Browsing by Author "Mostert, Louise"
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Item Education in Namibia: A collection of essays(1998) Mostert, Louise; Kasanda, Choshi D.This study is a case study of Continuous Assessment and External Examiners'.reports in two universities in the Southern African Development Community (SADC). The paper defines the term Continuous Assessment. The first part of the presentation then examines the conduct of Continuous Assessment at the two universities under study. The concerns in Continuous Assessment addressed are: Number of ContinuousAssessment test/assignments to be given per course; Absenteeism/ late/ non-submission of tests or assignments; Security of tests/assignments for continuous assessment; and Plagiarism. Advantages and disadvantages of Continuous Assessment schemes are briefly discussed. The second part of the paper examines the roles of External Examiners at the two Universities. The findings presented indicate that basically external examiners' roles revolve around five verbs. They do one or more of the following: expose; impose; suppose; endorse and propose. The paper concludes by affirming the power of examination. Examinations are here to stay.Item Namibian learners' perceptions regarding English second language writing activities(University of Namibia, 2017) Nandu, Patricia K.; Mostert, Louise; Smit, Talita C.Namibian learners exhibit low performance in English creative writing. This might be attributed partly to learners’ attitudes towards the English writing activities as prescribed by the school curriculum. This paper investigated Grade 11 learners’ perceptions of English Second Language (ESL) writing activities at selected schools in Windhoek, Namibia. The study employed a mixed-method design that involved a survey. Purposeful sampling was used to select three schools on the basis of learners’ performance in ESL writing. A total of 286 learners participated in the study. Quantitative data were collected via questionnaires and qualitative date via open-ended questions in the questionnaire and focus group discussions. Findings revealed, amongst others, that learners had both negative and positive attitudes towards ESL writing. When compared, a larger number of learners felt that writing activities were easy; fewer learners regarded them as difficult. The research also revealed differences in how learners enjoyed and regarded the usefulness of the ESL writing activities. Chi-square results in relation to sex demonstrated that in most cases, the differences between boys and girls were not statistically significant. However, a clear difference was found be-tween boys and girls with regard to the writing of diaries. Chi-square analyses done on the schools’ performance level in relation to perceptions of ESL writing activities yielded clear and statistically significant differences between the three schools.Item Views and preferences of parents, teachers and principals on the implementation of the language policy in primary schools in Namibia(University of Namibia, 2012) Mostert, Louise; Hamunyela, Miriam N.; Kasanda, Choshi D.; Smit, Talita C.; Kangira, Jairos; Zimba, Roderick F.; Hengari, Job U.; Veii, Kazuvire R.The language policy of schools in Namibia states that from grade 1 to grade 3, learners should receive education in their mother tongues. The mother tongue becomes a subject from grade 4 onwards while English takes over as the medium of instruction. This paper presents the views of parents, teachers and principals and parents on how this policy is implemented in three schools studied in the Khomas region. Data were collected using semi-structured interviews from one urban school, one peri-urban school and one rural school. The fi ndings of the study refl ect diff erent language preferences between parents and teachers, the latter favouring English and the former advocating the mother tongue asItem The vocational interests of Namibian grade 10 learners(2002) Mostert, Louise; ;