UNAM Gā-aisib Repository
The UNAM Gā-aisib Repository serves as a central platform to preserve and showcase the university's scholarly output.
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Recent Submissions
Effect of land degradation on the above-ground vegetation and soil seed bank of a Rangeland in Kunene region Namibia
(University of Namibia, 2024) Nghikwafelwa, Iyaloo; Nesongano, Wellencia Clara
Land degradation is a global threat to ecological, economic, and social sustainability,
particularly in semi-arid and arid regions such as Namibia. Degradation is affecting above ground vegetation and seed bank composition, hindering their recovery. To address this
issue, it is crucial to assess land conditions at different levels and develop effective
strategies for restoring degraded rangeland. The understanding of how land degradation
impacts the seed bank composition could provide insights into the potential for natural
regeneration and the need for active restoration efforts. This study assessed and compared
the characteristics of the aboveground vegetation and soil seed bank at sites of varying
degrees of degradation in the Kunene Region of Namibia. A total of three sites were
identified per level of degradation. At each site, two belt transects were set up, and five
quadrats were sampled along each transect. Woody plant species were identified and
counted in a 20 x 20 m quadrat, while herbaceous plants were assessed in a 1 m2
quadrant,
nested within the larger quadrat. Soil cores samplers measuring 9.7 cm in diameter and 5
cm in depth were obtained using a soil drill at the centre of the 20 x 20 m quadrat. The
species diversity, richness, density, and regeneration of the above-ground vegetation
showed an ascending pattern along the degradation gradient from high to low. The
dominant species in moderate and low degradation sites was Catophractes alexandri,
while Pechuel-Loeschea leubnitziae was the dominant species in high degradation sites.
Seed bank species diversity and density increased along the degradation gradient from
low to high. Though the high degradation sites recorded the highest density and diversity
of seed banks, most of these plants were annual herbaceous species, including alien
invasive species, namely Datura stramonium. Perennial grasses, with high fodder value,
were replaced by annual species in soil seed banks due to degradation. Perennial species
dominated low- and moderate-degradation sites. In the seed bank, a few woody species
were found at low and moderate degradation sites, while no woody species were found at
high degradation sites. The findings emphasise the current and future challenges to the
study region and that restoring woody vegetation from soil seed banks has limited
potential, hence highlighting and recommending the need for further research
Effects of income-generating training on development of business skills in the Ohangwena region, Namibia
(University of Namibia, 2025) Shafohamba, Elizabeth Ndelitungapo; Shihomeka, Sadrag Panduleni
The study assessed the effects of Income-Generating Training Development of Business
Skills in the Ohangwena Region, Namibia. The study was guided by the following
objectives: To determine the effect of income-generating skills development training on
the productivity and quality of work for the beneficiaries, to assess how income generating skills development training has improved the business competencies of
beneficiaries’ business skills, to evaluate the quality of the training content offered by
Ministry of Gender, Equality and Poverty Eradication and to identify monitoring strategies
for management to ensure funded businesses in the Ohangwena, Namibia are sustained.
The study made use of a semi-structured interview guide and a focus group discussion to
assess the effects of income-generating skills development training on the beneficiaries’
business skills. Quarterly assessments were used to assess the changes attributed to the
skills training intervention, by looking at the outcomes of beneficiaries who received the
training between 2015 and 2017. The findings highlighted that from 2015 to 2017, the
income-generating skills development training provided by the Ministry of Poverty
Eradication and Social Welfare and development partners had a positive impact on the
beneficiaries’ business skills. The study also brought to light the most highlighted themes
on the effects of income-generating skills development training, such as increased
productivity and quality of work, motivation, increased financial management, self reliance, innovation and creativity, empowerment, and good business reputation of
training recommendations include expanding the training duration, investing adequate
funds into the training, and using other platforms such as radio to share the experience
with other business counterparts in various regions. Moreover, there is a need for more
improvement in the trainers ‘training capacities
Challenges experienced in English language by learners and promoters of adult upper primary education programme in Khomas region, Namibia
(University of Namibia, 2025) Odunlami, Aune Hambeleleni; Hamunyela, Miriam
The lack of acceptable fluency in speaking, reading, and writing of the English language
among adult learners, at the Adult Upper Primary Education level of the National
Literacy Programme in Namibia poses a significant challenge. This study explored the
challenges experienced by promoters and learners at the AUPE level of the NLPN, in the
Khomas Region, in teaching and learning the English language, respectively. By
employing a phenomenological design of the qualitative approach, the data was
collected through interviews and observation techniques. Three (3) promoters and six (6)
adult learners were purposively sampled and interviewed, and classroom observation of
three (3) promoters’ teaching English language was conducted after the interviews.
Through the content analysis, the interview data revealed that although promoters were
motivated by the love of working with adults, their practice was challenged by a lack of
permanent teaching centres, outdated teaching materials, and some learners tend to be
slow to understand the lesson, making it a challenge for the promoter to move on within
the limited time. Another challenge is the stringent recruitment policy of a minimum of
fifteen (15) adult learners per class, which is difficult to attain and sustain, as well as
limited support from the Directorate of Adult Education (DAE). Nevertheless, the
observation data indicated that promoters employed various effective techniques such as
lectures, question and answer, incorporation of translation and practical activities in
lessons to promote learners’ learning of the English language. The findings shed light on
the difficulties experienced by learners related to reading comprehension, listening
skills, grammar usage, spelling, pronunciation, and sentence construction. External
factors such as work schedules and limited class time further hindered learners’ English
language learning
Lived experiences of hospital-school teachers in Namibia
(University of Namibia, 2025) Mungunda, Bertha I.; Ya-Otto, Haihambo C.K.
This qualitative research study aimed to understand the roles and responsibilities of
Hospital-School Teachers in Namibia, and their impact on the support provided by the
Ministries of Education, Arts and Culture, Health and Social Services. The study also
assessed the extent to which establishments comprehend and acknowledge the
contributions of Hospital-School Teachers to both the health and education sectors. The
research involved eight participants, including two principals and six teachers from three
Hospital- Schools in Namibia. Data was collected through in-depth interviews and
journals. The findings revealed the multifaceted roles and responsibilities of Hospital
School Teachers in Namibia, emphasising their significance in providing education to
learners facing health challenges. The study highlighted the need for greater recognition
of the contributions made by Hospital-School Teachers to both the healthcare and
education sectors and identified areas where support could be more effectively aligned
with their unique needs and sacrifices.
The findings shed light on the critical role played by Hospital-School Teachers and the
challenges they face in delivering inclusive education to learners with health-related
issues. Their lived experiences hold valuable lessons for both teachers and teacher
preparation institutions, emphasising the importance of holistic training and support to
meet the diverse needs of learners in hospital settings.
The recommendations include collaboration between the Ministries of Education, Arts,
and Culture, and Health and Social Services, integration of Hospital-School teachers'
experiences into training programs, and further research into the challenges and
opportunities faced by Hospital-School Teachers to continually improve the educational
experiences of learners with health challenges
Factors contributing to low academic performance in physical science: A case of junior secondary schools in Shinyungwe Circuit, Kavango east region Namibia
(University of Namibia, 2025) Nginga, Joseph Kativa; Kalengay, Mbela
This study aimed to explore the factors contributing to low academic performance in
Physical Science among Grades 8 and 9 learners in the Shinyungwe Circuit, Kavango
East Region, Namibia, and to propose strategies to address these challenges. A
qualitative case study design was employed to investigate the issues faced by learners
and teachers in four selected schools, chosen due to their proximity and historically poor
performance in Physical Science as reported by the Ministry of Education, Arts and
Culture (MOEAC, 2017, 2018 & 2019). Furthermore, this study data were collected
through open ended questionnaires from 12 learners, classroom observations, and
interviews with 8 Physical Science teachers and the Senior Education Officer. Moreover,
the findings revealed several key factors contributing to low academic performance,
including a lack of teaching materials and resources, inadequate infrastructure such as
laboratories, insufficient foundational knowledge in science from upper primary school,
language barriers, limited parental involvement, excessive teacher workloads, a shortage
of qualified teachers, and negative learner attitudes towards Physical Science. Guided by
a constructivist framework, the study emphasized the importance of understanding these
challenges within the specific educational context of the Shinyungwe Circuit. This
approach allowed for the identification of actionable, context-sensitive strategies tailored
to the local needs. The study recommends the implementation of targeted interventions,
such as professional development workshops for teachers, investment in infrastructure
(including laboratories and classrooms), the recruitment and training of qualified
Physical Science teachers, partnerships with resource-rich schools, and the use of
technology-enhanced learning tools like instructional videos. Additionally, promoting
the consistent use of English in school environments and increasing parental
involvement through the provision of necessary learning tools and support were
identified as essential strategies to enhance learner engagement and academic
performance. Thus, by addressing these factors and proposing practical solutions, this
study lays the groundwork for improving academic outcomes in Physical Science,
contributing to the broader educational development of the Shinyungwe Circuit
Investigating factors that hinder reading comprehension in English second language of grade 4 learners: A case of selected primary schools in the Kavango west region, Namibia
(University of Namibia, 2025) Nairenge, Alpheus Ngoma; Julius, Lukas H.
The main aim of this research was to investigate the multifaceted factors that impede
reading comprehension in English Second Language of Grade Four learners using a
case of selected primary schools in the Kavango West region, in Namibia. Strong
reading comprehension skills are fundamental to understanding and mastering
academic content across all subjects, however, many English teachers at the Lower
Primary Phase face challenges in teaching reading comprehension fluently. This study
adopts a qualitative research method to investigate the interplay of socio-economic,
instructional and individual variables. The researcher used non-probability sampling,
that is, convenience and judgmental sampling. The total sample size was ten Grade 4
English Language teachers. Through extensive literature review, classroom
observations and structured interviews, the research identifies key findings such as
limited access to reading resources, ineffective teaching methodologies and diverse
learner backgrounds. Some of the challenges that teachers faced when teaching reading
comprehension were ascribed to a lack of reading materials in English accessible to all
learners. Additionally, a lack of self-efficacy was also noted as teachers felt frustrated
in implementing reading strategies because of heavy workloads and parents’ limited
involvement with their children’s schoolwork. The findings of this research offer
valuable insights into the nuanced barriers faced by Grade 4 learners, enabling
educators, policymakers and stakeholders to implement targeted interventions. Some
of the interventions recommended in this research include more varied teaching
approaches to be applied when teaching. The research further recommends that
teachers need to be patient when teaching learners how to read comprehension so that
they attend to all the learners’ needs, whether highfliers or slow learners. The
government should build more schools and classrooms to prevent the overcrowding of
classrooms
Best practices in whole child development at pre-primary school level - A multiple case study of selected pre-primary schools in Windhoek
(University of Namibia, 2025) Van Wyk, Elana; Veii, Kazuvire R-H.
The aim of the study was to explore the experiences of pre-primary teachers in
Namibia about best practices in whole child development (WCD) at four pre-primary
schools in Windhoek, Namibia. The study was underpinned by Maslow’s hierarchy of
needs under the concepts of the Association for Curriculum Development and
Supervision’s (ASCD) whole child approach to education. This study employed a
qualitative research approach, specifically adopting a collective case study design to
explore the WCD practices in pre-primary classrooms in Windhoek. The sample for
this study comprised 12 voluntary pre-primary teachers at four pre-primary schools in
Windhoek. The chosen data collection instruments to determine popular teaching
methods among volunteer teachers included individual interviews and observations.
These research instruments were checked beforehand for trustworthiness and
authenticity. Results showed that best practices in WCD were compromised by lack of
skills and inadequate teacher training, incomplete teaching guides, insufficient
teaching aids, time constraints and insufficient playground equipment. Despite these
adverse circumstances, all teachers were aware of the concept of WCD as well as what
it entails. However, they found that the factors listed above proved an obstacle to
implementing the WCD approach. As a result, in applying best practices in holistic
education for pre-primary classrooms, certain domains of child development were
emphasised at the cost of others.
Implications for enhancing a holistic approach in the four schools include compulsory
workshops on holistic child developmental practices for all teachers and providing
Namibian pre-primary schools with a practical WCD manual.
The study thus recommends that future research should target studies into holistic child
development in rural Namibia. A quantitative study is also recommended to
investigate the availability of proper teaching equipment or resources at pre-primary
schools throughout Namibia
Grade one teachers’ experiences in developing children’s phonological awareness in English as a second language: A case of Onankali circuit, Namibia
(University of Namibia, 2025) Nepolo, Suama Magano; Nghikembua, T.N.
This study aimed at exploring the challenges Grade 1 teachers encounter when teaching
phonological awareness in English as a Second Language (ESL) in the Onankali Circuit
of the Oshikoto Education Region of Namibia. The difficulties that children face during
the early stages of learning affect the acquisition of better reading skills in future (Naiken,
2016). In an effort to comprehend the difficulties that Grade 1 teachers face in teaching
phonological awareness, a single case study design and qualitative approach were used in
this study. In addition, the study used purposive sampling to identify the three schools,
which consisted of six Grade 1 teachers, three Junior Primary Heads of Departments, and
one Advisory teacher from Onankali Circuit. For data collection, face-to-face interviews,
observations and document analysis were utilised. Moreover, content analysis was used
for data analysis. Some major challenges revealed in the study are but not limited to are a
lack of conceptual knowledge about the development of phonological awareness,
insufficient teaching and learning resources for phonological awareness, teachers’ lack of
English proficiency as well as the insufficient training on the development of phonological
awareness which leads to poor reading skills among the Grade 1 learners. The study
further revealed the need for Grade 1 teachers to broaden their pedagogical content
knowledge of the suitable teaching strategies for phonological awareness and the usage of
relevant teaching activities for phonological awareness. Finally, the study recommends
Educational Regional offices to make provision for quality professional development
training workshops and universal teaching materials for all Grade 1 teachers to support
phonological awareness instruction
The role of school principals as instructional leaders in motivating teachers to enhance the teaching and learning process: A case of selected schools in the Kavango west region, Namibia
(University of Namibia, 2025) Siwogedi, Munango P.F.; Simasiku, L.E.
The main aim of this research was to investigate the school principals’ role in
motivating teachers in the teaching and learning process using a case of selected
schools in the Kavango West Region, Namibia. There is a lack of motivation for
teachers to execute teaching and learning processes in the Kavango West Region. The
observed subpar academic standards in Namibia public schools may be linked to
inadequate motivations and management practices. The researcher made use of a
qualitative design approach, based on a case study. The researcher used non probability sampling which is purposive sampling. The total sample size consisted of
four principals who were interviewed separately, self-administrated open-ended
questionnaires were also used to collect data. From the findings, it was discovered that
the role of a principal in motivating the teachers is to provide them with teaching and
learning materials. Another finding is that teachers should be given verbal praise for
successful progress, competency or accomplishment. It was also revealed by the study
that principals are currently motivating teachers by providing them with teaching and
learning aids. The study showed that principals face challenges in trying to motivate
teachers such as teachers’ negative attitude, a challenge of novice teachers who
cannot copy and adapt to the teaching and learning process easily. The study,
therefore, recommends that principals should share decision-making power with
teachers. Workshops should also be conducted so that principals will be equipped with
strategies for motivating teachers. Schools should ensure that school environments are
conducive enough for teachers to be motivated in their jobs
Mathematics teachers’ preparedness in implementing the Namibia Senior Secondary Certificate Advanced Subsidiary curriculum level
(University of Namibia, 2025) Kambonde, Inamutila N.N.; Nghipandulwa, L.L.T.
Since Namibia's independence in 1990, the education system has undergone significant
reforms including the implementation of the Namibia Senior Secondary Certificate
Advanced Subsidiary (NSSCAS) curriculum in 2021. Despite these reforms, Mathematics
performance in the Ohangwena region remains notably poor. This study investigated the
preparedness of Advanced Subsidiary (AS) Mathematics teachers in implementing the
NSSCAS curriculum in five selected secondary schools within Ohangwena region,
focusing on three research questions: 1) What is the level of readiness of AS Mathematics
teachers in implementing the NSSCAS curriculum? 2) What factors influence the
teacher’s preparedness? 3) What strategies can enhance teachers’ effectiveness? Using a
qualitative research approach with a descriptive case study design, the study involved a
focus group discussion with 16 participants, supplemented by non-participant
observations and document analysis for data triangulation. The findings reveal that,
although teachers have a general understanding of the NSSCAS curriculum, they
encounter significant challenges such as inadequate training, insufficient teaching
resources, limited lesson time, and the lack of continuous professional development. To
address these issues, the study recommends comprehensive training programs, improved
resource allocation, curriculum adjustments to better align lesson time with curriculum
demands, and the establishment of a robust monitoring and evaluation framework. These
recommendations are crucial for enhancing teacher readiness, ensuring effective
implementation of the NSSCAS Mathematics curriculum, and improving Mathematics
education quality and student learning outcomes