Department of Early Childhood Care and Development

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Youth, elites and distinction in a Northern Namibian town
(2003) Fumanti, Mattia
Factors affecting the teaching of English reading skills in a second language of grade 3 learners
(2009) Junias, Rebecca
This study investigated the factors affecting the teaching of English reading skills in a second language of Grade 3 learners in three primary schools, in Ongwediva town of Oshana Regional Education Directorate in Northern Namibia. It also investigated methods and approaches that were used to promote the teaching of reading in English as a second language and the linguistic environment of the classroom in which the teaching of reading occurs. Classroom environments were observed and telephonic interview was conducted with the circuit inspector of the three schools selected. Individual interviews were also done with the principals, Grade 3 teachers and Grade 3 learners of the three chosen schools. Focus group interview was also done with the same Grade 3 teachers. This study found out that insufficient reading books, poor teaching methods, insufficient teachers’ and learners’ interactions and overcrowded classrooms were some of the factors that made the teaching of reading unsuccessful. From the interviews of the circuit inspector, principals and teachers it was revealed that inadequate teacher training workshops for teachers teaching English reading, lack of parental involvement, low budget allocation to Primary Education and lack of reading capacity in vernacular affected the teaching of reading negatively. The outcome of learners’ interviews indicated that phonemic awareness and lack of comprehension created reading problems. Given the factors referred above, it is recommended that more interesting readers should be purchased to solve the shortage of reading materials. In addition, more effective teachers’ workshops should be given to strengthen the teachers’ approaches to reading skills development for Grade 3 learners.
The reading habits/ behaviour and preferences of African children: The Namibian chapter in collaboration with UNISA
(University of Namibia, 2014) Kirchner, Emma; Alexander, S.; Totemeyer, A.J.
Readership studies in multilingual countries are challenging. Developing a scientifically acceptable research methodology for the investigation of reading behaviour and preferences of children in multilingual Namibia, was a process fraught with many difficulties, some of which were almost insurmountable. The research team was faced with situations that required the breaking of new ground. Since it has generally been observed that the vast majority of Namibian children have not developed a reading habit and that this situation may be having a detrimental effect on school success, we tried to establish to what extent language, cultural and socio-economic factors may be impacting on the development or non-development of a reading culture. In 2012 fourteen languages were used in 1515 schools as main media of instruction during Grades 1 to 3 (Namibia, Ministry of Education. 2012: 42. Table 17). These fourteen languages also included the minority languages, San (Jul/hoansi), German, Setswana and Sign Language in a few schools. In the upper primary phase, as from Grade 4, students switch to English medium instruction and in addition study one of the Namibian languages as a school subject. In 2012, 55 422 students in Grade 6 were studying a local language as a subject (EMIS 2012. [Education statistic given by Deputy Director]). This is still the situation in 2014 but a curriculum change which entails the extension of mother tongue as medium of instruction has been announced by the Ministry of Education to be implemented as from 2015 (see section 2.1 in this regard).
An education law perspective on Early Childhood Development provision in rural Namibia
(2014) Nuugwedha, L.P.
Background: After independence education was declared one of the inviolable fundamental human rights of all persons entrenched in the Supreme Law of the country, the Constitution of the Republic of Namibia. It is an irrefutable fact proven by a number of research findings and confirmed by educational theorists and decided cases that appropriate and quality early childhood education is a foundation of all levels of education. In Namibia currently, public early childhood development and education is provided by community members in Early Childhood Development Community Centres in both rural and urban areas. It is against this background that the purpose of the study on which this research report is based was to determine, through stakeholder participants’ eyes, how the presumed right to education of the pre- grade one learners in rural early childhood development and education community centres (ECDECCs) in Northern Namibia is adhered to. Research Design and Methodology: The study was based on a qualitative interpretive hybrid case study of four (including pilot study) rural ECDECCs, review of early childhood development and education literature, legal literature, relevant legislation, case law, regulations, policies and International Human Right Instruments conducted before and after conducting research in the field. Empirical data were collected through semi-structured individual (one on one) face to face interviews with various stakeholder participants (such as heads of/teachers at ECDECCs, parents/guardians, community leaders/members, officials from the Ministry of Gender Equality, Ministry of Education and Human Rights Activists. The findings of the study were inter alia that all participants had knowledge of and understood the fact that five to six years old children indeed have the right to education, and most of them also understood the significance of pre- grade one learners’ education. As such, the communities were doing everything in their power to provide early childhood education. However, early childhood development and education community centres were ill-equipped in terms of physical facilities, human resources, and learning-teaching aids. In addition, heads of centres/teachers were not properly trained. There was no tap water, no electricity, and no toilet facilities. Most children did not fully or not at all attend community centres for early childhood education, because of inability on the part of their parents/guardians to pay the prescribed fees. Buildings (structures) in which pre-grade one education was practised were not completed and therefore not suitable for human occupation, as community members who initiated them did not have sufficient funds to finance such undertakings. Literature studies of selected relevant legal literature, Constitutions, legislation, decided cases and international human right instruments confirm the fact that pre-grade one education is indeed a legally enforceable fundamental human right to basic education. To this end, there are legal determinants of the provision of pre-grade one learners early childhood development and education. Recommendations were that the State (government) had to take over early childhood education, and that teachers have to be academically and professionally trained and accordingly paid salaries by the Ministry of Education. Because of the above obstacles experienced in rural ECDECCs, pre-grade one learners’ right to education leaves much to be desired. Consequently, it is recommended that the Ministry of Education must, as of necessity, legally take over education of all pre-grade one learners (pre-primary learners) in entirety in order to comply with the provisions of International Human Rights Instruments in general, and Article 20 (1) of the Constitution of Namibia in particular. In addition, in order to ensure promotion, advancement, realisation and fulfilment of the pre-grade one learners’ right to education, the current Namibian Education Act needs to be amended like the South African Schools Act, or a new Early Childhood Development and Education Act has to be promulgated altogether, to specifically and particularly cater for the pre-grade one learners’ right to basic education. This is indispensable because, in the words of Smith (2011: 305): “The value and necessity of education is beyond dispute because education is both a human right in itself and a crucial means of realising other human rights.” The study concluded that early childhood education provision and practice in ECDECCs in rural areas in their current nature and status at the time of conducting this study in Northern Namibia leaves much to be desired. As such, it is not the best possible vehicle for the early childhood development and education provision of pre-grade one education for the five to six years old children in light of their human right to education.
Investigating the vocabulary levels in both Otjiherero (L1) and English (L2) of grade 1 Otjiherero speaking learners in the Khomas education region
(2015) Mutjavikua, Ewaldine U.
The vocabulary levels that children acquire during the early years of development play a significant role in their reading and overall academic success. Reading is perceived as one of the major challenges in Namibian schools. This study investigated the Otjiherero and English vocabulary levels of grade 1 Otjiherero speaking learners in the Khomas region. The researcher also investigated the differences in vocabulary levels for boys and girls. A quantitative research design was employed and participants for the study were selected through purposive criterion sampling. The sample included two schools that offered a two language curriculum, with a total of 97 participants of which 25 were from one school and 72 from the second school. The average age of the sampled learners was 7 years and 5 months. The data was collected using the Peabody Picture Vocabulary Test (PPVT) which is a standardized test. Both descriptive and inferential statistics were used to analyse the data. The main findings for the Otjiherero Vocabulary Age (OVA) and English Vocabulary Age (EVA) were that participants obtained a mean score that was far below their chronological age in both languages. Mean differences between the chronological ages and the vocabulary age for both Otjiherero and English were statistically significant (p<0.05). Participants performed only slightly better in the Otjiherero test than in the English test. No statistically significant differences were found with regard to variables such as school type and sex. Clear trends were established in the study, but further research is required before any final conclusions can be made about the vocabulary acquisition of Otjiherero speaking children. Recommendations were made with regard to further research as well as strategies to improve vocabulary levels of pre-school learners
A study to determine the Afrikaans and English vocabulary levels of Grade One Afrikaans mother tongue learners in Windhoek
(University of Namibia, 2017) Feris, Lorraine Hendrina
Vocabulary is key in the development of language, cognition and academic achievement. Learners, coming from different backgrounds, vary in the amount of vocabulary that they bring to school. Low vocabulary levels may contribute to reading difficulties which, in turn, affect later reading and general school success negatively. Reading is perceived as a major challenge in Namibian schools; therefore, this study investigated the vocabulary levels, as well as the class reading levels, in both Afrikaans first language (L1) and English second language (L2) of Grade One Afrikaans mother tongue learners. The class reading levels were assessed by teachers, who used a five-point assessment scale provided by the Ministry of Education, Sport and Culture. A standardised test, the Peabody Picture Vocabulary Test (PPVT 4) was administered to determine the learners’ vocabulary levels. A quantitative research design was employed and 102 Grade One learners from three different schools in Windhoek were selected through purposive, criterion sampling. A one-sample t-test was used. It determined that there was a significant difference between the mean scores for Afrikaans Vocabulary Age and English Vocabulary Age and the chronological ages of the learners. Learners performed slightly better in the Afrikaans test than in the English test. The chronological age of the learners in the three schools were the same, but differences with regards to Afrikaans and English reading class assessment were observed. Further research is required before any final conclusions can be made about the vocabulary levels of Afrikaans speaking learners. Recommendations pertaining to further research, as well as policy monitoring and evaluation, were made.
A comparative analysis of word problems in six junior primary Mathematics textbooks in Namibia
(2019) Albin, Simon; Von Watzdorf, Anja
In mid-year of 2018, while lecturing on „Solving structured story word problems‟ for developing meanings of the four basic operations to the junior primary student teachers in their second year of the Bachelor Degree of Junior Primary Education at a selected Namibia‟s largest public University, both students and their lecturer of Numeracy Education recognized that the majority of taught story word problems found in junior primary schools‟ textbooks seemed to be of onetothreetypes of word problem structures, while there are actually twenty one word problem structures. This observation led the course lecturer and a student to carry out this research by analyzing the exact types of word problems found in six mathematics textbooks for Namibian junior primary schools currently in use. We analyzed by comparing two series of Grade 1-3 learner‟s books currently in use in Namibia‟s primary schools entitled “Platinum Mathematics” (Alves et al., 2014) and “Solid Foundations” (Burger, 2015) respectively. We analyzed by comparing two series of three textbooks and each series was written by the same authors from Grade 1-3. The literature review suggested that this focus area was under-researched in Namibia, hence its sharp contribution to the body of knowledge in particular the pedagogy of Mathematics. The key findings indicated first, inconsistency of hierarchical inclusion of word problems and second, multiplicative word problems were more (165) than additive word problems (108) translating into 72 multiplication word problems versus 22 word problems for addition in Table 5.1 and 67 multiplication word problems versus 21 word problems for addition as illustrated in table 5.2. The most outstanding finding showed that about 70% (188/273) word problems found in all six learner‟s textbooks were asking students to find the unknown results. This bias surely negatively affects students to reason realistically in Mathematics across the school grades (Ku & Sullivan, 2001) and this is supported by our teaching experience. As per our intuition, word problems and skills developed by solving word problems are the key fundamental reasoning enablers for learners to enjoy Mathematics and solve algebraic related problems in and out of school. Regrettably, this is not happening currently among Namibian learners. The new contribution to the pedagogy of Mathematics of this research study is the findings that indicated that some word problems found in junior primary school learner‟s books are a combination of more than one type of word problems. Hence, there is a need for teachers to ensure effective mastery of 21 word problems for the learners to be able to solve combined word problems.
Challenges to the quality of early childhood education delivery at pre-primary level: A case of five schools in Zambezi region
(University of Namibia, 2020) Mubiana, Gloria Chizimbo
The primary purpose of this study was to document the nature of challenges faced by pre-primary teachers when delivering quality early childhood education at pre-primary schools in the Zambezi Region. The quality of delivery of early childhood education is crucial for the cognitive, emotional, physical and social wellbeing of children (Ministry of Education, Arts, and Culture [MEAC], 2016). The researcher envisaged that a high standard of delivery of early childhood education will potentially equip young children with skills and knowledge that will be important to their success during primary schooling. The study should prove essential for policy makers and other stakeholders to help them deliver early childhood education in pre-primary schools of a high standard in five schools that were purposefully selected for the study. The case study collected qualitative data using face-to-face interviews with pre-primary teachers and junior primary heads of department. Observations were conducted in pre-primary classrooms during the conduct of lessons. In addition, documents were reviewed, which included ministerial documents, journals and newspaper articles, to gather data that could be used to facilitate the improvement of early childhood education in pre-primary schools. The central question posed by the study was: What are the challenges of quality delivery in early childhood education at the selected pre-primary schools? In order to answer this primary question, the following supporting questions were formulated: What are the challenges faced by pre-primary teachers in order to implement a curriculum that will provide quality early childhood education at the five schools in the Zambezi Region of Namibia? How does the classroom environment influence the delivery of quality early childhood education at the five selected pre-primary schools? The findings of the research revealed that several challenges inhibit the quality of delivery of early childhood education at the five pre-primary schools selected for the study in the Zambezi Region. These challenges included: the use of SiLozi as a medium of instruction, a discrepancy between learning objectives as presented in teacher’s manual and in the curriculum, the lack of educational corners, the lack of teaching materials, the lack of recreational facilities and a deficiency in parental involvement in their children’s schooling.
Challenges of teaching Mathematical problem solving skills: A case of Junior schools in Kunene rural-farm schools, namibia
(University of Namibia, 2020) Kleopas, Erastus
The purpose of this study was to assess the challenges experienced by Grade 3 teachers when teaching mathematical problem solving skills in 5 selected rural farm schools in the Kunene region of Namibia. The study adopted a qualitative approach following the case study design in order to elicit the views of Grade 3 teachers and Junior Primary Heads of Department about their experiences of teaching mathematical problem solving skills in rural farm schools. Purposive sampling was used to select 5 public schools which consisted of 5 Grade 3 teachers and 3 HoDs. Participants’ ages ranged between 35-50 years. Both the teachers and the HoD’s were interviewed. Further, the study used an observation schedule as well as document analysis to collect data. A content analysis approach was used to analyse data by categorizing them using a specific coding method. The main findings of this study indicated that the majority of teachers struggled to employ appropriate teaching methods when teaching mathematical problem solving skills to young learners. Identifying key words in the story problems as well as the use of manipulatives were the most common teaching strategies teachers employed when teaching mathematical problem solving skills. Furthermore, the study revealed major challenges which included learners’ poor reading ability, lack of proper teaching materials, lack of support from the Education Regional Office, and lack of pedagogical knowledge. The study recommends that teachers should prepare reading activities that aid the learners in how to identify, understand and implement the terminologies which relate to the operation signs in order to enhance learners’ reading comprehension. Further, the study recommends that the Education Regional Offices should provide Grade 3 teachers with a series of professional development training workshops. All schools in the region should also be supplied with the same, effective teaching materials.
An investigation of the information and communication technology (ICT) integration strategies used by junior primary teachers in teaching phonemes in the Oshana region
(University of Namibia, 2022) Iiyambo, Renathe A
The Namibian government has invested considerable resources in Information and Communication Technology (ICT) development to enhance teaching and learning. Technology is the science or knowledge put into practical use to solve problems or invent useful tools for classroom purposes. The study investigated ICT strategies used by teachers in teaching Phonemes in English and has adopted a qualitative research method or approach. The study comprised of 15 English teachers for junior primary schools in the Oshana Region. Few schools from Oshana region were purposefully selected and took part in the study. A purposeful sampling technique was used to select the teachers for teaching English and that allowed each of the participants to have equal opportunities to participate in the study. The qualitative data was collected by means of in-depth face-to face interviews and questionnaires. The data was analyzed by means of transcribing the data and developing themes. Some major findings showed that teachers working conditions pertaining to ICT use in the teaching and learning need improvement, ICT use is low in some schools due to a lack of professional development courses, support and ICT related resources and more ICT resources need to be deployed to schools to help mitigate this problem. Further, the study suggested better ways to improve the ICT integration strategies for teaching English phonemes such as conducting teacher’s training or workshop on the use of digital tools in education sector for the benefit of all teachers.
Namibian boys' underachievement and under-participation in education
(University of Namibia Press, 2023) Zimba, Roderick F.; Kasanda, Choshi D.; Haihambo, Cynthy K.; Kudumo, Marius; Kapenda, Hileni M.; Neshila, Kashinauua Faustina; Sheyapo, Mirjam
The main purpose of the Namibian boys’ underachievement in education research project was to find out what accounted for the disparity in academic performance between male and female learners/students and what its educational and social-economic implications were. In addition, the study sought to explore factors which influenced Namibian male learners’/students’ underachievement and under-participation in education. Using a pragmatic parallel mixed methods research design, systematic, criterion and case study sampling techniques, we collected data from all 14 Educational Regions of Namibia by administering structured questionnaires to 4659 secondary school learners, 528 secondary school teachers, 182 parents, 122 University lecturers and 807 University and Vocational Training Centre (VTC) students. When collecting qualitative data, we conducted focus group discussions with sampled secondary school learners, secondary school teachers, parents and University students. From document analysis, we ascertained that at the secondary school level, challenges of some boys’ low survival rates, low promotion rates from grade to grade, high failure rates, high school leaving rates, and high dropout rates negatively affected their academic achievement and academic participation in school in all 14 education regions. At the tertiary education level, evidence showed that substantially more female than male students had been enrolled in all public and private Namibian educational institutions for three decades and that in general, during this period, female students had consistently and substantially performed better academically than male students in all tertiary education institutions. In summary, according to sampled learners and sampled teachers, some Namibian boys performed worse than girls because they distracted themselves from school work, withdrew from learning activities, engaged in self-destructive behaviour, believed they could do without education and because they were not interested in education as it was boring to them. In addition, some boys under-participated in education because they dropped out of school, did not take advantage of psychosocial programmes that were organized to promote their participation in education, and did not actively participate in learning activities. All this expressed some boys’ self-imposed exclusion from educational activities organized by schools. According to sampled learners, some boys underachieved in education because they spent less time on academic activities, preferred to work in isolation, were not eager to share academic information, did not care about their academic achievement, and they were less concerned about their future. Furthermore, sampled learners and sampled teachers reported that several parents undermined and sabotaged their sons’ educational achievement during socialization by giving them too much freedom to roam and loiter around aimlessly without restraint while strictly controlling the behaviour and movements of their daughters; allowing their sons to abuse alcohol and drugs, including, in some instances, sharing alcohol with them- alcohol they had easy access to through bars, night clubs, Shebeen outlets and Cuca shops (i.e. small retail shops in rural areas that include the sale of alcohol); not caring about what their sons did and how they spent their time; not giving their sons responsibilities at home to cultivate in them ethics of responsibility, hard work, discipline, commitment, persistence-virtues that promote academic achievement; not being concerned of their sons’ education, welfare, misconduct and misdeeds; and in some regions by criticising, ostracising, ridiculing, shaming and shunning their sons for going to school instead of looking after livestock. Moreover, University lecturers and University and VTC students reported that female students academically performed better than male students who underachieved at tertiary education institutions because they were motivated, worked harder, did not waste time socializing in dysfunctional ways (e.g. abusing alcohol and drugs), participated in learning activities, were collaborative, were willing to learn, were organized, were persistent and they did not easily drop out of universities when faced with difficulties. v We have discussed these and other findings in the rest of the report and made recommendations on how Namibia’s educational policy framework should be reviewed, reoriented, adapted and transformed to cater for the needs of boys who underachieve in education; how schools, teachers, fellow learners, parents, communities, University lecturers, University students and other educational stakeholders should support Namibian boys’ education. At the theoretical level, we have demonstrated how the data from this study could be used at the global, continental, Southern African Development Community (SADC) regional and Namibian national levels to reframe boys’ and girls’ education in a manner that promotes genuine gender parity in education, authentic and balanced social-economic development. We have also proposed that for all this to be implemented, a social cultural and participatory community-based transformation in support of boys’ functional socialization and education should take place in the Namibian society.
Teachers’ experiences in using phonics methods in teaching english reading to junior primary phase in Ohangwena region
(University of Namibia, 2023) Lamek, Julia Dhiginina
The purpose of this study was to explore Junior Primary teachers’ experiences in using all phonics methods in teaching English reading skills. The study addressed two research questions: What are teachers' experiences in using the phonics method when teaching English reading at a Junior Primary phase? and What should be done to improve the use of the phonics method in teaching English reading skills at the Junior Primary phase? The study adopted a qualitative approach following a single case study design. Purposeful sampling was used to select the five teachers teaching English in the Junior Primary phase. Data was collected using semi-structured interviews and non-participant classroom observation. Content analysis was used to analyse the data. The findings of the study revealed that teachers understood phonics as a way of teaching learners the relationship between sounds and letters. The study further revealed that teachers relate their understanding of the concept of reading to the skill of combining sounds and creating the meaning of what has been written. It was also clear from the study findings that teachers use phonics methods to teach English reading skills. They are, however, faced with numerous challenges in teaching English reading skills using the phonics method. Such challenges include a lack of teachers' training, a lack of appropriate teaching materials, the influence of Oshikwanyama as a medium of instruction, and overcrowded classrooms. Based on these challenges, teachers’ training and provision of teaching materials were suggested by teachers as measures to ensure the effective use of phonics in teaching English reading skills at the Junior Primary phase. The study recommends that there is a need for Junior Primary experts to deliver the right English subject content and lay a good foundation if learners are to master early English reading skills. The study further recommends that such teachers (Junior Primary) should prepare various activities and use a variety ii of teaching materials to arouse learners’ interests and enhance early reading. Furthermore, it was recommended that Junior Primary Educational officers frequently provide workshops for the teachers to continuously improve their teaching skills and become more professional in their work
The influence of Silozi as a medium of instruction on literacy in junior primary schools: A case study of four schools in the Zambezi education region
(University of Namibia, 2024) Linosi, Bravo M.
The purpose of this study was to investigate the influence of Silozi as a medium of instruction literacy in junior primary schools through the case study of four primary schools in the Zambezi Region. Although the study was mainly qualitative, it adopted a pragmatic parallel mixed methods design employing both qualitative and quantitative research designs. The following data collection methods were used: questionnaire, observations, and semi-structured interviews. The purpose of using parallel mixed methods was to enable the researcher to collect and concurrently analyse data to gain in-depth information and perspectives on the use of Silozi as a medium of instruction. A total of 29 respondents were chosen for the study: 12 teachers, 4 principals, 1 advisory teacher and 12 parents. Data obtained through questionnaires, observations and semi-structured interviews were triangulated into themes and categories, documented, and interpreted after analysis. The study revealed that the language situation in the Zambezi Region is complex and not cognisant of the region’s linguistic heterogeneity. The study further revealed several factors that influence using Silozi as a medium of instruction which included the differences in the languages spoken at home and the language of classroom instruction, lack of adequate instructional materials, inadequate Silozi reading materials within the school and home environments, lack of proficiency in Silozi for some teachers and learners, negative parental and teacher attitudes towards the use of Silozi as medium of instruction. It was therefore recommended that the Ministry of Education, Arts and Culture should promote the Silozi language among communities in the Zambezi Region, strengthen Silozi as a medium of instruction through teacher training and supporting the development of instructional materials to bridge the gap between the language of classroom instruction and the home language

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