Browsing by Author "Ngololo, Elizabeth"

Now showing 1 - 3 of 3
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    Perspectives and experiences of students, academics and management on online learning during Covid 2020-2021 @ UNAM
    (2023) Ngololo, Elizabeth; Shemuketa, Havelinus N; Biwa, Anna-Marrie; Shinyemba, Tobias; Kambeyo, Linus; Simon, Wilhelmina Etuna; Henock, Tulonga
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    School-based studies and supervision in teacher training at the University of Namibia
    (University of Namibia, 2025) Ngololo, Elizabeth; Shinyemba, Tobias; Nehemia, Martha; Kanandjebo, Leena; Abah, James; Kambeyo, Linus; Nghikembwa, Taimi; Neshila, Faustina; Van Wyk, Jacolyn; Tshiningayamwe, Sirkka; Poulton-Busler, Richardine; !Gontes, Karoline; Sheyapo, Mirjam; Anyolo, Eveline; Naxweka, Johanna; Ausiku, Charity; Naukushu, Shiwana; Simon, Albin; Chainda, Allen
    This study aimed to inform the development and revision of practices, as well as the content and processes, to strengthen teacher education modules to enhance SBS at UNAM. A group of lecturers from the School of Education and a researcher from the Multi-disciplinary Research Services fostered collaboration to collect quantitative data. This study was funded by UNAM to extend the project between UNAM and the University of Oulu to strengthen teacher education through joint research in areas of mutual interest, mobility, and joint development of online courses/materials. Under this agreement, a component of the research was undertaken, leaving out the survey aimed at exploring relevant teacher-education practices.
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    The Perivoli Schools Trust early child care and education model: Exploring lived experiences and wider social impacts in Namibia
    (University of Namibia and University of Bristo, 2025) Sharley, Victoria; Ananias, Janet; Leonard, Emma; Ngololo, Elizabeth
    The study explores the impact of the PST Teacher Training Programme (NTTP) on the lives and well-being of children, families and the wider communities in three selected regions of Namibia. It provides a preliminary evidence base in relation to the fidelity of the PST approach ‘on the ground’ to the model’s principles, and the future potential of using waste materials to build environmentally conscious, sustainable, educational activities and resources to support children’s learning and development in their formative years. The study’s findings aim to contribute understanding of the PST Educarer training approach, so as to reap its full potential in Namibia and beyond. The study offers knowledge on Educarer training to the early years’ education and care sectors to help inform the development of Early Childhood Development policy and programming throughout Namibia.