Browsing by Author "Kaputu, Tjara"

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    Exploring mechanisms to improve female parliamentarians’ participation in decision-making: Case study of Namibian National Assembly
    (University of Namibia, 2024) Kaputu, Tjara
    The study aimed to explore mechanisms to improve female parliamentarians’ participation in decision-making, propose way to assist female parliamentarians to effectively participate in substantive decision-making and explore measures that can facilitate women’s active role in participating in legislative processes. The study employed a qualitative research approach using a case study design. This research design provided a contextual, in-depth information on the why and how questions that could provide great insights and was useful for understanding mechanisms in place to assist female parliamentarians to effectively participate in substantive decision making. A semi-structured interview guide was used to collect data for the study. The data was analysed using thematic data method, which was accomplished by searching a data set for repeated patterns, analysing them, and reporting them using themes. The study findings revealed that there some mechanisms in place (such as: as framework laws, governmental programs, national action plans, and the establishment of gender equality committees) to improve female parliamentarians’ participation in decision making. However, despite these mechanisms, female parliamentarians continue to face obstacles when attempting to table, defend, and pass motions in parliament. The obstacles identified include lack of confidence, language barriers (low level of fluency in official language), lack of exposure to national and international debates, and party structures (how members are ranked in the party). The study therefore concluded that the system needs to ensure that female parliamentarians are on party lists. Female parliamentarians require a strong women's movement as well as collaboration between civil society organisations and political parties, to advocate for women. The study also suggests that female parliamentarians be exposed to exchange visits in order to learn from other female legislators. A critical recommendation is for female parliamentarians to avoid political affiliation as a ground rule for opposing female ideas or motions, and political party rules/agenda should not interfere with a country's national platform to solve national issues
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    Literacy difficulties in fourth grades transitioning to English language from Otjiherero in the Otjozondjupa region
    (University of Namibia, 2016) Kaputu, Tjara
    This study investigated the specific literacy difficulties experienced by fourth graders who previously received instruction in the mother tongue (Otjiherero) at the lower primary phase and at the time of the study, had transitioned to the upper primary phase where they receive instruction in English. The mixed method design was used to collect data. Teachers’ data were collected through open-ended questionnaires, establishing the kinds of reading instructional methods they are familiar with, which ones they use when teaching literacy, and their experience teaching children transitioning from mother tongue instruction to the English medium of instruction at the upper primary phase. The learners’ decoding, reading, spelling, and comprehension abilities were assessed to determine the level of literacy and comprehension skills acquired at the lower primary phase in preparation for the upper primary phase of schooling. Results showed that most of the learners experience difficulty with decoding, reading, spelling, listening, and reading comprehension skills at the upper primary phase. Furthermore, the results showed that teachers were familiar with three different kinds of reading instructional methods, all of which they used in literacy instruction. The teachers viewed teaching transitioning learners as a challenge in that these learners lacked the English alphabet knowledge and English letter sound knowledge, resulting in always having to revisit the lower primary phase English curriculum in order to bring these learners up to standard. The study concluded that the literacy difficulties the learners experience stem from a lack of thorough grounding in the basics of literacy learning at the preprimary and lower primary phases of schooling.