School of Education

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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 resilience in Mathematics amongst at-risk Grade 10 learners in Namibia: A phenomenology study
(University of Namibia, 2018) Neshila, Kashinauua Faustina
Demands for technical and scientific expertise in many countries including Namibia made the Namibian government emphasise the need for effective teaching of mathematics and science in schools to enable learners to excel in these subjects. Despite that, school failure at Grade 10 level remains a challenge in Namibia. Learners continue to perform poorly, especially in mathematics over the past years. One intriguing manifestation of this record of performance is that there are some learners who may be considered to be at risk of school failure yet they excel in mathematics. These are learners of a low social economic status, who come from poverty-stricken families and communities ravaged by crime, violence, parental unemployment and substance abuse, just to mention a few. The focal point of this study is to understand the conceptual, experiential and practical ramifications of resilience displayed by such learners. Thus, a study on protective factors which contribute to academic resilience in mathematics might provide a stepping stone to success in learning mathematics and to the development of a subject/section in the school curriculum to foster academic resilience amongst Namibian learners. A phenomenological research methodology was chosen with the aim of describing the lived experiences of those Grade 10 learners who are at risk of school failure yet have resilient outcomes in mathematics. A sample of eight learners who obtained a B grade/symbol or better in mathematics in the national Grade 10 formal examinations in 2014; and were considered at-risk of school failure; were selected with the help of their mathematics and life skills teachers. The research participants were interviewed using a three-phase approach. The standardised open-ended interview in the first phase focused on the context of the participants’ experience with resilience. In the second phase the participants were asked to describe details of their lived experiences of resilience in the school context. Lastly in the third phase participants were encouraged to reflect on the meaning of their experiences of resilience. The interviews were audio-recorded and transcribed. The transcripts were analysed thematically to identify core commonalities and meanings. The results of this study have provided evidence that academic resilience in mathematics was displayed through the strong social bonds learners shared with both adults and peers/friends who promoted their desire to participate in the life of school and to achieve. Furthermore, findings showed that the context in which learners had/have to learn mathematics was best described as not being favourable for learning mathematics. Most of the participants were orphans born to un-educated/under-educated parents and lived in crowded homes in poverty-stricken neighbourhoods. These neighbourhoods were characterised by a high number of cuca shops/bars which emitted so much noise that it was challenging for the learners to study at home. Learners reported exposure to violence, alcohol and substance abuse in their streets. In addition, owing to low levels of parental education they receive/d little or no family support with their learning of mathematics; consequently, their home background failed to provide them with role models in mathematics. Instead, some of the participants live/lived with siblings who dropped out of school, parents who failed grade 10 and peers who disliked mathematics. These participants relied on their own self-determination, self-efficacy, self-help and optimism for learning mathematics. Because of these qualities learners were able to adapt to the challenges in their environment and achieve good results in mathematics. Bearing of these findings in mind the study developed a theoretical model for promoting academic resilience in mathematics herein referred to as the triple I (I-I-I) model for promoting academic resilience in mathematics through the perspective of the learner informed by the learners’ lived experiences of the phenomenon. The study provided some suggestions which if implemented might enable learners from disadvantaged backgrounds to succeed in mathematics. It is recommended that the Ministry of Education should revise the life skills syllabus to add a section aimed at promoting academic resilience. Another suggestion is that parents should be encouraged by school principals and teachers to show interest in their children’s education. For example, schools should also inform parents about school activities through the local media such as local radio stations. Schools should strengthen the parents’ relationship with the school through the school board and encourage parents to attend school meetings by highlighting the importance of parental attendance to the learners.
Academic writing in English: Challenges experienced by Bachelor of Education primary level students at the University of Namibia, Katima Mulilo campus
(University of Namibia, 2016) Mutimani, Molly M.
This study investigated the academic writing challenges experienced by Bachelor of Education undergraduate students in using English at the University of Namibia, Katima Mulilo Campus. The study focused on the following research questions: what challenges did students face in academic writing at this campus? What were the students’ and lecturers’ perceptions of the possible causes of these academic writing challenges; were there any differences in writing challenges faced according to gender and the students’ year of study and what were the possible intervention strategies that could be used to improve students’ academic writing skills? The study used mixed methods, explanatory and sequential designs. The participants comprised 40 first year, 40 second year and 33 third year students, as well as 20 lecturers of the 2013 academic year. Questionnaires, semi-structured, individual interviews and previously marked student essays were employed as data collection instruments. The data analysis included statistical analysis of the two questionnaires, a thematic analysis of students and lecturers’ interview data and an integrative analysis that involved continuously checking back and forth between quantitative and qualitative findings. Although students were taught academic writing in a university core module, the findings of this study showed that they still faced various academic writing challenges. The data revealed that the academic writing challenges of students in the study were consequences of their linguistic and general literacy backgrounds, their attitudes toward academic writing and the privileging of middle-class literacy practices in Namibian higher education. To mitigate these challenges, this study recommends the following strategies: the integration of academic literacies in the curricula of all disciplines, the promotion of multimodal teaching strategies and assessment, as well as collaboration between language lecturers and core course specialists. It also recommends intensive academic reading and writing workshops, as well as increased formative feedback.
Active learner participation: A study of the basic education teacher diploma in-service training teachers' classroom practice in the Ondangwa West & East educational regions
(2002) Amutenya, Martha N.
The purpose of this study was to find out whether Basic Education Teacher Diploma In service Training (BETD INSET) graduate teachers practiced and encouraged active learner participation in their classrooms. Further, the study attempted to find out the factors that might be hindering active participation of learners in the instructional process. Two research approaches were used to collect data, namely interviews and observations of the BETD INSET graduate teachers’ classroom practice with respect to active learner participation. The purpose of interviews was to solicit the views, experiences and practices of the BETD INSET teachers regarding active learner participation in their classes. In addition, three lessons of each of the 15 BETD INSET teachers were observed. Classroom observation provided the researcher with the opportunity to actually observe how the teachers practiced active learner involvement and the class interactions during the instructional process. The frequency tables were used to analyze the data collected. From the results of this study, it seems that the BETD INSET programme has positive effects on the teachers’ practice in the classroom. It seems as if the teachers have changed their teaching methods as required by the new teaching philosophy, namely Learner Centered Education (LCE) in Namibian schools that promotes active learner participation. The discussion method was observed as a common teaching method used by the BETD INSET teachers in their classrooms. Discovery and experiential methods were practiced less by 40 % in the BETD INSET teachers’ classrooms. The results also indicated that the learners’ role had changed from passive receivers to knowledge constructors. To a large extent, 7 0% of the learners made contributions to the class discussion by answering and asking the teacher questions. However to a lesser extent, 30% of the learners formulated concepts and learned by doing. It was also found that various factors hindered the practice of active learner participation in the BETD INSET teachers’ classes such as: -- Language problems experienced by some learners -- Classes lack of enough textbooks and other teaching and learning facilities; -- Shyness among learners; -- Automatic promotion from grade to grade; -- Very large classes sizes; and -- Poor involvement of parents in the education of their children. The study recommends that the BETD In service programme be continued until all other teachers who have got other qualifications other than the BETD certificate are catered for in order to enable them practice active learner participation in their classes.
Adoption and utilisation of workplace e-learning practices in selected Namibian public sector organisations
(University of Namibia, 2025) Serema, Marguerite M.; Shihomeka, Sarag Panduleni
Recent times are witnessing a substantial increase in the adoption and utilisation of e learning for education. Furthermore, there is a growing trend of this tool effectively used to facilitate learning and growth inside public sector organisations globally. In this particular study the main aim was to explore the acceptance and use of e-learning practices in a selection of organisations in the public sector of Namibia. The aforementioned objective was achieved by the acquisition of a comprehensive understanding of the contextual setting in which the research was conducted, as well as a thorough analysis of factors that facilitate e-learning. The study adopted an explanatory sequential mixed method approach comprising of quantitative research (questionnaires) and qualitative research (interviews). The literature review revealed gaps, theories and provided guidance on the formulation of the hypotheses and the development of the instruments. Subsequent to the administration of the questionnaires the follow up interviews were conducted. The framework of the study was based on the model; Unified Theory of Acceptance and Use of Technology (UTAUT). The model is aimed at elucidating adoption and utilisation of e-learning practices, specifically focusing on their implementation. The sample size of 162 individuals, consisting of managers and employees, was carefully chosen to ensure representation across various public sector specialties and professional ranks. Overall, the findings of the study suggest that individuals employed in the public sector had positive view on e-learning use. The limited availability of resources directly contributed to diminished levels of motivation, resulting in unfavourable view towards the practice. It was found further that the literature review, questionnaires and interviews converged since there were not much difference obtained; the methods were rather complementary to one another. The results indicated that e-learning use in Namibia necessitates a comprehensive and structured model. This study therefore recommends a model that requires the meticulous development of factors to foster a culture of e-learning use. It further recommends the development and implementation of curricula as necessary for adoption and utilisation. The aforementioned recommendations demand the incorporation of organisational factors within a wider framework, encompassing guidelines and initiatives formulated by public sector entities for the collective advantage of the Namibian public sector in its entirety. The primary recommendation derived from this study is the conversion of Namibia Institute of Public Administration and Management (NIPAM) into the Namibia Public Service College, aiming to fulfil the public sector's overall educational needs. Based on an extensive investigation into the public sector organisations in Namibia and a thorough study of relevant literature, a proposed model has been established. The model referred to as the Adoption and Utilisation of Workplace e-learning in the Public Sector Organisations (AUWEPSO) is being proposed. The model exhibits the capacity to serve as a framework for the effective adoption and utilisation of workplace e learning practices in organisations within the Namibian public sector and other institutions with similar contextual characteristics
AI-enabled sign language interpretation in E-learning: A structural modelling of the perspectives of African sign language interpreters
(Springer Nature, 2026) Adigun, Olufemi Timothy
The development of artificial intelligence-enabled sign language interpretation (AIenabled SLI) is changing the dynamics in the sign language interpreting space and there have been various arguments for and against the use of AI-enabled SLI, especially for academic use. Leveraging on the importance of artificial intelligence for persons who are Deaf or hard of hearing, this study brought to forward the perspectives of professional sign language interpreters from Sub-Saharan Africa about AI-enabled SLI. Framed by the technology acceptance model, a total of 412 sign language interpreters from 12 African countries participated in the study and responded to the e-questionnaire. The survey responses were analysed using structural equation modelling. The findings revealed that perceived benefits (PB), perceived risks (PR) and perceived trust (PT) had a significant positive relationship with future perspectives (FP) about AI-enabled SLI. It was also found that while PB had a negative but direct relationship with cultural influence (CI), PT was found to be positively significant with CI. This study could not establish any significant mediative influence of CI in the relationship between PB, PR, PT and FP about AI-enabled SLI among African SLIs. Therefore, CI has not been found to have any influence on FP about AI-enabled SLI among African SLIs. Based on the findings, appropriate recommendations were made
An analysis of students’ and lecturers’ experiences of learning and teaching mathematics education online: A case of the University of Namibia, Khomasdal campus
(University of Namibia, 2025) Theofilus, Hilda Inamumvulwa; Neshila, F. K.
This study analysed the online learning and teaching experiences of Mathematics Education modules from the perspective of both students and lecturers at the University of Namibia, Khomasdal Campus. The study adopted the concepts of the Technology Acceptance Model (TAM) and the Unified Theory of Acceptance and Use of Technology (UTAUT) to construct the conceptual framework. The conceptual framework was used to understand students’ and lecturers’ viewpoints on embracing technology during the online learning and teaching of Mathematics Education. Equally, the study adopted a qualitative case study design. Participants of this study comprised two undergraduate Mathematics Education course lecturers, ten third-year students, and eight fourth-year students studying towards a Bachelor of Education with Mathematics Education as one of their majors, who were taught online in 2021. The participants were purposively and conveniently selected as information-rich sources. Data was collected using semi-structured, face-to-face interviews, which were thematically analysed. The findings of the study revealed that students and lecturers had positive and negative experiences while learning and teaching Mathematics Education online. The positive experiences include flexibility and convenience in terms of time and place, access to resources, personalised learning, and responsibility and accountability for one’s learning. The negative experiences include a lack of technological tools; internet connection issues; issues with the learning management system (LMS); insufficient internet data bundles; psychological challenges; lack of support from lecturers; academic dishonesty, and unconducive home environments for learning. Based on the findings, this study recommends that UNAM upgrades the LMS server so as to accommodate all lecturers teaching online simultaneously. In addition, the university should provide continuous professional development for lecturers and train both students and lecturers on learning and teaching online Further, the study recommends that UNAM provides both students and lecturers with appropriate technological devices, unlimited data bundles, and space for students to attend online classes. Finally, the study recommended that lecturers should record lessons, create online breakout rooms for student collaborations, and high schools should introduce a compulsory digital literacy subject
An analysis of relationship between research, innovation, and teaching in higher education in readiness for the 4IR
(University of Namibia, 2023) Mbangula, Daniel K.
The presentation is about the relationship between research, innovation, and teaching in higher education in preparation for the Fourth Industrial Revolution (4IR).
An analysis of teachers‟ exemplary instructional strategies in relation to NSSCO learners‟ learning difficulties in solving algebraic equations in Omaruru circuit
(University of Namibia, 2025) Lumeta, Beath A.; Kandjeo-Marenga Hedwigh U.
This study analysed teachers‟ exemplary instructional strategies in relation to NSSCO learners‟ learning difficulties in solving Algebraic equations in Omaruru Circuit, Erongo Educational Region, Namibia. This study used Cognitive Constructivism Theory as its theoretical underpinnings. The study applied a convergent mixed method, QUAN and QUAL, approach, using a quasi-experimental design and an existential phenomenology design to identify learners‟ learning difficulties in Algebra as well as the instructional strategies employed by teachers to assist those learners. One public school was purposively sampled, and one private school was automatically selected for study. Data collection instruments include pre tests and posts. The participants were two National Senior Secondary Certificate Ordinary (NSSCO) Mathematics teachers and 36 grade 10 learners. The data collected from pre-tests and post-tests were analysed quantitatively and the two proposed hypotheses were tested using the t-test at α = 0.05 method of analysis while the data from observations were descriptively analysed. The study‟s findings revealed the following: (1) Learners have more difficulties in word problems, factorizing, LCM, binomial expansion, reciprocal and inequality direction among all the other difficulties identified. (2) Watching videos assisted learners with learning difficulties in Algebra than peer teaching and group discussion. (3) The t (stat) = 2.56 is more than t (critical) = 2.04 and this reject the null hypothesis. This indicates that there is a significant difference in the mean scores of learners taught using exemplary instructional strategies and learners taught using traditional methods. Learners taught using exemplary instructional strategies performed better than those taught using the traditional methods. The study recommends that teachers must use instructional strategies that allow learners to actively participate in their learning such as peer teaching, group discussions and allow them watch educational videos since these strategies enhance learners‟ interest in learning. Hence, Educational regions should organize numerous Mathematics workshops, so that teachers meet, discuss and share exemplary instructional strategies which are ideal for teaching Algebra
An analysis of the influence of the Pre-Entry Tertiary Education (PETE) programme on Grade 12 (NSSC) students' admission to higher education: A case study of the NAMCOL Head Office Centre
(University of Namibia, 2024) Bok, Rholene Juliet; Pomuti, Hertha
The purpose of the study was to assess the extent to which the Pre-entry to Tertiary Education Programme (PETE) improves the grades of Gr 12 NSSC (high school) students to meet the admission requirements at institutions of higher learning. PETE was introduced in 2008 at the Namibian College of Open Learning (NAMCOL) to address the mismatch between exit skills at the secondary level and the required entry skills at the higher education level. The main objectives of PETE are (a) to improve the grades of high school students to enable them to meet the admission requirements of higher education and (b) to be able to cope with curriculum demands at the tertiary level. Since its inception in 2008, little research study has been conducted that assesses the extent to which PETE improves the grades of high school students and enables them to meet the admission requirements of higher education. This case study employed a mixed-methods approach, to investigate the influence of the PETE programme on Gr 12 NSSC students' grades. The study aimed to determine the extent to which the programme improves student academic performance and facilitates students' eligibility for higher education admission requirements. Findings revealed that there was improvement among participants. Eighty per cent (16) of the selected 20 students with documented grades before and after the programme demonstrated improved academic performance. The results further showed that there were improvements in subjects and only 20% (4) of the students had at least one ungraded subject. The study identified several factors affecting students' success in PETE studies and potentially influenced their access to higher education. Positive factors included commitment, motivation, supportive social circles (friends and family), self confidence, encouragement from tutors, dedicated study time on campus, effective examination preparation, and emotional support. Conversely, negative factors II included a lack of motivation, frequent absences, low self-esteem, and insufficient support systems
An analysis on the challenges influencing the teaching of physical education in secondary schools in Lüderitz, Namibia
(University of Namibia, 2024) Ngolo, Stefanus E.
The primary purpose and aim of this study were to investigate the factors influencing the teaching of Physical Education (PE) in secondary schools in Lüderitz, //Kharas Region, Namibia. The study provided answers to the following research questions: What are the challenges that influence the teaching of PE in secondary schools in Lüderitz Namibia? What are the possible solutions to the challenges affecting the teaching of PE in secondary schools in Lüderitz, Namibia? Literature was reviewed by linking to the challenges influencing the teaching of PE in secondary schools, and a survey research strategy was used. Three research instruments were used in the collection of data; these instruments were open-ended and closed-ended questionnaires and observation schedules. A total of 100 learners, six (6) teachers, two (2) heads of departments and two (2) principals from two (2) schools participated in the study. All participants completed open-ended and closed ended questionnaires. In addition, observation notes were also used to collect data. From the results obtained, the study revealed that there are challenges in the teaching of PE. These challenges, among others, include: lack of PE facilities at schools where teaching of PE is supposed to take place, PE not being taught according to the Ministry of Education, Arts and Culture’s programme or syllabus due to lack of teachers’ interest in the subject and lack of supervision from school management. Further, the few available PE facilities are not adequate at the schools; there is a lack of PE equipment; a lack of PE management; lack of PE study materials such as textbooks; lack of interest and commitment among some teachers and students and lack of ii qualified PE teachers. Schools do not have trained PE teachers resulting in PE being taught by teachers who do not have PE knowledge and PE teaching skills. The study recommended the provision of PE facilities as well as PE equipment. Teachers and learners should follow a program or syllabus put in place by the Ministry of Education, Arts and Culture and not do random activities. Schools should employ qualified PE teachers and provide more equipment for PE to support the teaching and learning process
An assessment of how to build a diverse entrepreneurial leadership team
(IGI Global, 2025) Mbangula, Daniel K.
In highlighting the significance of cultivating an inclusive culture for increased creativity, innovation, and adaptability, this chapter explores the crucial elements of building a diverse entrepreneurial leadership team. In-depth analysis and insights into the essential elements and tactics of assembling a diverse entrepreneurial lead ership team are the goals of the chapter. Another goal of this chapter is to provide organizations that want to embrace diversity and inclusion among their leadership ranks with useful advice and doable suggestions. Concerns about a lack of knowl edge about the advantages of diversity in entrepreneurial leadership teams may be covered in this chapter. It will underline how crucial it is to recognize and appreciate the contributions that different points of view make. Concerns about organizational culture's resistance to change will be discussed in this chapter.
An assessment on the effect of leadership styles on the employee performance: A case of Namibia Dairies in Namibia
(International Journal of Learning and Development, 2024) Pedro, Rosalina Esperanca; Viola, Unengu; Mbangula, Daniel K.
The paper examines the effect of leadership styles on the employee performance a case of Namibia dairies. From the study, it was discovered that the type of leadership style that managers use influences the morale of the employees. This study adopted a qualitative research approach using a case study design. A case study is a qualitative research method that allows a deep exploration within a natural context and hence provides a full and through understanding of the particular and lived experience of a participant. The study has 15 participants who were selected using non-probability sampling method. The results also highlighted that some of the leadership styles that are used by managers stifles employee morale thereby affecting the employees’ efficiency in an organisation. The study findings also indicated that there was significant positive relationship between democratic leadership and employee performance. The study findings furthermore indicated that there was significant positive relationship between democratic leadership and employee performance. Whilst the study results revealed that laissez-faire leadership style and individual performance has a negative relationship. The study recommends that democratic leadership style should be encouraged, for the fact that it would further empower their subordinates by developing teams and accord some measure of responsibility and authority to their employees. Therefore, workers would ignite their potentials, realize job satisfaction, and execute their tasks maximally for organization survival
An interpretive analysis of Namibian education policy and its link to citizenship education: A reflection on my doctoral encounters
(Taylor and Francis group, 2024) Shikukumwa, Tadeus
This book chapter presents the doctoral adventure and the influence of democratic citizenship education with a special focus on Namibian education policy. The journey comprised an interpretive study concerning Namibian education policy and its link to citizenship education. The primary intention on this doctoral journey was to present his discovery and understanding of the role of the new Namibian education policy, the National Curriculum for Basic Education 2015, in the development of democratic citizenship education. Furthermore, in this chapter, it reflects on strategies that are in place to ensure that learners in Namibia have access to democratic education. Moreover, the intent to reveal how the new Namibian education policy (i.e. the National Curriculum for Basic Education, 2015) contributes to democratic citizenship education. In addition, it aimed to discuss whether the new education policy would be effective in enhancing educational transformation in Namibia. In addition, a pragmatist interpretivist approach was used to conceptualise the progressive or transformative education that the new curriculum seeks to introduce
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 a teacher education programme at a Namibian tertiary institution
(Creative Education, 2022) Junias, Kristofina; Kambeyo, Linus; Katukula, Kelvin Mubiana
Teacher quality is a crucial element of quality education, and it is dependent on the quality of teacher education. Thus, this study analyses the teacher training programme at a Namibian university to determine its quality. Four quality determining components were analysed: students and teacher educator qualities; curriculum materials; teaching and learning process; and teaching practice. This qualitative study employed a single case study design. Four research instruments were used to collect data: document analysis, focus group interviews, questionnaires, and observations. The sample comprised one hundred and sixty (160) pre-service students, one (1) focus group of fifteen (15) graduates, sixteen (16) teacher educators, and three (3) focus groups with a total of thirty (30) pre-service students. The significant findings of this study were that average students enroll in the teacher education programme because of extrinsic and other motives other than intrinsic and altruistic reasons. In addition, the teacher education curriculum was found to be overcrowded with fragmented modules. Further, the subject matter content was not aligned with the school curriculum; students exit with little subject matter knowledge. The study also found that the assessment of pre-service students lacked authenticity as assessment questions do not test the understanding and application of knowledge. Additionally, the lecture method dominated the pedagogies employed, promoting rote learning. Another factor was poor teaching practices characterised by inadequate time allocation and lack of mentoring support from the school. Thus, a lot is desired from the teacher education programme; hence, the study recommends a longitudinal study to be carried out involving all higher education institutions in Namibia that offer a teacher education programme to see if the findings would be the same
An analysis of factors contributing to learner dropout at a selected school in the //Kharas region
(University of Namibia, 2022) Nambala, Klementine M
This case study aimed to analyse the factors contributing to learner dropout at a selected school in the //Kharas region. Data were collected by employing document analysis and observations, as well as interviews conducted with learners, school staff and a representative of the village council. The study found that the major learner factors that contributed to school dropout were teenage pregnancy, a lack of motivation, disciplinary problems and alcohol and drug abuse. The study found that parental factors, such as the illiteracy of some of the parents and guardians, as well as a lack of parental involvement in the children’s education reflected by the fact that only 30% of the parents normally attended teacher-parent meetings, contributed to the dropout rate at the selected school. Furthermore, on the socio-economic factors the lack of employment in the community, where only 35% of the community was employed, implies that parents were unable to meet the needs of their children. Some learners, consequently, left school in search of employment for themselves and their families. Lastly, school factors that contributed to the high rate of dropout at the selected school included the lack of learning materials and individual learner support, as well as overcrowded classrooms. Therefore, the study recommends frequent emphasis by teachers on the importance of education in every person’s life, thus, motivating learners to stay in school. It also recommends that parents and guardians should be encouraged to attend literacy classes to enable them to assist their children with schoolwork. Lastly, it is recommended that the government provides sufficient teaching and learning materials, as well as infrastructure, to support all learners.
An analysis of the presentation of Namibian history in the Namibian secondary school history textbooks
(2014) Mbaeva, Nathanael K.
This research study is a content analysis of the sections on Namibian history of the Namibian Secondary School History Textbooks that were prescribed for use in schools for the period 1991 – 2008. Altogether eleven textbooks were studied. The study sought to establish the relevance of the textbooks in how far they promote reconciliation, inclusiveness and respect for diverse views in terms of their pedagogy and the way they portray Namibian history. A brief historical background on the foundations of textbooks in general and history textbooks in particular in pre-independent Namibia was given. Secondly, the study conceptualises and contextualises the theoretical and methodological approaches to textbook content analysis which underpin this study. The study made use of a mixed research approach. The quantitative and qualitative findings were corroborated in the discussion of the findings. It was found that although the textbooks generally spread the message of unity and peace building, the omission of controversial and sensitive events compromise on the purpose of studying history and meaningful reconciliation. The textbooks mainly present political themes and the actions of famous people and their relations with the colonial authorities and international organisations to the detriment of socio-economic issues, the work of civil organisations and the history of the ordinary men and women and are henceforth not inclusive. The narrative structure of the textbooks is mainly a third person one-dimensional narrative and do not include diverse views and thus does not promote tolerance and democratic values.

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