Namibia CPD Journal for Educators (NCPDJE)

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Addressing factors that contribute to indiscipline in secondary schools in Namibia: A case study
(University of Namibia, 2016) Upindi, Ndapewa M.; Mushaandja, John; Likando, Gilbert N.
The study examined factors that contribute to secondary school learner indiscipline in Namibia and ways how to mitigate them. We employed a qualitative case study design. The population comprised of all teachers and parents in the Khomas Region in Namibia. A stratified purposeful sampling was used to select the respondents. Standardized semi-structured interviews and document analysis were used to collect data. The findings of the study identified five categories of factors that contribute to indiscipline in secondary schools namely psychosocial factors, professional factors, learner performance, societal/environmental factors, and parental support. In order to mitigate the situation the study identified four strategies that could be employed in secondary schools, namely the point system, involving parents, counseling, and learner suspension and expulsion.
Addressing factors that contribute to indiscipline in secondary schools in Namibia: A case study
(University of Namibia, 2016) Mushaandja, John; Likando, Gilbert N.; Upindi, Ndapewa M.
The study examined factors that contribute to secondary school learner indiscipline in Namibia and ways how to mitigate them. We employed a qualitative case study design. The population comprised of all teachers and parents in the Khomas Region in Namibia. A stratified purposeful sampling was used to select the respondents. Standardized semi-structured interviews and document analysis were used to collect data. The findings of the study identified five categories of factors that contribute to indiscipline in secondary schools namely psychosocial factors, professional factors, learner performance, societal/environmental factors, and parental support. In order to mitigate the situation the study identified four strategies that could be employed in secondary schools, namely the point system, involving parents, counseling, and learner suspension and expulsion.
Assesment practices in Africa today
(University of Namibia, 2014) Condy, Janet
The 1990 Jomtien World Conference ‘Education for All’ and the 2000 World Education Forum in Daka encouraged governments in developing countries to shift their emphasis from measuring outcomes to establishing the extent to which their education systems could provide quality in education (Howie, 2012, p. 81). Within the global economy, governments are held responsible for providing adequate education. This increased political pressure has led to direct links between national economies and education. The purpose of this paper is to identify tensions found in the various types of literacy and numeracy assessments within Africa; from large international high-stakes testing to local classroom formative and summative assessments. Four high-stakes tests commonly found in Africa are discussed. They are: school-leaving exams which assess all subjects at Grade 12 level; Trends in International Mathematics and Science Study (TIMSS); The Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ); and, finally, the Progress in International Reading Literacy Study (PIRLS). I discuss four principles of summative and formative assessments based on the work of Johnston and Costello (2005, p. 256-265). They include: assessment as a social practice, minds in society, representation and interpretation and, lastly, practices of teacher assessments.
Assessment practices in Africa today
(University of Namibia, 2014) Condy, Janet
The 1990 Jomtien World Conference ‘Education for All’ and the 2000 World Education Forum in Daka encouraged governments in developing countries to shift their emphasis from measuring outcomes to establishing the extent to which their education systems could provide quality in education (Howie, 2012, p. 81). Within the global economy, governments are held responsible for providing adequate education. This increased political pressure has led to direct links between national economies and education. The purpose of this paper is to identify tensions found in the various types of literacy and numeracy assessments within Africa; from large international high-stakes testing to local classroom formative and summative assessments. Four high-stakes tests commonly found in Africa are discussed. They are: school-leaving exams which assess all subjects at Grade 12 level; Trends in International Mathematics and Science Study (TIMSS); The Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ); and, finally, the Progress in International Reading Literacy Study (PIRLS). I discuss four principles of summative and formative assessments based on the work of Johnston and Costello (2005, p. 256-265). They include: assessment as a social practice, minds in society, representation and interpretation and, lastly, practices of teacher assessments.
Beneficiaries’ satisfaction with the School Counselling Services in Namibia: A case study of a selected region
(University of Namibia, 2018) Hako, Anna Niitembu; Mbongo, Emilia Ndapandula
The study investigated the education stakeholders’ (beneficiaries’) satisfaction with the school counselling services provided to them and their families. The study employed a mixed methods approach, hence both qualitative and quantitative data were collected. The population studied consisted of 288 learners, 142 principals, 68 teacher-counsellors and five parents from schools in Ohangwena region. Questionnaires and interviews (in-depth individual one-on-one semi-structured interviews and focus group discussions) were used to gather data. Quantitative data were analysed by using Statistical Package for Social Sciences (SPSS), while qualitative data were analysed by the use of themes and coding. The study revealed that the beneficiaries were satisfied with the educational, personal/social, and career services, but were dissatisfied with consultation and referral services. It also emerged from the study that parents felt left out and not well enlightened on the value of school counselling services. Therefore, it is recommended that teacher-counsellors regularly hold awareness raising activities on school counselling services to educate parents and other stakeholders on the significance of these services and advocate for the needs of all learners.
Challenges faced by student teachers when teaching through the medium of mother tongue during school based studies: A case for Katima Mulilo Campus Bachelor of Education 4 (Pre & Lower Primary) students
(University of Namibia, 2015) Nzwala, Kenneth
This paper reports on a study that investigated challenges faced by Bachelor of Education (Pre and Lower Primary) final year University of Namibia students at Katima Mulilo Campus when they taught through the medium of mother tongue during School Based Studies (SBS). The study is located in the interpretive paradigm and is an intrinsic case study. It is shaped by the school of thought that supports the use of mother tongue as the medium of instruction in lower primary classrooms. Two students at two different School Based Studies support schools were studied. Data were collected by using interviews and classroom observation. One student teacher taught in Grade 2, and the other one taught in Grade 3. Both were interviewed and their lessons were observed. Interviews and observations were transcribed and translated into English. The results of the study show that Pre and Lower Primary Bachelor of Education final year student teachers faced various challenges with regards to the use of mother tongue as medium of instruction during SBS. The challenges ranged from their inability to express themselves fluently in the target language (Silozi in this case); difficulties in translating concepts from English into Silozi (mother tongue) since the curriculum is in English; writing words; planning lessons in the target language; a lack of materials in line with topics, more especially topics of integration. The study recommends that the Silozi orthography should be made available to all the schools in the region; teachers should receive intensive training on how to teach through the medium of Silozi; lessons that are taught through the medium of Silozi should be planned in Silozi and not in English; there should be Silozi dictionaries to assist teachers with translation. Finally, there should be relevant Silozi teaching and learning materials.
Challenges faced by student teachers when teaching through the medium of mother tongue during school based studies: a case for Katima Mulilo campus bachelor of Education 4 (Pre & Lower Primary) students
(University of Namibia, 2015) Nzwala, Kenneth
This paper reports on a study that investigated challenges faced by Bachelor of Education (Pre and Lower Primary) final year University of Namibia students at Katima Mulilo Campus when they taught through the medium of mother tongue during School Based Studies (SBS). The study is located in the interpretive paradigm and is an intrinsic case study. It is shaped by the school of thought that supports the use of mother tongue as the medium of instruction in lower primary classrooms. Two students at two different School Based Studies support schools were studied. Data were collected by using interviews and classroom observation. One student teacher taught in Grade 2, and the other one taught in Grade 3. Both were interviewed and their lessons were observed. Interviews and observations were transcribed and translated into English. The results of the study show that Pre and Lower Primary Bachelor of Education final year student teachers faced various challenges with regards to the use of mother tongue as medium of instruction during SBS. The challenges ranged from their inability to express themselves fluently in the target language (Silozi in this case); difficulties in translating concepts from English into Silozi (mother tongue) since the curriculum is in English; writing words; planning lessons in the target language; a lack of materials in line with topics, more especially topics of integration. The study recommends that the Silozi orthography should be made available to all the schools in the region; teachers should receive intensive training on how to teach through the medium of Silozi; lessons that are taught through the medium of Silozi should be planned in Silozi and not in English; there should be Silozi dictionaries to assist teachers with translation. Finally, there should be relevant Silozi teaching and learning materials.
Challenges of large class teaching at the university: Implications for continuous staff development activities
(University of Namibia, 2013) Iipinge, Sakaria M.
Class size is a major concern to any educational system. At university, a class of any size (small or large) appears to be an acceptable norm. However, when classes are too large, they are considered to contribute some complex challenges related to the teaching and learning process. Whether the class is big or small, instructors are expected to teach and assess students effectively. This paper presents a general reflection on the author's personal experiences with teaching two large classes at undergraduate level at a university. The paper aims at sharing this personal account of experiences with fellow educators who may find themselves in similar situations of teaching and assessing large groups of students at any level of education. Although what constitutes a large class has been a subject of debate in literature, the author adopts from previous authors to define "a large class as one in which characteristics and conditions present themselves as inter-related and collective constraints that impede meaningful teaching and learning'~ Therefore, in the context of this paper, this meaning is adopted as a working standard that sets the parameters of the discussion of the concept of a 'large class ~ Furthermore the paper is based on the critical reflective practices and experiences as the author draws most of the evidence based on narrative practices and principles. A narrative representation of the author is found to be the most appropriate method of telling this experience.
Crtitical reflective teaching practice: enhancing teachers' consciousness of their teaching
(University of Namibia, 2013) Luwango, Luiya; Schafer, Marc
This paper emphasises the aspects that teachers should critically focus on when reflecting on their teaching practices. The paper emerged from a case study that was conducted in three secondary schools in Rundu- northern Namibia. Critical reflective teaching involves thought and action, and it raises teachers' consciousness pertaining to what they do. Through critical reflective practice, teachers scrutinize their beliefs and knowledge of the subject and their practice, through purposeful thoughtfulness. The selection of the three participants was based on their rich practical professional knowledge and exemplary teaching practices as evidenced. Interviews focused on 'when, what, how and why these selected teachers reflected critically on their practice. Data collection and analysis were done through an interpretive approach. Interviews and document analyses were the two research tools used for data collection and triangulation. Interpretations of the findings were validated through member checking where participants verified the interpretations made of their interview respectively.
The effect of relentless monitoring and grading on teaching writing: An example from two South African schools
(University of Namibia, 2015) Julius, Lukas Homateni
This study investigated the way in which two Grade 5 teachers employed at different primary schools in the Eastern Cape province of South Africa taught writing to their English first additional language (EFAL) learners. A qualitative interpretive approach was used to identify factors that shape the ways these teachers handle the teaching of writing. Data collection methods consisted of interviews, classroom observations and document analysis. Analysis of the data reveals that both teachers focused primarily on ensuring that their learners completed their written work so that it could be marked and graded in response to demands from their superiors, rather than on engaging deeply with the processes of writing (brainstorming, drafting, revising etc). Not only does this run counter to the writing pedagogy recommended in the Curriculum and Assessment Policy Statements (CAPS), but it also denies learners the scaffolding needed to help them develop the self-regulation skills needed to become independent writers. These findings demonstrate the need for assisting teachers to shift away from focusing only on learners’ performance (testing and grading) towards a stronger emphasis on the process of writing. This would require that teachers develop a deeper understanding of the process/genre approaches to teaching writing advocated by CAPS.
The effect of relentless monitoring and grading on teaching writing: An example from two South African schools
(University of Namibia, 2015) Julius, Lukas Homateni
This study investigated the way in which two Grade 5 teachers employed at different primary schools in the Eastern Cape province of South Africa taught writing to their English first additional language (EFAL) learners. A qualitative interpretive approach was used to identify factors that shape the ways these teachers handle the teaching of writing. Data collection methods consisted of interviews, classroom observations and document analysis. Analysis of the data reveals that both teachers focused primarily on ensuring that their learners completed their written work so that it could be marked and graded in response to demands from their superiors, rather than on engaging deeply with the processes of writing (brainstorming, drafting, revising etc). Not only does this run counter to the writing pedagogy recommended in the Curriculum and Assessment Policy Statements (CAPS), but it also denies learners the scaffolding needed to help them develop the self-regulation skills needed to become independent writers. These findings demonstrate the need for assisting teachers to shift away from focusing only on learners’ performance (testing and grading) towards a stronger emphasis on the process of writing. This would require that teachers develop a deeper understanding of the process/genre approaches to teaching writing advocated by CAPS.
Effective teaching practices from the perspective of Kilpatrick, Swafford and Findell’s (2001) model: A video-based case study analysis of the teaching of Geometry in Namibia
(University of Namibia, 2014) Stephanus, Garvasius H.
This paper presents findings from a broader PhD study that was undertaken at Rhodes University. The purpose of this qualitative case study was to explore and analyse the Geometry teaching practices of five purposefully selected secondary school teachers in Namibia who are regarded as effective mathematics teachers by the broader professional community including teachers, education ministry officials and University of Namibia lecturers. It also aimed to understand teachers’ perceptions of factors that contributed towards their effective teaching of geometry. The selected case study schools where the teachers taught were representative of high performing Namibian schools in terms of learners’ mathematics performance in the annual national examinations. This investigation was done through a process of classroom observations where the teachers’ instructional practices were observed and analysed using an adapted model of teaching for mathematical proficiency as developed by Kilpatrick, Swafford and Findell (2001) and an enactivist theoretical perspective. The study also used open-ended and semi-structured interviews with the five participating teachers. These interviews took the form of post lesson reflective and stimulated recall analysis sessions with the participating teachers. In this paper, we only focus on the qualitative analysis of videotaped geometry lessons taught by three teachers. We analyse vignettes of selected lessons for effective teaching using the five strands of the Kilpatrick’s model for proficient teaching. The analysis indicated that conceptual understanding (CU), procedural fluency (PF) and productive disposition (PD) were reflected regularly by all three teachers. However, the development of strategic competence (SC) or adaptive reasoning (AR) appeared relatively rarely. We observed many occasions where Namibian students were engaged in conceptually rich mathematical activities or invited to solve authentic problems. The tentative conclusion of the study is that the instructional practices enacted by the participating teachers, who were perceived to be effective, aligned well with practices informed by the five strands of the Kilpatrick’s model.
Effects of socio-cultural knowledge on science education
(University of Namibia, 2013) Nashidengo, Willem P.
Science education is of paramount importance to a better socio-economy. The curriculumthat conveys the teaching and learning of science is supposed to reflect on the students.Science education builds on prior existing knowledge of students. However, many African theorists feel that science education is entirely based on "western" ideas. The values and the norms of the "African" or "Nonwestern" students are basically neglected or come into contradiction with that of science.
Environmental protection using Indigenous knowledge (IK) methods and skills for sustainability: Case study in the Kavango East region
(University of Namibia, 2018) Sindano, Gerson; Utete, Christina N.; Ilukena, Alex M.
The analysis presented in this study draws from a theoretical framework that sees indigenous knowledge (IK) and discourse as important features of ethno–science publication in Namibia. The study aims to make a meaningful contribution to an ongoing debate about IK in Namibia and the world over; the use of IK in the construction of knowledge about ethno–science; analysis and exploration of IK. As such the study looks at the process of authenticating ethno – scientific argument, knowledge and skills, providing clear understanding of how IK is used to protect the environment
The essence of English Literature in communicative based ESL classrooms: Reflections on Namibia’s state of affairs
(University of Namibia, 2015) Nyathi, Sifiso F.; Simataa, Agnes A.
This study is a depiction and portrayal of the views of Namibian Grade 11 and 12 teachers of English as a Second Language (ESL) on the use of English literature in ESL classrooms. The study also presents the rationale and conceptualisation underlying the significance of the use of English literature in the quest to improve English proficiency levels of students. The study was premised on a Humanistic Communicative Approach which is anchored in the Learner Centered Philosophy; a vanguard of Namibia’s epistemology for language learning and teaching. A questionnaire that contained both qualitative and quantitative items was used to gather data. The respondents in general agreed that the study of literature could be used to enhance learner proficiency in the ESL classroom. They agreed that the benefits of literature in an ESL classroom are multidimensional. These benefits include among others; attainment of pragmatic skills, grammar and vocabulary expansion, extensive reading motivation, intercultural awareness, language skills and critical thinking skills.
The essence of English Literature in communicative based ESL classrooms: Reflections on Namibia’s state of affairs
(University of Namibia, 2015) Nyathi, Sifiso F.; Simataa, Agnes A.
This study is a depiction and portrayal of the views of Namibian Grade 11 and 12 teachers of English as a Second Language (ESL) on the use of English literature in ESL classrooms. The study also presents the rationale and conceptualisation underlying the significance of the use of English literature in the quest to improve English proficiency levels of students. The study was premised on a Humanistic Communicative Approach which is anchored in the Learner Centered Philosophy; a vanguard of Namibia’s epistemology for language learning and teaching. A questionnaire that contained both qualitative and quantitative items was used to gather data. The respondents in general agreed that the study of literature could be used to enhance learner proficiency in the ESL classroom. They agreed that the benefits of literature in an ESL classroom are multidimensional. These benefits include among others; attainment of pragmatic skills, grammar and vocabulary expansion, extensive reading motivation, intercultural awareness, language skills and critical thinking skills.
The evolution of management theories: Implications for supervisory practices on the early childhood development programme in Zimbabwe
(University of Namibia, 2015) Tafirenyika, Joice; Mandizvidza, Christopher
This paper examines critically the evolution of management theories and how they have informed the supervisory practices of the Early Childhood Development (ECD) Programme in Zimbabwe. The paper identifies a number of management theories that have influenced the supervision of the ECD Programme in Zimbabwe. Theories that have been found to have greatly informed the supervision of the ECD Programme in Zimbabwe include Scientific Management, Systems and Contingency. However, the Bureaucratic Management, Administrative, Human Relations, Total Quality Management, Learning Organisation and Re-engineering theories have had some influence on the supervision of the ECD Programme. The paper was a desk review. Unlike others, the study established that the Quantitative Theory of Management was not as influential in the supervision of ECD because of the view held by most supervisors that managerial decisions and the nature of the ECD Programme itself cannot be quantified. The paper concludes that supervisory practices at any given point in time are indicative of the influences of the management thought prevalent during such a period and the human element in place. An important issue that emerged is that, even when and where new theories tend to be more pervasive, the influences of the already existing ones remain visible and influential to some extent.
The evolution of management theories: implications for supervisory practices on the early childhood development programme in Zimbabwe
(University of Namibia, 2015) Tafirenyika, Joice; Mandizvidza, Christopher
This paper examines critically the evolution of management theories and how they have informed the supervisory practices of the Early Childhood Development (ECD) Programme in Zimbabwe. The paper identifies a number of management theories that have influenced the supervision of the ECD Programme in Zimbabwe. Theories that have been found to have greatly informed the supervision of the ECD Programme in Zimbabwe include Scientific Management, Systems and Contingency. However, the Bureaucratic Management, Administrative, Human Relations, Total Quality Management, Learning Organisation and Re-engineering theories have had some influence on the supervision of the ECD Programme. The paper was a desk review. Unlike others, the study established that the Quantitative Theory of Management was not as influential in the supervision of ECD because of the view held by most supervisors that managerial decisions and the nature of the ECD Programme itself cannot be quantified. The paper concludes that supervisory practices at any given point in time are indicative of the influences of the management thought prevalent during such a period and the human element in place. An important issue that emerged is that, even when and where new theories tend to be more pervasive, the influences of the already existing ones remain visible and influential to some extent.
An exploration of existential needs and self-determination theory within an educational context
(University of Namibia, 2018) Kirchner, Emmarentia
In this concept paper ideas of the psychology of motivation in the twenty first century are explored as an introductory study on motivation theory. Drawing from the work of Leontiev (2012 a, b) and Längle (1999, 2012), as well as Deci and Ryan (1985, 2000), an overview of existentialist motivation is presented. Längle (1999) proposes that the four fundamental existential motivations centre on having a place in the world, a valued existence, a shared existence, and a meaningful existence. This section is followed by an analysis of the more traditional and mainstream approach of Self-Determination Theory, which explores issues of self-regulation and self-determination from existential underpinnings. Further exploration of Self- Determination Theory and the needs of competence, autonomy and relatedness, as well as the conceptualisation of intrinsic and extrinsic motivation as a continuum, follows. Concluding comments are made as to the relevance of the overview for an educational context.
Exploring staff involvement in an organization development intervention in a school in the Kavango region, Namibia: A case study
(University of Namibia, 2015) Rengura, Demetrius K.
The study is to explore staff involvement in organization development (OD) intervention in one of a rural junior secondary school in Kavango region, Namibia and aimed at determining the level of participation in change initiative and probing in participants’ perception and experience of the intervention process. In a democratic country such as Namibia every citizen is expected to bring change and participating in activities to improve their own institution for example School. It is a common practice among teachers of Ntokota School that they are passive to take action in change initiative for improving working relationship and Organization. This study introduced an OD intervention to a School in order to inspire the mindset of staff to be active in change initiative for School improvement by using bottom-up approach strategy of staff participation in series of activities that would enable them to improve and eventually moving the School to the intended goal. OD concept Model of seven steps was used for intervention and it is a participant driven that encourages staff to release their potential to initiate change for improvement. The study is located within qualitative interpretive and critical paradigm. Observation and semi-structured interviews were the main data collection tools used in the study. The researcher transcribed, grouped similar data into category, coded and translated data into a real meaning and identifies themes that address the research goal. The paper reveals that the absence of staff cooperation, involvement in the decisionmaking processes, democratic leadership were the main factors perceived retarded the staff activeness in change initiative and participation. Staff viewed OD intervention as the most significance approach to change as it offers significant understanding and conception of change and embraced new approach of fostering democracy, inclusion of staff in the decision-making process, taking a decentralized decision and enhancing cooperation among staff. The study is of potential significance to educators and educational leaders to use OD approach for change to improve human working relationship and behavior in their own organization. It may motivate researchers to pursue OD studies and conduct OD projects with any organization of their choice.

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