Masters Degrees (DLLCE)

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An analysis of students’ and lecturers’ experiences of learning and teaching mathematics education online: A case of the University of Namibia, Khomasdal campus
(University of Namibia, 2025) Theofilus, Hilda Inamumvulwa; Neshila, F. K.
This study analysed the online learning and teaching experiences of Mathematics Education modules from the perspective of both students and lecturers at the University of Namibia, Khomasdal Campus. The study adopted the concepts of the Technology Acceptance Model (TAM) and the Unified Theory of Acceptance and Use of Technology (UTAUT) to construct the conceptual framework. The conceptual framework was used to understand students’ and lecturers’ viewpoints on embracing technology during the online learning and teaching of Mathematics Education. Equally, the study adopted a qualitative case study design. Participants of this study comprised two undergraduate Mathematics Education course lecturers, ten third-year students, and eight fourth-year students studying towards a Bachelor of Education with Mathematics Education as one of their majors, who were taught online in 2021. The participants were purposively and conveniently selected as information-rich sources. Data was collected using semi-structured, face-to-face interviews, which were thematically analysed. The findings of the study revealed that students and lecturers had positive and negative experiences while learning and teaching Mathematics Education online. The positive experiences include flexibility and convenience in terms of time and place, access to resources, personalised learning, and responsibility and accountability for one’s learning. The negative experiences include a lack of technological tools; internet connection issues; issues with the learning management system (LMS); insufficient internet data bundles; psychological challenges; lack of support from lecturers; academic dishonesty, and unconducive home environments for learning. Based on the findings, this study recommends that UNAM upgrades the LMS server so as to accommodate all lecturers teaching online simultaneously. In addition, the university should provide continuous professional development for lecturers and train both students and lecturers on learning and teaching online Further, the study recommends that UNAM provides both students and lecturers with appropriate technological devices, unlimited data bundles, and space for students to attend online classes. Finally, the study recommended that lecturers should record lessons, create online breakout rooms for student collaborations, and high schools should introduce a compulsory digital literacy subject
An analysis of teachers‟ exemplary instructional strategies in relation to NSSCO learners‟ learning difficulties in solving algebraic equations in Omaruru circuit
(University of Namibia, 2025) Lumeta, Beath A.; Kandjeo-Marenga Hedwigh U.
This study analysed teachers‟ exemplary instructional strategies in relation to NSSCO learners‟ learning difficulties in solving Algebraic equations in Omaruru Circuit, Erongo Educational Region, Namibia. This study used Cognitive Constructivism Theory as its theoretical underpinnings. The study applied a convergent mixed method, QUAN and QUAL, approach, using a quasi-experimental design and an existential phenomenology design to identify learners‟ learning difficulties in Algebra as well as the instructional strategies employed by teachers to assist those learners. One public school was purposively sampled, and one private school was automatically selected for study. Data collection instruments include pre tests and posts. The participants were two National Senior Secondary Certificate Ordinary (NSSCO) Mathematics teachers and 36 grade 10 learners. The data collected from pre-tests and post-tests were analysed quantitatively and the two proposed hypotheses were tested using the t-test at α = 0.05 method of analysis while the data from observations were descriptively analysed. The study‟s findings revealed the following: (1) Learners have more difficulties in word problems, factorizing, LCM, binomial expansion, reciprocal and inequality direction among all the other difficulties identified. (2) Watching videos assisted learners with learning difficulties in Algebra than peer teaching and group discussion. (3) The t (stat) = 2.56 is more than t (critical) = 2.04 and this reject the null hypothesis. This indicates that there is a significant difference in the mean scores of learners taught using exemplary instructional strategies and learners taught using traditional methods. Learners taught using exemplary instructional strategies performed better than those taught using the traditional methods. The study recommends that teachers must use instructional strategies that allow learners to actively participate in their learning such as peer teaching, group discussions and allow them watch educational videos since these strategies enhance learners‟ interest in learning. Hence, Educational regions should organize numerous Mathematics workshops, so that teachers meet, discuss and share exemplary instructional strategies which are ideal for teaching Algebra
The appropriateness of the girl-child initiation training in the Zambezi region of Namibia
(University of Namibia, 2022) Muchali, Mascot Bakunupi
The study sought to investigate the appropriateness of the conditions during the girl-child initiation training that is hardly documented. This study was conducted in the Zambezi Region in Namibia as the practice of girl-child initiation training is common in that region. This study was guided by the three objectives namely to (1) identify activities performed during girl-child initiation training (2) investigate the appropriateness of the conditions during the girl-child initiation training activities and (3) suggest measures that can help improve the conditions during the girl-child initiation training activities in the Zambezi Region of Namibia The study adopted a qualitative approach methodology to enable the researcher to seek and explore diverse human experiences, feelings, views and subjective positions. That was done by using a combination of case studies or multiple cases and narrative research design. The multiple cases is a design known as collective case studies selected to provide insights into the issues or theme which in this study is the girl-child initiation training activities and conditions supported by exploratory research design. Case studies are very useful to explore topics where there is little knowledge or understanding. The population of the study consisted of initiates (Kumwale), parents of the initiates, mentors and village headmen/women (Induna) from four constituencies in the Zambezi Region. Data were collected through in-depth interviews and then analysed using content analysis. Study findings revealed that there are some common misconceptions about the activities that are done during the initiation trainings. The conditions for the period of the training are also negatively labelled and believed to be leading a girl-child to early girl marriage. The findings attested to the opposite. Instead it was found that girl-child initiation training activities aimed at moulding young girls into womanhood and to encourage them to marry at the appropriate age. The initiation activities involved, making traditional meals, home chores, weaving baskets, making clay pots and being oriented to the role of women in the society. In addition to women roles, they were introduced to the women taboos, local culture, and practices. The study further found out that the initiation training is highly valued by the locals. It is perceived that the girl-child that has not undergone the initiation training is lacking. Study findings alluded to the fact that initiates earn a great respect from the locals by being accepted in the community as women after graduating. They are further perceived as having been equipped with survival skills as they would have learned to use their hands and even make a living by selling their handmade products. The skills imparted during the initiation training are very important for cultural practices and it is believed that they empower the girl-child for the new roles in the society. The study recommends institutionalisation of the girl-child initiation training into the indigenous local education systems. It further recommends recognised formal structures to replace the informal and non-formal ways of initiation training. The study also suggests that the activities and conditions performed during the initiation trainings should be documented for replication and for improvement where necessary. Further studies were also recommended for comparative studies between other regional practices or impact evaluations of the initiation graduates.
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.
Caregivers'barriers to sustainable utilization of income generating funds for orphans and vulnerable children in the Oshikoto region of Namibia
(2020) Himulayi, Wilhelmine Naukalemo
Globally, the concept of ―home-based caregivers‖ have mostly been used in the health sector to describe those caregivers that support the elderly people, the disabled, orphans and vulnerable children (OVC) as well as the HIV/AIDS and TB affected patients in hospitals and communities. In Namibia, the need for empowering the OVC is anchored in Namibia‘s long-term and midterm developmental plans such as Vision 2030, Harambee Prosperity Plan, National Development Plans (NDPs) and the Sustainable Development Goals (SDGs). The aim of this study was to explore the caregivers‘ barriers to sustainable utilization of income-generating funds for orphans and vulnerable children in Oshikoto Region, Namibia. The study addressed two research questions, namely: what are the caregivers‘ barriers to sustainable utilization of income-generating funds for orphans and vulnerable children in the Oshikoto Regions of Namibia; what strategies could be employed to address the caregivers‘ barriers to sustainable utilization of income-generating funds for orphans and vulnerable children in Oshikoto Region, Namibia. The study employed a qualitative approach because it allowed the researcher to explore and better understand the complexity of a phenomenon under investigation. The target population of this study was all funded home-based caregivers‘ and Income Generation Activities (IGA) trainers in Oshikoto Region who have participated in the Ministry of Gender Equality and Child Welfare (MGECW) Income Generation Support Programme between 2007-2017. Cluster sampling was used to select a sample from thirteen regional constituencies. A mixture of semi-structured and open-ended questions helped the researcher to elicit information regarding participants‘ perceptions, experiences and feelings on barriers that hinder them from using the Income-Generation Fund sustainably. The data collected from the participants was analyzed following an inductive analytical process by extracting themes and categories that emerged from the data. The findings of the study revealed how IGA funds improved the livelihood of beneficiaries in Oshikoto Region. It appears that the funds provided amongst others, the following support for families and dependents: self-reliance, ability to buy food, school uniforms and the ability to pay schools fees and basic services. However, there were negative perceptions of the IGA. It seems that some beneficiaries did not find the IGA funds useful. 65 % of the participants explained that IGA funds were inadequate in terms of materials needed to start the projects while others asserted that their projects closed down because the IGA funds were not sufficient. The barriers that hinder the sustainable utilization of income-generating funds for OVC in Oshikoto Region are: lack of marketing; high competition; lack of initiatives; lack of self-driving effort; withdrawal from the group projects; lack of transport; lack of space for business operations; lack of capacity building opportunities; lack of start-up capital and lack of support for local products. The caregivers‘ views regarding the strategies that could be employed to address the barriers to sustainable utilization of income-generating funds for OVC in the Oshikoto Region concern the presence of control of duplication of services in one locality, the need for education and training, the introduction of mentorship programmes and funding agricultural activities. Caregivers also highlighted the need for on-going monitoring of projects, provision of incubators, value addition and review funding and need to fund renewable energy projects. The study concluded with recommendations aligned to the transformative paradigms and Asset-Based Community Development (ABCD) approach due to its focus on the need to change the status quo of IGA beneficiaries through the provision of educational opportunities.
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.
Challenges experienced in English language by learners and promoters of adult upper primary education programme in Khomas region, Namibia
(University of Namibia, 2025) Odunlami, Aune Hambeleleni; Hamunyela, Miriam
The lack of acceptable fluency in speaking, reading, and writing of the English language among adult learners, at the Adult Upper Primary Education level of the National Literacy Programme in Namibia poses a significant challenge. This study explored the challenges experienced by promoters and learners at the AUPE level of the NLPN, in the Khomas Region, in teaching and learning the English language, respectively. By employing a phenomenological design of the qualitative approach, the data was collected through interviews and observation techniques. Three (3) promoters and six (6) adult learners were purposively sampled and interviewed, and classroom observation of three (3) promoters’ teaching English language was conducted after the interviews. Through the content analysis, the interview data revealed that although promoters were motivated by the love of working with adults, their practice was challenged by a lack of permanent teaching centres, outdated teaching materials, and some learners tend to be slow to understand the lesson, making it a challenge for the promoter to move on within the limited time. Another challenge is the stringent recruitment policy of a minimum of fifteen (15) adult learners per class, which is difficult to attain and sustain, as well as limited support from the Directorate of Adult Education (DAE). Nevertheless, the observation data indicated that promoters employed various effective techniques such as lectures, question and answer, incorporation of translation and practical activities in lessons to promote learners’ learning of the English language. The findings shed light on the difficulties experienced by learners related to reading comprehension, listening skills, grammar usage, spelling, pronunciation, and sentence construction. External factors such as work schedules and limited class time further hindered learners’ English language learning
The contribution of social movements in the construction of social justice education. A Namibian case for selected social movements research
(University of Namibia, 2022) Fredericks, Basil Edward
Social movements are important participants in social production and transformation. They are the expressions of the contradictions and hierarchies of the society in which they live. Since the late 19th century, dozens of social movements have affected the life and politics of citizens. Social movements fill the void where the state is unable or unwilling to act for the benefit of its members. It allows us to understand power, state and social movements. Civil society organizations improve the formulation, implementation and supervision of government policies. The research used a qualitative research methodology that employed open semi-structured interviews and document analysis to gain insights into social movements and their contribution to the citizenry. This in-depth way of data collection allowed the researcher to delve into the views, opinions, understanding, and feelings of people who have experienced or are experiencing situations of interest. Amongst many, key findings, this study unearthed the promotion of social justice, empowerment and strengthening the capacity of all segments of social movements to increase their level of participation in developing and implementing society. Following an in-depth analysis of the research results, social movements must work with communities and encourage radical education to foster equality amongst the powerless. It is recommended that social justice education needs to be holistic and that the combination of learning elements should be effective in line with social justice education. Further research in the area of social movements that are linked to the construction of social justice education in communities through a comparative study to determine similarities and differences amongst respondents concerning social justice education is recommended.
The contribution of the resettlement programme on sustainable livelihoods of small - scale commercial farmers in Mariental rural constituency of the Hardap region, Namibia
(University of Namibia, 2019) Ngavetene, Jefta Vatuna
At independence, Namibia was confronted with a skewed land tenure system where the minority owned vast productive land (Juach et al., 2013). To avoid losing land to dominant locals and rich occupants the government established the Ministry of Lands and Resettlement to be responsible for the process of land reform and resettlement. As a result, the resettlement programme was established to assist in addressing social injustices and to improve the lives of those who are encircled by poverty. A resettlement programme is a developmental approach aimed at the alleviation of poverty and to uplift people’s livelihoods. This study investigated the contribution of Land Reform and Resettlement Programme (LRRP) on sustainable livelihoods of small-scale livestock commercial farmers in the Mariental Rural Constituency of Hardap Region. The study used a case study design of the qualitative approach to capture the reality of the small-scale livestock commercial farmers’ lived experiences of and thoughts about the resettlement programme, its intended purpose and benefits to them. The study revealed that the programme beneficiaries have managed to accumulate assets they did not have before they were resettled. The researcher assessed the lives of resettled farmers and remarkable improvement was observed and tangible assets were evident. In terms of natural assets, the study findings have shown that all beneficiaries have access to land to do their farming and improve their livelihoods. Despite these successes, the programme beneficiaries are faced with numerous challenges such as small farm sizes, drought and lack of sufficient rainfall, poor infrastructure and lack of knowledge, skills and post-settlement support. In light of these findings, beneficiaries suggested possible solutions that could have a role in strengthening their livelihoods at present and in the future. Pre and post settlement support, training and orientation are very important elements to the success of resettlement programmes in this country. Furthermore, financial support or start-up capital to buy livestock should be availed immediately after the resettlement process as this will enable the beneficiary to start farming immediately.
Effect of a multi-modal approach on developing number sense in Grade 8 learners in Ncamagoro circuit, Kavango West region
(University of Namibia, 2025) Moses, Kahuli; Miranda, Helena
Persistent poor performance in Mathematics among learners in rural Namibian schools, particularly in the Ncamagoro Circuit of the Kavango West Region, has been relatively attributed to the use of traditional teaching methods that fail to support number sense development. This study investigated the effects of a multimodal approach on the development of number sense in Grade 8 learners. It was guided by two research questions: “1. What are the effects of a multimodal approach on the development of number sense in Grade 8 learners? 2. How does the multimodal approach affect Grade 8 learners’ retention of numerical concepts?" While previous studies in Namibia have examined number sense in the early phase, senior grades and among pre-service teachers, limited research has focused on junior secondary learners, particularly Grade 8, using experimental designs. The purpose of this study was to determine whether a multimodal approach, incorporating visual, auditory, and kinaesthetic modes, could offer a more effective alternative to traditional methods. A quasi-experimental design was used, involving a total population sample of 60 learners from two schools, with one group receiving multimodal instruction and the other taught using traditional approaches. To determine the learner’s entry level of number sense before the intervention, a pre-test was given to both groups. A post-test that contained identical content as the pre-test was then administered to both groups again to measure the effects of the instructional approach after intervention. Quantitative data collected through pre-tests, post-tests, and follow-up assessments were analysed using t-tests and one-way repeated measures ANOVA. The experimental group performed better than the control group at every assessment point, according to the results, suggesting that the multimodal approach greatly enhanced both number sense development and long-term retention. This indicates that the multimodal approach effectively strengthened learners’ understanding and retention of number concepts. The findings suggest that multimodal teaching has significant ability to improve Mathematics learning outcomes in under-resourced, rural educational settings such as that of the two schools in the Ncamagoro circuit, Kavango West Region
Effects of income-generating training on development of business skills in the Ohangwena region, Namibia
(University of Namibia, 2025) Shafohamba, Elizabeth Ndelitungapo; Shihomeka, Sadrag Panduleni
The study assessed the effects of Income-Generating Training Development of Business Skills in the Ohangwena Region, Namibia. The study was guided by the following objectives: To determine the effect of income-generating skills development training on the productivity and quality of work for the beneficiaries, to assess how income generating skills development training has improved the business competencies of beneficiaries’ business skills, to evaluate the quality of the training content offered by Ministry of Gender, Equality and Poverty Eradication and to identify monitoring strategies for management to ensure funded businesses in the Ohangwena, Namibia are sustained. The study made use of a semi-structured interview guide and a focus group discussion to assess the effects of income-generating skills development training on the beneficiaries’ business skills. Quarterly assessments were used to assess the changes attributed to the skills training intervention, by looking at the outcomes of beneficiaries who received the training between 2015 and 2017. The findings highlighted that from 2015 to 2017, the income-generating skills development training provided by the Ministry of Poverty Eradication and Social Welfare and development partners had a positive impact on the beneficiaries’ business skills. The study also brought to light the most highlighted themes on the effects of income-generating skills development training, such as increased productivity and quality of work, motivation, increased financial management, self reliance, innovation and creativity, empowerment, and good business reputation of training recommendations include expanding the training duration, investing adequate funds into the training, and using other platforms such as radio to share the experience with other business counterparts in various regions. Moreover, there is a need for more improvement in the trainers ‘training capacities
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.
Ethnomathematics: An exploration of the mathematics embedded in basket making by Aawambo women in the Oshana region, Namibia
(University of Namibia, 2024) Shimwandi, Ruusa Ndeutenge; Ngololo, Elizabeth
The practice of ethnomathematics has been deeply embedded in the tradition of ethnic groups but its concepts remain untapped in the teaching of Mathematics in schools. In the Namibian context, it seems that curricula are still rooted in colonial policy with little or no integration of indigenous knowledge (IK) in schools. Although the Namibian National Curriculum for Basic Education (Namibia Ministry of Education Art and Culture, 2016) claims that it “embraces traditional knowledge” it does not specify how. It is against this background that the current study focuses on the Mathematics embedded in basket making by Aawambo women in the Oshana Region, Namibia, particularly identifying the mathematical content at the junior secondary level that is applicable. The study examines how Mathematics teachers can integrate geometrical constructs of basket-making into the teaching and learning process of Mathematics. Employing Vygotsky’s Socio-Cultural Theory as an analytical lens, I used an ethnographic research design that enables the development of a deeper understanding of how people make sense of the contexts in which they live and to generate data from interviews, observations and artefacts. I selected participants purposively to meet the objectives of the study and took a thematic approach to generate common sub-themes which I combined to form themes. The findings from a Focus Group Discussion with teachers revealed that basket weavers used various methods to form geometrical terms and relationships, geometrical shapes, geometrical transformation and symmetry. Workshop was an apt approach for training teachers in integration of IK. Recommendations based on the findings include training ii Mathematics teachers on the co-development of lesson plans to integrate ethnomathematics in the school curriculum
Exploring teachers’ use of audio-visual aids in teaching English-speaking skills to junior primary learners: A case study of Ohangwena Circuit
(University of Namibia, 2025) Shikongo, Martha Eeno P.; Hengari, Job U.
The purpose of this study was to explore the teachers’ use of audio-visual aids in improving English-speaking skills among junior primary school learners at two schools in the Ohangwena Region. The study applied a qualitative approach with a case study as a design. Two schools were purposefully sampled, and six grade three teachers within the age range of 30- 58 years participated in the study. The study used interviews and observations as data collection methods. The data were analysed using thematic analysis. The main findings of this study indicated that most of the teachers used audio-visual aids when teaching English speaking skills and that most of the participants used audio-visual aids by showing and telling learners what they saw and heard. Teachers employed audio-visual aids to play poems and rhymes, motivating learners to recite and repeat them. Based on observation and interview results, audio-visual aids helped teachers produce audio-visual aids for learners to listen, imitate, and act out, improving their English-speaking skills. The study also revealed that junior primary teachers viewed the use of audio-visual aids as a very significant teaching aid in improving junior primary learners' English speaking skills as it stimulates learners’ interest to learn as well as boosts learners’ concentration, improves learners speaking skills and ultimately, boosts learners’ speaking confidence. Further, the study revealed that junior primary teachers experience some challenges when using audio visual aids such as poor network coverage, poor classroom management, and lack of skills in utilising the available audio-visual, as well as resources in availability. The study recommends that the Ministry of Education hold in-service audio-visual aid training workshops for junior teachers to have knowledge and skills on how to use audio-visual aids and encourage teachers to use audio-visual aids. The Ministry of Education should provide schools with audio-visual aids for teachers to use when teaching English speaking skills
Factors preventing participation of men in community development projects in Okatana constituency in the Oshana region, Namibia
(University of Namibia, 2020) Ndunge, Fransina-Ndapandula
Community participation lies at the heart of developmental programmes and policies. Unfortunately, the literature proves that many community development projects fail due to low community participation. In Namibia, the issue of low community participation is particularly associated with men distancing themselves from community projects. This study aimed at investigating underlying factors preventing participation of men in community development projects with special reference to the Okatana constituency in the Oshana region, Namibia. A phenomenological research design was used to explore participants’ experiences and perceptions of and about factors preventing participation of men in community development projects. Phenomenological design was also used to elicit meanings which participants attached to events such as those of full participation, withdrawal and non- participation in community projects. The researcher employed a semi-structured self-developed interview guide to collect data from participants. The population of this study was men and women in the Oshana region. A criterion-purposive sampling procedure was employed to select a total sample of 18 participants from four villages: Ekamba, Andambo-Mbali, Omahahi and Eshongo Respectively. A thematic content analysis technique was used to analyse data collected. The findings of the study were grouped into four main categories; Factors preventing participation of men in community development projects; Motivation for community participation; Benefits of equal community participation and Strategies to improve men’s participation in projects. The findings of this study indicated that factors preventing participation of men in community projects include socio-cultural and political barriers, as well as structural and administrative barriers. Findings further revealed that community members were motivated by certain society and project related attributes which propels participation in projects. It was also found that community members were aware of the benefit that comes with equal participation of men and women in projects. The study suggested a number of strategies which could be employed to promote community participation in projects. It is recommended that development practitioners strengthen community education to create awareness of community projects. Participants also strongly recommended improvement of service delivery with a particular emphasis on resource allocation. Moreover, a recommendation for involving traditional leaders in identification as well as monitoring and evaluation of projects was made. Finally, the study recommends that replicating the same study in other regions could allow unique and varying findings across the entire country.
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.
The influence of social media on civic engagement and democracy among the youth in the Omaruru constituency of Namibia
(University of Namibia, 2023) Shoopala, Petrus S.
The aim of this study was to explore the influence of social media on civic engagement and democracy among the youth in the Omaruru Constituency of Namibia. The study employed qualitative research design with purposive and snowball sampling methods to select the participants. The findings reveal that social media is influential in the domain of civic engagement. It is also shown that land availability, youth empowerment, gender-based violence, unemployment, and high crime rate, entertainment and retail business draw the attention of the youth on social media. The youth participants prefer to use social media to express their views and opinions instead of addressing relevant authorities because of fear of prosecution and because social media helps the users to reach a wider audience. It seems that the main stream media has been monopolised by the government to limit freedom of expression and accessibility to the youth. The youth have diverging perspectives with regard to the impact that social media has had on the community in Omaruru Constituency as some youth believe that the use of social media had indeed made a tangible impact, while other were unsure as to whether social media has had an impact on the community of Omaruru Constituency or not. Moreover, the study revealed that mainstream media has been monopolised and is controlled by the Government to limit freedom of expression and accessibility to the youth. The youth urged the Government to consider using social media as a platform to engage them because social media promotes civic engagement through social dialogue, not just be between government institutions, and elected government officials but with the public especially the youth that use Facebook. The recommendations target the government, the youth and the community emphasising on the need for law or policy to engage community members and youth without fear of intimidation. Further studies should be undertaken regarding other regions of Namibia, and future research should examine and distinguish the causal relationship between online and offline participation in the public discourse for civic engagement among the youth.
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.
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.
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.

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