Browsing by Author "Shiningayamwe, Agnes"

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    Teachers and learners perceptions on the significance of heritage studies in the junior secondary school curriculum: A case of Kunene region, Namibia
    (University of Namibia, 2020) Shiningayamwe, Agnes
    The main purpose of the study was to investigate the Teachers and Learners’ perceptions on the significance of integrating Heritage Studies into the Junior Secondary School Curriculum (JSSC). The study addressed three (3) research questions, namely: 1) What is the significance of integrating Heritage Studies as a subject into the JSSC?; 2) To what extent could elements of heritage be included in the JSSC?; and 3) What expectations do learners and teachers in the Kunene Region have about the role of schools in the teaching of heritage conservation in the JSSC? Two categories of samples, consisting of forty (40) Grade eight (8) learners and four (4) Grade eight (8) teachers, participated in this study. A mixed method research design was employed and questionnaires for the learners and an interview schedule for the teachers were used to gather data. The thematic analysis and descriptive analysis methods were used to analyse qualitative and quantitative data respectively. The respondents in general agreed that Heritage Studies can yield multiple benefits such as: instil preservation and conservation ethics in learners from an early stage; increase the likelihood of learners taking up careers in the field of heritage management; result in learners’ discovery of their rich and diverse tradition; foster awareness and tolerance of cultural diversity; build pride in cultural heritage; and create cultural entrepreneurship skills to enable students to leverage economic gains from cultural and natural heritage. This study recommends a collaborative approach amongst stakeholders. This will ensure a common understanding of how heritage education can play a role in the preservation and conservation of heritage resources.
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    Teachers and learners' perceptions on the significance of heritage studies in the Junior Secondary school curriculum: A case of Kunene region, Namibia
    (University of Namibia, 2020) Shiningayamwe, Agnes
    The main purpose of the study was to investigate the Teachers and Learners· perceptions on the significance or integrating Heritage Studies into the Junior Secondary School Curriculum (.ISSC). The study addressed three (3) research questions, namely: I) WhCll is the significance of integrating Heritage Studies as a subject into the .ISSC?; 2) To what extent could elements of heritage be included in the JSSC?: and 3) What expectations do learners and teachers in the Kunene Region have about the role of schools in the teaching of heritage conservation in the .JSSC? Two categories or samples, consisting of forty (40) Grade eight (8) learners and tour ( 4) Grade eight (8) teachers, participated in this study. A mixed method research design was employed and questionnaires tor the learners and an interview schedule for the teachers were used to gather data. The thematic analysis and descriptive analysis methods were used to analyse qualitative and quantitative data respectively. The respondents in general agreed that Heritage Studies can yield multiple benefits such as: instill preservation and conservation ethics in learners from an early stage; increase the likelihood of learners taking up careers in the field of heritage management: result in learners· discovery of their rich and diverse tradition: foster awareness and tolerance or cultural diversity: build pride in cultural heritage: and create cultural entrepreneurship skills to enable students to leverage economic gains from cultural and natural heritage. This study recommends a collaborative approach amongst stakeholders. This will ensure a common understanding of how heritage education can play a role in the preservation and conservation of heritage resources.