Conference Proceedings (DAES)

Permanent URI for this collection

http://hdl.handle.net/11070/147

Browse

Browsing Conference Proceedings (DAES) by Subject "Education"

Now showing 1 - 3 of 3
  • Thumbnail Image
    Item
    The need for research in Mathematics education in Namibia
    (University of Namibia, 2008) Kapenda, Hileni M.; Kasanda, Choshi D.
    A number of definitions of the term 'research' abound. Hitchcock & Hughes, (1995, p.S) define research to 'systematic inquiry'. This inquiry is characterized by sets of principles, guidelines for procedures and is subject to evaluation in terms of criteria such as validity, reliability and representativeness. According to Cohen, Manion & Morrison (2000, p.3 ), "research is concerned with understanding the world" (in which we live) and "is informed by how we view our world(s), what we take LUlderstanding to be and what we see as the purposes of understanding". It should be pointed out further that research might be viewed as a science requiring logical steps to achieve the goal or as a subject of study whereby individuals teach, the concepts related to research as a subject in its own right. That is as a product or the process or as a subject.
  • Thumbnail Image
    Item
    Promoting regional collaboration in research in Mathematics, Science and Technology in education Southern Africa
    (SAARMSTE, 2001) Kapenda, Hileni M.
    The Ministry of Basic Education and Culture in conjunction with the University of Namibia and the European Union introduced the Mathematics and Science Teacher Extension Programme (MASTEP) at the University of Namibia in 1999. This programme recruits qualified junior secondary mathematics and science teachers. The focus of the programme is among other things, on strengthening content knowledge of MASTEP teachers, in order to enable them to teach effectively at the senior secondary level. According to a needs assessment that was carried out prior to the implementation of the programme, subject content should take high priority. Some of the major concerns for emphasizing the improvement of teachers· understanding of content included the lack of discussion and identification of common student misconceptions or mistakes, and content misunderstanding on the part of the teacher.
  • Thumbnail Image
    Item
    Teacher education in Africa
    (University of Namibia, 2004) Kasanda, Choshi D.
    In the majority of African countries on attainment of political independence after decades of colonialism found themselves with few (if any) adequately educated and prepared persons to carry on the task of developing their new state economically. Namibia was no exception. Indeed at independence in 1990, Namibia found herself in the same position as other African countries, with a poorly trained or untrained cadre of schoolteachers in almost all subject areas. The building of more schools and the training of more schoolteachers for the majority of the previously colonized people was a must for these African countries. The general population saw education as a passport for a better life and their right. Therefore teacher education had to be emphasized to cope with the increased demand for education. Accordingly, teacher education was one of the priority areas of these independent countries in order to develop the necessary human resources and to develop economically. Education brought about a higher personal status and quality of life.