Browsing by Author "Utete, Christina N."

Now showing 1 - 6 of 6
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    An analysis on why the mathematics and integrated Natural Sciences Basic Education Teachers Diploma (BETD) graduates opted further studies in their areas of specialisation at the Rundu campus, University of Namibia
    (University of Namibia, 2017) Ilukena, Alex M.; Utete, Christina N.; Sirinji, Reuben
    This study was conducted to find out why the BETD Mathematics and Integrated Natural Sciences graduates currently studying at Rundu Campus of the University of Namibia (UNAM) opted to further their studies in their areas of specialisation.The profile of the BETD graduates can shed some light on the current training of teachers by the Faculty of Education (FoE) at the Rundu Campus. These graduates were trained in either Upper Primary (UP), grades 5-7 level, or Junior Secondary (JS), grades 8-10 (JS) level, which UNAM did not offer before the merger. Currently the FoE is offering a 4 year Bachelor of Education Honours (B. Ed. Honours) degree at Upper Primary (UP) level, grades 4-7. This enables those who did UP level to articulate in 2nd year, while those who did JS level have to start from year 1, due to the different levels of studies, subject content, skills and methodology acquired. A total number of 26 participants were involved in this research, 11 females and 15 males. The study employed semi-structured interviews, questionnaires, and followed up with stimulated recall interviews to establish their perceptions regarding the reasons why they opted to further their studies at the Rundu Campus, which are mainly as follows: higher level subject con-tent, skills, methodology, distance, finances, accommodation, and work stations that are within the regions.
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    Environmental protection using indigenous knowledge (IK) methods and skills for sustainability: A case study in the Kavango East and West regions
    (University of Namibia, 2017) Sindano, Gerson; Utete, Christina N.; Ilukena, Alex M.
    The analysis presented in this study draws from a theoretical framework that sees indigenous knowledge (IK) and discourse as important features of ethno-science publication in Namibia. The study aims to make a meaningful contribution to an on-going debate about IK in Namibia and the world over, the use of IK in the construction of knowledge about ethno-science, and to the analysis and exploration of IK. As such the study looks at the process of authenticating ethno-scientific arguments, knowledge and skills, providing a clear understanding of how IK is used to protect the environment. The study of IK has been concerned with traditional rural activities such as farming methods. The findings and knowledge produced by some IK studies seem to have been arranged as a system of perception rather than real scientific knowledge. The notion put forward is that science rests on facts and evidence, and that it is therefore detached from humanistic rural activities. However, this research paper provides an investigation and exploration of the possible significance of IK for environmental protection. Similtaneously the paper offers an understanding of the place of IK in relation to so-called ‘hard’ scientific knowledge.
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    Environmental protection using Indigenous knowledge (IK) methods and skills for sustainability: Case study in the Kavango East region
    (University of Namibia, 2018) Sindano, Gerson; Utete, Christina N.; Ilukena, Alex M.
    The analysis presented in this study draws from a theoretical framework that sees indigenous knowledge (IK) and discourse as important features of ethno–science publication in Namibia. The study aims to make a meaningful contribution to an ongoing debate about IK in Namibia and the world over; the use of IK in the construction of knowledge about ethno–science; analysis and exploration of IK. As such the study looks at the process of authenticating ethno – scientific argument, knowledge and skills, providing clear understanding of how IK is used to protect the environment
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    Exploring how modern sciences impede the development of indigenous knowledge (IK) [Ethno-science and Ethno-mathematics] in the Kavango East region: A case study
    (University of Namibia, 2017) Utete, Christina N.; Ilukena, Alex M.; Sindano, Gerson
    The analysis of this research paper is drawn from theoretical framework that indicates the relationship between modern science and Indigenous Knowledge (IK) in their different environments. The focus of this study was to establish the relationship between modern science and indigenous knowledge (IK), particularly how modern science has become dominant over IK. This seems to have resulted in many IK systems becoming extinct and redundant. The significance of this study is to contribute to the existing scientific body of knowledge since there seems to be dearth of IK documented information. It also creates awareness on the existence of traditional methods and skills that were used and still being used in their livelihood. In addition, the research paper provides explanation on the importance of the IK in relation to modern science. In the same vein the research paper draws parallel lines among the ethno-sciences, ethno-ma-thematics and modern science. Since the paper focuses on ethno-sciences and ethno-mathematics, learning systems of imparting knowledge were meticulously investigated. This paper places IK at the center of the knowledge creation instead of being an obstacle to the development of contemporary science and mathematics.
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    Factors that cause poor performance in mathematics at National School Secondary Certificate level compared to Junior Secondary Certificate level in four selected schools in the two Kavango educational regions
    (University of Namibia, 2016) Mateya, Muhongo; Utete, Christina N.; Ilukena, Alex M.
    This paper reports on factors that cause poor performance in Mathematics at the National School Secondary Certificate (NSSC) level compared to Junior Secondary Certificate (JSC) level. A total of 200 learners in Grade 10 (2011) and 170 Grade 12 (2013) were involved in the study. These learners did Mathematics at the same school for a period of three years (2011-2013). This study employed document analysis, a technique used to gather information by reviewing and analysed documents. In this study the following documents were reviewed and analysed: The 2011 Grade 10 November examination results, and the 2013 Grade 12 November examination results, respectively. The findings of this study revealed that 2011 Grade 10 learners who obtained E-U symbols did not perform well in the Grade 12 Mathematics examinations. These findings were of utmost importance to the curriculum developers, the National Institute for Educational Development (NIED), senior education officers, the Ministry of Education, institutions of higher learning, and other stakeholders in Mathematics education.
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    The relevance of integrating Ethno-Science (Indigenous knowledge) into Upper Primary Natural Sciences and Health Education School Curriculum in the Zambezi Region
    (University of Namibia, 2016) Utete, Christina N.; Ilukena, Alex M.; Simasiku, Muyumbano B.
    There is widespread concern about the outcomes of science education in Namibian schools. The representatives of industries say that they need high-grade scientists, technicians and engineers if Namibia is to successfully compete in technology-intensive global markets by 2030. Ethno-science is a specialisation of indigenous knowledge (IK). It focuses on a scientific perspective of culture. The re-search that resulted in this article critically analysed the relevance of integrating ethno-science (IK) into the Upper Primary School curriculum in Namibia. The research further looked at how the people in the Zambezi region have developed a working terminology that produces taxonomies related to ethno-science. Research has shown that most anthropologists have carried out studies in ethno-science based on native perceptions. This research relies on a quantitative research approach in order to gather data from a population on the general understanding of ethno-science. It can also reveal that 10 parents were involved in the research. This research is of the utmost importance to the different sectors of the industry, teachers, learners, the National Institute For Educational Development (NIED), parents and institutions of higher learning as well as for the nation that needs to produce more science specialists at all level; a society that needs technicians as well as world-class researchers in order to increase the public’s ability to engage with scientific knowledge and choices.