Masters Degrees (DAES)

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Drug education in a Windhoek secondary school
(1995) Maree, Margaretha E.
Learner-centered education in Namibia
(1997) Chaka, Mubita V.
The impact of a practice-based inquiry in-service teacher education model on teachers' understanding and classroom practice
(2000) Pomuti, Hertha N.;
Bridging the distance
(2000) Brown, N.A.
Education and the epidemic
(2000) Goveia, Jeffrey J.;
Factors influencing Geography Grade 12 results: A case study of Rehoboth High School
(University of Namibia, 2002) Titus, Christiaan
This study introduces factors influencing Geography Grade 12 results at Rehoboth High School. The study concentrates on six factors, namely: -- Structure of the examination papers with special emphasis on the August 2000 Geography mock examination; -- Social-cultural factors; -- Resources; -- Teaching methods; -- Attitude towards Geography as a subject; -- School environment. Sixty-six learners responded to a questionnaire and interviews were conducted with 96 learners, two Geography teachers, library teacher, principal, advisory teacher and the inspector and it addressed cooperation and communication within the school. The responses from the interview and questionnaires indicated that the school environment is conducive to teaching and learning of Geography. The teaching approaches used by the teacher are also viewed to be contributing positively to the results. The resources and social-cultural factors are not very supportive of the teaching and learning of Geography at the school. The education levels of the parents are relatively low and resources scarce and this seems to have a negative influence on the performance of the learners. Analysis of the August 2000 mock examination answer sheets reveals that learners on average performed better in the skill area analysis but that no significant difference is recorded between male and female learners. It is only in Paper 2 that females performed significantly better than males in the skill judgement and decision-making sections.
Active learner participation: A study of the basic education teacher diploma in-service training teachers' classroom practice in the Ondangwa West & East educational regions
(2002) Amutenya, Martha N.
The purpose of this study was to find out whether Basic Education Teacher Diploma In service Training (BETD INSET) graduate teachers practiced and encouraged active learner participation in their classrooms. Further, the study attempted to find out the factors that might be hindering active participation of learners in the instructional process. Two research approaches were used to collect data, namely interviews and observations of the BETD INSET graduate teachers’ classroom practice with respect to active learner participation. The purpose of interviews was to solicit the views, experiences and practices of the BETD INSET teachers regarding active learner participation in their classes. In addition, three lessons of each of the 15 BETD INSET teachers were observed. Classroom observation provided the researcher with the opportunity to actually observe how the teachers practiced active learner involvement and the class interactions during the instructional process. The frequency tables were used to analyze the data collected. From the results of this study, it seems that the BETD INSET programme has positive effects on the teachers’ practice in the classroom. It seems as if the teachers have changed their teaching methods as required by the new teaching philosophy, namely Learner Centered Education (LCE) in Namibian schools that promotes active learner participation. The discussion method was observed as a common teaching method used by the BETD INSET teachers in their classrooms. Discovery and experiential methods were practiced less by 40 % in the BETD INSET teachers’ classrooms. The results also indicated that the learners’ role had changed from passive receivers to knowledge constructors. To a large extent, 7 0% of the learners made contributions to the class discussion by answering and asking the teacher questions. However to a lesser extent, 30% of the learners formulated concepts and learned by doing. It was also found that various factors hindered the practice of active learner participation in the BETD INSET teachers’ classes such as: -- Language problems experienced by some learners -- Classes lack of enough textbooks and other teaching and learning facilities; -- Shyness among learners; -- Automatic promotion from grade to grade; -- Very large classes sizes; and -- Poor involvement of parents in the education of their children. The study recommends that the BETD In service programme be continued until all other teachers who have got other qualifications other than the BETD certificate are catered for in order to enable them practice active learner participation in their classes.
The vocational interests of Namibian grade 10 learners
(2002) Mostert, Louise; ;
An investigation into the knowledge, attitudes and practices of home economics teachers with respect to learner-centered methods of teaching in the Windhoek educational region
(University of Namibia, 2002) Mpofu, Kayise
This study was undertaken to determine the knowledge, practices and attitudes that Home Economics teachers have on the learner-centred methods of teaching. The study addressed the following questions: a) what knowledge do Home Economics teachers have on the learner-centred approach to teaching? b) do Home Economics teachers’ use learner-centred methods of teaching in their classrooms? c) what are the Home Economics teachers' attitudes towards the use of the learner-centred methods of teaching? Using the case study method and purposeful sampling procedures data were collected through observation schedules and questionnaires from seven female Home Economics teachers in selected schools in the Windhoek region. The study found that Home Economics teachers used a variety of learner-centred methods of teaching that included group work, discussions and the question and answer method. The study also revealed that Home Economics teachers engaged in learner-centred practices that promoted active participation of learners in the teaching and learning process. Such practices included allowing students to evaluate their own work, encouraging students to work in groups, and providing students with opportunities to respond to other students’ contributions. However, the teachers preferred those learner–centred methods of teaching and practices that enabled them to retain control over the teaching and learning process. Further, the study showed that Home Economics teachers have positive attitudes towards the use of various learner-centred methods. In addition, it was found that they had adequate teaching and learning materials and equipment, but lacked textbooks. In light of the above findings, the study recommends that the Home Economics teachers should use all the different learner-centred methods of teaching which include group work, discussions, question and answer method, project work, independent inquiry, dramatisation, role playing and simulations, in order to cater for individual needs and to maximize learner participation in the teaching/learning process. The study also recommends that the Home Economics teachers be given adequate textbooks. This could encourage them to adopt various learner-centred methods of teaching.
An investigation into secondary school teachers' perceptions of the factors that affect quality education in Windhoek education region
(University of Namibia, 2003) Ama, Helena A.
The purpose of this study was to investigate into secondary school teachers’ perceptions of the factors that affect quality education in Windhoek Education Region. Answers were sought to the following five questions: 1.What are the secondary school teachers’ perceptions of quality education in Namibia? 2. What are the factors that secondary school teachers perceive to be contributing to the attainment of quality education in the country? 3. How do the secondary school teachers in Namibia rank the following factors of quality education: quality teachers, facilities, environment, finding, instructional, and learning materials? 4.What are the major obstacles encountered by the teachers in the attainment of quality education in Namibia? 5. What steps should be taken in order to attain quality education in Namibia? A questionnaire was developed and used in collecting information from the teachers on their perceptions of quality education in Namibian secondary schools. The questionnaire was administered to 230 teachers in 14 secondary schools. Stratified sampling was used to select schools while stratified and simple random sampling methods were used to select 230 teachers from the schools. Oral interviews were also conducted with 10 secondary school teachers to obtain their views on the factors that affect quality education in Namibia, in addition, some interviews were held with 5 principals. Frequency tables and percentages were used to present and analyze the data collected. The results of the study showed that the majority of the teachers sampled 89.2% perceived quality education as ensuring the students’ mastery of the objectives and goals of education, which should be tested at the end of every grade. Another 86.6% of the teachers perceived quality education as the preparation of young people either for post secondary education/training or for work, while 83.9% perceived quality education as the acquisition of general knowledge about Namibia, science, history and technology. The key factor that were identified to be the attainment of quality education were: provision of qualified teachers in all the schools in Namibia (92.6%); making sure that all teachers in the schools were qualified in the subject of specialization (90%); equitable distribution of funds to all the schools in Namibia (88.7%); building laboratories and libraries in all the schools in Namibia (86.9) and having a good learning environment in the country (86.5%). The above findings were supported through the interviews held with the five principals who enumerated some obstacles to the attainment of quality education such as, lack of quality teachers in both the primary and secondary schools; lack of educational facilities in the schools; disintegration of discipline in schools, and overcrowded classes. They suggested that if government employed qualified teachers in all the school, provided educational materials to the learners and teachers, schools maintain discipline and class sizes reduced to below 30 in all schools, quality education would be attained. However, the development of curriculum that suits the Namibian learners and the provision of qualified teachers in all the schools in Namibia were ranked highest (92.6%) by the teachers, as factors contributing to the attainment of quality education in the country. The study recommended among other things that the Government and Ministry of Basic Education, Sports and Culture should ensure that more qualified teachers are employed into the teaching profession in spite of the finances involved; teachers should be sufficiently motivated by increasing their salaries and providing accommodation; teachers should be trained to become more efficient and effective; class sizes should be reduced to 25 learners in all schools as indicated in the secondary school policy because many teachers complained of large class size of 38 – 45 learners per teacher during the interviews; the government should increase, allocate and distribute educational materials equally, and corporal punishment should be re-visited in the schools because of student misconduct at school towards the teachers and fellow learners. In conclusion, the teachers in the Windhoek Education region demonstrated knowledge of the factors that contributed to and obstacles to the attainment of quality education. Their perceptions of quality education in Namibia and the factors that affect the attainment are in line with those held by Winch (1996:9) who stated that, “Any quality education system should be able to manufacture products or individuals that are suitable for the purpose for which they were designed or educated”, and Lewis et al (1999) observed that “Without well prepared, caring and committed teachers, our children will not be prepared for the challenges and opportunities of the 21st century.
A case study on the influence of English as a medium of instruction on learners academic performance at Ella Du Plessis Secondary School and Shikongo Iipinge Senior Secondary School
(University of Namibia, 2004) Benjamin, Eveline
The purpose of this study was to investigate the influence of English as a medium of instruction on learners academic performance. The study attempted to find out factors that might hinder the performance of learners. Ella du Plessis and Shikongo Iipinge Secondary schools were selected for the case study Learners questionnaire, teachers interviews and observations were used by the researcher to collect data. 80 learners completed the questionnaire and 12 teachers were interviewed. The data were analyzed by means of frequency tables and direct quotes from the interview were provided. The findings of the study indicated that various factors affect learners’ academic performance. Some of these factors are: -Learners do not understand English concepts. -Some textbooks are difficult to read and understand. -In most cases, learners are rote learning. -Failure to understand questions posed as well as instructions given. The study concludes that the academic performance of learners is influenced negatively and slightly positively by English as a medium of instruction. The study recommends that it is imperative that the Ministry of Basic Education Sport and Culture, teachers and learners to take note of the recommendations made in order to improve the status of English as a medium of instruction in Namibia
A study of how primary and combined school principals in Ogongo circuit in Namibia motivate teaching staff
(2004) Herman, Susanna N.
The role of management and leadership in the schooling of at-risk learners
(2004) Ipinge Emma
Most schools that serve learners who come from disadvantaged areas and backgrounds face unusually difficult challenges. These schools experience poor performance and disciplinary problems, and teachers lack motivation and commitment
The development of an inclusive approach in early childhood education in Namibia
(2005) Naanda, Aune N.
Early childhood education is an investment that can offer outstanding returns. It can ensure that all children receive the education that is their right. One cannot talk of access to quality education for all if children with special needs in early childhood and pre-primary education are not given the same opportunities. Equally, the right to access to early childhood education becomes elusive if government spends very little of its resources on early childhood education. At present many children in Namibia are denied access to early childhood education due to poverty, disability, diseases or hindrances. Within formal education, children with special needs do poorly, fail classes or drop out of school at a very early age. As a result, they become further marginalised in society. Their lack of education could also make them a burden on society. The study was guided by the questions: a) what are the implications of the implementation of inclusive early childhood education both internationally as well as in Namibia?; b) what is the current situation in Namibia regarding the functioning of early childhood education centres with specific reference to the perceptions and preferences of early childhood educators in the overall process of educating children with special needs, and c) what guidelines can be offered to the ministries responsible for education and for the welfare of children for the development of an inclusive early childhood education in Namibia? First a review of literature on early childhood education and inclusive education approaches was undertaken. Next a quantitative survey research method was used to obtain answers to the research questions. Of the 650 respondents to whom it was sent, 493 early childhood educators from all the 13 regions in Namibia completed the questionnaire. The study was based on an ecosystemic approach to inclusive education in which the entire community and all the stakeholders are involved in contributing to quality early childhood education at a school where diversity is valued and every effort is made to maximise the quality of life of all children. The research findings indicate that early childhood educators in Namibia have not received the necessary training for their role as ECD educators nor do they possess the necessary qualifications or skills for inclusive education approaches. The findings also indicate that the majority of early childhood educators are not aware of the national ECD policy nor do they have much knowledge of what an inclusive curriculum entails. It is clear that Inclusive education requires a paradigm shift and the transformation of the education sector in order to ensure that all children have equal access to quality education. This study recommends that there be closer collaboration between the ministry responsible for education as well as that dealing with child welfare in the development of an inclusive education policy covering all levels of the education sector from early childhood to tertiary and higher education. It is further recommended that curriculum reform be effected to ensure that the curriculum becomes inclusive, reflecting the needs of all children and acknowledging individual differences as opportunities to learn rather than barriers to learning and participation.
The role of professional school counselors as perceived by future school principals
(2005) Chata, Charles C.;
The role of the teacher as mentor in the partnership model in schools in the Windhoek area
(2005) O'Connor, Tulip E.
Abstract provided by author
Perceptions of Namibian grade 10 learners and their teachers on the importance of Life Skills topics in the Khomas region
(University of Namibia, 2005) Spinas, Heidi B.
In this study I will attempt to investigate the perceptions of Namibian Grade 10 learners in the Khomas Region on the importance of Life Skills Topics as proposed by the National Curriculum of the Ministry for Basic Education, Sport and Culture.
Ethnomathematics: An investigation of the Mathematics embedded in the cultural activities of the Damara people in the Khorixas area
(University of Namibia, 2005) /Hara-#Gaes, Mariane B.
Ethnomathematics, deals with mathematics that is practiced within different tribal groups and is mainly influenced by the norms, beliefs, and the values that are important to these groups of people. The mathematical practices among the cultural set-ups normally include symbolic systems, spatial designs, practical construction techniques, calculation methods, measurement in time, space, and specific ways of reasoning, which can be translated into formal mathematical representations within identifiable cultural groups. Thus, it is very important to enhance the understanding of cultural diversity of mathematical practices, and to apply this knowledge to the development of teaching and learning of mathematics. Cultural mathematics means the way people use their own measuring units in their daily lives, when shopping or in any other activities that require measurement. In its activities, people use their cups, pots or any other object available as measurement units. The present study was aimed at investigating the type of traditional activities that the Damara people were involved in. The emphasis was placed on those involved in traditional sewing and house construction. Quota-sampling techniques were used to select the above-mentioned sample from the sites since there were few people involved in traditional sewing and house construction in Khorixas. Interviews were used to obtain the information from them. The results indicated that the Damara people were involved in various types of cultural activities and practices, and included traditional sewing, house construction, cooking, counting and games. These practices and activities embodied different principles and aspects of mathematics. Furthermore, this study sought to determine the type of Damara cultural activities that the learners from the grade 10 mathematics classes were acquainted with and how these traditional Damara activities could be linked with the mathematics taught at school at the grade 10 level as well as whether this could enhance better learning of mathematics that is currently perceived to be a very difficult subject in most parts of the world. Random sampling techniques were used to select the two schools (CGSSS and WJSS) at the junior secondary school level in the Khorixas area. The learners were purposively selected from the three mathematics classroom the researcher was given by the host schools and the teachers included in the study were those teaching mathematics to those learners. The researcher spent a week teaching ethnomathematics to the learners at these schools and administered a test at the end of one week of instruction. The results showed improved performance for these learners although low and the learners were interested in ethnomathematics and requested for more lessons and the immediate incorporation of the Damara cultural aspects into their mathematics lessons. The grade 10 mathematics teachers were of the view that school mathematics expressed the Western cultures, and that the incorporation of the learners’ own cultural activities and objects into the teaching and learning processes of mathematics might be of great value towards developing learners’ problem solving skills and positive attitudes. In conclusion, the study found, that most of the Damara traditional activities contained mathematical elements, which, if investigated, might serve a very important purpose in the classrooms today. Therefore, it is very important to link the way in which people are doing things in real life situations with what is happening at school.
The role of the teacher as mentor in the partnership model in schools in the Windhoek area
(University of Namibia, 2005) O'Connor, Tulip E.
The Basic Education Teachers’ Diploma (BETD) is a teacher training programme offered at the four colleges of education in Namibia. One of the major goals of the programme is to facilitate reflective practice in pre- and in-service teachers, who are or will be teaching in grades one to ten. One of the components that specifically aim at the practical development of reflective practitioners is the School-Based Studies (SBS) component of the programme. As stated in the BETD Broad Curriculum (MHEVTST, 1998) the structure of SBS includes mentor teachers, teacher educators, student teachers, advisory teachers and education officers. The mentor teachers who are based at the partner schools play a very prominent role in supporting and guiding the student teacher during SBS. This study investigated the implementation of the SBS component in eleven schools in Windhoek, in Geography as a subject. Eleven mentors, twenty-one student teachers and two teacher educators were visited. They were observed and interviewed on co-planning, lesson presentations and post-lesson presentation discussions. The findings indicated that most of the SBS activities were not implemented as stated in the Broad Curriculum. Various reasons for this are highlighted in the research paper. It is concluded that student teachers do not receive the necessary support and guidance from mentor teachers to become reflective practitioners and thereby effective future teachers.
Effects of promoting reading comprehension skills among first-year university students
(2005) Willemse, Laetitia;

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