Department of Higher Education and Lifelong learning

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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
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
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 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
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.
Assessing staff digital literacy level vs attitude toward online teaching and learning quadrant
(NAWA Journal of Language and Communication (NJLM), 2023) Shihomeka, Sadrag P.
This paper aimed at positioning a staff digital literacy level versus attitude toward online teaching and learning quadrant in the curriculum transformation interventions of various institutions to ensure that their policy intervention with regard to online learning remains user-friendly and sector appropriate. Using a critical autobiographical narrative inquiry, this quadrant was developed to assist educational institutions, personnel, and other stakeholders with a unique tool to assess their staff digital literacy level and the position of their attitude toward online teaching and learning. The quadrants consist of 4 sections: High Digital Literacy Level-Low Attitude Toward e-Teaching & Learning; High Digital Literacy Level-High Attitude Toward e-Teaching & Learning; Low Digital Literacy Level-Low Attitude Toward e-Teaching & Learning; Low Digital Literacy Level-High Attitude Toward e-Teaching & Learning. The quadrant used staff attitude as a yardstick to effectively implementing online learning initiatives in the education sector. The quadrants also serve as an educational re-engineering intervention strategy for the society 4.0/5.0 curriculum professionals
Assessing the application of literacy skills towards poverty alleviation by graduates of the national literacy programme in Oshikoto region, Namibia
(University of Namibia, 2017) Alfeus, Emilia
This study assessed the application of literacy skills towards poverty alleviation by graduates of the National Literacy Programme in Oshikoto region, Namibia. The study addressed three major questions that were regarded important in understanding how the use of literacy skills is contributing to poverty alleviation in the lives of the participants. The questions looked at the skills the literacy programme graduates in Oshikoto region acquired; how literacy skills acquired are used and the challenges preventing graduates from using skills acquired in order to alleviate poverty in their lives. The study employed a qualitative approach with a phenomenological design to answer its research questions. Judgement sampling was used to select information-rich participants for the study. The researcher utilized one-on-one interviews and observations to collect data from 12 literacy programme graduates. Data collected from participants through interviews and observation was then analysed using the thematic content analysis method. The findings of the study indicated that entrepreneurial, numeracy and communication in English skills were the most acquired skills by literacy programme graduates. The graduates are aware of the need to use the literacy skills they acquired and remain willing to use them in order to improve their living standard and alleviate poverty. Furthermore, the results show that failure to apply literacy skills is caused mostly by lack of finance. The results also produced new insight regarding how the literacy programme’s curriculum can further be strengthened with skills that will significantly equip graduates to enable them to alleviate poverty in their lives.
Bioeconomy for sustainable environment management practices
(Springer, 2024) Kadhila, Timoteus; Amesho, Kassian; Shangdiar, Sumarlin; Shihomeka, Sadrag P.; Shopati, Abner K.; Edoun, E.I.; Mohan, Chandra
The bioeconomy has the potential to play a key role in sustainable environmental management practices by utilizing bio-based resources, reducing environmental impact, and promoting biodiversity and ecosystem services. In this chapter, we explore the principles of sustainable environmental management practices and their application in the bioeconomy. We discuss the use of bio-based solutions for environmental challenges, the circular economy and its relationship with the bioeconomy, and the importance of social and environmental responsibility in the bioeconomy. Additionally, we examine current policy and regulatory frameworks related to bioeconomy and sustainable environment management practices and the future prospects for the field
Caregivers'barriers to sustainable utilization of income generating funds for orphans and vulnerable children in the Oshikoto region of Namibia
(2020) Himulayi, Wilhelmine Naukalemo
Globally, the concept of ―home-based caregivers‖ have mostly been used in the health sector to describe those caregivers that support the elderly people, the disabled, orphans and vulnerable children (OVC) as well as the HIV/AIDS and TB affected patients in hospitals and communities. In Namibia, the need for empowering the OVC is anchored in Namibia‘s long-term and midterm developmental plans such as Vision 2030, Harambee Prosperity Plan, National Development Plans (NDPs) and the Sustainable Development Goals (SDGs). The aim of this study was to explore the caregivers‘ barriers to sustainable utilization of income-generating funds for orphans and vulnerable children in Oshikoto Region, Namibia. The study addressed two research questions, namely: what are the caregivers‘ barriers to sustainable utilization of income-generating funds for orphans and vulnerable children in the Oshikoto Regions of Namibia; what strategies could be employed to address the caregivers‘ barriers to sustainable utilization of income-generating funds for orphans and vulnerable children in Oshikoto Region, Namibia. The study employed a qualitative approach because it allowed the researcher to explore and better understand the complexity of a phenomenon under investigation. The target population of this study was all funded home-based caregivers‘ and Income Generation Activities (IGA) trainers in Oshikoto Region who have participated in the Ministry of Gender Equality and Child Welfare (MGECW) Income Generation Support Programme between 2007-2017. Cluster sampling was used to select a sample from thirteen regional constituencies. A mixture of semi-structured and open-ended questions helped the researcher to elicit information regarding participants‘ perceptions, experiences and feelings on barriers that hinder them from using the Income-Generation Fund sustainably. The data collected from the participants was analyzed following an inductive analytical process by extracting themes and categories that emerged from the data. The findings of the study revealed how IGA funds improved the livelihood of beneficiaries in Oshikoto Region. It appears that the funds provided amongst others, the following support for families and dependents: self-reliance, ability to buy food, school uniforms and the ability to pay schools fees and basic services. However, there were negative perceptions of the IGA. It seems that some beneficiaries did not find the IGA funds useful. 65 % of the participants explained that IGA funds were inadequate in terms of materials needed to start the projects while others asserted that their projects closed down because the IGA funds were not sufficient. The barriers that hinder the sustainable utilization of income-generating funds for OVC in Oshikoto Region are: lack of marketing; high competition; lack of initiatives; lack of self-driving effort; withdrawal from the group projects; lack of transport; lack of space for business operations; lack of capacity building opportunities; lack of start-up capital and lack of support for local products. The caregivers‘ views regarding the strategies that could be employed to address the barriers to sustainable utilization of income-generating funds for OVC in the Oshikoto Region concern the presence of control of duplication of services in one locality, the need for education and training, the introduction of mentorship programmes and funding agricultural activities. Caregivers also highlighted the need for on-going monitoring of projects, provision of incubators, value addition and review funding and need to fund renewable energy projects. The study concluded with recommendations aligned to the transformative paradigms and Asset-Based Community Development (ABCD) approach due to its focus on the need to change the status quo of IGA beneficiaries through the provision of educational opportunities.
A case study on the social and economic experiences of the children of the liberation struggle at Berg Aukas camp in Grootfontein, Otjozondjupa region
(2013) Shiningayamwe, Dorthea N.
In 1990, when Namibia gained independence, about 43000 exiled Namibians were repatriated back home from different countries. Included in this number were soldiers and refugees including children who were born during the liberation struggle. These children have been called “Exiled Kids,” “Returnees Children,” Ex-War Children,” SWAPO Children” and so on. However, later on they were officially called Children of the Liberation Struggle (CLS) after they had come to prominence in the country through widespread demonstrations, demanding that the government provide them with jobs, better educational opportunities, national identity documents and vocational training. There is little documentation in the literature relating to the social and economic experiences of the CLS. Therefore this research addresses this lacuna. The study applied qualitative research methods; with a mixed research design employing; narrative research and case studies. Data was collected by means of in-depth interviews with twelve (three males and nine females) CLS residing at Berg Aukas. A voice recorder was used to record the interviews with participants. The study found that the CLS grew up in children’s homes/shelters; they had never stayed with their biological parents, some had been brought up by their grandparents and after their death the CLS remained on their own, looking for family members, love, a sense of belonging and for a place they could call home. This situation made the CLS vulnerable and caused them to face various socio- economic challenges such as dropping out of school, falling pregnant at an early age, indulging in anti-social behaviour, having to move frequently, experiencing identity crises as well as social isolation, death and bereavement with minimal psychosocial support. The study recommends clinical therapy, psychological support and counselling for all the interviewed CLS.
Challenges experienced in English language by learners and promoters of adult upper primary education programme in Khomas region, Namibia
(University of Namibia, 2025) Odunlami, Aune Hambeleleni; Hamunyela, Miriam
The lack of acceptable fluency in speaking, reading, and writing of the English language among adult learners, at the Adult Upper Primary Education level of the National Literacy Programme in Namibia poses a significant challenge. This study explored the challenges experienced by promoters and learners at the AUPE level of the NLPN, in the Khomas Region, in teaching and learning the English language, respectively. By employing a phenomenological design of the qualitative approach, the data was collected through interviews and observation techniques. Three (3) promoters and six (6) adult learners were purposively sampled and interviewed, and classroom observation of three (3) promoters’ teaching English language was conducted after the interviews. Through the content analysis, the interview data revealed that although promoters were motivated by the love of working with adults, their practice was challenged by a lack of permanent teaching centres, outdated teaching materials, and some learners tend to be slow to understand the lesson, making it a challenge for the promoter to move on within the limited time. Another challenge is the stringent recruitment policy of a minimum of fifteen (15) adult learners per class, which is difficult to attain and sustain, as well as limited support from the Directorate of Adult Education (DAE). Nevertheless, the observation data indicated that promoters employed various effective techniques such as lectures, question and answer, incorporation of translation and practical activities in lessons to promote learners’ learning of the English language. The findings shed light on the difficulties experienced by learners related to reading comprehension, listening skills, grammar usage, spelling, pronunciation, and sentence construction. External factors such as work schedules and limited class time further hindered learners’ English language learning
Characterization of online learners or students in Namibia
(IGI Global, 2021) Shihomeka, Sadrag P.
The purpose of this chapter is to present the characteristics of online learners or students in the Global South and specifically in Namibia. The characteristics were identified by using an autobiographical narrative enquiry of over 17 years of teaching experience in the field of distance education, secondary school teaching, university teaching, and online facilitation. The chapter presents four key characteristics of online learners or students that are likely to be found in the Global South. These characteristics should be taken into consideration before a final decision as to whether use online learning, blended learning, or offline learning. These are technologically-endowed (TE) student/learner, moderate technologically-exposed (MTE) student/learner, severe technologically disadvantaged (STD) student/learner, and acute technologically marginalized (ATM) student/learner. The chapter proposes that a rubric with grading criteria should be developed so that at the end the institution will be able to tell how many students/learners fall under each category
Citizen engagement: Politics and digital media in Namibia
(2019) Shihomeka, Sadrag P.
SUMMARY: In recent years, several studies indicated that there is a downward trend in youth participation in politics and civic activities, in both the global South and the global North. Most of these studies were conducted in the West – only a few in the global South; and not all their authors are agreed on the subject of youth participation. Yet the general view that emerges is that the majority of young people are not taking part in national elections and other civic activities, a situation often characterized as pathetic disengagement from political life. There are also reports that, in various countries, quite a large number of youths are not members of any political parties. Namibia is no exception to this trend or to the corresponding claims. But an increase in mobile phone subscriptions in this country is perceived as a possible game changer: this gadget could switch on the right buttons for sparking an interest in political participation and civic engagement among the youth. This is the main idea to which the present study is dedicated.
Conceptualizing the benefits of adult literacy education in Namibia: A case of the Caprivi Region
(Namibian Educational Research Association (NERA), 2011) Likando, Gilbert N.
This article aims to examine how adult literacy learners and policy makers conceptualise the benefits derived from adult literacy leaning in Namibia, using the Caprivi region as a case study to understand how community’s needs can be addressed through adult literacy. Both qualitative and quantitative designs were used in the process of data collection and analysis. A stratified sample of 100 adult literacy learners and purposive sample of five policy makers participated in the study. The findings revealed that there is a narrow conception of the benefits derived from adult literacy as participants conceived literacy as a neutral skill, other than a social practice embedded in socially constructed epistemological principles. The article concludes by making recommendation that due to this narrow conception of the benefits derived from adult literacy learning, there is a need to revisit the relationship between policy, practice and outcomes in the exiting National Literacy Programme in Namibia (NLPN).
The contribution of social movements in the construction of social justice education. A Namibian case for selected social movements research
(University of Namibia, 2022) Fredericks, Basil Edward
Social movements are important participants in social production and transformation. They are the expressions of the contradictions and hierarchies of the society in which they live. Since the late 19th century, dozens of social movements have affected the life and politics of citizens. Social movements fill the void where the state is unable or unwilling to act for the benefit of its members. It allows us to understand power, state and social movements. Civil society organizations improve the formulation, implementation and supervision of government policies. The research used a qualitative research methodology that employed open semi-structured interviews and document analysis to gain insights into social movements and their contribution to the citizenry. This in-depth way of data collection allowed the researcher to delve into the views, opinions, understanding, and feelings of people who have experienced or are experiencing situations of interest. Amongst many, key findings, this study unearthed the promotion of social justice, empowerment and strengthening the capacity of all segments of social movements to increase their level of participation in developing and implementing society. Following an in-depth analysis of the research results, social movements must work with communities and encourage radical education to foster equality amongst the powerless. It is recommended that social justice education needs to be holistic and that the combination of learning elements should be effective in line with social justice education. Further research in the area of social movements that are linked to the construction of social justice education in communities through a comparative study to determine similarities and differences amongst respondents concerning social justice education is recommended.
The contribution of the resettlement programme on sustainable livelihoods of small - scale commercial farmers in Mariental rural constituency of the Hardap region, Namibia
(University of Namibia, 2019) Ngavetene, Jefta Vatuna
At independence, Namibia was confronted with a skewed land tenure system where the minority owned vast productive land (Juach et al., 2013). To avoid losing land to dominant locals and rich occupants the government established the Ministry of Lands and Resettlement to be responsible for the process of land reform and resettlement. As a result, the resettlement programme was established to assist in addressing social injustices and to improve the lives of those who are encircled by poverty. A resettlement programme is a developmental approach aimed at the alleviation of poverty and to uplift people’s livelihoods. This study investigated the contribution of Land Reform and Resettlement Programme (LRRP) on sustainable livelihoods of small-scale livestock commercial farmers in the Mariental Rural Constituency of Hardap Region. The study used a case study design of the qualitative approach to capture the reality of the small-scale livestock commercial farmers’ lived experiences of and thoughts about the resettlement programme, its intended purpose and benefits to them. The study revealed that the programme beneficiaries have managed to accumulate assets they did not have before they were resettled. The researcher assessed the lives of resettled farmers and remarkable improvement was observed and tangible assets were evident. In terms of natural assets, the study findings have shown that all beneficiaries have access to land to do their farming and improve their livelihoods. Despite these successes, the programme beneficiaries are faced with numerous challenges such as small farm sizes, drought and lack of sufficient rainfall, poor infrastructure and lack of knowledge, skills and post-settlement support. In light of these findings, beneficiaries suggested possible solutions that could have a role in strengthening their livelihoods at present and in the future. Pre and post settlement support, training and orientation are very important elements to the success of resettlement programmes in this country. Furthermore, financial support or start-up capital to buy livestock should be availed immediately after the resettlement process as this will enable the beneficiary to start farming immediately.
Effect of a multi-modal approach on developing number sense in Grade 8 learners in Ncamagoro circuit, Kavango West region
(University of Namibia, 2025) Moses, Kahuli; Miranda, Helena
Persistent poor performance in Mathematics among learners in rural Namibian schools, particularly in the Ncamagoro Circuit of the Kavango West Region, has been relatively attributed to the use of traditional teaching methods that fail to support number sense development. This study investigated the effects of a multimodal approach on the development of number sense in Grade 8 learners. It was guided by two research questions: “1. What are the effects of a multimodal approach on the development of number sense in Grade 8 learners? 2. How does the multimodal approach affect Grade 8 learners’ retention of numerical concepts?" While previous studies in Namibia have examined number sense in the early phase, senior grades and among pre-service teachers, limited research has focused on junior secondary learners, particularly Grade 8, using experimental designs. The purpose of this study was to determine whether a multimodal approach, incorporating visual, auditory, and kinaesthetic modes, could offer a more effective alternative to traditional methods. A quasi-experimental design was used, involving a total population sample of 60 learners from two schools, with one group receiving multimodal instruction and the other taught using traditional approaches. To determine the learner’s entry level of number sense before the intervention, a pre-test was given to both groups. A post-test that contained identical content as the pre-test was then administered to both groups again to measure the effects of the instructional approach after intervention. Quantitative data collected through pre-tests, post-tests, and follow-up assessments were analysed using t-tests and one-way repeated measures ANOVA. The experimental group performed better than the control group at every assessment point, according to the results, suggesting that the multimodal approach greatly enhanced both number sense development and long-term retention. This indicates that the multimodal approach effectively strengthened learners’ understanding and retention of number concepts. The findings suggest that multimodal teaching has significant ability to improve Mathematics learning outcomes in under-resourced, rural educational settings such as that of the two schools in the Ncamagoro circuit, Kavango West Region
Effectiveness information communication technology systems and its impact on organizational performance: Case of the Evangelical Lutheran Church In Namibia
(IGI Global, 2023) Hainane, Wilhelm; Shihomeka, Sadrag P.
This chapter evaluated the effectiveness of the current information communication technology systems in use by ELCIN and its impact on overall performance in the administration of the church. The study utilised a quantitative approach with a randomly selected sample . The findings reveal that only 14% of ELCIN staff had PCs. On ICT skills competences, the digital illiteracy rates are high with databases (illiterate= 85%, literate=0%), PowerPoint (illiterate=87%, literate =13%), and Excel (illiterate=20%, literate=20%, not sure=60%). The study further reveals that there is generally non-usage (f=27, 90%) of specialised administrative software such as Oracle, Pastel, and SAP. The research also showed that there are varied reasons for the low adoption of ICT in ELCIN that include inadequate hardware and software and low skills capacitation among others. It is therefore recommended that ELCIN sends the staff members to refresher courses in basic ICT and to strengthen the digital literacy training. Also, proper system implementation should be accompanied by appropriate expertise
Effects of income-generating training on development of business skills in the Ohangwena region, Namibia
(University of Namibia, 2025) Shafohamba, Elizabeth Ndelitungapo; Shihomeka, Sadrag Panduleni
The study assessed the effects of Income-Generating Training Development of Business Skills in the Ohangwena Region, Namibia. The study was guided by the following objectives: To determine the effect of income-generating skills development training on the productivity and quality of work for the beneficiaries, to assess how income generating skills development training has improved the business competencies of beneficiaries’ business skills, to evaluate the quality of the training content offered by Ministry of Gender, Equality and Poverty Eradication and to identify monitoring strategies for management to ensure funded businesses in the Ohangwena, Namibia are sustained. The study made use of a semi-structured interview guide and a focus group discussion to assess the effects of income-generating skills development training on the beneficiaries’ business skills. Quarterly assessments were used to assess the changes attributed to the skills training intervention, by looking at the outcomes of beneficiaries who received the training between 2015 and 2017. The findings highlighted that from 2015 to 2017, the income-generating skills development training provided by the Ministry of Poverty Eradication and Social Welfare and development partners had a positive impact on the beneficiaries’ business skills. The study also brought to light the most highlighted themes on the effects of income-generating skills development training, such as increased productivity and quality of work, motivation, increased financial management, self reliance, innovation and creativity, empowerment, and good business reputation of training recommendations include expanding the training duration, investing adequate funds into the training, and using other platforms such as radio to share the experience with other business counterparts in various regions. Moreover, there is a need for more improvement in the trainers ‘training capacities
Entrepreneurs perceptions on the effectiveness of the adult skills development for self-employment (ASDSE) programme in the Khomas region of Namibia
(University of Namibia, 2015) Shikukumwa, Aletta T.
The debate on the effective implementation of government intervention policies by government ministries in relation to job creation, income distribution and poverty reduction has been ongoing among educational researchers worldwide. In the case of Namibia, such a debate surfaced in the Ministry of Education, particularly with regard to the Adult Skills Development for Self-employment (ASDSE) programme in all 14 political regions. Literature consulted for this purpose has revealed that the voice of the entrepreneurs who are participating in the literacy programme are being neglected. This study intended to investigate the entrepreneurs’ perceptions on the effectiveness of the Adult Development Skills for Self-employment (ASDSE) Programme in the Khomas region of Namibia. The research was done in an attempt to understand the views of beneficiaries on the effectiveness of ASDSE, regarding the implementation of the programme.The research employed a qualitative case study design paradigm, due to the contextual nature of the phenomenon under investigation. The target population for this study included twenty beneficiaries of the programme in the Khomas education region. A purposive sampling technique was used to select information-rich respondents who were considered to possess experience and knowledge to provide reliable data. The findings of the study indicate that there are numerous constraints that interfere with the current status of ASDSE to achieve its intended objectives. These constraints include a lack of entrepreneurial skills and knowledge, as a result, contributed to poor business performance, a lack of exposure to development and technological skills, inadequate financial support to many adult beneficiaries. Lack of information pertaining to other line ministries, such as Ministry of Gender and Child Welfare issuing grants, where the ASDSE beneficiaries could top up their loans. The results of the study further indicate that the project does not contribute to poverty eradication as expected. The study findings also reveal that the businesses of beneficiaries are small, with either one employee or with no employees. The study findings, furthermore, reveal that most of the ASDSE beneficiaries had not mastered the knowledge and skills needed during the training to apply the skills in order to alleviate poverty. Moreover, they did not comprehend certain skills due to the fact that they felt that the training period was too short. Conditions of loans and the amount given to these starting-up businesses were considered to contribute to the failure of the businesses. It was also revealed that most of the education officers, who were supposed to direct the beneficiaries, lacked knowledge and skills in entrepreneurship, which also hampered business development. It was further revealed that the monitoring and supervisions mechanisms put in place by the Ministry of Education, Arts and Culture were inadequate. More effort should be made to increase supervision, as it promotes success. This study provides some understanding of the circumstances of the ASDSE beneficiaries in trying to benefit from the project, especially skills needed by many adult beneficiaries to optimise their income generating businesses. As such, this research provides an agenda for the support and improvement of the work of the Ministry of Education’s entrepreneurship programme, such as external evaluation, business support organisation, in particular by the Ministry of Industrialisation, Trade and SME Development. The Namibian Chamber of Commerce should consider various approaches to revamp the project and shift its focus from a constricted focus on poverty reduction to the advanced perspective of fostering entrepreneurship.

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