Masters Degrees (DAES)

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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 writing in English: Challenges experienced by Bachelor of Education primary level students at the University of Namibia, Katima Mulilo campus
(University of Namibia, 2016) Mutimani, Molly M.
This study investigated the academic writing challenges experienced by Bachelor of Education undergraduate students in using English at the University of Namibia, Katima Mulilo Campus. The study focused on the following research questions: what challenges did students face in academic writing at this campus? What were the students’ and lecturers’ perceptions of the possible causes of these academic writing challenges; were there any differences in writing challenges faced according to gender and the students’ year of study and what were the possible intervention strategies that could be used to improve students’ academic writing skills? The study used mixed methods, explanatory and sequential designs. The participants comprised 40 first year, 40 second year and 33 third year students, as well as 20 lecturers of the 2013 academic year. Questionnaires, semi-structured, individual interviews and previously marked student essays were employed as data collection instruments. The data analysis included statistical analysis of the two questionnaires, a thematic analysis of students and lecturers’ interview data and an integrative analysis that involved continuously checking back and forth between quantitative and qualitative findings. Although students were taught academic writing in a university core module, the findings of this study showed that they still faced various academic writing challenges. The data revealed that the academic writing challenges of students in the study were consequences of their linguistic and general literacy backgrounds, their attitudes toward academic writing and the privileging of middle-class literacy practices in Namibian higher education. To mitigate these challenges, this study recommends the following strategies: the integration of academic literacies in the curricula of all disciplines, the promotion of multimodal teaching strategies and assessment, as well as collaboration between language lecturers and core course specialists. It also recommends intensive academic reading and writing workshops, as well as increased formative feedback.
Active learner participation: A study of the basic education teacher diploma in-service training teachers' classroom practice in the Ondangwa West & East educational regions
(2002) Amutenya, Martha N.
The purpose of this study was to find out whether Basic Education Teacher Diploma In service Training (BETD INSET) graduate teachers practiced and encouraged active learner participation in their classrooms. Further, the study attempted to find out the factors that might be hindering active participation of learners in the instructional process. Two research approaches were used to collect data, namely interviews and observations of the BETD INSET graduate teachers’ classroom practice with respect to active learner participation. The purpose of interviews was to solicit the views, experiences and practices of the BETD INSET teachers regarding active learner participation in their classes. In addition, three lessons of each of the 15 BETD INSET teachers were observed. Classroom observation provided the researcher with the opportunity to actually observe how the teachers practiced active learner involvement and the class interactions during the instructional process. The frequency tables were used to analyze the data collected. From the results of this study, it seems that the BETD INSET programme has positive effects on the teachers’ practice in the classroom. It seems as if the teachers have changed their teaching methods as required by the new teaching philosophy, namely Learner Centered Education (LCE) in Namibian schools that promotes active learner participation. The discussion method was observed as a common teaching method used by the BETD INSET teachers in their classrooms. Discovery and experiential methods were practiced less by 40 % in the BETD INSET teachers’ classrooms. The results also indicated that the learners’ role had changed from passive receivers to knowledge constructors. To a large extent, 7 0% of the learners made contributions to the class discussion by answering and asking the teacher questions. However to a lesser extent, 30% of the learners formulated concepts and learned by doing. It was also found that various factors hindered the practice of active learner participation in the BETD INSET teachers’ classes such as: -- Language problems experienced by some learners -- Classes lack of enough textbooks and other teaching and learning facilities; -- Shyness among learners; -- Automatic promotion from grade to grade; -- Very large classes sizes; and -- Poor involvement of parents in the education of their children. The study recommends that the BETD In service programme be continued until all other teachers who have got other qualifications other than the BETD certificate are catered for in order to enable them practice active learner participation in their classes.
An analysis of 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 investigation into barriers to the offering of geography to learners with visual impairment in Namibian resource schools
(University of Namibia, 2024) Kandando, Tendee Ritjaeree; February, P. J.
There are two resource schools in Namibia that provide education exclusively to learners with visual impairment (LWVI). However, these schools do not teach Geography to LWVI, even though there is a Geography syllabus that was adapted to cater to LWVI. To understand the barriers to offering Geography to LWVI in Namibian resource schools, a case study was conducted. The study explored the level of awareness among educators regarding the adapted Geography syllabus for LWVI and whether they were willing to teach the subject to these learners. The study also examined the perceived barriers to teaching Geography to LWVI, as well as how resource schools could be supported in teaching this subject to LWVI. To collect data, semi-structured interviews were conducted with key stakeholders in the Khomas and Oshana regions. The study found that there was a gap between the developers and implementers of the curriculum and policies. It also identified benefits of teaching Geography to LWVI, including the normalization and inclusion of these learners, job creation opportunities, and the opportunity for learners to gain knowledge about the world. However, the study also found that there were several barriers to teaching Geography to LWVI. These included teachers' attitudes and perceptions that LWVI cannot study Geography, the nature of Geography as a subject, and the lack of relevant technologies that could support LWVI in their study of Geography. The key finding of the study was that 70% of the educators connected to resource schools agreed that Geography should be taught to LWVI. They suggested that resource schools catering to LWVI should be provided with improved collaboration between curriculum developers and implementers, finances for Special Educational Needs training of ii existing Geography teachers, fully-fledged libraries (Educational Centres for the LWVI), and trained personnel to prepare Braille-related materials. Based on the findings of the study, recommendations were made to the teachers teaching LWVI, the resource schools that cater to LWVI, the senior education officers, and the Namibian Ministry of Education, Arts, and Culture
An analysis of factors contributing to learner dropout at a selected school in the //Kharas region
(University of Namibia, 2022) Nambala, Klementine M
This case study aimed to analyse the factors contributing to learner dropout at a selected school in the //Kharas region. Data were collected by employing document analysis and observations, as well as interviews conducted with learners, school staff and a representative of the village council. The study found that the major learner factors that contributed to school dropout were teenage pregnancy, a lack of motivation, disciplinary problems and alcohol and drug abuse. The study found that parental factors, such as the illiteracy of some of the parents and guardians, as well as a lack of parental involvement in the children’s education reflected by the fact that only 30% of the parents normally attended teacher-parent meetings, contributed to the dropout rate at the selected school. Furthermore, on the socio-economic factors the lack of employment in the community, where only 35% of the community was employed, implies that parents were unable to meet the needs of their children. Some learners, consequently, left school in search of employment for themselves and their families. Lastly, school factors that contributed to the high rate of dropout at the selected school included the lack of learning materials and individual learner support, as well as overcrowded classrooms. Therefore, the study recommends frequent emphasis by teachers on the importance of education in every person’s life, thus, motivating learners to stay in school. It also recommends that parents and guardians should be encouraged to attend literacy classes to enable them to assist their children with schoolwork. Lastly, it is recommended that the government provides sufficient teaching and learning materials, as well as infrastructure, to support all learners.
An analysis of the presentation of Namibian history in the Namibian secondary school history textbooks
(2014) Mbaeva, Nathanael K.
This research study is a content analysis of the sections on Namibian history of the Namibian Secondary School History Textbooks that were prescribed for use in schools for the period 1991 – 2008. Altogether eleven textbooks were studied. The study sought to establish the relevance of the textbooks in how far they promote reconciliation, inclusiveness and respect for diverse views in terms of their pedagogy and the way they portray Namibian history. A brief historical background on the foundations of textbooks in general and history textbooks in particular in pre-independent Namibia was given. Secondly, the study conceptualises and contextualises the theoretical and methodological approaches to textbook content analysis which underpin this study. The study made use of a mixed research approach. The quantitative and qualitative findings were corroborated in the discussion of the findings. It was found that although the textbooks generally spread the message of unity and peace building, the omission of controversial and sensitive events compromise on the purpose of studying history and meaningful reconciliation. The textbooks mainly present political themes and the actions of famous people and their relations with the colonial authorities and international organisations to the detriment of socio-economic issues, the work of civil organisations and the history of the ordinary men and women and are henceforth not inclusive. The narrative structure of the textbooks is mainly a third person one-dimensional narrative and do not include diverse views and thus does not promote tolerance and democratic values.
Analysis of writing errors made by grade 11 learners in English: A case study of two secondary schools in the Omusati education region in Namibia
(2013) Kapolo, Frieda L.
English Second Language (ESL) writing is a challenge to most of the learners in the Namibian schools. It is against this background that this study deals with the analysis of writing errors that are made by grade 11 learners in ESL from the two selected secondary schools in the Omusati Education Region in Namibia. It aims at identifying and analyzing writing errors in 400 essays written in English by 400 grade 11 learners. Errors were also compared in terms of gender and mother tongue, as the learners had different first languages which are Oshindonga and Oshikwanyama, in addition to ESL. The researcher applied a mixed method which comprises of quantitative and qualitative approaches. The quantitative method was used to identify the writing errors while qualitative method was used to analyse the writing errors. Both approaches considered the first languages and gender in terms of errors made. Four hundred essays were analysed and errors were categorized into 16 types. The most common errors identified were poor choice of words, spelling, punctuation, tenses, word omitted, singular/plural and capitalisation. The qualitative analyses of the errors clearly showed that learners made many errors in the identified categories and they were influenced by their first language. Intra-lingual transfer, fossilization and overgeneralisation were also observed in their writing. The results of the t test showed that female learners made more errors than male learners. It is vital that the Ministry of Education and teachers in particular consider the findings of this study and implement teaching and learning strategies that will improve learners‟ English writing.
Arts education for enhancing holistic child development in resource-challenged pre-primary schools in the Kunene region
(University of Namibia, 2020) Willem, Salinde N.
Arts education has been acknowledged as a subject that enhances holistic child development as it helps children to develop creative problem-solving skills, motor skills, language skills, social skills, decision-making, risk-taking and creativity. However, a lack of resources, particularly in pre-primary mobile schools may constrain the effective teaching and learning of arts. This study aimed at investigating both the challenges that pre-primary teachers experience in teaching arts education in resource-challenged, mobile schools in Kunene region as well as ways in which to enhance the prevailing practice of teaching and learning. The study employed a qualitative approach, using a collective/multiple, and unique case study research design. A total number of six preprimary, mobile government schools three from Epupa and three from the Opuwo circuit were selected as the sample for the study. Interviews and observation were used to collect the requisite data while a purposive sampling technique was used to select the interview participants. The study found that, in order to ensure the holistic development of a child, it is essential that all the various types of arts, namely, music, dance, visual arts and drama, are taught effectively through the levels of Bloom taxonomy and effective teaching methods. However, the study discovered the following challenges; inadequate teaching and learning resources, teacher factors, socio-economic factors and financial constraints. Finally, the study also found that the teaching of arts may be enhanced through the use of a variety of creative arts activities using local materials found in the environment that may be used to supplement any lack of the resources needed. The findings include, training workshops, support from the regional office and other stakeholders as well as the appointment of advisory teachers for non-promotional subjects such as arts education.
Assessing mathematics teachers’ integration levels of information and communication technology: A case of Ongha circuit, Ohangwena region
(University of Namibia, 2023) Albinus, Ferdina Pomwene-Pawa
A study titled "Assessing mathematics teachers’ integration levels of information and communication technology: A case of Ongha circuit, Ohangwena region" assessed the level of ICT integration of the secondary school mathematics teachers at MCA schools in Ohangwena Region. The study used the SAMR model to rank the level of secondary school mathematics teachers. A total sample of six (6) secondary school mathematics teachers at MCA schools was purposefully selected. The study uses qualitative methods to draw data from the participants. The study also utilized observations and a standardized interview with open-ended questions. Sample data collected from observations and interviews was subjected to an interpretive approach. Teachers’ levels of ICT integration were ranked using the SAMR Ranking. Data recorded during interviews was transcribed verbatim and categorized under themes. The study revealed that the secondary school mathematics teachers do integrate ICTs into their teaching of mathematics at the substitution and augmentation levels of the SAMR model. The study further revealed in-service training, time to integrate ICT, provision of ICT tools and internet coverage, as well as technological support as challenges to the ICT integration in their teaching of mathematics at the secondary school level. The study recommends that the MoEAC provide guidelines for ICT integration and make IC a promotional subject to facilitate teaching delivery. The study further recommends that MoEAC provide funds for teachers’ in-service training on the integration of ICT in teaching and learning processes in all subjects. Furthermore, the study recommends that further research to focus on assessing the teachers’ level of ICT integration in teaching mathematics at MCA schools at a national level
Assessing the impact of videos in promoting learners' English second language comprehension and listening in Omusati region
(University of Namibia, 2018) Mwaamukange, Gerson Hafeni Pelao
This study assessed a learning environment where learners were exposed to authentic and rich language input, and it has shed light on the use of multimedia pedagogies in second language (SL) teaching. By using videos, the study explored the impact of multimedia on language comprehension. The study was conducted in Omusati Region, Namibia on Grade 11 learners doing English as a Second Language NSSC Ordinary Level at a selected secondary school. Two Grade 11 classes were selected to be part of the sample, with one class being the experimental group, while the second class was the control group. The sample consisted of 41 learners per group. This study focused on finding out whether or not the use of videos has an impact on the English language comprehension of SL learners. This study was a comparative quantitative study, using a quasi-experimental research. Pre- and post-tests were administered on all participants. Instruments for this study consisted of English comprehension tests and listening tests. In the English comprehension tests, the experimental group watched videos and answered questions based on the videos, while the control group had the same content as the experimental group, but instead of videos, content was transcribed into text format. In the listening tests, both groups were given the same content and answered same questions on paper, but the experimental group‟s content was presented in videos with audio, while the control group only had an audio. After the pre-test, both groups were given series of tests that comprised three comprehension tests and two listening tests. Thereafter, post-tests were given to the control and experimental group. The t-test was used to find out if significant differences existed between the control and experimental groups‟ scores. Findings from the pre-test of the language comprehension, showed that there were no statistically significant differences in the scores on the control and experimental groups‟ scores of the language comprehension component. However, language comprehension post-test scores showed that there were statistically significant differences between the control and experimental group scores. The control group scored an average of 72.44 compared to an average score of 79.51 for the experimental group. These results seem to suggest that teaching with videos as supplementary materials improved the participating learners‟ language comprehension. The study recommends that language teachers should use audio-visual materials as supplementary materials when teaching English.
Assessing the provision of inclusive education in the Omusati region
(2014) Haitembu, Rauna K.
The purpose of this study was to assess the provision of Inclusive Education in Omusati Region. A quantitative research study was carried out and a random sampling procedure was used to select eleven schools. Twenty two (22) teachers and nineteen (19) education officers participated in this study. Two questionnaires consisting of open and closed ended questions were used to collect data for this study. The quantitative data was analysed using Statistics Package for Social Science (SPSS). Qualitative data was carefully analysed manually and grouped into themes. The findings of this study revealed that even though regional and circuit officials were aware of their responsibilities in provision of Inclusive Education, they had a mixed understanding of the importance of such responsibilities. Ample evidence from the findings show that inadequate in-service teacher training and lack of information and knowledge of Inclusive Education are the most challenges faced by teachers in Omusati region. Teachers were found to have mixed attitudes towards inclusion. It was also established that the assistance being provided to schools by regional and circuit offices was inadequate. The study recommended for the Ministry of Education to carry out awareness campaigns and trainings for all education officers. The study further recommended for the regional education offices of Omusati region to train teachers and provide information and support on Inclusive Education. The conclusions drawn from this study are that there are challenges facing teachers in provision of Inclusive Education. Moreover, provision of Inclusive Education is still a far off reality in Omusati region.
Assessing the utilization of information and communication technologies in inclusive classes in the Oshana region of Namibia
(University of Namibia, 2021) Bonifatius, Secilia M.
The introduction of Information Communication and Technology (ICT) in the 21st century has transformed education processes in inclusive classes, including the role of teachers and learners of the 21st century. Subsequently, the academic achievement of learners in inclusive classes was enhanced/improved. Following this global development, Namibia has adopted the ICT Policy for Education (1999) with the objective to foster appropriate development, efficient delivery and quality utilisation of technology in order to ensure ICT integration for excellence and equity in the education system. The purpose of this research study was to assess the use of Information Communication Technologies in inclusive classes at two schools in the Oshana Region of Namibia. The study, furthermore, investigated ICT-related challenges faced by teachers in teaching learners in inclusive classes, and identified solutions which can be put in place to overcome the challenges. This research study adopted a qualitative methodology and employed semi-structured interviews and observations as the main data soliciting tools. The researcher, furthermore, employed a purposive sampling method, where respondents were selected based on their experiences in teaching children with special needs. The content analysis method was employed to capture meaning from the data. Findings indicate that ICTs can be used as evaluative and assistive devices for learners in inclusive classes. The study further reveals that teachers failed to integrate ICTs successfully in their inclusive classes due to challenges, such as a lack of technical support, training of teachers on the utilisation of ICTs and pedagogical knowledge, as well as insufficient ICT gadgets and the inability of teachers to integrate ICTs. Lastly, the study advocates for the training teachers in employing ICTs, arranging regular workshops to keep teachers abreast of technological advancements, as well as providing technical support and adequate ICT gadgets to schools. A consistent supply of electricity in the schools and a supportive infrastructure, among others, are possible solutions to challenges that inhibit the successful integration of ICTs in inclusive classes.
Benefits and challenges of including learers with hearing impairment in inclusive schools in the Khomas and Oshana regions
(University of Namibia, 2018) Sheeya, Elizabeth L.
The purpose of this study was to identify the benefits and challenges of including learners with hearing impairments in inclusive schools in Khomas and Oshana regions. The study was guided by the following research questions: 1) What did learners, teachers and parents perceive to be benefits of including learners with hearing impairments in inclusive secondary schools in Oshana and Khomas Regions? 2) What did learners, teachers and parents perceive to be challenges of including learners with hearing impairments in inclusive secondary schools in the Oshana and Khomas Regions? 3) What did inclusive schools in the Oshana and Khomas Regions have in place in terms of resources, infrastructures, teaching strategies and support to enhance the wellbeing of learners with hearing impairments in inclusive classrooms? A qualitative study was carried out and the criterion purposive sampling strategy was used to select the sample. A total number of 21 people participated in the study. The participants included 12 teachers, five parents/guardians and four learners. Semi-structured interviews, observations and document analysis were used to collect data while a qualitative data analysis technique of transcribing and categorising the responses was used to analyse the collected data. The study revealed that inclusion is beneficial to learners with hearing impairments. Among potential benefits were socialisation opportunities, inclusivity in the school environment, teacher’s empowerment, academic benefits and preparation for after school life. The study also discovered that inclusion does not only benefit learners with hearing impairments, but also benefit hearing learners and teachers. However, lack of teacher’s training, problems with interpreters, lack of interaction, academic performance, the teaching and learning process, problems with sign language interpreters and parental involvement in the teaching and learning process were identified to be some of the challenge hindering the inclusion of learners with hearing impairments. The study also found that teachers’ support, use of competent interpreters, collaboration, classroom management such as seating arrangements and the use of visual teaching aids were among the strategies that the school made use of to enhance the wellbeing of learners with hearing impairments in inclusive schools. The study concluded that the challenges of inclusion outweighed the benefits and therefore more resources, better preparation for all school and teachers’ collaboration with all stakeholders were needed to ensure the effective implementation of inclusion. The recommends continuous professional development seminars and in-service training for the teachers at inclusive schools.
Bridging the distance
(2000) Brown, N.A.
The career maturity of Grade 9 learners in selected schools at Keetmanshoop, Namibia
(University of Namibia, 2021) De Koe, Bianca Yolandi
Career maturity is an individual’s ability to make proper career choices and includes awareness of what is required to make career decisions, as well as the extent to which one’s choices are both realistic and consistent over time. The first aim of the present study was to obtain information regarding career maturity. Secondly, it aimed at establishing whether there were differences in career maturity between the genders, types of school and school performance. Cluster sampling was employed to identify natural occurring schools, followed by random sampling to select the schools and the learners who participated in the study. The total sampled population consisted of 138 Grade 9 junior secondary school learners in Keetmanshoop, Namibia, comprising of 22 private school learners and 116 government school learners. Langley’s Career Development Questionnaire (CDQ) (1990) was employed to assess the career maturity of the learners. Descriptive statistics (median, mode, means and standard deviations) and inferential statistics (t-test) that included the CDQ five dimensions was utilised to analyse data. A t-test measured the statistical differences in the career maturity of the respondents across gender and the two educational settings. To investigate school performance, a correlation study was conducted to assess the relationship between career maturity and academic Grade average. Results revealed an average level of career maturity for learners in all CDQ dimensions. A significant difference for gender was found, with males exhibiting a higher-level of career maturity than females. A significant difference for school type between private and government schools was found, with private schools indicating a higher-level career maturity than government schools. Findings revealed that Grade point average was a relevant factor to predict career maturity due to the positive relationship between the two variables. Counsellors should thus pay additional attention to the career guidance of low performing learners by assisting them to reach higher levels of career maturity. Similarly, girls should be encouraged to think more about their future careers, as results revealed that they were even less career mature than boys were.
A case of inclusive education practices employed by schools in the Engela cluster of the Ohangwena region, Namibia
(University of Namibia, 2018) Shiimi, Hilda Nuusiku
Noticing the complexity of inclusive education in theory and practice, this study is aimed at finding out the nature and types of Inclusive Education (IE) practices employed in the Engela cluster in the Ohangwena region, Namibia. A mixed research design was employed to solicit information using a quantitative survey and a qualitative case study. A criterion sampling procedure was used to select a sample of six school principals, 48 teachers and 120 learners to share their experiences regarding the practices of inclusive education in schools. To seek convergence, corroboration and correspondence of data, the researcher applied triangulation using different research tools (Creswell & Clark, 2011). Various instruments such as one-on-one interviews, focused group interviews, questionnaires and visual representations (pictures) were used in this study. The quantitative and qualitative findings are presented simultaneously according to themes. The results obtained were presented, analysed and discussed in line with the themes derived from research questions. The quantitative results were analysed using descriptive statistics, while the qualitative data used typological and polyvocal data analysis. The findings revealed that the Engela cluster comprises a wide range of learners with special/diverse needs of which the most prevalent group is orphans and vulnerable children (83.3%). It was found that the school principals and teachers tried to implement inclusive practices despite the fact that they did not have in-depth knowledge and skills in what constitutes Inclusive Education. Although the envisaged idea of inclusive education is to ensure education for all learners, most school principals and teachers were of the opinion that inclusion in the Engela cluster can only be applied with confidence to a limited extent. Moreover, they maintained that not all the learners found in their respective schools are eligible to be taught in regular schools. This assertion was attributed to poor school infrastructure which does not respond to the call of Inclusive Education and that obstructs inclusion of learners with special/diverse needs. Nevertheless, it was also found that some school-based interventions applied were in compliance with the call of inclusive education. Results suggested that the IE practices employed by schools in the Engela cluster could not vigorously be established due to various challenges. Hence recommendations were made to relevant stakeholders and further research to be conducted in the IE field.
A case study of the constraints perceived and encountered by Grade 10 teachers in teaching English as a socond language in rural combined schools in the Oshana region
(University of Namibia, 2013) Lumbu, Simon D.
A qualitative case study investigated the constraints encountered by Grade 10 teachers in teaching English as a Second Language in rural areas of the Oshana region, in Namibia. The convenience sampling techniques were used to sample the 10 schools for participation in the study. Using a questionnaire and semi-structured interviews as instruments, the study investigated, firstly, the constraints teachers encounter in teaching ESL; secondly, the kind of support teachers in rural schools receive from the Ministry of Education, the Oshana Education Regional Office, and other educational stakeholders; and thirdly, the perceptions of teachers of ESL towards the teaching of the English language. The study found that there exist generally positive attitudes towards the English language in rural areas of the Oshana region. The study concludes that the major constraints that JSC teachers encounter range from lack of materials to teachers’ poor English language proficiency and the effects of error fossilization and error inheritance.
A case study of the factors which inhibit grade 12 learners' comprehension in English as a second language at Ongha Senior Secondary School in the Ohangwena region
(2011) Hilongwa, Leader
Abstract provided by author

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