Browsing by Author "Mufune, Pempelani"

Now showing 1 - 8 of 8
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    Drinking and its effects on risk behaviour amongst secondary school going youth in Windhoek
    (University of Namibia, 2015) Kauari, Lydia N.; Kaundjua, Maria B.; Mufune, Pempelani
    Alcohol consumption is said to constitute an emerging social problem among adolescents and youth in Namibia with one study estimating that 53.5% of youths aged 13-30 use alcohol (Barth and Hubbard, 2009). It is also said to relate to many social problems including HIV risk taking, fighting, trouble with the police and violence among school going youth. It is in this context that the aim of this study was to provide empirical evidence on alcohol use and abuse in relation to risky behaviour amongst school going youths in Windhoek. A survey targeting several schools was conducted in Windhoek. Alcohol consumption and risk taking behaviour were assessed using a self-administered questionnaire. Chi-square test and logistic regressions were used to examine relationships involving alcohol use and risk taking behaviour. One of the main findings is that gender is a significant predictor of engagement in risk behaviour, such as sexual intercourse without a condom, fighting, trouble with the police and violence among those that engage in drinking. We conclude that there is the need to discourage alcohol use among school going youth as a way of fighting HIV/AIDS and other risk taking behaviour.
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    Experiences and perceptions of barriers to health services for elderly in rural Namibia: A qualitative study
    (2015) Van Rooy, Gert; Mufune, Pempelani; Amadhila, Elina
    We investigate barriers to accessing health facilities (e.g., transportation and cost of services) and health service delivery barriers (e.g., timeliness of services scheduling of appointments, language) that the literature suggest are operative. Semistructured interviews were utilized with respondents in three purposefully selected regional research sites in Namibia. All questions were translated into local languages. It is found that although many senior citizens appreciate the use of modern health care and are exempted from paying health care consultation fees, they still prefer to use traditional health medicine because of the long distance to health care facilities, which when they decide to travel translates into high transportation costs. Referrals to hospitals become very expensive. There is a need to consider the unique issues (extended family system) affecting access to health care for elderly people in Namibia to achieve equitable access to health care services
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    Factors affecting safe sex practices among first year students at the University of Namibia: A health belief model perspective
    (2014) Van Rooy, Gert; Mufune, Pempelani; Indongo, Nelago; Matengu, Keneth K.; Libuku, Erica; Schier, Christa
    The aim of the study was to investigate the level of awareness of condom usage among first year’s students at the University of Namibia. Data was collected among 578 students within the various disciplines of the university through self-administered questionnaires that tested their knowledge, attitude and beliefs regarding HIV and AIDS. Research assistants were at hand clarifying ambiguities during the completion of the questionnaire. To ensure a good response rate, the researcher arranged with lecturers for students to complete questionnaires during lecture periods. A multi-stage sampling technique was used - in the first instances the number of campuses were purposefully recorded and stratified in accordance with the subjects offered and then students were randomly selected from the various faculties. Data was analysed using SPSS version 21. Results indicate that 80.1 % of the students are using condoms with their partner (s) while 76.3% used a condom during the past 12 month’s preceding the survey.
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    ICT barriers for people with disabilities in Namibia: Evidence from the 2011 Namibia population and housing census
    (2011) Indongo, Nelago; Mufune, Pempelani
    Computer technology and the Internet have a tremendous potential to increase the independence of people with disabilities. We investigated the extent to which people with disabilities access information communication technologies (ICT) (focusing on access to computers, internet and mobile phone) and how their ICT access compares with the ICT access of the rest of the Namibian population. More specifically, we investigated factors that affect people with disabilities ICT access in Namibia. The study relied on the 2011 Namibia Population and Housing Census as the main data source for analysis. The results showed people with disabilities are disadvantaged in ICT access. The study reveals that education level, work status, age and place of residence are important factors associated with ICT access among people with disabilities. Results also show that there is less disparity between employed and unemployed individuals with disabilities than without disabilities. Additionally, the results show that those classified as “blind”, “autistic”, “hearing difficulties” and “mentally disabled” fair worse than people with other disabilities in computer, internet and/or cell phone access. There is a need to consider unique issues affecting ICT access for people living with disabilities to achieve Namibia’s goal of equitable access for all as envisioned in its Vision 2030.
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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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    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.
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    Perceived barriers to accessing health services among people with disabilities in rural northern Namibia
    (2012) Van Rooy, Gert; Amadhila, Elina; Mufune, Pempelani; Swartz, Leslie; MacLachlan, Malcolm
    People living with disabilities (PWD) face unique problems in dealing with con-ventional healthcare facilities. We investigate the experiences of PWD as they access healthcare facilities in rural Namibia. More specifically, we investigate structural–environmental and process barriers to accessing health facilities. The study relied on semi-structured interviews and purposive sampling. The results showed PWD find it difficult to walk to health centers for treatment due to lackof transport, money to pay for treatment and toilet facilities and the distance is too far for people with lower-limb disabilities. There is a need to consider the unique issues affecting access to healthcare for people living with disabilities to achieve equitable access to healthcare services.
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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.