Department of Applied Educational Sciences

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Browsing Department of Applied Educational Sciences by Advisor "Ya-Otto, Haihambo C.K."

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    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
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    The interplay between inclusion and exclusion: The case of deaf learners at a mainstream school in Namibia
    (University of Namibia, 2019) Matakala, Monica Kachana; Ya-Otto, Haihambo C.K.
    This case study employed a qualitative research method to explore the interplay between inclusion and exclusion of Deaf learners at a mainstream school in the Zambezi region of Namibia. Data was collected from the participants using one-to-one and focus group interviews. The one-to-one interviews were audio recorded while the Deaf learners' interviews were video recorded. Observations were conducted to gain insights on how the Deaf learners were taught in mainstream classrooms, Deaf learners interactions with one another and also on their communication with hearing learners and teachers at the mainstream school. The study revealed that Grades one to seven Deaf learners were confmed and taught in one classroom of the mainstream school, using a multi-grade teaching approach. Furthermore, the study revealed that the only teacher of Deaf learners at the mainstream school had no professional training in teaching Deaf learners. Additionally, the study showed that the hearing learners and teachers of the mainstream classes were willing to communicate with Deaf learners, but lacked the necessary Sign Language skills to interact effectively with Deaf learners. The study recommended that Deaf learners should be taught, as far as possible together with the hearing learners and not be taught in isolation. The study also recommended that the Ministry of Education, Arts and Culture (MoEAC) should deploy more qualified Sign Language teachers to teach Deaf and hearing learners in mainstream schools. Furthermore, the study recommended that the Ministry of Education, Arts, and Culture should avail user friendly materials for hearincr learners and teachers to study and acquaint themselves with the 0 basic Sign Language skills. Additionally, the study recommended that the University of Namibia, Katima Mulilo Campus should introduce Sign Language short courses to equip teachers of mainstream schools with the fundamental skills of Sign Language as a medium of instruction for Deaf learners