Browsing by Author "Kanyimba, Alex T."

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    The incorporation of environmental education for sustainability in the Namibian Colleges and Education
    (2009) Kanyimba, Alex T.
    Environmental education (EE) as an approach to all education is needed to be incorporated in all the subjects of the school curriculum. In Namibia, there are Ministerial documents that support the incorporation of education About, In/ Through and For the environment within the curriculum. Even though there are documents that support this, EE continues to suffer barriers that hinder its effective incorporation into the curriculum. The findings reveal that EE in Namibia is incorporated into the traditional environmental subject homes only. The barriers that prevent the incorporation of EE into the Namibian broad curriculum for secondary schools are, amongst others, the lack of adequate teacher education programmes and the lack of interdepartmental collaboration at school level. These barriers and many others have been identified and discussed in detail in this investigation. Measures are recommended to ensure effective incorporation of EE in the Namibian broad curriculum for secondary schools.
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    Indigenous knowledge and climate change in rural Namibia: A gendered approach
    (University of Namibia Press, 2015) Siyambango, Nguza; Kanyimba, Alex T.; Mufune, Pempelani
    Since 1972, robust literature about the need for men and women to respond to the impacts of climate change has emerged. The international response to climate change is embodied in the United Nations Framework Convention on Climate Change (UNFCCC). The UNFCCC that was adopted at the United Nations Conference on Environment and Development (UNCED) in 1992 has been in force since 1994. The ultimate objective of the UNFCCC is to: ‘... achieve stabilization of greenhouse gas concentrations in the atmosphere at a level that would prevent dangerous human-induced interference with the climate system within a timeframe sufficient to allow ecosystems to adapt naturally to climate change, to ensure that food production is not threatened and to enable economic development to proceed in a sustainable manner.’ (UNFCCC cited in Kyoto 2, 2008.) The strategies envisaged by both scientists and politicians are based on the combination of adaptation, mitigation and use of indigenous knowledge (MET, 2011a, 2011b & 2011c). Mitigation, adaption and integration of indigenous knowledge require both men and women to participate equally in decisions pertaining to adjusting ecological, social or economic systems in response to observed climate change, and a process of curtailing greenhouse gas emissions and other anthropogenic interventions. However, traditional configuration of gender roles means that women and men have multiple responsibilities in the home, at the workplace and in the community.
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    The integration of an effective disaster risk reduction system in Namibia based on vulnerabilities of stakeholders in the Zambezi region
    (University of Namibia, 2014) Kanyimba, Alex T.; Siyambango, Nguza
    Namibia has structures in place for disaster risk reduction. However, the need to mainstream the disaster risk reduction policy at all levels has been emphasised in the literature. The aim of this article is to present opportunities for the integration of effective disaster risk reduction in Namibia based on vulnerabilities of stakeholders in the Zambezi region. The data was collected by quantitative and visual research methods. The quantitative data was evaluated by means of the statistical package for social sciences and the visual data by semiotic analysis. In the opinion of members of civil society, the community and local government agencies, flooding is on the increase and losses in assets have been experienced. The Namibian disaster reduction system consequently faces a challenge. This study recommends an approach that is holistic, society that can act together in reducing disaster risks and facilitate community coalitions
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    Practitioners’ experiences of the implementation of sustainable development in the institutions of higher learning in Namibia
    (2014) Hamunyela, Miriam N.; Kasanda, Choshi D.; Kanyimba, Alex T.
    The aim of this article reports results of the study that examined the experiences of the practitioners in Namibian Higher Education institutions on the implementation of Education for Sustainable Development. Although the article demonstrated that lecturers in the Namibian Higher Education Institutions view education for sustainable development as cross-cutting discipline that should be the responsibility of all lecturers, it seems that lecturers do not teach it collaboratively, as required by international bodies. The members of institutions’ management should inspire and motivate the idea of sustainability and environmental awareness, and actively promote the transformation of society through the adoption of a policy and action plan on education for sustainable development.