Browsing by Author "Likando, Gilbert N."
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Item Addressing factors that contribute to indiscipline in secondary schools in Namibia: A case study(University of Namibia, 2016) Mushaandja, John; Likando, Gilbert N.; Upindi, Ndapewa M.The study examined factors that contribute to secondary school learner indiscipline in Namibia and ways how to mitigate them. We employed a qualitative case study design. The population comprised of all teachers and parents in the Khomas Region in Namibia. A stratified purposeful sampling was used to select the respondents. Standardized semi-structured interviews and document analysis were used to collect data. The findings of the study identified five categories of factors that contribute to indiscipline in secondary schools namely psychosocial factors, professional factors, learner performance, societal/environmental factors, and parental support. In order to mitigate the situation the study identified four strategies that could be employed in secondary schools, namely the point system, involving parents, counseling, and learner suspension and expulsion.Item Addressing factors that contribute to indiscipline in secondary schools in Namibia: A case study(University of Namibia, 2016) Upindi, Ndapewa M.; Mushaandja, John; Likando, Gilbert N.The study examined factors that contribute to secondary school learner indiscipline in Namibia and ways how to mitigate them. We employed a qualitative case study design. The population comprised of all teachers and parents in the Khomas Region in Namibia. A stratified purposeful sampling was used to select the respondents. Standardized semi-structured interviews and document analysis were used to collect data. The findings of the study identified five categories of factors that contribute to indiscipline in secondary schools namely psychosocial factors, professional factors, learner performance, societal/environmental factors, and parental support. In order to mitigate the situation the study identified four strategies that could be employed in secondary schools, namely the point system, involving parents, counseling, and learner suspension and expulsion.Item Conceptualizing the benefits of adult literacy education in Namibia: A case of the Caprivi Region(Namibian Educational Research Association (NERA), 2011) Likando, Gilbert N.This article aims to examine how adult literacy learners and policy makers conceptualise the benefits derived from adult literacy leaning in Namibia, using the Caprivi region as a case study to understand how community’s needs can be addressed through adult literacy. Both qualitative and quantitative designs were used in the process of data collection and analysis. A stratified sample of 100 adult literacy learners and purposive sample of five policy makers participated in the study. The findings revealed that there is a narrow conception of the benefits derived from adult literacy as participants conceived literacy as a neutral skill, other than a social practice embedded in socially constructed epistemological principles. The article concludes by making recommendation that due to this narrow conception of the benefits derived from adult literacy learning, there is a need to revisit the relationship between policy, practice and outcomes in the exiting National Literacy Programme in Namibia (NLPN).Item A critical reflection on student teachers' challenges during practicum placements in rural primary schools in the Kavango regions of Namibia(University of Namibia, 2017) Ausiku, Charity; Likando, Gilbert N.; Mberema, FelicitasThis study examined challenges that student teachers placed in rural schools in the two Kavango regions of Namibia encounter during practicum placements. A sample of 15 participants that consisted of five assessors (teacher educators) who had visited more than one of the selected rural schools and ten student teachers (team leaders) from three teaching School Based Studies (SBS) phases were selected using stratified purposive sampling. Semi-structured interviews complemented by data from students’ reflective journals were used during data collection. The data was analysed in conformity with content analysis. The identified challenges were grouped into three categories: student related, institution related and school related challenges. The results of the study revealed that student teachers were inadequately prepared by their training institutions to adapt to different school environments. Furthermore, the findings revealed that student teachers were not fully supported by principals and mentor teachers, and that schools were inadequately resourced. Poor infrastructure and under-qualified temporary teachers were reflected by the outcomes of School-Based Studies (SBS) and the quality of the teacher training programmes. As a result, a partnership model to enhance SBS was developed to provide mitigation strategies on how challenges associated with student practicum placements, could be addressed.Item Heritage education in the school curriculum: A critical reflection(University of Namibia Press, 2015) Likando, Gilbert N.This chapter critically highlights the importance of heritage education in the school curriculum in Namibia. It does so in relation to John Patrick’s five pitfalls that heritage educators must avoid in the process of designing a heritage education school curriculum or infusing the right content into existing curriculum, namely: elitism, extreme pluralism, localism, romanticism and anti-intellectualism (Patrick, 1989). The chapter links this perspective by Patrick of heritage education infusion and integration in the school curriculum to the on-going reform process in education in Namibia. Debates have loomed on how the integration or infusion could be done. While some proponents propose the creation of an entirely new curriculum for heritage education in schools, others argue for the infusion of heritage education content into the current school curriculum by drawing on many disciplines such as history, geography, the natural and social sciences, the arts and literature as the best approach.Item Inclusive education in marginalised contexts: The San and Ovahimba learners in Namibia(British Council, 2019) Matengu, Keneth K.; Likando, Gilbert N.; Haihambo, Cynthy K.One of Namibia’s outstanding sociocultural characteristics is the ethnic heterogeneity of its inhabitants, which stands at 25 distinct groups. The indigenous minority groups include the Kwe, Hai-dom, Joehansi and Khu groups, who are informally known as San communities, and the Himba, Zemba, and Ovatue, who among others 1 are part of the Ovahimba communities, which predominantly practice hunter-gathering and pastoral livestock farming. Historically, Namibia’s education system was divided along racial lines, with Blacks classified in an order of importance where the San and Ovahimba people were in the lowest categories. In this apartheid system Whites and Coloureds received unending privileges at the expense of the indigenous Namibians, of which the Ovahimba and the San communities were the worst affected. 2 When independence dawned in 1990, it signified political freedom long awaited by many. Since then the government has been dedicated to the process of educational transformation to bring about equitable access to quality education for all Namibians. This process included significant initiatives such as recognition of the San as an ‘educationally marginalised group’, emphasis on mother tongue education, use of satellite and mobile schools for Ovahimba learners, and Namibia’s Sector Policy on Inclusive Education. This chapter will examine the policy measures that the Namibian government has put in place to create an inclusive education environment.Item Mission Education in the Eastern Caprivi Stripi during the Colonial Times, c1920s – ca1964(University of Namibia, 2015) Kangumu, Bennett; Likando, Gilbert N.The historiography of the nineteenth century Christian mission in Southern Africa focused mainly on South Africa and then spread to Southern Rhodesia. The above assessment by (Oermanns, 1999, p.19) resulted in the cases of Mozambique and Namibia to be less known in the English-speaking world, and barely integrated in the overall debate. While there is ‘veritable renaissance’ (in Ranger’s words) of Namibian historical studies, the historiography of Christian mission in Namibia neglects, mildly put, the role of missionaries in the conquest and subsequent colonial administration of the Caprivi Strip. Focus is put on south, central and north-central Namibia, examining the role of the Rhenish Missionary Society (RMS), the Finnish Missionary Society (FMS), the London Missionary Society (LMS) and the Roman Catholic Orders, and still in the case of the latter, their involvement in the Eastern Caprivi Strip (now Zambezi Region) is often not discussed in any major significant detail.Item Namibian teachers’ understanding of education for all issues(University of Namibia, 2013) Zimba, Roderick F.; Mufune, Pempelani; Likando, Gilbert N.; February, Pamela J.The purpose of this study was to find out Namibian teachers’ understanding of their work circumstances, goals of education for all (EFA) and quality of education. To obtain data on these issues, a structured questionnaire was administered to a proportional representative sample of 1611 primary and secondary school teachers from six regions. Some of the study’s main findings were that several sampled teachers taught under difficult circumstances in which their schools lacked classroom furniture, electricity, water, teaching and learning materials; had problems communicating with parents of their learners; had difficulties managing overcrowded classrooms; were given heavy administrative loads that prevented them from effectively undertaking their teaching duties and that they knew little about the existence of EFA goals. These and other findings are discussed in the paper and developed into insights for enhancing educational practice in Namibia and for identifying issues on which to base further research.Item Perspectives on adult literacy and livelihood: a review with reference to the National Literacy Programme in Namibia (NLPN)(University of Namibia, 2016) Likando, Gilbert N.; Matengu, Keneth K.; Shihako, MechildeLiteracy, when defined as learning to read and write, has always been considered as an avenue of expressing learners’ realities and values, hence individual learning is shaped by social contexts (Thompson, 2002). In other words, a literate person should be able to apply what has been learned to his or her own context. Namibia has taken the view that literacy is not an end to itself. Instead, it is a tool for empowerment, and a catalyst for economic development. However, the transferability of learned skills to address daily challenges concomitant to improving adult learners’ livelihoods, has recently dominated the debate on the value of adult literacy learning (Likando, 2011). Borrowing from the critical literacy theory, this review article aims to generate debate on the link between literacy and livelihood in an attempt to address the question: Can adult literacy enhance livelihood activities? Using secondary data, we examined the National Literacy Programme of Namibia (NLPN) as a case study.Item The rider monument(The African, 2004) Gwasira, Goodman; Kangumu, Bennett; Likando, Gilbert N.Item The role of a policy brief in policy formulation and review: Bringing evidence to bear(University of Namibia, 2017) Likando, Gilbert N.; Kadhila, NgepathimoApplying scientific evidence in policy making is a complex, yet crucial issue that policy makers need to embrace at all times. Evidence-based policy making helps in filling the gap between academic research and practice. A policy brief is perceived in this review paper as a neutral synopsis that makes research findings easily digestible with a sole purpose to succinctly evaluate policy options regarding a specific issue, for a policy-maker audience. Unlike the general recommendations from findings of an academic research, a policy brief is a ‘professional’ concise report that ensures the impact of research in addressing problems and challenges facing society. Using document analysis as a methodological approach, this review paper discusses the importance of a policy brief in facilitating policy formulation and review. In addition, it critically examines, what a persuasive policy brief entails, and what steps to consider in de-signing actionable policy brief. The paper also provides a critical analysis of the current status-quo in terms of the development and use of policy briefs in policy formulation in Namibia.Item Student evaluation at Windhoek College of Education: Evidence of quality assurance to improve teaching and learning(University of Namibia, 2013) Iipinge, Sakaria M.; Likando, Gilbert N.; Haipinge, Erkkie; Claassen, PamelaUsing a qualitative approach, this paper took a critical look at the role of student evaluation at the then Windhoek College of Education as a tool to assess the quality of teaching at the institution. It examined the pros and cons of introducing student evaluation as a tool to measure teaching effectiveness of academic staff at this institution. The findings showed that, despite the fact that literature reveals that student evaluation is a common tool used to assess the content pedagogy of academic staff in many institutions worldwide, there are concerns that need to be taken into consideration in terms of validating the outcomes of these evaluations. The findings show that these concerns include: student lecturer relationship; student interest in a particular subject; lecturer subject content and pedagogical skills; general appearance of the lecturer; lecturer’s assertiveness and the quality of training received. It concludes by affirming that dealing with people’s perceptions and attitude is a complex phenomenon, and, in the context of this research, there was a need for a paradigm shift in the way lecturers at the former Windhoek College of Education perceived student evaluations vis-à-vis its purpose in academia.Item Student teacher mentors’ perceptions of their roles during school based studies: Possibilities and challenges(University of Namibia, 2019) Ausiku, Charity; Likando, Gilbert N.; Mberema, FelistusThe study explored the perceptions of student teacher mentors (STMs) in relation to their mentorship roles during school-based studies (SBS). It unpacks possibilities and challenges embedded in the mentoring process. This qualitative study adopted a case study design, employing purposeful sampling in the identification of the study settings and participants. Using purposive sampling, ten STMs from ten primary schools (five rural and five urban) in the Kavango East and West regions of Namibia were selected to participate in the study. Semi-structured questionnaire with open-ended items were employed to solicit information pertaining to student teacher mentors’ perceptions of their mentoring roles. Responses were grouped into themes and categories in line with the research objectives. The findings of the study are twofold. First, it revealed that student teacher mentors were inadequately trained, and uncertain about their mentoring roles, apart from providing student teachers workspace. Second, STMs perceived the presence of student teachers in schools as a setback in the timely completion of the Gilbert Likando syllabi requirements, because they considered them too inexperienced to handle their classes. As a result, the study recommends a mentoring model to enhance STMs’ understanding of their roles, address challenges they experience, and unveil possibilities for STMs’ professional development and learning during the mentoring process.Item Views and attitudes of adult literacy learners, adult educators and policy makers regarding the adult literacy programme in the Caprivi region of Namibia(2008) Likando, Gilbert N.Abstract provided by author: