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.
An analysis of relationship between research, innovation, and teaching in higher education in readiness for the 4IR
(University of Namibia, 2023) Mbangula, Daniel K.
The presentation is about the relationship between research, innovation, and teaching in higher education in preparation for the Fourth Industrial Revolution (4IR).
An analysis of the influence of the Pre-Entry Tertiary Education (PETE) programme on Grade 12 (NSSC) students' admission to higher education: A case study of the NAMCOL Head Office Centre
(University of Namibia, 2024) Bok, Rholene Juliet; Pomuti, Hertha
The purpose of the study was to assess the extent to which the Pre-entry to Tertiary Education Programme (PETE) improves the grades of Gr 12 NSSC (high school) students to meet the admission requirements at institutions of higher learning. PETE was introduced in 2008 at the Namibian College of Open Learning (NAMCOL) to address the mismatch between exit skills at the secondary level and the required entry skills at the higher education level. The main objectives of PETE are (a) to improve the grades of high school students to enable them to meet the admission requirements of higher education and (b) to be able to cope with curriculum demands at the tertiary level. Since its inception in 2008, little research study has been conducted that assesses the extent to which PETE improves the grades of high school students and enables them to meet the admission requirements of higher education. This case study employed a mixed-methods approach, to investigate the influence of the PETE programme on Gr 12 NSSC students' grades. The study aimed to determine the extent to which the programme improves student academic performance and facilitates students' eligibility for higher education admission requirements. Findings revealed that there was improvement among participants. Eighty per cent (16) of the selected 20 students with documented grades before and after the programme demonstrated improved academic performance. The results further showed that there were improvements in subjects and only 20% (4) of the students had at least one ungraded subject. The study identified several factors affecting students' success in PETE studies and potentially influenced their access to higher education. Positive factors included commitment, motivation, supportive social circles (friends and family), self confidence, encouragement from tutors, dedicated study time on campus, effective examination preparation, and emotional support. Conversely, negative factors II included a lack of motivation, frequent absences, low self-esteem, and insufficient support systems
An analysis on the challenges influencing the teaching of physical education in secondary schools in Lüderitz, Namibia
(University of Namibia, 2024) Ngolo, Stefanus E.
The primary purpose and aim of this study were to investigate the factors influencing the teaching of Physical Education (PE) in secondary schools in Lüderitz, //Kharas Region, Namibia. The study provided answers to the following research questions: What are the challenges that influence the teaching of PE in secondary schools in Lüderitz Namibia? What are the possible solutions to the challenges affecting the teaching of PE in secondary schools in Lüderitz, Namibia? Literature was reviewed by linking to the challenges influencing the teaching of PE in secondary schools, and a survey research strategy was used. Three research instruments were used in the collection of data; these instruments were open-ended and closed-ended questionnaires and observation schedules. A total of 100 learners, six (6) teachers, two (2) heads of departments and two (2) principals from two (2) schools participated in the study. All participants completed open-ended and closed ended questionnaires. In addition, observation notes were also used to collect data. From the results obtained, the study revealed that there are challenges in the teaching of PE. These challenges, among others, include: lack of PE facilities at schools where teaching of PE is supposed to take place, PE not being taught according to the Ministry of Education, Arts and Culture’s programme or syllabus due to lack of teachers’ interest in the subject and lack of supervision from school management. Further, the few available PE facilities are not adequate at the schools; there is a lack of PE equipment; a lack of PE management; lack of PE study materials such as textbooks; lack of interest and commitment among some teachers and students and lack of ii qualified PE teachers. Schools do not have trained PE teachers resulting in PE being taught by teachers who do not have PE knowledge and PE teaching skills. The study recommended the provision of PE facilities as well as PE equipment. Teachers and learners should follow a program or syllabus put in place by the Ministry of Education, Arts and Culture and not do random activities. Schools should employ qualified PE teachers and provide more equipment for PE to support the teaching and learning process
An assessment of how to build a diverse entrepreneurial leadership team
(IGI Global, 2025) Mbangula, Daniel K.
In highlighting the significance of cultivating an inclusive culture for increased creativity, innovation, and adaptability, this chapter explores the crucial elements of building a diverse entrepreneurial leadership team. In-depth analysis and insights into the essential elements and tactics of assembling a diverse entrepreneurial lead ership team are the goals of the chapter. Another goal of this chapter is to provide organizations that want to embrace diversity and inclusion among their leadership ranks with useful advice and doable suggestions. Concerns about a lack of knowl edge about the advantages of diversity in entrepreneurial leadership teams may be covered in this chapter. It will underline how crucial it is to recognize and appreciate the contributions that different points of view make. Concerns about organizational culture's resistance to change will be discussed in this chapter.
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.
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.
Anti-bullying intervention programme and guidelines for secondary schools in Namibia
(University of Namibia, 2020) Sam, Aune Ndeumona
For several decades, bullying has been highlighted as one of the threats to effective teaching and learning. Many research studies have been conducted in developed countries, especially in Norway and the USA, with the aim of preventing and managing bullying at school level. In Namibia, research conducted by Sam (2011) revealed that the prevalence of bullying in both rural and urban schools was high, but that there was no intervention programme to assist victims and perpetrators, as well as witnesses of bullying. The study found a gap in knowledge regarding a programme that could be utilised for anti-bullying purposes; existing anti-bullying programmes available were not suitable for the Namibian context as they had been developed in the western world where the school set up was different. One of the recommendations suggested in that study was that a programme aiming at combating bullying in Namibian schools should be developed. The present study arose from that recommendation, as well as reports from local media indicating the serious state of bullying in schools. Based on that, the development of an anti-bullying programme employed in this study was given birth. This study zoomed in on the current status of bullying activities with the purpose of creating awareness about bullying, developing resilient skills among bullied learners, as well as finding prevention and management strategies to combat bullying at secondary school level in Namibia. Employing a mixed methods quasi-experimental design, the researcher conducted the study in four urban/town secondary schools in Namibia. Twenty-six key informants, consisting of Life Skills teachers and Learners' Representative Council members participated in the development of an anti-bullying programme which was later employed in the Life Skills lessons. Eighty-one learners in Grade 9 participated in the implementation of the programme, and they participated in pre- and post-tests by completing questionnaires. The evaluation on the programme was done by the Life Skills teachers who implemented the intervention programme in their lessons. The findings of the study revealed that a large number of learners were experiencing bullying every day in Namibian secondary schools. All types of bullying identified were recorded in all the schools where the study was conducted. The reasons for bullying were different from school to school, but the most common ones were identified as poor school rules regarding bullying and a lack of anti-bullying programmes. It was identified that schools had no prevention and intervention mechanisms in place in order to combat bullying, other than their school rules which did not address bullying. The impact of bullying was felt by the majority of learners. Learners highlighted that bullying did affect teaching and learning, and bullied learners were more likely to drop out of school. Bullying led to poor academic performance, criminal activities and suicidal thoughts for some learners. After the intervention of the anti-bullying programme, there was a clear decrease in physical bullying activities experienced by victims but other types of bullying perpetrated against victims either increased or remained the same. The findings also indicate that more learners became aware of the different types of bullying and were able to identify them in the post-test as opposed to pre-test findings. Cyber bullying remained a major concern due to internet access by many learners and the many social media sites or platforms which allow bullying to thrive. Some learners indicated that they were able to deal with bullying after the intervention of the programme as they had learnt new skills and knowledge regarding the ways in which to handle bullying. Despite the new skills learnt, the well-being of learners at schools was still at stake as bullying continued unabated, and it continued causing short and long term social and emotional, as well as academic damage to learners.
The appropriateness of the girl-child initiation training in the Zambezi region of Namibia
(University of Namibia, 2022) Muchali, Mascot Bakunupi
The study sought to investigate the appropriateness of the conditions during the girl-child initiation training that is hardly documented. This study was conducted in the Zambezi Region in Namibia as the practice of girl-child initiation training is common in that region. This study was guided by the three objectives namely to (1) identify activities performed during girl-child initiation training (2) investigate the appropriateness of the conditions during the girl-child initiation training activities and (3) suggest measures that can help improve the conditions during the girl-child initiation training activities in the Zambezi Region of Namibia The study adopted a qualitative approach methodology to enable the researcher to seek and explore diverse human experiences, feelings, views and subjective positions. That was done by using a combination of case studies or multiple cases and narrative research design. The multiple cases is a design known as collective case studies selected to provide insights into the issues or theme which in this study is the girl-child initiation training activities and conditions supported by exploratory research design. Case studies are very useful to explore topics where there is little knowledge or understanding. The population of the study consisted of initiates (Kumwale), parents of the initiates, mentors and village headmen/women (Induna) from four constituencies in the Zambezi Region. Data were collected through in-depth interviews and then analysed using content analysis. Study findings revealed that there are some common misconceptions about the activities that are done during the initiation trainings. The conditions for the period of the training are also negatively labelled and believed to be leading a girl-child to early girl marriage. The findings attested to the opposite. Instead it was found that girl-child initiation training activities aimed at moulding young girls into womanhood and to encourage them to marry at the appropriate age. The initiation activities involved, making traditional meals, home chores, weaving baskets, making clay pots and being oriented to the role of women in the society. In addition to women roles, they were introduced to the women taboos, local culture, and practices. The study further found out that the initiation training is highly valued by the locals. It is perceived that the girl-child that has not undergone the initiation training is lacking. Study findings alluded to the fact that initiates earn a great respect from the locals by being accepted in the community as women after graduating. They are further perceived as having been equipped with survival skills as they would have learned to use their hands and even make a living by selling their handmade products. The skills imparted during the initiation training are very important for cultural practices and it is believed that they empower the girl-child for the new roles in the society. The study recommends institutionalisation of the girl-child initiation training into the indigenous local education systems. It further recommends recognised formal structures to replace the informal and non-formal ways of initiation training. The study also suggests that the activities and conditions performed during the initiation trainings should be documented for replication and for improvement where necessary. Further studies were also recommended for comparative studies between other regional practices or impact evaluations of the initiation graduates.
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.

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