Department of Higher Education and Lifelong learning

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Training and research
(1996) Shalyefu, Rakel Kavena
Physical activity and self-esteem: A Namibian youth perspective
(Namibian Educational Research Association (NERA), 2008) Zealand, Donovan
Youngsters who feel inferior, deprived, shamed, and frustrated express those feelings through various antisocial behaviours, ranging from delinquency to suicidal tendencies. Youth from dysfunctional families often have low academic skills, vague or totally missing career goals, a poor or complete lack of work history, abuse drugs and, or alcohol, and have been involved with the juvenile justice system. Our society still emphasizes punishment before rehabilitation for crimes, which occur because children lack socialization. Children who have had drug or alcohol problems as early as the age of six or seven become involved in substance abuse-related crimes before the teenage years and continue to have conduct disorders well after adolescence. The current situation in Namibia suggests that there is need for concern about youth in an at-risk context. Research has shown that the enhancement of self-esteem and self-efficacy can be an important contributing factor to both the prevention of psychological and physical illness and the maintenance of health. Exercise is in the position of being able to contribute to the prevention of illness or the reduction of its effects through the process of improving self-esteem. Reviews of the literature illustrate clearly that exercise contributes to improvements in self-esteem. A lack of quality education, unemployment and poverty have always been inter-related and a contributing factor towards low self-esteem, and in this regard Namibia has experienced an alarming increase in youth suicide over the past few years.
Sexuality, HIV/AIDS and contraception. A Namibian youth perspective
(Namibian Educational Research Association (NERA), 2008) Zealand, Donovan
The current situation in Namibia suggests that there is need for concern about youth in an at-risk context. Education, unemployment and poverty have always been inter-related and Namibia has experienced an alarming increase in youth unemployment over the past few years. Poverty exacerbates the crises and also constraints individual’s choices about issues relating to sexual behaviour, which makes especially the youth vulnerable to HIV/AIDS infection. According to the Department of Health Services, 37% of Namibian women had experienced sexual intercourse by the age of 18, rising to 61% by the age of 20. Knowledge of modern contraceptive methods was high (more that 80%) among female adolescents, but practice was very low. Only 11% of sexually active females aged 15 to 19 reported using modern contraceptives. The first of the study aim was to gain practical insight about perceptions amongst the youth about sexuality and HIV/AIDS and contraceptive use, which can assist in the formulation of a strategy towards HIV/AIDS education for Namibian youth in an at-risk context. The second aim was to gather descriptive data from Namibian youth about a number of personal issues, with special emphasis on those issues related to the creation of an “at-risk” environment. The participants in this study were youth living in an at-risk context (Katutura and Khomasdal) in Namibia (N= 305). For the purpose of data collection, it was decided to use a quantitative approach, through the administration of a questionnaire. The research evidence suggests that access to a full range of sexual and reproductive health education services is inadequate, despite the fact that many young Namibians are already sexually active and in need of information and healthcare. There is a need to empower marginalized youth, provide good leadership and establish support. All stakeholders have a responsibility to help the youth develop practical psychological and social skills to equip them for positive social behaviour and for coping with negative pressures. There is a need to create educational programmes that responds imaginatively to the crises. Skilled-based intervention strategies can also promote numerous positive attitudes and behaviours, including healthy decision-making, improved communication, and effective situational analysis.
Perceptions of professional educators on parental involvement in the education of lower primary learners in rural Namibia
(Namibian Educational Research Association (NERA), 2008) Hamunyela, Miriam N.; Bender, Gerda C.; Fraser, W.J.
Many research articles reported about the consistent findings that the involvement of parents in education of learners is more likely to take root in urban than in rural schools. Moreover, most schools where parental involvement is functional, parents are more involved in non-academic than academic activities. In this article a survey of whether and how professional educators (N=146) of rural lower primary schools in northern Namibia (purposive sampling) perceive and practice parental involvement in the academic education of learners (Grade 1-3) was done. The current trend exposed by this study demonstrates the potential of rural lower primary schools in practising parental involvement. Therefore, strengthening rural schools’ initiatives to network with parents and other potential stakeholders for learners’ education seems to be a sensible recommendation.
Indigenous Mafwe philosophy of education
(2009) Lilemba, John M.
Managing equitable assessment practices in Distance Education: Implications for higher education institutions in Namibia
(Namibian Educational Research Association (NERA), 2011) Beukes, Florida
Lecturers tend to assume that their carefully crafted resources will guide student learning and that students will work through our materials more or less in the manner directed. However, research into distance students’ use of study materials (Merland et al, 1990) and the use of formative activities (Lockwood,1995) suggests that there are far more complex behaviours at work. The amount of support services an institution can off er largely depends on that particular institution’s capacity and resources at its disposal. For ODL to be effective, effective management and administration systems need to be put in place. It is particularly important to make sure that ODL students are not isolated though they may be at a distance. An effective system of two-way communication between student and institution is therefore an important element of good management and administration.
Conceptualizing the benefits of adult literacy education in Namibia: A case of the Caprivi Region
(Namibian Educational Research Association (NERA), 2011) Likando, Gilbert N.
This article aims to examine how adult literacy learners and policy makers conceptualise the benefits derived from adult literacy leaning in Namibia, using the Caprivi region as a case study to understand how community’s needs can be addressed through adult literacy. Both qualitative and quantitative designs were used in the process of data collection and analysis. A stratified sample of 100 adult literacy learners and purposive sample of five policy makers participated in the study. The findings revealed that there is a narrow conception of the benefits derived from adult literacy as participants conceived literacy as a neutral skill, other than a social practice embedded in socially constructed epistemological principles. The article concludes by making recommendation that due to this narrow conception of the benefits derived from adult literacy learning, there is a need to revisit the relationship between policy, practice and outcomes in the exiting National Literacy Programme in Namibia (NLPN).
A case study on the social and economic experiences of the children of the liberation struggle at Berg Aukas camp in Grootfontein, Otjozondjupa region
(2013) Shiningayamwe, Dorthea N.
In 1990, when Namibia gained independence, about 43000 exiled Namibians were repatriated back home from different countries. Included in this number were soldiers and refugees including children who were born during the liberation struggle. These children have been called “Exiled Kids,” “Returnees Children,” Ex-War Children,” SWAPO Children” and so on. However, later on they were officially called Children of the Liberation Struggle (CLS) after they had come to prominence in the country through widespread demonstrations, demanding that the government provide them with jobs, better educational opportunities, national identity documents and vocational training. There is little documentation in the literature relating to the social and economic experiences of the CLS. Therefore this research addresses this lacuna. The study applied qualitative research methods; with a mixed research design employing; narrative research and case studies. Data was collected by means of in-depth interviews with twelve (three males and nine females) CLS residing at Berg Aukas. A voice recorder was used to record the interviews with participants. The study found that the CLS grew up in children’s homes/shelters; they had never stayed with their biological parents, some had been brought up by their grandparents and after their death the CLS remained on their own, looking for family members, love, a sense of belonging and for a place they could call home. This situation made the CLS vulnerable and caused them to face various socio- economic challenges such as dropping out of school, falling pregnant at an early age, indulging in anti-social behaviour, having to move frequently, experiencing identity crises as well as social isolation, death and bereavement with minimal psychosocial support. The study recommends clinical therapy, psychological support and counselling for all the interviewed CLS.
Principles' perception on ICT implementation in secondary schools in the Khomas education Region, Namibia
(2014) Quest, Rejoice
The implementation of Information and Communication Technologies (ICT) has been an integral part of education in most developed countries. As a result, there is enormous pressure on education institutions around the world to keep up with the pace of technological development. In Namibia, the implementation of ICT curriculum aimed at assisting learners and teachers to look for information, manage information and present information through ICT. Given these contributions, principals need to have sufficient knowledge of the use of ICT in order to support and implement the new technologies into school activities. The purpose of the study was to investigate the perceptions of principals on implementing ICT into school activities in the Khomas Education Region. This study adopted a qualitative case study design to investigate the principals’ perceptions. Three secondary school principals whose secondary schools met the criteria of purposive sampling were selected to participate in the study. Research instrument that was found appropriate for this study was semi- structured interview. The data were analyzed by providing detailed descriptions of the setting, participants, and activities and categorization of coded pieces of data and grouping them into themes. The findings of this study indicated that principals in the Khomas Education Region have positive attitude towards ICT irrespective of challengers they face in managing the implementation ICT in school environment. The study found the principals were either computer illiterate or computer semi-literate. They were unable to act as instructional leaders in the implementation of ICT in teaching and learning. The study recommends, among others, that principals should undergo through ICT professional development programmes, not only to make them computer literate but also to enable them to manage effectively and confidently implementation of ICT in schools.
Prior non-certified learning: A criterion for the assessment of experiential learning for access to Namibian institutions of higher learning
(2014) Shaketange, Lydia N.
This research investigated the assessment and evaluation of Prior non-certificated Learning (PncL) as a criterion to access Namibian Institutions of Higher Learning (NIHL) through the Mature Age Entry (MAE) scheme. It also examined how the Namibia Qualifications Authority (NQA) accredits prior learning attained and non-certificated. Internationally framed in the discourse of equity and redress, PncL assessment is a strategy likely to encourage and open flexible opportunities for workers to access institutions of higher learning. Despite calls by the Namibian government to widen access to higher education (National Development Plan 3 (NDP3), 2007/8-2011/12), admission requirements to institutions of higher learning remained very low and biased (Education Training Sector Improvement Programme (ETSIP), 2005). The current production rate of graduates from NIHL is too low to sustain and maintain the country’s knowledge-based economy (NDP3, 2007/8-/2011/12). The study has utilised critical and interpretive theories to critique ideological views on the assessment of knowledge through MAE admission tests and to interpret data from respondents. A qualitative approach was employed through the case study design to solicit perceptions of assessors and administrators of how knowledge is assessed, both through the MAE scheme at the University of Namibia (UNAM) and the Polytechnic of Namibia (PoN). A purposive sampling strategy was used to select respondents from the two institutions and the NQA. In-depth interviews were conducted with 24 respondents, consisting of 17 assessors (lecturers) and three administrators. Interviews were also conducted with four accreditors from the NQA. Purposively selected institutional documents, including 2010-2011 MAE test scripts, were analysed to find out the knowedge assessed through MAE. Content analysis was used to analyse data from the interviews and documents. Categories were generated through grouping related answers and labelling them, by linking and aggregating related categories to form themes. The findings of the study revealed that MAE schemes neither at UNAM nor PoN provided for the assessment of PncL. The knowledge assessed through MAE tests is academic, based on subjects taught at these two institutions. The findings showed norm-referenced tests as the only assessment strategies employed by UNAM and PoN through MAE. The study recommended a review of the criteria for the assessment of MAE admission and proposed alignment of PncL against National Qualifications Framework (NQF) Level descriptors to accommodate candidates with work learning experiences. The study suggests future areas of research on issues pertaining to PncL practices, such as conceptual and philosophical understanding of it.
Entrepreneurs perceptions on the effectiveness of the adult skills development for self-employment (ASDSE) programme in the Khomas region of Namibia
(University of Namibia, 2015) Shikukumwa, Aletta T.
The debate on the effective implementation of government intervention policies by government ministries in relation to job creation, income distribution and poverty reduction has been ongoing among educational researchers worldwide. In the case of Namibia, such a debate surfaced in the Ministry of Education, particularly with regard to the Adult Skills Development for Self-employment (ASDSE) programme in all 14 political regions. Literature consulted for this purpose has revealed that the voice of the entrepreneurs who are participating in the literacy programme are being neglected. This study intended to investigate the entrepreneurs’ perceptions on the effectiveness of the Adult Development Skills for Self-employment (ASDSE) Programme in the Khomas region of Namibia. The research was done in an attempt to understand the views of beneficiaries on the effectiveness of ASDSE, regarding the implementation of the programme.The research employed a qualitative case study design paradigm, due to the contextual nature of the phenomenon under investigation. The target population for this study included twenty beneficiaries of the programme in the Khomas education region. A purposive sampling technique was used to select information-rich respondents who were considered to possess experience and knowledge to provide reliable data. The findings of the study indicate that there are numerous constraints that interfere with the current status of ASDSE to achieve its intended objectives. These constraints include a lack of entrepreneurial skills and knowledge, as a result, contributed to poor business performance, a lack of exposure to development and technological skills, inadequate financial support to many adult beneficiaries. Lack of information pertaining to other line ministries, such as Ministry of Gender and Child Welfare issuing grants, where the ASDSE beneficiaries could top up their loans. The results of the study further indicate that the project does not contribute to poverty eradication as expected. The study findings also reveal that the businesses of beneficiaries are small, with either one employee or with no employees. The study findings, furthermore, reveal that most of the ASDSE beneficiaries had not mastered the knowledge and skills needed during the training to apply the skills in order to alleviate poverty. Moreover, they did not comprehend certain skills due to the fact that they felt that the training period was too short. Conditions of loans and the amount given to these starting-up businesses were considered to contribute to the failure of the businesses. It was also revealed that most of the education officers, who were supposed to direct the beneficiaries, lacked knowledge and skills in entrepreneurship, which also hampered business development. It was further revealed that the monitoring and supervisions mechanisms put in place by the Ministry of Education, Arts and Culture were inadequate. More effort should be made to increase supervision, as it promotes success. This study provides some understanding of the circumstances of the ASDSE beneficiaries in trying to benefit from the project, especially skills needed by many adult beneficiaries to optimise their income generating businesses. As such, this research provides an agenda for the support and improvement of the work of the Ministry of Education’s entrepreneurship programme, such as external evaluation, business support organisation, in particular by the Ministry of Industrialisation, Trade and SME Development. The Namibian Chamber of Commerce should consider various approaches to revamp the project and shift its focus from a constricted focus on poverty reduction to the advanced perspective of fostering entrepreneurship.
Investigating experiences and practices of indigenous healing beneficiaries in Kaliyangile community of Zambezi region in Namibia
(University of Namibia, 2017) Lilemba, Victoria N.
The objective of this study was to investigate expe`riences and perceptions of indigenous healing beneficiaries in the Kaliyangile community of the Zambezi Region. In order to achieve this objective, a qualitative-phenomenological design, drawing on open-ended and closed-ended interviews, was adopted. Snowball sampling was used to identify indigenous healing beneficiaries who participated in the study while homogenous sampling was used to identify the indigenous healers. Related literature and indigenous knowledge systems theory offered ideas that were used to conceptualise the study and analyze the data. When analyzed, data revealed an overwhelmingly positive perception of indigenous healers as panacea to all the social and health ills within the Kaliyangile community. The indigenous healer was largely perceived as, among others: “a great problem solver”, “someone in charge of the environment and people’s well-being” and “someone possessing supernatural powers to cast out bad spirits and afflictions”. As shown in the data, indigenous healers are more trusted, admired and highly revered by the beneficiaries of their services, giving rise to a deep-rootedness of indigenous healing practices in the community. Despite harboring positive perceptions in indigenous healing services, beneficiaries narrated a mixed bag of experiences in their dealing with providers of indigenous healing services. Some of the beneficiaries who participated in the study held positive experiences of indigenous healing services as most of the ailments or diseases that were taken to indigenous healers were resolved or healed. On the flip side of the same coin, however, data revealed that some beneficiaries’ experiences of indigenous healing were not all that positive. Negative experiences included, among others: manipulation through the use of fear, exclusion of beneficiaries during divination by resorting to inaccessible language, and charging exorbitant fees. Beneficiaries’ negative experiences with indigenous healing were exacerbated by the lack of sensitization about the benefits of indigenous healing services and short of qualified personnel in indigenous healing services. The study recommends the integration of indigenous healing services into the mainstream health system; adoption of a multi-sectoral approach in sensitizing the public about the use of indigenous medicine; preservation of indigenous knowledge systems and provision of educational programmes on indigenous healing systems.
Learning from students’ experiences of microteaching for numeracy education and learning support: A case study at University of Namibia, Southern campus
(2017) Albin, Simon; Shihomeka, Sadrag P.
The purpose of this study was to investigate, reflect and learn from experiences of undertaking microteaching in a Numeracy Education and Learning Support class of 153 students studying Diploma in Junior Primary Education Year 3 (DJPE3) at University of Namibia, Southern Campus. Microteaching is a platform for beginner teachers to improve teaching competencies, and this took place prior to students’ placement and evaluation of School Based Studies for 4 weeks (June/July 2017) in any Namibia’s primary schools of their choice offering class teaching from Grade 0 to Grade 3. Prior to microteaching, student teachers demonstrated nervousness and were scared to present a lesson before their peers. Literatures on microteaching were synthesized before data were analyzed by summarizing 91 written reflections of 91 student teachers who unanimously took part in a survey after completing and returning a questionnaire with four open-ended questions. Analysis of the data revealed that, microteaching is a learning platform for teaching practice, positive and negative factors influence student’ microteaching scores, and most students were satisfied with microteaching scores. The results of this study suggest that microteaching lecturers at the University level should be trained and equipped with student-engagement skills to be highly effective and supportive toward students.
Assessing the application of literacy skills towards poverty alleviation by graduates of the national literacy programme in Oshikoto region, Namibia
(University of Namibia, 2017) Alfeus, Emilia
This study assessed the application of literacy skills towards poverty alleviation by graduates of the National Literacy Programme in Oshikoto region, Namibia. The study addressed three major questions that were regarded important in understanding how the use of literacy skills is contributing to poverty alleviation in the lives of the participants. The questions looked at the skills the literacy programme graduates in Oshikoto region acquired; how literacy skills acquired are used and the challenges preventing graduates from using skills acquired in order to alleviate poverty in their lives. The study employed a qualitative approach with a phenomenological design to answer its research questions. Judgement sampling was used to select information-rich participants for the study. The researcher utilized one-on-one interviews and observations to collect data from 12 literacy programme graduates. Data collected from participants through interviews and observation was then analysed using the thematic content analysis method. The findings of the study indicated that entrepreneurial, numeracy and communication in English skills were the most acquired skills by literacy programme graduates. The graduates are aware of the need to use the literacy skills they acquired and remain willing to use them in order to improve their living standard and alleviate poverty. Furthermore, the results show that failure to apply literacy skills is caused mostly by lack of finance. The results also produced new insight regarding how the literacy programme’s curriculum can further be strengthened with skills that will significantly equip graduates to enable them to alleviate poverty in their lives.
Instructional strategies used by teachers in teaching reading comprehension to grade five and seven learners in selected schools in Windhoek, Khomas region, Namibia
(University of Namibia, 2017) Kauami, Florence
Since 2009, Grade five and seven learners in Namibia have been writing the National Standardized Achievement Tests (NSATs), where one grade writes at the end of one year and the other writes at the end of the following year (Directorate of National Examinations and Assessment, DNEA, 2013). This study was conducted based on the performance of the Grades five and seven learners at selected schools in Khomas Region. The purpose of this study was to find out which reading comprehension instructional strategies the teachers used to teach reading comprehension to Grades 5 and 7 learners in selected schools in Khomas region. The study used a mixed method research design, namely the qualitative aproach and the quantitative approach. The quantitative approach was used to see which reading comprehension instructional strategies teachers used to teach reading comprehension, to what extent they used them, as well as whether there was a relationship between the instructional strategies the teachers used to teach reading comprehension and the performance of learners in reading comprehension tests. The qualitative approach was used to get information about the teachers‟ understanding of reading comprehension instruction, what teachers do during reading comprehension lessons, what they do to help learners comprehend texts better, as well as to gain information on the concerns they had about the learners‟ level of understanding comprehension tests. The study aimed to answer these three questions; a) which reading comprehension instructional strategies do teachers use to teach reading comprehension to Grade five and seven learners in the selected schools in Khomas Region? b) To what extend do teachers use these instructional strategies to teach reading comprehension? c) What relationships exist between the reading comprehension instructional strategies used by teachers and the learners‟ performance on reading comprehension tests? The instruments used to collect the data were questionnaires completed by the teachers teaching English to Grades five and seven learners, classroom observational checklists used by the researchers during lesson observations and reading comprehension tests that were written by the learners. The quantitative data was analyzed using descriptive graphs, charts, and the SPSS progmamme. The qualitative data was analyzed using a thematic approach to analyze data collected through open- ended questions. The quantitative findings of the study revealed that at Grade five, at 0.01 and 0.05 levels of significance, the strategies did not contribute to the performance of the learners and their influence towards the performance of the learners was not significant. From that observation, as well as from the findings revealed by the qualitative data collected, the reading comprehension instructional strategies were known by the teachers but not used optimally so as to yield the desired results in reading comprehension tests.
Identifying barriers and effective community interventions to voluntary medical male circumcision in the Zambezi region
(University of Namibia, 2017) Simataa, Lukubwe A.
Voluntary Medical Male Circumcision (VMMC) is basically the surgical removal of foreskin of the penis. This is done for many reasons. However, cultural, religious and medical reasons are the most paramount for Male Circumcision (MC) around the world today. Needless to say, since the three randomized controlled trials on male circumcision in Kenya, Uganda and South Africa proved that VMMC can reduce the HIV transmission by at least 60%, this has become the main reason for MC, especially in sub-Saharan Africa (Woambe, 2003). VMMC has also proved to protect both men and women against diseases and infections among others: Sexually Transmitted Infections (STIs), cervical cancer and penile cancer. Subsequent to these realizations, the World Health Organization (WHO) and the United Nations Programme on HIV/AIDS (UNAIDS) recommended VMMC to 14 countries in Eastern and Southern Africa (including Namibia) with high Human Immunodeficiency Virus (HIV) prevalence rates and low MC prevalence rates, as an additional HIV prevention strategy (Woambe, 2003). However, since the roll out of VMMC services in these countries, fewer men have heed the call to go for VMMC as the achieved number of circumcised men at the country and regional levels is not promising any significant realization that would have a positive health impact on the population, especially in relation to the HIV pandemic. Nearly all these countries could not reach the set targets, Namibia included. Despite numerous interventions to scale up VMMC in priority countries, the MC prevalence rates are still low. For example, Namibia as a country set the target of 330 128 men to be circumcised by 2016, however the numbers are not promising. Therefore, the objectives of this study were to identify barriers and the most effective community interventions in scaling up VMMC in the Zambezi Region. This study utilized a qualitative approach. Since the study dealt with a sensitive cultural topic of male circumcision, the most appropriate research design was ethnography (Adams, 2012), in particular compressed ethnography’ (Rowsell, 2011). The data collection techniques that were used in this study included: focused group discussions (FGDs), in-depth interviews (IDIs) and VMMC modified client forms to collect detailed views about barriers and the most effective community interventions from study participants. A total number of 89 participants (about 58%) out of 153 targeted population took part in the study which included: circumcised men, uncircumcised men, women, traditional leaders, church leaders, VMMC providers and VMMC promoters. The research was conducted in three locations: Katima Mulilo, Bukalo and Sibbinda. Data was collected over a period of two months. This was done as follows: modified client forms with prospective VMMC clients: n=23, focus group discussions (FGDs): n=8 with 49 participants and in-depth interviews (IDIs): n=17. The majority of the study participants identified the main barriers to VMMC in the Zambezi Region as: fear of pain, fear of needles, fear of surgical complications and fear of taking an HIV test. The other additional barriers included: cultural barrier, religious beliefs, lack of adequate information, women staffs at VMMC sites, cost, abstinence from sex for 42 days after VMMC procedure, stigmatization, lack of parental consent, age limit and distance to VMMC facilities. The study also revealed that the barriers to VMMC can be addressed by strengthening the already existing educational advocacy approaches. The study further found out that the motivating factors associated with the scaling up of VMMC in the Zambezi Region are mainly: the prevention of disease, penile hygiene, peer-to-peer influence and social recognition. In addition, the most repeatedly mentioned effective community interventions in scaling up VMMC in the Zambezi Region were: community mobilization, peer-to-peer influence, radio and television, and posters and leaflets. Additionally, the use of influential persons such as artists and the use of women were found to be vital players in encouraging more men to sign up for VMMC.
Investigating the perceptions of learners, teachers and programme implementers regarding the value of non-formal sexuality education programmes in Rundu circuit, Kavango East region
(University of Namibia, 2017) Furayi, Lydia N.
The prevalence of learner pregnancy amongst school girls in most African countries is a profound concern (Grant & Hallmark, 2006), and Namibia is heavily impacted by this scourge, particularly the Kavango East Education Region. Despite access to information and skills presented by non-formal sexuality education programmes like My Future is My Choice [MFMC] and Kavango Girls Education Project [KGEP] on developing healthy relationships and responsible decision-making about sexual activities, especially during adolescence, many female learners in the Kavango East Educational Region do not complete school as they drop-out prematurely due to early pregnancy. Therefore, the purpose of this study was to investigate the perceptions of learners, teachers and programme implementers regarding the value of non-formal sexuality education programmes in mitigating learner pregnancy at schools where these programmes are offered. This study is a depiction and portrayal of the views of the learners, teachers and programme implementers on the value of non-formal sexuality education programmes in mitigating learner pregnancy in schools in the Rundu Circuit in the Kavango East Educational Region, Namibia. The research was done in an attempt to understand how useful non-formal sexuality education programme is as far as justifying learner pregnancy awareness is concerned. The study employed a qualitative phenomenological research design, due to the contextual nature of the observable fact under investigation. Qualitative data was collected by means of document analysis and face-to-face interviews with three Life Skills teachers, two programme implementers and fourteen female learners (eight non-learner mothers and six learner mothers) from four public schools in the Rundu Circuit. A purposive sampling technique in line with the qualitative orientation was used to select information-rich respondents who were considered to possess experience and knowledge to provide reliable data (Cohen, Manion & Morrison, 2007). The data were analysed by using content oriented analysis. The study found that non-formal sexuality education programmes are relevant in mitigating the rate at which learners fall pregnancy whilst in schools. The research respondents mentioned the following as the benefits of lessons learned from non-formal sexuality education and these includes; pregnancy prevention through abstinence, condom use and contraceptive use, delaying sexual activities, changing of attitudes in making responsible decisions about sexual activities. The study further revealed that learner pregnancy is not simply the result of a girl's failure to obtain and use contraception, but is instead inexorably linked to many social, cultural, educational, and economic factors influencing adolescent risk-taking behaviours. These factors are; peer pressure, poverty, low self-esteem, imitation, fear of losing a boyfriend, and ignorance. The negative social, cultural, economic and educational consequences of teenage pregnancy are considerable, and in order for these programmes [KGEP and MFMC] to reduce the incidence and ramifications of learner pregnancy they must be multidimensional in their approach to learner pregnancy prevention. Through a multidimensional approach, teenagers may develop the knowledge, behaviours, and self-esteem that will allow them to be motivated to prevent pregnancy through abstinence or responsible sexual behaviour.
Parents' participation in the family literacy programme in the Kavango East region of Namibia
(University of Namibia, 2018) Kamati, Thekla Nangura
The establishment of Family Literacy Programmes is a worldwide trend as it is an educational method that promotes the notion of the parent being the child’s first teacher. A Family Literacy Programme (FLP) was implemented in the Kavango East Region of Namibia through the Directorate of Adult and Lifelong Learning. However, there is a high drop-out rate and low participation among parents. This study therefore sought to investigate parents’ participation in the FLP in the Kavango East Region of Namibia. The study used a qualitative research design because the researcher developed a holistic analysis of FLP in the Kavango East Region of Namibia using words, reports and detailed views of informants in natural settings. The study employed a case study design in that it focused on four schools from four constituencies of the Kavango East Region, namely Rundu Rural, Mashare, Ndonga-linena and Ndiyona. The study employed purposive sampling. The participants with specific characteristics were those parents who participated in the FLP, school principals, grade one teachers, promoters and adult educators from the four constituencies. The research instrument used to collect the data was the interview guide. The findings of the study reveal that the tendencies or prevalence of parents participation in the FLP in the Kavango East Region of Namibia is not homogenous but stems from a variety of understandings and is supported by a variety of reasons. First, it seems that there is a confusion regarding parents’ understanding of the FLP concept. The parents’ reasons for entering the FLP are related to the lack of pre-primary and primary schools, understanding the importance of education, improving academic performance of learners and reducing absenteeism and parents’ hope to acquire the basic skills of reading and writing. The reasons that force parents to drop out of the FLP in the Kavango East Region of Namibia include the following: the FLP is offered at the wrong time, lack of awareness about FLP policies and programmes, irregular visits, pedagogical approaches used by facilitators regarding lesson preparation and presentation, lack of funds and transport, laziness and ignorance among participants, pressure in the families, parents not valuing education for their children, salary delays, poor training for promoters and poor working relationships between ministry and school. The reasons that force parents out of the FLP therefore are situational and socio-economic. The parents suggested measures that could be put in place to improve participation in the FLP in the Kavango East Region of Namibia. These measures support the need to improve the curriculum, improve the relationship among stakeholders, improve the salary and qualification levels of promoters and ensure constant evaluation of the FLP. It is recommended that the division of adult education and lifelong learning to provide funding for the FLP campaign mobilize and create awareness in parents, especially those with a low level of education, provide adequate training to facilitators, extension of the programme duration and evaluation of the curriculum provide more intervention. The University of Namibia is called upon to provide learning opportunities for facilitators to further their education in the field of adult education in a form of two- to three-year diploma qualifications for teachers. The education officers in the Kavango East region must build a rapport with the school principals, Grade 1 teachers and promoters to ensure the schools succeed and improve participation of parents in the FLP. The promoters are called upon to advance and motivate parents to establish class committees to assist with the mobilization of other parents in the community. The parents who understand the importance of and benefits of FLP could be called upon to assist in motivating fellow parents by sharing their experience derived from the FLP. However, further research is still needed to assess the relevance of the FLP, the changes necessary and the extent to which the FLP objectives are being achieved.
Leveraging social inclusion through the impact of customer services quality on organizational performance at a selected Commercial Bank in Namibia
(2018) Uahengo, Simeon Panduleni; Shihomeka, Sadrag P.
This paper investigated the impact of customer services quality on the organizational performance at a selected commercial Bank in Namibia as a social inclusion driver for economic growth within the banking sector. The objectives for the study were: to establish the relationship between quality customer service and organizational performance; to establish the impact of quality customer service on the overall organizational performance and to offer recommendations to the management and relevant stakeholders. A quantitative research approach was used with a simple random probability sampling. A closed-ended questionnaire was used to collect data to leverage social inclusion through the impact of customer services quality on the overall organizational performance. 57 Closed ended-questionnaires were used to collect the data. By using descriptive statistics, data were recorded on excel spreadsheets. The results of the study were presented by using graphs and converting the data into percentage, mean values and percentages. The finding reveals that quality customer service contributes mostly towards an improved organisational performance. The results further established that majority of the clients including the customer service consultants’ staff strongly agreed that, quality customer service contributes to the sustainable organizational performance. The study recommends to the top management of a selected commercial bank to keep on investing in the customer service quality by increasing the numbers of ATMs at every business centre in the area as it provides convenient alternatives to the customers. Furthermore, investments in technological innovations and customer service help commercial banks to sustainably retain and attract more customers yielding much-needed profitability for the bank. The study recommends that future researchers should investigate the inclusive sustainability of customer services quality and how they affect the overall organizational performance at different commercial banks.
Maternal role in daughters' sexual health development in Khomas region: Namibia
(University of Namibia, 2018) Akpokiniovo, Funmilayo S.
A continuum of prevention that provides information and support to very young adolescent girls throughout their lifecycles is central to their healthy sexual development. Crucial to this continuum is the family, especially the mothers. Hence, this study explored maternal role on daughters‟ sexual health development in Khomas region, Namibia. In addressing this phenomenon, the study was carried out in four phases namely; needs assessment, programme development, programme implementation and programme evaluation. The findings from the needs assessment showed that there was still a paucity of attention to this issue by some mothers for various reasons, such as not knowing what to say, as well as when and how to initiate discussions about sex with their daughters. This necessitated the need to design an intervention programme for mothers and the before-and-after outcomes of the sexuality education training for mothers were evaluated in relation to mothers‟ beliefs, communication, knowledge and self-efficacy to engage in discussions about sex and sex-related topics with their daughters in timely and meaningful ways. The outcome of the study showed that when mothers‟ natural role as sexual health educators is supported through intervention programmes, it has the potential for improving mothers‟ beliefs, communication, knowledge and self-efficacy. Thus, they become effective in discussing sexual issues with their very young adolescent daughters and indirectly impacting on their very young adolescent girls‟ ability to delay sexual activity.

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