Namibian teachers’ understanding of education for all issues select="/dri:document/dri:meta/dri:pageMeta/dri:metadata[@element='title']/node()"/>

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dc.contributor.author Zimba, Roderick F.
dc.contributor.author Mufune, Pempelani
dc.contributor.author Likando, Gilbert N.
dc.contributor.author February, Pamela
dc.date.accessioned 2015-03-26T09:48:58Z
dc.date.available 2015-03-26T09:48:58Z
dc.date.issued 2013
dc.identifier.citation Zimba, R.F., Mufune, P., Likando, G. & February, P. (2013). Namibian teachers’ understanding of education for all issues. Journal for Studies in Humanities and Social Sciences, 2(1): 169-186. en_US
dc.identifier.issn 2026-7215
dc.identifier.uri http://hdl.handle.net/11070/1393
dc.description.abstract The purpose of this study was to find out Namibian teachers’ understanding of their work circumstances, goals of education for all (EFA) and quality of education. To obtain data on these issues, a structured questionnaire was administered to a proportional representative sample of 1611 primary and secondary school teachers from six regions. Some of the study’s main findings were that several sampled teachers taught under difficult circumstances in which their schools lacked classroom furniture, electricity, water, teaching and learning materials; had problems communicating with parents of their learners; had difficulties managing overcrowded classrooms; were given heavy administrative loads that prevented them from effectively undertaking their teaching duties and that they knew little about the existence of EFA goals. These and other findings are discussed in the paper and developed into insights for enhancing educational practice in Namibia and for identifying issues on which to base further research. en_US
dc.language.iso en en_US
dc.publisher University of Namibia en_US
dc.subject Education en_US
dc.title Namibian teachers’ understanding of education for all issues en_US
dc.type Article en_US


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