systems and Institutions. Springer Netherlands, 2017. http://dx.doi.org/10.1007/978-94-017-9553-1_464-1.

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Alvarado, Manuel. "Television Studies and Pedagogy." In The Screen Education Reader. Macmillan Education UK, 1993. http://dx.doi.org/10.1007/978-1-349-22426-5_14.

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Kambonde, Samuel Angaleni. "Implementation of NQF Policy in Namibia Public Universities." In The Education Systems of Africa. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43042-9_14-1.

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Conference papers on the topic "Television in education - Namibia"

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OSAKWE, Jude Odiakaosa, Martins Ujakpa, Gloria IYAWA, and Karen FLORICH. "Enabling Quality Education in Namibia Through Mobile Learning Technologies." In 2019 IST-Africa Week Conference (IST-Africa). IEEE, 2019. http://dx.doi.org/10.23919/istafrica.2019.8764843.

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Sun, Jing. "On Film and Television Education for Film and Television Industry." In 2018 3rd International Conference on Education, Sports, Arts and Management Engineering (ICESAME 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/icesame-18.2018.31.

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Li, Hui, Zhiming Qiu, and Hangyu Wang. "Geo-location method for television tracker carried by projectile." In Education (ICCSE). IEEE, 2009. http://dx.doi.org/10.1109/iccse.2009.5228125.

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Mufeti, Kauna, Joseph Mutonga, and William Sverdlik. "NAMTOSS: A Pilot Program Bringing Technology to Secondary Learners in Namibia." In Annual International Conference on Computer Science Education: Innovation & Technology (CSEIT 2016). Global Science & Technology Forum (GSTF), 2016. http://dx.doi.org/10.5176/2251-2195_cseit16.40.

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Gaudiano, Vito, and Filomena Cuccarese. "Television and education: The role of Telecommunications." In 2012 IEEE First AESS European Conference on Satellite Telecommunications (ESTEL). IEEE, 2012. http://dx.doi.org/10.1109/estel.2012.6400185.

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Kambeyo, Linus, and Beno Csapo. "THE FEASIBILITY OF ONLINE ASSESSMENT OF STUDENTS’ INDUCTIVE REASONING SKILLS ABILITIES IN NAMIBIA." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0561.

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Laato, Samuli, Romanus Shivoro, Nicolas Pope, Frednard Gideon, and Erkki Sutinen. "Identifying Factors for Integrating Math and Music Education at Primary Schools in Namibia." In 2019 IEEE International Conference on Engineering, Technology and Education (TALE). IEEE, 2019. http://dx.doi.org/10.1109/tale48000.2019.9225949.

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Yang, Lun. "The Art of Film and Television Packing." In 2016 International Conference on Education, Management and Computer Science. Atlantis Press, 2016. http://dx.doi.org/10.2991/icemc-16.2016.40.

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Widayanti, Diah Vitri, Fathur Rokhman, Ida Zulaeha, and Astini Su’udi. "French Television Advertising to Build Intercultural Competence." In International Conference on Science and Education and Technology (ISET 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200620.147.

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Shaakumeni, Simson Ndadaleka, and Beno Csapo. "EXAMINING THE PSYCHOMETRIC PROPERTIES OF AN INSTRUMENT FOR ASSESSING MOTIVATION TO LEARN SCIENCE IN NAMIBIA." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0957.

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Reports on the topic "Television in education - Namibia"

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Yoshii, Ruri. Language Skill Development in Japanese Kokugo Education: Analysis of the Television Program Wakaru Kokugo Yomikaki No Tsubo. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.2073.

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African Open Science Platform Part 1: Landscape Study. Academy of Science of South Africa (ASSAf), 2019. http://dx.doi.org/10.17159/assaf.2019/0047.

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This report maps the African landscape of Open Science – with a focus on Open Data as a sub-set of Open Science. Data to inform the landscape study were collected through a variety of methods, including surveys, desk research, engagement with a community of practice, networking with stakeholders, participation in conferences, case study presentations, and workshops hosted. Although the majority of African countries (35 of 54) demonstrates commitment to science through its investment in research and development (R&D), academies of science, ministries of science and technology, policies, rec
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