Department of Applied Educational Sciences

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A systematic review on the fourth industrial revolution: African basic schools' readiness
(Jurnal Bidang Pendidikan Dasar, 2023) Awodiji, Omotayo Adewale; Katjiteo, Ancia
This systematic review's primary goal is to determine how prepared African basic schools are for implementing 4IR tools and how well-versed in 4IR the teachers in African basic schools are. A systematic review approach was adopted. Data base such as Johannesburg e-library, ProQuest, and Google scholar was used to search for relevant study used. It was determined that the findings were valid and rigourous through the use of PRISMA. Out 106,859 resource generated, the review included 18 studies that met the inclusion and exclusion criteria. The study highlights the necessity for African basic schools to enhance their preparedness for the Fourth Industrial Revolution (4IR). Funding is crucial to provide the necessary 4IR infrastructures, suggesting the allocation of resources by the African government for procurement and deployment of 4IR tools. Additionally, implementing a program to train teachers and school leaders in 4IR technologies is recommended to enhance their capabilities
Academic challenges faced by learners with visual impairments at two inclusive education secondary schools in Namibia
(University of Namibia, 2022) Ampweya, Selma Namutenja
This qualitative case study explored the academic challenges facing learners with visual impairments (LWVI) in two inclusive secondary schools in Namibia. Purposive and convenient sampling were used to select two secondary schools and 11 participants (eight LWVI and three support teachers). The research instruments were semi-structured interviews and observation schedules, supported by still pictures. Data were analyzed using case-oriented qualitative content analysis. The data were presented in the form of a report. The findings indicate that LWVI are faced with multiple challenges. The study also shows that school infrastructure is not conducive for LWVI and that these learners are not fully included academically in mainstream secondary schools due to the lack of learning materials. LWVI are not enabled to do subjects such as Mathematics, Accounting, Geography, and Physical Science because teachers are not trained to teach graphs and mathematical formulae in braille to LWVI. Apart from this LWVI are unable to use computers during Information Communication and Technology (ICT) lessons due to a lack of computer programmes that support the teaching and learning of persons with visual impairments. In addition, LWVI are not fully integrated into the classroom because the teacher-learner ratio is too high for their teachers to attend to every learner. Teachers are unable to modify their teaching methods to accommodate LWVI. Lack of support from parents and other stakeholders in education is another challenge for LWVI. The researcher thus recommends that the Ministry of Education, Arts and Culture should restructure school buildings to accommodate LWVI. The Ministry should also provide professional development for Mathematics, Geography, Accounting, and Physical Science teachers to use available information and communication technologies to enable them to teach these subjects to LWVI. Schools should also buy computer programmes that support the teaching of LWVI.
Academic resilience in Mathematics amongst at-risk Grade 10 learners in Namibia: A phenomenology study
(University of Namibia, 2018) Neshila, Kashinauua Faustina
Demands for technical and scientific expertise in many countries including Namibia made the Namibian government emphasise the need for effective teaching of mathematics and science in schools to enable learners to excel in these subjects. Despite that, school failure at Grade 10 level remains a challenge in Namibia. Learners continue to perform poorly, especially in mathematics over the past years. One intriguing manifestation of this record of performance is that there are some learners who may be considered to be at risk of school failure yet they excel in mathematics. These are learners of a low social economic status, who come from poverty-stricken families and communities ravaged by crime, violence, parental unemployment and substance abuse, just to mention a few. The focal point of this study is to understand the conceptual, experiential and practical ramifications of resilience displayed by such learners. Thus, a study on protective factors which contribute to academic resilience in mathematics might provide a stepping stone to success in learning mathematics and to the development of a subject/section in the school curriculum to foster academic resilience amongst Namibian learners. A phenomenological research methodology was chosen with the aim of describing the lived experiences of those Grade 10 learners who are at risk of school failure yet have resilient outcomes in mathematics. A sample of eight learners who obtained a B grade/symbol or better in mathematics in the national Grade 10 formal examinations in 2014; and were considered at-risk of school failure; were selected with the help of their mathematics and life skills teachers. The research participants were interviewed using a three-phase approach. The standardised open-ended interview in the first phase focused on the context of the participants’ experience with resilience. In the second phase the participants were asked to describe details of their lived experiences of resilience in the school context. Lastly in the third phase participants were encouraged to reflect on the meaning of their experiences of resilience. The interviews were audio-recorded and transcribed. The transcripts were analysed thematically to identify core commonalities and meanings. The results of this study have provided evidence that academic resilience in mathematics was displayed through the strong social bonds learners shared with both adults and peers/friends who promoted their desire to participate in the life of school and to achieve. Furthermore, findings showed that the context in which learners had/have to learn mathematics was best described as not being favourable for learning mathematics. Most of the participants were orphans born to un-educated/under-educated parents and lived in crowded homes in poverty-stricken neighbourhoods. These neighbourhoods were characterised by a high number of cuca shops/bars which emitted so much noise that it was challenging for the learners to study at home. Learners reported exposure to violence, alcohol and substance abuse in their streets. In addition, owing to low levels of parental education they receive/d little or no family support with their learning of mathematics; consequently, their home background failed to provide them with role models in mathematics. Instead, some of the participants live/lived with siblings who dropped out of school, parents who failed grade 10 and peers who disliked mathematics. These participants relied on their own self-determination, self-efficacy, self-help and optimism for learning mathematics. Because of these qualities learners were able to adapt to the challenges in their environment and achieve good results in mathematics. Bearing of these findings in mind the study developed a theoretical model for promoting academic resilience in mathematics herein referred to as the triple I (I-I-I) model for promoting academic resilience in mathematics through the perspective of the learner informed by the learners’ lived experiences of the phenomenon. The study provided some suggestions which if implemented might enable learners from disadvantaged backgrounds to succeed in mathematics. It is recommended that the Ministry of Education should revise the life skills syllabus to add a section aimed at promoting academic resilience. Another suggestion is that parents should be encouraged by school principals and teachers to show interest in their children’s education. For example, schools should also inform parents about school activities through the local media such as local radio stations. Schools should strengthen the parents’ relationship with the school through the school board and encourage parents to attend school meetings by highlighting the importance of parental attendance to the learners.
Academic writing in English: Challenges experienced by Bachelor of Education primary level students at the University of Namibia, Katima Mulilo campus
(University of Namibia, 2016) Mutimani, Molly M.
This study investigated the academic writing challenges experienced by Bachelor of Education undergraduate students in using English at the University of Namibia, Katima Mulilo Campus. The study focused on the following research questions: what challenges did students face in academic writing at this campus? What were the students’ and lecturers’ perceptions of the possible causes of these academic writing challenges; were there any differences in writing challenges faced according to gender and the students’ year of study and what were the possible intervention strategies that could be used to improve students’ academic writing skills? The study used mixed methods, explanatory and sequential designs. The participants comprised 40 first year, 40 second year and 33 third year students, as well as 20 lecturers of the 2013 academic year. Questionnaires, semi-structured, individual interviews and previously marked student essays were employed as data collection instruments. The data analysis included statistical analysis of the two questionnaires, a thematic analysis of students and lecturers’ interview data and an integrative analysis that involved continuously checking back and forth between quantitative and qualitative findings. Although students were taught academic writing in a university core module, the findings of this study showed that they still faced various academic writing challenges. The data revealed that the academic writing challenges of students in the study were consequences of their linguistic and general literacy backgrounds, their attitudes toward academic writing and the privileging of middle-class literacy practices in Namibian higher education. To mitigate these challenges, this study recommends the following strategies: the integration of academic literacies in the curricula of all disciplines, the promotion of multimodal teaching strategies and assessment, as well as collaboration between language lecturers and core course specialists. It also recommends intensive academic reading and writing workshops, as well as increased formative feedback.
Active learner participation: A study of the basic education teacher diploma in-service training teachers' classroom practice in the Ondangwa West & East educational regions
(2002) Amutenya, Martha N.
The purpose of this study was to find out whether Basic Education Teacher Diploma In service Training (BETD INSET) graduate teachers practiced and encouraged active learner participation in their classrooms. Further, the study attempted to find out the factors that might be hindering active participation of learners in the instructional process. Two research approaches were used to collect data, namely interviews and observations of the BETD INSET graduate teachers’ classroom practice with respect to active learner participation. The purpose of interviews was to solicit the views, experiences and practices of the BETD INSET teachers regarding active learner participation in their classes. In addition, three lessons of each of the 15 BETD INSET teachers were observed. Classroom observation provided the researcher with the opportunity to actually observe how the teachers practiced active learner involvement and the class interactions during the instructional process. The frequency tables were used to analyze the data collected. From the results of this study, it seems that the BETD INSET programme has positive effects on the teachers’ practice in the classroom. It seems as if the teachers have changed their teaching methods as required by the new teaching philosophy, namely Learner Centered Education (LCE) in Namibian schools that promotes active learner participation. The discussion method was observed as a common teaching method used by the BETD INSET teachers in their classrooms. Discovery and experiential methods were practiced less by 40 % in the BETD INSET teachers’ classrooms. The results also indicated that the learners’ role had changed from passive receivers to knowledge constructors. To a large extent, 7 0% of the learners made contributions to the class discussion by answering and asking the teacher questions. However to a lesser extent, 30% of the learners formulated concepts and learned by doing. It was also found that various factors hindered the practice of active learner participation in the BETD INSET teachers’ classes such as: -- Language problems experienced by some learners -- Classes lack of enough textbooks and other teaching and learning facilities; -- Shyness among learners; -- Automatic promotion from grade to grade; -- Very large classes sizes; and -- Poor involvement of parents in the education of their children. The study recommends that the BETD In service programme be continued until all other teachers who have got other qualifications other than the BETD certificate are catered for in order to enable them practice active learner participation in their classes.
An analysis of relationship between research, innovation, and teaching in higher education in readiness for the 4IR
(University of Namibia, 2023-11-26) Mbangula, Daniel K.
The presentation is about the relationship between research, innovation, and teaching in higher education in preparation for the Fourth Industrial Revolution (4IR).
An analysis on the challenges influencing the teaching of physical education in secondary schools in Lüderitz, Namibia
(University of Namibia, 2024) Ngolo, Stefanus E.
The primary purpose and aim of this study were to investigate the factors influencing the teaching of Physical Education (PE) in secondary schools in Lüderitz, //Kharas Region, Namibia. The study provided answers to the following research questions: What are the challenges that influence the teaching of PE in secondary schools in Lüderitz Namibia? What are the possible solutions to the challenges affecting the teaching of PE in secondary schools in Lüderitz, Namibia? Literature was reviewed by linking to the challenges influencing the teaching of PE in secondary schools, and a survey research strategy was used. Three research instruments were used in the collection of data; these instruments were open-ended and closed-ended questionnaires and observation schedules. A total of 100 learners, six (6) teachers, two (2) heads of departments and two (2) principals from two (2) schools participated in the study. All participants completed open-ended and closed ended questionnaires. In addition, observation notes were also used to collect data. From the results obtained, the study revealed that there are challenges in the teaching of PE. These challenges, among others, include: lack of PE facilities at schools where teaching of PE is supposed to take place, PE not being taught according to the Ministry of Education, Arts and Culture’s programme or syllabus due to lack of teachers’ interest in the subject and lack of supervision from school management. Further, the few available PE facilities are not adequate at the schools; there is a lack of PE equipment; a lack of PE management; lack of PE study materials such as textbooks; lack of interest and commitment among some teachers and students and lack of ii qualified PE teachers. Schools do not have trained PE teachers resulting in PE being taught by teachers who do not have PE knowledge and PE teaching skills. The study recommended the provision of PE facilities as well as PE equipment. Teachers and learners should follow a program or syllabus put in place by the Ministry of Education, Arts and Culture and not do random activities. Schools should employ qualified PE teachers and provide more equipment for PE to support the teaching and learning process
An analysis of a teacher education programme at a Namibian tertiary institution
(Creative Education, 2022) Junias, Kristofina; Kambeyo, Linus; Katukula, Kelvin Mubiana
Teacher quality is a crucial element of quality education, and it is dependent on the quality of teacher education. Thus, this study analyses the teacher training programme at a Namibian university to determine its quality. Four quality determining components were analysed: students and teacher educator qualities; curriculum materials; teaching and learning process; and teaching practice. This qualitative study employed a single case study design. Four research instruments were used to collect data: document analysis, focus group interviews, questionnaires, and observations. The sample comprised one hundred and sixty (160) pre-service students, one (1) focus group of fifteen (15) graduates, sixteen (16) teacher educators, and three (3) focus groups with a total of thirty (30) pre-service students. The significant findings of this study were that average students enroll in the teacher education programme because of extrinsic and other motives other than intrinsic and altruistic reasons. In addition, the teacher education curriculum was found to be overcrowded with fragmented modules. Further, the subject matter content was not aligned with the school curriculum; students exit with little subject matter knowledge. The study also found that the assessment of pre-service students lacked authenticity as assessment questions do not test the understanding and application of knowledge. Additionally, the lecture method dominated the pedagogies employed, promoting rote learning. Another factor was poor teaching practices characterised by inadequate time allocation and lack of mentoring support from the school. Thus, a lot is desired from the teacher education programme; hence, the study recommends a longitudinal study to be carried out involving all higher education institutions in Namibia that offer a teacher education programme to see if the findings would be the same
An analysis of factors contributing to learner dropout at a selected school in the //Kharas region
(University of Namibia, 2022) Nambala, Klementine M
This case study aimed to analyse the factors contributing to learner dropout at a selected school in the //Kharas region. Data were collected by employing document analysis and observations, as well as interviews conducted with learners, school staff and a representative of the village council. The study found that the major learner factors that contributed to school dropout were teenage pregnancy, a lack of motivation, disciplinary problems and alcohol and drug abuse. The study found that parental factors, such as the illiteracy of some of the parents and guardians, as well as a lack of parental involvement in the children’s education reflected by the fact that only 30% of the parents normally attended teacher-parent meetings, contributed to the dropout rate at the selected school. Furthermore, on the socio-economic factors the lack of employment in the community, where only 35% of the community was employed, implies that parents were unable to meet the needs of their children. Some learners, consequently, left school in search of employment for themselves and their families. Lastly, school factors that contributed to the high rate of dropout at the selected school included the lack of learning materials and individual learner support, as well as overcrowded classrooms. Therefore, the study recommends frequent emphasis by teachers on the importance of education in every person’s life, thus, motivating learners to stay in school. It also recommends that parents and guardians should be encouraged to attend literacy classes to enable them to assist their children with schoolwork. Lastly, it is recommended that the government provides sufficient teaching and learning materials, as well as infrastructure, to support all learners.
An analysis of the presentation of Namibian history in the Namibian secondary school history textbooks
(2014) Mbaeva, Nathanael K.
This research study is a content analysis of the sections on Namibian history of the Namibian Secondary School History Textbooks that were prescribed for use in schools for the period 1991 – 2008. Altogether eleven textbooks were studied. The study sought to establish the relevance of the textbooks in how far they promote reconciliation, inclusiveness and respect for diverse views in terms of their pedagogy and the way they portray Namibian history. A brief historical background on the foundations of textbooks in general and history textbooks in particular in pre-independent Namibia was given. Secondly, the study conceptualises and contextualises the theoretical and methodological approaches to textbook content analysis which underpin this study. The study made use of a mixed research approach. The quantitative and qualitative findings were corroborated in the discussion of the findings. It was found that although the textbooks generally spread the message of unity and peace building, the omission of controversial and sensitive events compromise on the purpose of studying history and meaningful reconciliation. The textbooks mainly present political themes and the actions of famous people and their relations with the colonial authorities and international organisations to the detriment of socio-economic issues, the work of civil organisations and the history of the ordinary men and women and are henceforth not inclusive. The narrative structure of the textbooks is mainly a third person one-dimensional narrative and do not include diverse views and thus does not promote tolerance and democratic values.
Analysis of writing errors made by grade 11 learners in English: A case study of two secondary schools in the Omusati education region in Namibia
(2013) Kapolo, Frieda L.
English Second Language (ESL) writing is a challenge to most of the learners in the Namibian schools. It is against this background that this study deals with the analysis of writing errors that are made by grade 11 learners in ESL from the two selected secondary schools in the Omusati Education Region in Namibia. It aims at identifying and analyzing writing errors in 400 essays written in English by 400 grade 11 learners. Errors were also compared in terms of gender and mother tongue, as the learners had different first languages which are Oshindonga and Oshikwanyama, in addition to ESL. The researcher applied a mixed method which comprises of quantitative and qualitative approaches. The quantitative method was used to identify the writing errors while qualitative method was used to analyse the writing errors. Both approaches considered the first languages and gender in terms of errors made. Four hundred essays were analysed and errors were categorized into 16 types. The most common errors identified were poor choice of words, spelling, punctuation, tenses, word omitted, singular/plural and capitalisation. The qualitative analyses of the errors clearly showed that learners made many errors in the identified categories and they were influenced by their first language. Intra-lingual transfer, fossilization and overgeneralisation were also observed in their writing. The results of the t test showed that female learners made more errors than male learners. It is vital that the Ministry of Education and teachers in particular consider the findings of this study and implement teaching and learning strategies that will improve learners‟ English writing.
Anti-bullying intervention programme and guidelines for secondary schools in Namibia
(University of Namibia, 2020) Sam, Aune Ndeumona
For several decades, bullying has been highlighted as one of the threats to effective teaching and learning. Many research studies have been conducted in developed countries, especially in Norway and the USA, with the aim of preventing and managing bullying at school level. In Namibia, research conducted by Sam (2011) revealed that the prevalence of bullying in both rural and urban schools was high, but that there was no intervention programme to assist victims and perpetrators, as well as witnesses of bullying. The study found a gap in knowledge regarding a programme that could be utilised for anti-bullying purposes; existing anti-bullying programmes available were not suitable for the Namibian context as they had been developed in the western world where the school set up was different. One of the recommendations suggested in that study was that a programme aiming at combating bullying in Namibian schools should be developed. The present study arose from that recommendation, as well as reports from local media indicating the serious state of bullying in schools. Based on that, the development of an anti-bullying programme employed in this study was given birth. This study zoomed in on the current status of bullying activities with the purpose of creating awareness about bullying, developing resilient skills among bullied learners, as well as finding prevention and management strategies to combat bullying at secondary school level in Namibia. Employing a mixed methods quasi-experimental design, the researcher conducted the study in four urban/town secondary schools in Namibia. Twenty-six key informants, consisting of Life Skills teachers and Learners' Representative Council members participated in the development of an anti-bullying programme which was later employed in the Life Skills lessons. Eighty-one learners in Grade 9 participated in the implementation of the programme, and they participated in pre- and post-tests by completing questionnaires. The evaluation on the programme was done by the Life Skills teachers who implemented the intervention programme in their lessons. The findings of the study revealed that a large number of learners were experiencing bullying every day in Namibian secondary schools. All types of bullying identified were recorded in all the schools where the study was conducted. The reasons for bullying were different from school to school, but the most common ones were identified as poor school rules regarding bullying and a lack of anti-bullying programmes. It was identified that schools had no prevention and intervention mechanisms in place in order to combat bullying, other than their school rules which did not address bullying. The impact of bullying was felt by the majority of learners. Learners highlighted that bullying did affect teaching and learning, and bullied learners were more likely to drop out of school. Bullying led to poor academic performance, criminal activities and suicidal thoughts for some learners. After the intervention of the anti-bullying programme, there was a clear decrease in physical bullying activities experienced by victims but other types of bullying perpetrated against victims either increased or remained the same. The findings also indicate that more learners became aware of the different types of bullying and were able to identify them in the post-test as opposed to pre-test findings. Cyber bullying remained a major concern due to internet access by many learners and the many social media sites or platforms which allow bullying to thrive. Some learners indicated that they were able to deal with bullying after the intervention of the programme as they had learnt new skills and knowledge regarding the ways in which to handle bullying. Despite the new skills learnt, the well-being of learners at schools was still at stake as bullying continued unabated, and it continued causing short and long term social and emotional, as well as academic damage to learners.
Arts education for enhancing holistic child development in resource-challenged pre-primary schools in the Kunene region
(University of Namibia, 2020) Willem, Salinde N.
Arts education has been acknowledged as a subject that enhances holistic child development as it helps children to develop creative problem-solving skills, motor skills, language skills, social skills, decision-making, risk-taking and creativity. However, a lack of resources, particularly in pre-primary mobile schools may constrain the effective teaching and learning of arts. This study aimed at investigating both the challenges that pre-primary teachers experience in teaching arts education in resource-challenged, mobile schools in Kunene region as well as ways in which to enhance the prevailing practice of teaching and learning. The study employed a qualitative approach, using a collective/multiple, and unique case study research design. A total number of six preprimary, mobile government schools three from Epupa and three from the Opuwo circuit were selected as the sample for the study. Interviews and observation were used to collect the requisite data while a purposive sampling technique was used to select the interview participants. The study found that, in order to ensure the holistic development of a child, it is essential that all the various types of arts, namely, music, dance, visual arts and drama, are taught effectively through the levels of Bloom taxonomy and effective teaching methods. However, the study discovered the following challenges; inadequate teaching and learning resources, teacher factors, socio-economic factors and financial constraints. Finally, the study also found that the teaching of arts may be enhanced through the use of a variety of creative arts activities using local materials found in the environment that may be used to supplement any lack of the resources needed. The findings include, training workshops, support from the regional office and other stakeholders as well as the appointment of advisory teachers for non-promotional subjects such as arts education.
Assessing mathematics teachers’ integration levels of information and communication technology: A case of Ongha circuit, Ohangwena region
(University of Namibia, 2023) Albinus, Ferdina Pomwene-Pawa
A study titled "Assessing mathematics teachers’ integration levels of information and communication technology: A case of Ongha circuit, Ohangwena region" assessed the level of ICT integration of the secondary school mathematics teachers at MCA schools in Ohangwena Region. The study used the SAMR model to rank the level of secondary school mathematics teachers. A total sample of six (6) secondary school mathematics teachers at MCA schools was purposefully selected. The study uses qualitative methods to draw data from the participants. The study also utilized observations and a standardized interview with open-ended questions. Sample data collected from observations and interviews was subjected to an interpretive approach. Teachers’ levels of ICT integration were ranked using the SAMR Ranking. Data recorded during interviews was transcribed verbatim and categorized under themes. The study revealed that the secondary school mathematics teachers do integrate ICTs into their teaching of mathematics at the substitution and augmentation levels of the SAMR model. The study further revealed in-service training, time to integrate ICT, provision of ICT tools and internet coverage, as well as technological support as challenges to the ICT integration in their teaching of mathematics at the secondary school level. The study recommends that the MoEAC provide guidelines for ICT integration and make IC a promotional subject to facilitate teaching delivery. The study further recommends that MoEAC provide funds for teachers’ in-service training on the integration of ICT in teaching and learning processes in all subjects. Furthermore, the study recommends that further research to focus on assessing the teachers’ level of ICT integration in teaching mathematics at MCA schools at a national level
Assessing the impact of videos in promoting learners' English second language comprehension and listening in Omusati region
(University of Namibia, 2018) Mwaamukange, Gerson Hafeni Pelao
This study assessed a learning environment where learners were exposed to authentic and rich language input, and it has shed light on the use of multimedia pedagogies in second language (SL) teaching. By using videos, the study explored the impact of multimedia on language comprehension. The study was conducted in Omusati Region, Namibia on Grade 11 learners doing English as a Second Language NSSC Ordinary Level at a selected secondary school. Two Grade 11 classes were selected to be part of the sample, with one class being the experimental group, while the second class was the control group. The sample consisted of 41 learners per group. This study focused on finding out whether or not the use of videos has an impact on the English language comprehension of SL learners. This study was a comparative quantitative study, using a quasi-experimental research. Pre- and post-tests were administered on all participants. Instruments for this study consisted of English comprehension tests and listening tests. In the English comprehension tests, the experimental group watched videos and answered questions based on the videos, while the control group had the same content as the experimental group, but instead of videos, content was transcribed into text format. In the listening tests, both groups were given the same content and answered same questions on paper, but the experimental group‟s content was presented in videos with audio, while the control group only had an audio. After the pre-test, both groups were given series of tests that comprised three comprehension tests and two listening tests. Thereafter, post-tests were given to the control and experimental group. The t-test was used to find out if significant differences existed between the control and experimental groups‟ scores. Findings from the pre-test of the language comprehension, showed that there were no statistically significant differences in the scores on the control and experimental groups‟ scores of the language comprehension component. However, language comprehension post-test scores showed that there were statistically significant differences between the control and experimental group scores. The control group scored an average of 72.44 compared to an average score of 79.51 for the experimental group. These results seem to suggest that teaching with videos as supplementary materials improved the participating learners‟ language comprehension. The study recommends that language teachers should use audio-visual materials as supplementary materials when teaching English.
Assessing the provision of inclusive education in the Omusati region
(2014) Haitembu, Rauna K.
The purpose of this study was to assess the provision of Inclusive Education in Omusati Region. A quantitative research study was carried out and a random sampling procedure was used to select eleven schools. Twenty two (22) teachers and nineteen (19) education officers participated in this study. Two questionnaires consisting of open and closed ended questions were used to collect data for this study. The quantitative data was analysed using Statistics Package for Social Science (SPSS). Qualitative data was carefully analysed manually and grouped into themes. The findings of this study revealed that even though regional and circuit officials were aware of their responsibilities in provision of Inclusive Education, they had a mixed understanding of the importance of such responsibilities. Ample evidence from the findings show that inadequate in-service teacher training and lack of information and knowledge of Inclusive Education are the most challenges faced by teachers in Omusati region. Teachers were found to have mixed attitudes towards inclusion. It was also established that the assistance being provided to schools by regional and circuit offices was inadequate. The study recommended for the Ministry of Education to carry out awareness campaigns and trainings for all education officers. The study further recommended for the regional education offices of Omusati region to train teachers and provide information and support on Inclusive Education. The conclusions drawn from this study are that there are challenges facing teachers in provision of Inclusive Education. Moreover, provision of Inclusive Education is still a far off reality in Omusati region.
Assessing the utilization of information and communication technologies in inclusive classes in the Oshana region of Namibia
(University of Namibia, 2021) Bonifatius, Secilia M.
The introduction of Information Communication and Technology (ICT) in the 21st century has transformed education processes in inclusive classes, including the role of teachers and learners of the 21st century. Subsequently, the academic achievement of learners in inclusive classes was enhanced/improved. Following this global development, Namibia has adopted the ICT Policy for Education (1999) with the objective to foster appropriate development, efficient delivery and quality utilisation of technology in order to ensure ICT integration for excellence and equity in the education system. The purpose of this research study was to assess the use of Information Communication Technologies in inclusive classes at two schools in the Oshana Region of Namibia. The study, furthermore, investigated ICT-related challenges faced by teachers in teaching learners in inclusive classes, and identified solutions which can be put in place to overcome the challenges. This research study adopted a qualitative methodology and employed semi-structured interviews and observations as the main data soliciting tools. The researcher, furthermore, employed a purposive sampling method, where respondents were selected based on their experiences in teaching children with special needs. The content analysis method was employed to capture meaning from the data. Findings indicate that ICTs can be used as evaluative and assistive devices for learners in inclusive classes. The study further reveals that teachers failed to integrate ICTs successfully in their inclusive classes due to challenges, such as a lack of technical support, training of teachers on the utilisation of ICTs and pedagogical knowledge, as well as insufficient ICT gadgets and the inability of teachers to integrate ICTs. Lastly, the study advocates for the training teachers in employing ICTs, arranging regular workshops to keep teachers abreast of technological advancements, as well as providing technical support and adequate ICT gadgets to schools. A consistent supply of electricity in the schools and a supportive infrastructure, among others, are possible solutions to challenges that inhibit the successful integration of ICTs in inclusive classes.
Benefits and challenges of including learers with hearing impairment in inclusive schools in the Khomas and Oshana regions
(University of Namibia, 2018) Sheeya, Elizabeth L.
The purpose of this study was to identify the benefits and challenges of including learners with hearing impairments in inclusive schools in Khomas and Oshana regions. The study was guided by the following research questions: 1) What did learners, teachers and parents perceive to be benefits of including learners with hearing impairments in inclusive secondary schools in Oshana and Khomas Regions? 2) What did learners, teachers and parents perceive to be challenges of including learners with hearing impairments in inclusive secondary schools in the Oshana and Khomas Regions? 3) What did inclusive schools in the Oshana and Khomas Regions have in place in terms of resources, infrastructures, teaching strategies and support to enhance the wellbeing of learners with hearing impairments in inclusive classrooms? A qualitative study was carried out and the criterion purposive sampling strategy was used to select the sample. A total number of 21 people participated in the study. The participants included 12 teachers, five parents/guardians and four learners. Semi-structured interviews, observations and document analysis were used to collect data while a qualitative data analysis technique of transcribing and categorising the responses was used to analyse the collected data. The study revealed that inclusion is beneficial to learners with hearing impairments. Among potential benefits were socialisation opportunities, inclusivity in the school environment, teacher’s empowerment, academic benefits and preparation for after school life. The study also discovered that inclusion does not only benefit learners with hearing impairments, but also benefit hearing learners and teachers. However, lack of teacher’s training, problems with interpreters, lack of interaction, academic performance, the teaching and learning process, problems with sign language interpreters and parental involvement in the teaching and learning process were identified to be some of the challenge hindering the inclusion of learners with hearing impairments. The study also found that teachers’ support, use of competent interpreters, collaboration, classroom management such as seating arrangements and the use of visual teaching aids were among the strategies that the school made use of to enhance the wellbeing of learners with hearing impairments in inclusive schools. The study concluded that the challenges of inclusion outweighed the benefits and therefore more resources, better preparation for all school and teachers’ collaboration with all stakeholders were needed to ensure the effective implementation of inclusion. The recommends continuous professional development seminars and in-service training for the teachers at inclusive schools.
Bridging the distance
(2000) Brown, N.A.
Can adoption of ICTs in schools assist in the war against poverty and underdevelopment in Namibia?
(Namibian Educational Research Association (NERA), 2011) Matengu, Keneth K.
This article is part of a large study that investigates the issue of ICT and innovation adoption in Namibian schools. The main aim is not only to bring into focus the convegence of information and communication technologies (ICTs) for development and education, but also to highlight some of the major barriers to sucessful ICTs integration by schools. On the basis of a critical review of literature, claims about the role of ICTs in education are discussed and the synergies concerning ICTs for development interventions that can be identified are discussed. With the advent of ICTs, many people have claimed that ICTs have a pivotal role in development. Indeed, these tools are useful for different applications. However, there are certain factors that can prevent a country from utilising ICTs even if the devices and technologies exist. The challenges of considering educational institutions as development players and their preparedness to actually ‘throw decisive blows’ on poverty are emphaised and a conceptual framework encompasing critical success factors is mapped out. Reference is made to Namibian situation.

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