Browsing by Author "Mogotsi, Immaculate"

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    Setswana mother tongue: Opportunities and challenges in Namibian schools
    (University of Namibia, 2016) Mogotsi, Immaculate; Mufune, Pempelani
    The official language policy in Namibia states that schools should teach grade 1 to 3 pupils in their mother tongue, but it is seldom taught as a medium of instruction in those grades. Where it is taught, there are seldom qualified teachers to teach it. This research investigates the teaching of Setswana language in schools in order to assess the factors contributing to the gap between policy and reality. Setswana speakers in Namibia constitute 0.3% of households (NSA, 2012) (unlike in Botswana where they are the majority and in South Africa, they constitute a substantial group). The rationale is that knowing the challenges and opportunities to providing mother tongue education to Batswana people may contribute to policy formulation that allows achievement of Namibia’s goal of Education for All (EFA). Focus group discussions and key informant interviews were the main qualitative data collection methods utilised for this study. Findings indicate that among the challenges of teaching in the mother tongue to Setswana children include; lack of qualified teachers, lack of teaching material, and conflict between curriculum panelists and Setswana subject advisor at NIED. Among the opportunities are collaboration with Botswana and South Africa governments on Setswana curriculum development in schools, Namibian schools, sourcing Setswana school materials and a pool of potential Setswana language teachers from Botswana and South Africa. It can be concluded that concerted efforts should be made by authorities to promote the use of local languages (such as Setswana) as a medium of instruction.
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    Studying sexuality: LGBTI experiences in institutions of higher education in Southern Africa
    (2017) Nduna, M.; Mthombeni, A.; Mavhandu-Mudzusi, A.H.; Mogotsi, Immaculate
    Although there are several studies internationally on gender and sexual orientation diversity, these are limited in the Southern African Development Community (SADC). This special issue contains articles written from different Institutions of Higher Education (IHE) in the SADC region on experiences of LGBTI individuals covering sexual health, teaching and training, advocacy and interventions. The aim of publishing this research is to disseminate information for broader advocacy to destabilise hetero- and cis-normativity. The study sites included rural and metropolitan-based institutions and diverse research designs were used. Most of the research findings presented here indicate that the institutions of higher education in SADC are still heteronormative and LGBTI staff and students are marginalized, prejudiced and discriminated against. Some studies report that there are activities in a few institutions harnessed in order to create conducive teaching and learning environments for and about sexual orientation and gender identity in the SADC.
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    Understanding unwanted pregnancy from the perspectives of the Namibia male youth
    (African Journal of Reproductive Health September, 2020) Mogotsi, Immaculate
    The aim of this paper was to understand the perceptions of Namibian male youth regarding unwanted pregnancy. This study is based on secondary data from the study titled “Understanding factors associated with unwanted pregnancy in Namibia, it used mixed methods, integrating qualitative and quantitative data collection and analysis. For this study, only responses pertaining to male youth aged 15 to 22 years were used for analysis. The research findings showed that, even though the male youth knew about the consequences of pregnancy, they still engaged in unprotected sex. Male condoms were the only male controlled contraceptive available to male youth and condoms were seen to protect against HIV, STIs and unwanted pregnancies. Even though the male youth had this knowledge, it appears that inconsistent condom use remained a challenge. The respondents were aware of and had limited access to condoms, more than 30% of the male youth had impregnated female youth. Impregnating and being a learner-parent inhibit the educational attainment of male youth. Unwanted pregnancy is a concern among male youth and this study recommends targeted sexual and reproductive health intervention for male youth.
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    Understanding unwanted pregnancy from the perspectives of the Namibian male youth
    (African Journal of Reproductive Health September, 2020) Mogotsi, Immaculate
    The aim of this paper was to understand the perceptions of Namibian male youth regarding unwanted pregnancy. This study is based on secondary data from the study titled “Understanding factors associated with unwanted pregnancy in Namibia, it used mixed methods, integrating qualitative and quantitative data collection and analysis. For this study, only responses pertaining to male youth aged 15 to 22 years were used for analysis. The research findings showed that, even though the male youth knew about the consequences of pregnancy, they still engaged in unprotected sex. Male condoms were the only male controlled contraceptive available to male youth and condoms were seen to protect against HIV, STIs and unwanted pregnancies. Even though the male youth had this knowledge, it appears that inconsistent condom use remained a challenge. The respondents were aware of and had limited access to condoms, more than 30% of the male youth had impregnated female youth. Impregnating and being a learner-parent inhibit the educational attainment of male youth. Unwanted pregnancy is a concern among male youth and this study recommends targeted sexual and reproductive health intervention for male youth. (Afr J Reprod Health 2020; 24[3]: 41-50).