Faculty of Education and Human Sciences

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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 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, 2023-11-26) 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 assessment of the perceptions of residents on the governance of relocations in Okalongo settlement in Northern Namibia
(University of Namibia, 2024) Kapenambili, Johanna
The main aim of the study was to determine the different roles performed by those involved in the relocations carried out in the Okalongo Settlement. Additionally, it aimed to investigate the level of their involvement in the process and examine their expectations for the new arrangements. The researchers successfully collected and analyzed data by using a combination of methodologies. The study asked specific questions about the contributions made by stakeholders to the relocations and aimed to understand the various ways in which stakeholders participated in the relocation process within the Okalongo Settlement. Lastly, it sought to examine how well different stakeholders followed the established relocation procedures in Okalongo. A mixed-method approach was used to collect and analyze the data. The findings of the study showed that while some stakeholders fulfilled their assigned roles in the relocations, others did not fulfill their responsibilities adequately. Additionally, although a majority of stakeholders actively participated in the relocation process, some residents expressed dissatisfaction. The study also revealed that 62.5% of participants believed that stakeholders had adhered to the relocation procedures, while 53.5% agreed that stakeholders had followed these procedures. However, a significant percentage of 78.39% remained neutral about the adherence of stakeholders to the relocation procedures. Furthermore, a substantial 83.0% of respondents disagreed that communication with stakeholders was effective
Analysing the environment in verse: An ecocritical study of Julia Amukhoshi's Tales of the Rainbow: A collection of poetry in English and Anneli Nghikembua's A true me in words: An anthology of poems
(University of Namibia, 2017) Andimba, Swama S.
Environmental issues have become a matter of concern for many countries and educational institutions but this subject still remains largely under-investigated in literary studies, particularly in Africa. In this study, Ecocriticism was used in the analysis of Julia Amukoshi’s and Anneli Nghikembua’s poetry anthologies, Tales of the Rainbow: A collection of poetry in English and A True Me in Words: An Anthology of poems. Ecocriticism is concerned with the relationships between literature and environment or how human beings’ relationships with their physical environment are reflected in literature. The major focus was on how the poets used and depicted aspects of nature and for what reasons. The study found that Amukoshi’s and Nghikembua’s poems are filled with significant symbolic images of nature through the use of semantic literary devices. The analysis also revealed that the poems present an interconnection between the poets and nature, whereby they treat every part in nature as if it is a creature that has a soul. Furthermore, the study established that recognizing environmental elements as entities of feeling through human depictions aids in connecting readers with their environment, which in turn culminates in a sustainable conservable relationship between the two. The study concluded that nature and humans are interdependent and that what happens to each would inevitably affect the other. However, nature can maintain itself without human interference, whereas humans need all the elements of nature to survive. The poets have successfully portrayed the environment in a positive manner. In addition the poets have managed to stimulate their audience to preserve and sustain the environment.
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 code switching in the Namibian parliament
(University of Namibia, 2019) Iipinge, Sussana
The focus of this study was on code switching that occurred in the Namibian Parliament as observed from the volumes of parliamentary Hansards from the year 2015 to 2017. This was a desktop study that employed a qualitative design to determine the patterns and reasons for code switching in the Namibian Parliament. Content analysis was used to analyse data collected from the 10 volumes of printed parliamentary Hansards. Data was further interpreted using Myers-Scotton’s Matrix Language Frame Model (MLF) and the Markedness Model (MM). Although English is the official language in Namibia, the parliamentarians still make use of other languages in the parliamentary discourse which leads to code switching. Code switching in Parliament can either facilitate or create a communication barrier among parliamentarians as some of the parliamentarians do not understand some of the languages that are used for code switching. The findings revealed that the Namibian parliamentarians used intra-sentential code switching more frequently compared to tag- and inter-sentential switching. The findings further indicated that parliamentarians often code-switched during interjections and interventions. Code switching was thus used as a rhetorical device in parliamentary discourse. Other reasons for code switching in Parliament are quoting, tone-softening, humour, real lexical need, expression of identity, to strengthen a request and untranslatability of words. The study further revealed that functions and reasons for code switching, can be used interchangeably. Moreover, the findings of the study showed that parliamentarians’ code switched because English does not have some of the words that the indigenous languages have, and in wanting to be precise the parliamentarians used culturally correct terms thereby negatively affecting effective communication in parliament. In addition, the findings revealed that translation makes code switching more effective in facilitating communication among the parliamentarians. ii From the findings of the study it can therefore be concluded that, although code switching creates a communication barrier among parliamentarians, it can also be used as a communicative strategy that facilitates effective communication amongst the parliamentarians. It can further be concluded that code switching makes it easier for the parliamentarians to express themselves freely without being confined to English as the official language. It is therefore recommended that, parliamentarians may make use of code switching in Parliament given that they are able to translate their utterances into English and in cases where the speakers cannot translate their own utterances translation services should be availed to the parliamentarians for effective communication in Parliament.
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.

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