Faculty of Education and Human Sciences

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A pragma-dialectical approach in television talk show argumentation: A case study of the Namibia Broadcasting Corporation’s one-on-one discourse
(University of Namibia, 2024) Sibalatani, Cecilia Chuma; Sabao, Collen
This study investigated the argumentative discourse of the Namibian Broadcast Corporation (NBC) One-on-One talk show interviews between the host and a guest. Although the interviews present different guests per sitting, the host is an NBC employee assigned to the interview segment and is couched within the theoretical explications of pragma-dialectical theory of argumentation (van Eemeren, 2017). The pragma-dialectical theory of argumentation is fundamentally a broad spectrum of the study of linguistics that has, through its development and growth, shifted its interest and focus from abstractions of formal logic to a more structured interest in pragmatics. This theory has since been more concerned with pragma-dialectics encompassing the rules of argumentation, strategic manoeuvring, and effectiveness through reasonableness. The discourse in argumentation varies in a range of how influential political figures represent or defend their points of view on the issue at hand. Specifically, the study represented a qualitative establishment of television show discourse, and it was primarily focused on investigating the patterns of pragma dialectics in which the host of the talk show and the guest strategically manoeuvred to resolve differences of opinion. In the same vein, the study investigated whether the resolution of the differences of opinion was achieved and how effectiveness and reasonableness played any role in the process of the arguers' attempt to defend their standpoint on issues under discussion. The data was collected from archived audio recordings transcribed into readable text files. The topics of the talk show discussions covered were on issues pertaining to Namibia’s social, economic and political spheres. The analysis employed the pragma-dialectical method to evaluate the data. The findings, on one part, demonstrated that three turn-taking strategies played a vital role in the argumentative discourse in the following ways: the arguers (especially the host) used the turn-holding strategy in order to maintain and prolong their window of talking. This was more prevalent in the repetitive use of "but", and "and". The arguers also used turn-claiming as a strategy by interjection and conjunctions such as “but!”, “really!’ and “Oh!” Turn-yielding strategy was also used but rarely. The arguers decided to give up their turn to talk when deemed necessary and when they seemed to have exhausted their stance in opinion. This benefitted the opponent ii in the argument by rendering them more time to express and defend their standpoint at certain issues. The findings further reflected that, through the constellation of argumentative moves displayed by the arguers, argumentative patterns were employed through their typology of standpoints, a difference of opinions, argumentative schemes and argumentative structure. It was also observed that the arguers strategically manoeuvred at every stage of the discussion to maintain their standpoint; in this regard, argumentative patterns came up as a result of strategic manoeuvring. By trying to observe the importance of being effective and reasonableness, the arguers still strategically manoeuvred. Although there are numerous pragma-dialectic studies on talk shows, the study concluded that there was a need for improvement in journalistic communication skills between One-on One talk show in terms of strategic manoeuvring and adhering to the rules that apply in every argumentation stage. It is recommended that further studies should be carried out directed towards communication skills in television shows, especially in situations where non-native English speakers struggle to express their opinions and fail effectively to defend their viewpoints due to language barriers and poor argumentation strategies
A reflection on constructively aligned remote assessment for quality learning beyond COVID-19 pandemic: A case of University of Namibia
(Creative Education, 2022) Neshila, Kashinauua Faustina; Joshua, Lukas Matati; Shihomeka, Sadrag P.
To take a critical reflection on quality assessment used beyond remote teaching, learning and assessment at the University of Namibia. Objectives: 1) To encourage assessment tasks that promote critical thinking beyond remote learning period. 2) To promote constructively aligned assessment that enhances quality student learning. 3) To fulfill various purposes of assessment in higher education setting. Method: The paper adopted Donald Schön’s Reflection-in-Action as method to critique constructive aligned assessment for quality learning beyond COVID-19 era. Findings: The main findings revealed that for quality post-remote assessment to take place it should be aligned to curriculum, teaching and learning activities. Quality assessment promotes student lifelong learning and the assessment criteria should be explicit. Conclusion: The paper concluded that assessment is the heart of education and should be well understood by both lecturers and students. Effort should be made to ensure that culture does not constraint quality remote assessment. Recommendations: It is recommended that the university should organize capacity building training for lecturers in the ever-changing assessment practice. Finally, it is recommended that attention should be placed on demystifying remote assessment which enhances teaching and lifelong learning
A study on the historical and contemporary significance of Omwele Gwoshipika among Aawambo communities
(University of Namibia, 2024) Hangula, Ndamian N.; Akawa-Shikufa, Martha
Omwele Gwoshipika is (or was) one of the celebrated objects of Aawambo material culture of the 19th to 20th century, and an object of historical status in the social and political structure of Aawambo communities. Omwele Gwoshipika excelled as a tool for the king to exercise political and social authorities in Aawambo subjects. The aftermath of Germany's colonial administration over Namibia from 1884 to 1915 has resulted in some of the Aawambo material culture being taken away to Germany. Omwele Gwoshipika was among the items taken away from the source communities to Germany in 1909 and kept in the Berlin Ethnographic Museum. The removal of Omwele Gwoshipika by the Germans as an instrument of authority in the royal delegation of power left a void in hierarchical representation of the king in the Aawambo kingdoms. This study attempts to establish the significance of Omwele Gwoshipika among the Aawambo communities, their views on its restitution to Namibia and it is design structure. The data of the study were collected using a qualitative research method, which incorporated focus group and semi-structured interview with groups and individual participants. The study found out that Omwele Gwoshipika has a very great historical significance in the world of kings1 . There is mixed feelings among Aawambo regarding the contemporary importance of Omwele Gwoshipika. The study established the excitement and joy among the Aawambo regarding the restitution of Omwele Gwoshipika and that the ancient design of Omwele Gwoshipika can be reinstated. Moreover, the study established mixed feeling whereby some Aawambo communities felt that the restitution of Omwele Gwoshipika is not valuable because the traditional and spiritual ways that used to keep Omwele Gwoshipika have been compromised. The study concluded that for Omwele Gwoshipika to be successfully re- integrated in use in Aawambo community with its original cultural characters, there are certain behavioural changes that Aawambo youth need to favour such as discipline, orderliness and adhering to the accepted standards of Aawambo cultural behavioural norms for the re-integration of Omwele Gwoshipika to be installed successfully among Aawambo communities’.
A stylistic analysis of Oshiwambo wedding songs in a book entitled Oshipapa Moonkuluhedhi by Petrus Mbenzi
(University of Namibia, 2024) Ndove, Nathan Eliab Ndinomholo; Mbenzi, Petrus A.
The purpose of this study was to analyse the stylistic features that are employed in Oshiwambo wedding songs in Oshapapa moonkuluhedhi by Petrus Mbenzi. The data was collected through a desktop research by analysing documented wedding songs in the aforementioned book. No participants were involved in the collection of data in this study. This study used a qualitative research approach that allowed the researcher to stylistically analyse Oshiwambo wedding songs. The study employed the theory of stylistic criticism as presented by Ngara (1985) and the meaning theory of Leech (1981) as the theoretical framework. The theory of stylistic criticism accounted for both linguistic and literary aspects of oral poetry. By employing this theory, the researcher analysed the stylistic features that are employed in Oshiwambo wedding songs in the book titled Oshapapa moonkuluhedhi by Petrus Mbenzi at the different levels of language. The theory of meaning deals with semantics as a branch of linguistics that studies the meaning of words in language. The theory assisted the researcher to identify how meaning was conveyed in Oshiwambo wedding songs.The study revealed that the stylistic features are appropriate for the Ovawambo tribe as the stylistic features help Ovawambo to deliver the intended messages effectively. The study identified rhyme, dialects and onomatopoeia as stylistic devices under phonology. The study further revealed the lexical devices such as borrowing, repetition, anaphora and parallelism. Syntax is another language aspects which is discussed in this study; the identified devices that are discussed in this language aspect are: sentence length; types of sentences; questions as stylistic features; rhetorical question, hortative sentences and refrain. At semantic level, the study identified simile, metaphor, euphemism, anti-thesis and enjambment as the stylistic and linguistic features that were analysed in Oshiwambo wedding songs. This study contributes to the study of literature, specifically a stylistic analysis of Oshiwambo. The knowledge acquired through this study could be utilised by other scholars as literature in the same field of specialisation. This study, therefore, recommends that more research should be conducted on Oshiwambo wedding songs, particularly on their functions, performance and paralinguistic features
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 literacy: What's in a name?
(Namibian Educational Research Association (NERA), 2008) Smit, Talita C.
An alarming number of scholars have discussed Southern African students’ low proficiency in academic literacy on entering tertiary institutions. This article will take an in-depth look into the current interpretation of what constitutes academic literacy. It will, furthermore, look at the relationship between critical thinking and autonomy in learning. The changing profile of Namibian university students, their ethnic, social and academic identities and the marked influence this has on designing courses to integrate them into a predominantly Western academic culture will be discussed. The focus will be on the Namibian students’ need for direction and support in developing proficiency in critical literacy. Suggestions on how English for Intellectual Purposes can support courses in English for Academic Purposes will be given. Further research into the specific needs and strengths of first generation students is, however, necessary. In the course of lecturing university students in Namibia, I have increasingly become aware that no matter what method of instruction is followed, students still seem to be bewildered at the end of a semester course in English for Academic Purposes (hereafter EAP), offered as an introduction to their academic studies. Conversations with lecturers from other faculties also indicate that students do not seem to gain much from EAP courses. Otaala (2005) has found that most of those students who participated in a survey indicated that they did not experience lasting gains in academic proficiency even after attending courses to develop literacy skills. On the other hand, there appears to be constant upgrading and redefining of EAP course material in an attempt to satisfy the students’ academic needs. Artificially loading courses and extending their duration, however, seem to be contra-productive. An innovative approach towards academic literacy is needed if students should derive lasting benefits; however, some of the qualities in the successful student profile, such as the development of critical thinking skills and self-reliance, defy easy reduction to attainable course goals and would be difficult to quantify within an assessed syllabus. This is not to say that such a syllabus cannot be divised, but only that it might not be possible to subject it to the same constraints and objectives (Sowden, 2003) set for existing EAP courses. Language courses which aim to promote learner autonomy need to incorporate means of transferring responsibility for aspects of the language that the learners process (such as setting goals, setting learning strategies and evaluating progress) from the teacher to the learner (Cotterall, 2000). However, before an informed solution to the current dilemma in EAP skills teaching can be suggested, it is necessary to consider the term literacy in depth.
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.
Access and utilisation of knowledge and information by aquaculture farmers in Namibia
(University of Namibia, 2019) Yule, Wilson
This study on access and utilisation of information and knowledge by aquaculture famers in Namibia investigated the knowledge gap that exists between information and aquaculture production by providing research based evidence on the nature and extent of information utilised by aquaculture farmers in Namibia. The study was driven by the main research question; what is the level of access and utilisation of knowledge and information by aquaculture farmers in Namibia?, and it was guided by two theories: Rogers’ Diffusion of Innovations (DOI) theory that explained how a new innovation is adopted in society and Kuhlthau’s Six Stage model of the Information Search. The mixed methods research design employed a concurrent triangulation approach, combining qualitative and quantitative research approaches. Data collection methods used for the quantitative research were surveys, and semi-structured interviews, observation and document analysis for the qualitative. The population comprised of all fish farmers and their managers in Namibia, and the fish farmers’ database at the Ministry of Fisheries and Marine Resources was used as a sampling frame. The survey respondents were selected using a multi stage sampling technique, starting with a simple random sample as well as employing convenient sampling technique while key informants (managers) were selected using the purposive sampling technique. The key findings of the study revealed that fish farmers lacked the required information to fulfil their information needs. They needed the information for problem solving, performing tasks and decision making. The study also showed that fish farmers used different types of information which cuts across different disciplines and this information included agricultural information, health information, environmental information, technological information, business and trade information, and government policies and plans. Several information sources used by fish farmers were newspapers, Internet, textbooks, experts, etc. and they shared information on various topics amongst themselves such as fish markets and harvests, weather forecast, types of fish species, modern fishing methods, site of shoal, fish feeds, and fishing regulations and government policies. The study established that fish farmers could not attend information literacy and knowledge competencies training regularly, though this should not be interpreted to mean that they lacked information and knowledge on aquaculture production. The study proposes an information access and utilisation model (Integrated Aquaculture Information System) that can support aquaculture farmers as users of information, and also highlights the importance of information and knowledge for sustainable livelihoods amongst fish farmers.
Access to and knowledge of sexual and reproductive health services among adolescent school girls in Gobabis, Namibia
(University of Namibia, 2019) Pearce, Alice Mubanga
This study offered unique insight in the challenges and opportunities that exist for adolescent access to sexual and reproductive health services (SRHS) in Gobabis. It focused on exploring adolescent access to reproductive health services through the experiences of adolescent girls and healthcare providers. It was a qualitative case study. The data was collected through interviews with adolescent girls and key-informants who are experienced healthcare providers. This approach provided an in-depth understanding of adolescent reproductive health needs and barriers hindering their access to SRHS in Gobabis. Participating schools and health centres were selected using a purposive sampling technique while the individual girls were sampled using a quota sampling technique. The data gathered from participants was analysed manually using content analysis. The findings show that the girls have access to SRHS. However, they lack a comprehensive understanding of their sexual and reproductive health rights (SRHR). As such, this could have affected the meaning attached to their reproductive health. Generally, the girls are aware of a variety of SRHS available at their local health centres but needed more information on their side-effects. The most commonly sought after SRHS was the contraceptive ‘injection’, family planning pills, condoms and the morning after pill. Others included, counselling services and general health information. However, barriers such as the high cost of service in private facilities, the waiting time in government facilities, negative attitudes from nurses and lack of parental support and discussion on issues surrounding sex and sexuality continue to impact access to SRHS. The researcher recommends mother and daughter community health clubs at health centres that can facilitate discussions on SRH among parents, adolescents and health professionals in order to effectively communicate the importance of adolescent reproductive health.
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.
Ade ,trenne nie st, denn es tut ihm weh
(eDUSA, 2006) Zappen·Thomson, Marianne
Am 1. August 2006 trat die reformierte Reform der deutschen Rechtschreibung in Schulen und Behorden in der Bundesrepublik Deutschland in Kraft. Da weder der namibianische noch der sUdafrikaniscbe Schwanz mit dem deutschen Hund wedeln kann, sollten auch wir als Lebrende uns sehr schnell mit den neuen Regeln veruaut mac hen. Bi es zu der Reform der Reform kam, vergingen Jahrzehnte. Schon 1980 wurde der lnternationle Arbeiskreis fur Rechtscbreibreform (TAR) gegrUndet und mit Germanisten aus der BRD, der DDR, aus bsterreich und aus der Schweiz besetzt. 1987 erteilt die Kultusminsterkonferenz (KMK) dem Institut fUr Deutsche Sprachc in Mannheim den Auftrag, in Abstimmung mit der Gesellschaft fUr deutsche Sprache in Wiesbaden ein neues Regelwerk zu entwerfen. Der IAR legt 1992 einen international abgestimmten Vorschlag genannt ,Deutsche Recbtschreibung - YorschHige zur ihrer Neuregelung" vor. Die Vorlage wird Uberarbeitet, u.a. wird der Vorschlag, die Substantivkleinschreibung einzufUhren, rUckgangig gemacht. 1995 beschlieBt die KMK die Neuregelung zum I. August 1998 einzufuhren und zwar mit einer Ubergangsphase bis 2004/2005. Wahrend einige Bundeslander schon mit Schulbeginn 1996/97 die neuen Regeln im Unterricht einfUhren, unterzeichnen etwa 100 Schriftstellcr und Wissenchaftler die ,Frankfurter Erklarung", die einen Stopp der Reform verlangt. Der Streit urn die Reform beginnt. Am 14. Juli 1998 erklart das Bundesverfassungsgericht die EinfUhrung der neuen Rechtscbreibung fUr verfassungsgema6. Alte Schreibweisen werden in den Schulen nicht als Fehler gewertet, gelten aber als Uberholt. Docb damit verstummt die Kritik keineswegs. Als Reaktion wird 2004 der ,Rat flir deutsche Rechtschreibung" ins Leben gerufen, des en Aufgabe es ist, die Rechtschreibung in ihrcr Emwicklung zu beobachten und begrUndete Vorschlage zur Anpassung zu erarbeiten. Dabei geht es vor allem urn die KHirung von Zweifelsfallen. fm Februar 2006 hat der Rat AnderungsvorschHige vorgelegt, die an1 2. Marz von den zusUindigen staatlichen Stellen Ubernommen wurden und nun als GrundJage fUr den Schulunterricht gelten. Bis Ende 2007 wird die alte Schreibung nicht als Fehler gewertet.
Adolescent sexuality in Namibia: An analysis of sexual knowledge, attitudes and practices among secondary school learners in Katutura
(2001) Yamakawa, Sayumi
The adoption of new media technologies by the Namibia print media: A case study of the New Era and the Namibian newspaper
(University of Namibia, 2019) Nghitongo, Kaino Iyaloo Ndeumono
This study investigated the strategies employed by newspapers in Namibia to adopt new media technologies in their daily operations with a specific focus on New Era and The Namibian newspaper. The study also assessed how the print media has adopted new media technologies and examined how new media technologies have changed operations of news organisations. Using a qualitative method in the form of a case study, a non-probability sampling technique was used to purposively select the sample from New Era and The Namibian newspaper. The sampling quota included one managing editor, one marketing manager, one Information Technology (IT) manager, and six journalists, from each newspaper. The total number of participants in this study was 18. The study revealed that media practitioners from the two newspapers all acknowledge the need to adopt new media technologies, within their operations and appreciated opportunities of being able to reach their audience on different platforms, other than the hard copy newspaper. Furthermore, the study revealed both newspapers have aggressively implemented online newspapers (E-paper), as a complimentary platform for their print editions, websites and mobile applications. The study also found that despite the flexibility in operation that is presented by new media technologies to the journalists, they now face challenges of competing for news with citizen journalists, which forces newspaper journalist to be more creative in their writing and also maintain credibility. The study concluded that newspapers in the country are gradually adopting new media technologies, with different platforms that align with the telecommunication infrastructure in the country. The study thus recommends that news organisation create more awareness on the platforms they have implemented, in order to attract interest from the audiences, to be able to explore such platforms.
Afrikaanse Spreekwoorde en Uitdrukkings
(AFRILEX, 1999) Beuke-Muir, Chrisna
Afrikaanse Spreekwoorde en Uitdrukkings. A Macrostructural Study. A restricted synchronic dictionary such as Afrikaanse Spreekwoorde en Uitdrukkings has an important role to play in modem Iexirography where user-friendly reference sources facilitate communication. A considerable number of theoretical guidelines exist for the choice of lexicon items to be included in a dictionary, and this review article attempts to provide some pointers. The research also includes sociolinguistic implications which result from the compilation of the macrostructure of a particular dictionary. The focal points are firstly taboos to which lexicographers of Afrikaans􀂸 dictionaries are subjected, and secondly establishing which expressions fall within the limits of idiomatic language usage. The treatment of idiom-like collocations particularly appears to be problematic. Another issue which will be considered briefly, ls the morphological presentation of lemmas.
An analysis of relationship between research, innovation, and teaching in higher education in readiness for the 4IR
(University of Namibia, 2023) 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 of the influence of the Pre-Entry Tertiary Education (PETE) programme on Grade 12 (NSSC) students' admission to higher education: A case study of the NAMCOL Head Office Centre
(University of Namibia, 2024) Bok, Rholene Juliet; Pomuti, Hertha
The purpose of the study was to assess the extent to which the Pre-entry to Tertiary Education Programme (PETE) improves the grades of Gr 12 NSSC (high school) students to meet the admission requirements at institutions of higher learning. PETE was introduced in 2008 at the Namibian College of Open Learning (NAMCOL) to address the mismatch between exit skills at the secondary level and the required entry skills at the higher education level. The main objectives of PETE are (a) to improve the grades of high school students to enable them to meet the admission requirements of higher education and (b) to be able to cope with curriculum demands at the tertiary level. Since its inception in 2008, little research study has been conducted that assesses the extent to which PETE improves the grades of high school students and enables them to meet the admission requirements of higher education. This case study employed a mixed-methods approach, to investigate the influence of the PETE programme on Gr 12 NSSC students' grades. The study aimed to determine the extent to which the programme improves student academic performance and facilitates students' eligibility for higher education admission requirements. Findings revealed that there was improvement among participants. Eighty per cent (16) of the selected 20 students with documented grades before and after the programme demonstrated improved academic performance. The results further showed that there were improvements in subjects and only 20% (4) of the students had at least one ungraded subject. The study identified several factors affecting students' success in PETE studies and potentially influenced their access to higher education. Positive factors included commitment, motivation, supportive social circles (friends and family), self confidence, encouragement from tutors, dedicated study time on campus, effective examination preparation, and emotional support. Conversely, negative factors II included a lack of motivation, frequent absences, low self-esteem, and insufficient support systems
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 assessment of how to build a diverse entrepreneurial leadership team
(IGI Global, 2025) Mbangula, Daniel K.
In highlighting the significance of cultivating an inclusive culture for increased creativity, innovation, and adaptability, this chapter explores the crucial elements of building a diverse entrepreneurial leadership team. In-depth analysis and insights into the essential elements and tactics of assembling a diverse entrepreneurial lead ership team are the goals of the chapter. Another goal of this chapter is to provide organizations that want to embrace diversity and inclusion among their leadership ranks with useful advice and doable suggestions. Concerns about a lack of knowl edge about the advantages of diversity in entrepreneurial leadership teams may be covered in this chapter. It will underline how crucial it is to recognize and appreciate the contributions that different points of view make. Concerns about organizational culture's resistance to change will be discussed in this chapter.

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