Namibia CPD Journal for Educators (NCPDJE)

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Browsing Namibia CPD Journal for Educators (NCPDJE) by Author "Ilukena, Alex M."

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    Environmental protection using Indigenous knowledge (IK) methods and skills for sustainability: Case study in the Kavango East region
    (University of Namibia, 2018) Sindano, Gerson; Utete, Christina N.; Ilukena, Alex M.
    The analysis presented in this study draws from a theoretical framework that sees indigenous knowledge (IK) and discourse as important features of ethno–science publication in Namibia. The study aims to make a meaningful contribution to an ongoing debate about IK in Namibia and the world over; the use of IK in the construction of knowledge about ethno–science; analysis and exploration of IK. As such the study looks at the process of authenticating ethno – scientific argument, knowledge and skills, providing clear understanding of how IK is used to protect the environment
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    Investigating the relavance of preparatory Mathematics in three selected Kindergartens in the Zambezi region of Namibia
    (University of Namibia, 2016) Ilukena, Alex M.; Musiba, Makando Autilliah; Simasiku, Muyumbano B.
    This paper is based on a qualitative case study which investigated the relevance of preparatory mathematics in three selected kindergartens in the Zambezi Region of Namibia. A snowball sampling procedure was used, were each successive participant was named by a preceding individual. Eighty – three (83) kindergartens children aged 5 – 6 years old and four (4) kindergarten teachers took part in the study. The data was collected by means of two methods namely documents analysis and semi – structured interviews which provided a degree of cross checking of claims. The main findings of the study were that the preparatory mathematics is unique, interesting and relevant to the kindergartens and further has basic elements of mathematics that is appropriately connects to the mathematics taught at junior primary, senior primary, junior and senior secondary and the tertiary institutions.
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    Investigating the relevance of preparatory mathematics in three selected kindergartens in the Zambezi region of Namibia
    (University of Namibia, 2016) Ilukena, Alex M.; Musiba, Makando Autilliah; Simasiku, Muyumbano Bosman
    This paper is based on a qualitative case study which investigated the relevance of preparatory mathematics in three selected kindergartens in the Zambezi Region of Namibia. A snowball sampling procedure was used, were each successive participant was named by a preceding individual. Eighty – three (83) kindergartens children aged 5 – 6 years old and four (4) kindergarten teachers took part in the study. The data was collected by means of two methods namely documents analysis and semi – structured interviews which provided a degree of cross checking of claims. The main findings of the study were that the preparatory mathematics is unique, interesting and relevant to the kindergartens and further has basic elements of mathematics that is appropriately connects to the mathematics taught at junior primary, senior primary, junior and senior secondary and the tertiary institutions.
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    A needs analysis for the implementation of a complementary course in Mathematics education for teachers of Mathematics in Namibia: a case study of the BETD graduates
    (University of Namibia, 2013) Ilukena, Alex M.; Schafer, Marc
    After the introduction of the Basic Education Teacher Diploma (BETD) in Namibia, a number of studies were conducted on how teachers, lecturers, stakeholders and the Namibian public perceived the BETD program and its implementation. However, very few studies focused specifically on mathematics subject content knowledge and pedagogical content knowledge in the BETD. This paper reports on a study which investigated the need for a complementary course for mathematics teachers to address the perceived lack of mathematical content and pedagogical knowledge in the Namibian BETD. The study involved five mathematics school teachers, two former mathematics college lecturers in the Kavango educational region and a professor of mathematics education at the University of Namibia. These participants were purposefully selected because of their knowledge and experiences with various aspects of the BETD program. And the data was collected by means of two methods namely documents analysis and semi-structured interviews. These methods complemented each other and also provided a degree of cross checking of claims.