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

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Published: 4 June 2021

Last updated: 2 February 2022

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1

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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2

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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4

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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7

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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9

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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Kavari, Elizabeth Ikka Tjipetekera. "The impact of early marriage on the education attainment of the San-girl child in Omaheke Region, Namibia." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1020052.

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One of the basic challenges that faces Namibian society as it emerges from colonial times is the issue of inequality and the oppression of women and girls. The San girl-child is no exception in this regard. San women in Namibia are subject to low socio- economic status and the poorest rates of formal education. San girls who enrolled at primary school hardly make it to secondary schools because of their significantly high dropout rate. This is prevalent among girls in particular as a result of early pregnancies, marriages and other related factors. The practice of early marriage is still preva

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Kapalu, Henry. "The role of school-based studies in developing reflective practice at a Namibian College of Education." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1003635.

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This investigation looks at the role played by school-based studies in the development of reflective practice among student teachers at a Namibian college of education. Literature reviewed indicates that reflective practice helps teachers continually grow and enhance their professional insights and practices. The study focused on the perceptions and experiences of a group of teacher educators, support teachers and student teachers involved in a particular teacher education programme. A case study was chosen, and built up using an interpretive paradigm. This enabled the researcher to make meani

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Kasenga, Alfred. "An investigation into the implementation of the senior secondary agriculture curriculum in the Caprivi region of Namibia." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1004555.

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Shortly after independence, Namibia embarked on a major process of educational reform. It was in this reform that the apartheid educational legacy was redressed. Namibians viewed the apartheid educational system as being irrelevant and that it did not meet their needs and expectations. One of the reform aims was to involve education in the development of knowledge and skills for self sufficiency and sustainable development, therefore Agriculture was incorporated into the school curriculum as a key area to achieve this aim. Learners taking the subject are expected to be equipped with relevant t

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Hoabes, Rosina. "Investigating teaching strategies used by teachers to foster environmental learning in the Namibian Life Science curriculum." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1003472.

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This study was carried out to investigate the strategies used by teachers to foster environmental learning in the Namibian Life Science curriculum in four schools in Swakopmund, Erongo Education Region. This study is a qualitative case study. I used semi-structured interviews, observation and document analysis as instruments to collect data. Two schools were selected to participate in the case study. Research participants included four teachers (two teachers from each school) of which two teachers are teaching at each school. The study was contextualised through a review of policy changes in N

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Araes, Cornelia. "Women leadership: a case study in the Otjozondjupa Region, Namibia." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003711.

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Empowerment of women in leadership and in particular, school leadership has been the focus of the Namibian government and the country since independence in 1990. Different policies and laws, post‐independence, make provision for women empowerment and leadership in a range of organisations and institutions throughout the country. However, reports on gender equity in leadership positions suggest that Namibia is not really moving towards these policy goals at a sufficiently quick pace. A lot still needs to be achieved in terms of transforming the gender stereotyping in Namibia, which still suffer

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Amushigamo, Angelina Popyeni. "An investigation of interpersonal relationships between management and lecturers in a College of Education in Namibia." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1004458.

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Relationships are regarded as an important aspect of any organization's life. The purpose of this study was to investigate staff perceptions and experiences of interpersonal relationships between management and lecturers in a Namibian College of Education. I conducted a case study at the College where I teach. Two methods were used to collect data. Firstly, semi-structured interviews with two management members, two senior lecturers and two lecturers. Secondly, observation where practical aspects of interpersonal relationships in the College were observed. I used the interpretational data anal

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Mbambo, Markus S. "The role of teachers' resource centres from the perspective of school managers and teachers." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1003638.

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This study aimed to investigate the role played by the Teachers’ Resource Centre (TRC) in Namibia in helping schools to provide quality education. The TRC concept began in Britain in the 1960s, where it was introduced as a means of supporting the professional development of teachers and giving them access to a range of educational resources. From the 1970s, the concept was promoted further afield as an effective strategy for dealing with teachers’ needs. TRCs emerged in Namibia in the 1980s under the auspices of the then Department of Education of the South African government. By 1989, only fo

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Iipinge, Reginald Kaleke. "An investigation into the perceptions of the first year mathematics students towards the alternative mode intervention : UNAM case study." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1015669.

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A number of tertiary institutions offer bridging courses and intervention programmes in order to increase the number of students performing well in first year mathematics. At the university of Namibia, the science faculty provides educational opportunities to students who have not met the requirements to proceed with MAT 3511 (Basic Math). Unfortunately, the majority of students are not able to cope with the first year modules in Mathematics and the pass rates are unacceptably low. In the interest of supporting students, the University was prompted to introduce a two mode intervention programm

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Ipangelwa, Anna. "The impact of US Peace Corps volunteers on the management and leadership of a school in Namibia: a case study." Thesis, Rhodes University, 2003. http://hdl.handle.net/10962/d1003443.

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Peace Corps Volunteer teachers have played a significant role in Namibia’s attempts to restructure education in line with its policy of education for all. While we have learned a great deal in recent years about how Peace Corps Volunteer Teachers have achieved their stated goals and objectives of teaching students and training serving teachers, we still know relatively little about the role they may have played in school management. The purpose of this study is to examine the impact of Peace Corps volunteers work on the management and leadership of the schools they serve. The study focuses on

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Haingura, Felicity Kunyima. "Traditional and colonial education : the experience of the people living in the Kavango region of Namibia (1900-1966)." Thesis, University of Cape Town, 1993. http://hdl.handle.net/11427/26217.

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Nghatanga, Ponny Haggai. "The role of cluster centre principals in the Ohangwena education region in Namibia." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1003632.

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The Namibian Ministry of Education introduced the School Clustering System (SCS) in 1996. The system entails the grouping of schools into clusters to facilitate the sharing of resources and expertise. One school in a group is selected to serve as the Cluster Centre and the principal of the centre is identified as the Cluster Centre Principal (CCP). This has created a new level of educational leadership which is still relatively under-researched and the primary purpose of this study is to investigate the perceptions of this new role since it is perceived to be pivotal to the effective functioni

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Mostert, Johan André. "The perceptions that mentors and in-service teachers in the basic education teacher diploma have of the nature and role of the mentoring system." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1003578.

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This contextual analysis is concerned with the study of the Basic Education Teacher's Diploma In-service Curriculum. It is based on the following assumptions: firstly, that the BETD (Inset and Preset) represents the Namibian Educational Reform in the realm of Teacher Education. Secondly, it is assumed that the BETD as a vehicle for reform in Teacher Education should yield teachers who are capable of change and development. Based on the above-mentioned assumptions, this analysis examines this Teacher Education course/programme against some criteria pertinent to its philosophy. A critical analys

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Uugwanga, Iyaloo Tulonga. "Sexuality, HIV and AIDS education in Oshikoto region, Namibia: exploring young people’s voices." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/13403.

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The HIV and AIDS epidemic remains a major health concern among the Namibian population despite interventions to mitigate it. The creation of awareness about the epidemic through school curricula is one of the government’s interventions. However, the provision of Sexuality, HIV and AIDS education in schools today is based on adult ideas of what they feel is right for young people to learn. This leave learners vulnerable and inadequately supported regarding possible questions they may have in this context. With vast amount and variety of conflicting information available to young people regardin

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Brown, Roger. "Children and popular television." Thesis, Cardiff University, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.375974.

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Niitembu, Martha M. "Stakeholders' perceptions of parents' involvement in the governance of a Namibian rural school." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1003655.

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The issue of decentralisation has been one of the top priorities of the Namibian education system since independence in 1990. One of the decentralisation aims was to enhance parental involvement in education by establishing School Boards. However, School Boards and the role of parents in school management have been considered ineffective for several years which led to the promulgation of Education Act 16 of 2001 in which the roles of School Boards are strengthened and clarified. This study sought to investigate School Board members’ perceptions, understanding and experiences of parents’ involv

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Siririka, Gisela. "An investigation of parental involvement in the development of their children's literacy in a rural Namibian school." Thesis, Rhodes University, 2007. http://eprints.ru.ac.za/935/.

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Boois, Yvonne. "Research portfolio." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1006152.

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Ketonen, L. (Laura). "Children tell about skin color:small stories from Namibia and Finland." Master's thesis, University of Oulu, 2015. http://urn.fi/URN:NBN:fi:oulu-201512082276.

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The aim of this research is to find out what kind of perceptions Namibian and Finnish children have on skin color. Previous research indicates that children actively use skin color -related vocabulary and are able to see differences amongst themselves. They are also aware of the power and meanings attached to different skin colors. I hope this research can offer early childhood educators and other people working with children new ideas and practical examples on how to discuss the topic with children. The research question is: what do Namibian and Finnish children tell about skin color? The fou

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Iileka, Ottilie. "An investigation of teacher educators' perceptions and implementation of formative assessment at a college of education in Namibia : a case study." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1003527.

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Changes in assessment practice in education are a global issue. Colleges of Education in Namibia also need to accommodate these changes in their training programs for student teachers, to model their practice of all modes of assessment in teaching and learning. Emphasis should be placed on assessment for learning, which is formative in nature. This qualitative case study investigated the following questions: How do teacher educators understand the principles and strategies of formative assessment and how do teacher educators implement formative assessment in their own teaching, which in turn s

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Katewa, E. N. M. "Research portfolio." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1003617.

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The purpose of this study is to investigate the contradiction between the teaching of integration in ETP and the actual practice of compartmentalisation within ETP at the Rundu College of Education. The second part of this study is to explore and examine the way teacher educators could integrate subjects into their specialisation areas at college level. It is hoped that this study will contribute to the following: • The reason (s) why there is a contradiction between the teaching in ETP and the actual practice of compartmentalisation within the ETP. • Examining and investigating factors that h

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Mwala, Maria Elizabeth. "Former BETD graduate's understanding and implementation of reflective practice in the Rundu region of Namibia." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1003429.

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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 abou

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Alexander, Christa Henriette. "An investigation of instructional leadership in a Namibian teacher training college." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1003516.

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This thesis investigates how instructional leaders at the Windhoek College of Education (in Namibia) make sense of their roles. The Windhoek College of Education (WCE) was selected for this study because that is where I work, therefore it would be easy to observe some of the responses provided by the interviewees. It was also observed that instructional leadership is little researched in Namibia and hence study would contribute towards understanding the various perceptions that instructional leaders have of their roles. There is a need for information about the skills and tasks required to sup

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Tjitemisa, Collin Kavetjindire. "Higher education and teacher education in Namibia : a case study of the former Windhoek College of Education's merger with the Faculty of Education at the University of Namibia." Thesis, University of Bristol, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.682356.

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The global expansion of higher education builds on the progress made in achieving universal primary and secondary education. Institutions of higher education prepare employees with academic knowledge, professional and technical skills and to undertake research to develop and Support the knowledge-economy. Similarly, teacher education research plays a central role in the training of teachers so that they can prepare learners for the challenges of the changing world. Many countries, including small developing states such as Namibia, have therefore, embarked on improving the performance of their

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Shekupakela-Nelulu, Rauna. "An investigation into the role of student participation in school governance : a Namibian perspective." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1007449.

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The issue of student participation in school governance is not a new concept in Namibian schools. Student involvement dates back to the 1970's when the country's administration was under the South African apartheid regime. Back then the involvement of students in school affairs was seen by the regime as a political act and attempts by student leaders to involve themselves in educational issues were often quashed. When the country became independent student representation continued as Student Representative Councils (SRC's), later renamed Learners Representative Councils (LRCs). This study atte

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Nemnich, Mary B. "Television and education: Channel One in context." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1230.

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Titus, David Petrus. "The implementation of multigrade teaching in rural schools in the Keetmanshoop education region : leadership and management challenges /." Thesis, Rhodes University, 2004. http://eprints.ru.ac.za/40/.

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McClure, Kendra M. "Hidden in plain sight : an examination of entertainment-education /." View online, 2010. http://repository.eiu.edu/theses/docs/32211131575802.pdf.

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Keyter, Charles Antonie. "A distance education management model for the Polytechnic of Namibia." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/52633.

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Thesis (PhD)--Stellenbosch University, 2002.<br>ENGLISH ABSTRACT: A major factor affecting higher education world wide and in particular in Namibia is a trend towards massification. Within Namibia this trend is due to an increase in population, an increased demand for skilled human resources and an increase in political power of the formerly disadvantaged communities. This resulted in a rising demand that the government of Namibia provide access to higher education for increasing numbers of young people. The Polytechnic of Namibia (PaN) has therefore opted for distance education as a me

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Shiweda, Meameno Aileen. "Multilingual communication in a higher education classroom in Namibia where the dominant community language is Oshiwambo." Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85751.

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Thesis (MPhil)--Stellenbosch University, 2013.<br>ENGLISH ABSTRACT: This study refers to the use of two languages in education at a satellite campus of the University of Namibia situated in the far north of the country in the town of Ongwediva. The dominant community language in this region is Oshiwambo. The official language of the country, and of the particular university campus, is English. As the majority of students come from this region, the dominant first language on this campus among staff and students is Oshiwambo. This research gives a description of multilingualism prevalent among

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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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Tshikesho, Desiderius Raimund. "A study of perceptions, knowledge and understanding of desertification and its causes among decision makers in northern Namibia." Thesis, Rhodes University, 1996. http://hdl.handle.net/10962/d1003664.

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This study was aimed at investigating the perceptions, knowledge and understanding of desertification and its causes among decision makers in northern Namibia. The focus of investigation was on desertification and its major causes as identified in the general literature, viz. deforestation, overgrazing and overcultivation. Particular attention was given to the socioeconomic and cultural factors which are behind these perceived 'ecological' causes of desertification. Furthermore, the respondents were also engaged in the generation of solutions to the problem of desertification and its causes. D

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Kambonde, Samuel Angaleni. "Teachers' perceptions of participative management in a primary school in Namibia." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1003680.

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Participative management, a key theme in contemporary management literature, is one of the central aims of the decentralization policy in Namibian education. Current perceptions of participative management on the part of teachers in Namibia are therefore of topical interest. This study set out to explore such perceptions among teachers in a Namibian primary school. The study is an interpretive case study focusing on six individual teachers’ understanding and experience of participative management within their place of work, a primary school in the Oshikoto region of Namibia. Semi-structured in

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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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Nashilongo, Onesmus. "An investigation of teachers', learners' and parents' understanding and perceptions of a whole school approach to environmental learning in selected schools in the Oshana Region, Namibia." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003528.

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This study sought to investigate teacher, learner and parental perceptions and understanding of a whole school approach in environmental education (EE). There were five schools piloting environmental education through a whole school development approach in the Oshana Region of Namibia. The study was conducted in two rural schools in the Oshana Region. The schools were selected because they participated and piloted the infusion of environmental education themes in the curriculum through the whole school approach during the Supporting Environmental Education in Namibia (SEEN) project piloting ph

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Aipinge, Lydia P. "Cluster centre principals' perceptions of the implementation of the school cluster system in Namibia." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1003330.

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The School Clustering System (SCS) was introduced five years after Namibia’s independence in 1990. The rationale for its implementation was to improve the quality of education in Namibian schools by enabling the sharing of resources, experience and expertise among clusters and facilitating school administration by pooling resources from several schools to be shared equally. It was piloted in Rundu and then gradually expanded to the whole country. The cluster system groups 5-7 schools that are eographically close and accessible to each other in one cluster under the leadership of one of the pri

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Namutenya, Martina. "An investigation of how the Namibian Environmental Education Course has shaped and informed the practice of non-formal environmental educators in Namibia." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1015225.

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Before Namibia's independence in 1990 educational programmes and curricula gave little attention to environmental education which was detrimental to the development of environmental literacy in Namibia. The post independence education reform process paid special attention to the inclusion of environmental education in all spheres of learning. Furthermore, Namibia became a signatory to various environmental conventions thereby raising awareness about the environment and the potential challenges to a sustainable future. The initiatives of various environmental education projects since independen

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Nairenge, Gottlieb. "Being God's stewards in Namibia the unique challenge to contextualize stewardship education in the Evangelical Lutheran Church in Namibia (ELCIN) /." Theological Research Exchange Network (TREN), 1994. http://www.tren.com.

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Sanzila, Keith Mumba. "Environmental factors influencing learner absenteeism in six schools in the Kavango Region, Namibia." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003398.

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This study on learner absenteeism takes place in the Namibian context with a focus on the Kavango region, located in Northern Namibia, where absenteeism has been identified as a problem. The intention of the study is to find out the relationship between learner absenteeism and environmental factors. The research question was framed as: How do environmental factors influence learner absenteeism in schools, conceptualised as human activity systems in the Kavango Region (Namibia)? The wider intention of this study is to inform processes that can be put in place to reduce the impact of environment

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Sinalumbu, Fred S. "An exploration of teachers' perceptions of democratic school governance in Namibia and its contribution to school discipline." Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/79886.

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Thesis (MEd)--Stellenbosch University, 2013.<br>Bibliography<br>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

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Quick, Shayne P. "World series cricket, television and Australian culture /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487683401442143.

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