Faculty of Education and Human Sciences

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Ade ,trenne nie st, denn es tut ihm weh
(eDUSA, 2006) Zappen·Thomson, Marianne
Am 1. August 2006 trat die reformierte Reform der deutschen Rechtschreibung in Schulen und Behorden in der Bundesrepublik Deutschland in Kraft. Da weder der namibianische noch der sUdafrikaniscbe Schwanz mit dem deutschen Hund wedeln kann, sollten auch wir als Lebrende uns sehr schnell mit den neuen Regeln veruaut mac hen. Bi es zu der Reform der Reform kam, vergingen Jahrzehnte. Schon 1980 wurde der lnternationle Arbeiskreis fur Rechtscbreibreform (TAR) gegrUndet und mit Germanisten aus der BRD, der DDR, aus bsterreich und aus der Schweiz besetzt. 1987 erteilt die Kultusminsterkonferenz (KMK) dem Institut fUr Deutsche Sprachc in Mannheim den Auftrag, in Abstimmung mit der Gesellschaft fUr deutsche Sprache in Wiesbaden ein neues Regelwerk zu entwerfen. Der IAR legt 1992 einen international abgestimmten Vorschlag genannt ,Deutsche Recbtschreibung - YorschHige zur ihrer Neuregelung" vor. Die Vorlage wird Uberarbeitet, u.a. wird der Vorschlag, die Substantivkleinschreibung einzufUhren, rUckgangig gemacht. 1995 beschlieBt die KMK die Neuregelung zum I. August 1998 einzufuhren und zwar mit einer Ubergangsphase bis 2004/2005. Wahrend einige Bundeslander schon mit Schulbeginn 1996/97 die neuen Regeln im Unterricht einfUhren, unterzeichnen etwa 100 Schriftstellcr und Wissenchaftler die ,Frankfurter Erklarung", die einen Stopp der Reform verlangt. Der Streit urn die Reform beginnt. Am 14. Juli 1998 erklart das Bundesverfassungsgericht die EinfUhrung der neuen Rechtscbreibung fUr verfassungsgema6. Alte Schreibweisen werden in den Schulen nicht als Fehler gewertet, gelten aber als Uberholt. Docb damit verstummt die Kritik keineswegs. Als Reaktion wird 2004 der ,Rat flir deutsche Rechtschreibung" ins Leben gerufen, des en Aufgabe es ist, die Rechtschreibung in ihrcr Emwicklung zu beobachten und begrUndete Vorschlage zur Anpassung zu erarbeiten. Dabei geht es vor allem urn die KHirung von Zweifelsfallen. fm Februar 2006 hat der Rat AnderungsvorschHige vorgelegt, die an1 2. Marz von den zusUindigen staatlichen Stellen Ubernommen wurden und nun als GrundJage fUr den Schulunterricht gelten. Bis Ende 2007 wird die alte Schreibung nicht als Fehler gewertet.
Afrikaanse Spreekwoorde en Uitdrukkings
(AFRILEX, 1999) Beuke-Muir, Chrisna
Afrikaanse Spreekwoorde en Uitdrukkings. A Macrostructural Study. A restricted synchronic dictionary such as Afrikaanse Spreekwoorde en Uitdrukkings has an important role to play in modem Iexirography where user-friendly reference sources facilitate communication. A considerable number of theoretical guidelines exist for the choice of lexicon items to be included in a dictionary, and this review article attempts to provide some pointers. The research also includes sociolinguistic implications which result from the compilation of the macrostructure of a particular dictionary. The focal points are firstly taboos to which lexicographers of Afrikaans􀂸 dictionaries are subjected, and secondly establishing which expressions fall within the limits of idiomatic language usage. The treatment of idiom-like collocations particularly appears to be problematic. Another issue which will be considered briefly, ls the morphological presentation of lemmas.
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 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
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
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
Critical perspectives on coaching and leadership
(IGI Global, 2024) Mbangula, Daniel K.
This chapter explores critical viewpoints that go beyond traditional ideas of coaching and leadership, highlighting the need for a more in-depth analysis of power relations, cultural contexts, moral issues, and broader social ramifications. Cultural and social contexts are scrutinized, revealing the impact of diverse backgrounds on coaching and leadership practices. The chapter advocates for research and evidence-based practices, underlining the importance of informed decision-making in the dynamic field of coaching and leadership. Critical viewpoints also highlight how coaching, and leadership can act as catalysts for transformational change and tools for resistance against oppressive systems. To challenge conventional hierarchies and advance more equitable structures, alternative coaching and leadership models that place an emphasis on collaboration, inclusivity, and ethical responsibility are investigated. The chapter promotes rigorous assessment and ongoing research while highlighting the value of research and evidence-based coaching and leadership practices
Education in Namibia: A collection of essays
(1998) Mostert, Louise; Kasanda, Choshi D.
This study is a case study of Continuous Assessment and External Examiners'.reports in two universities in the Southern African Development Community (SADC). The paper defines the term Continuous Assessment. The first part of the presentation then examines the conduct of Continuous Assessment at the two universities under study. The concerns in Continuous Assessment addressed are: Number of ContinuousAssessment test/assignments to be given per course; Absenteeism/ late/ non-submission of tests or assignments; Security of tests/assignments for continuous assessment; and Plagiarism. Advantages and disadvantages of Continuous Assessment schemes are briefly discussed. The second part of the paper examines the roles of External Examiners at the two Universities. The findings presented indicate that basically external examiners' roles revolve around five verbs. They do one or more of the following: expose; impose; suppose; endorse and propose. The paper concludes by affirming the power of examination. Examinations are here to stay.
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
Electronic mail management – the public service of Namibia experience: Lessons for Zimbabwe
(2012) Nengomasha, Cathrine T.
Evolution of the start-up ecosystem traditional to tech-driven industries
(IGI Global, 2024) Katjiteo, Ancia
In recent years, the start-up ecosystem has shifted from traditional industries to a tech-driven one. This change is driven by technological advancements, evolving consumer behavior, and a thirst for innovation. Tech startups leverage digital tools, AI, and the internet to disrupt traditional sectors. They benefit from easier market entry, quicker prototyping, and global reach. Increased venture capital, angel investors, and crowdfunding support their growth. Collaboration in tech hubs like Silicon Valley fosters knowledge sharing and innovation. Established companies are partnering with tech startups to integrate innovation. This transformation democratizes entrepreneurship, enhances funding, and promotes innovation, with more changes expected in the future
Green school leadership: Towards an effective leadership model for achieving sustainability in Namibian secondary schools
(IGI Global, 2019) Shaimemanya, Cornelia Ndahambelela S.; Shihomeka, Sadrag P.
The purpose of the chapter was to examine the leadership practices of school principals whose agenda is to green the schools in an effort to achieve sustainability in Namibia and build environmental knowledge of the Namibian secondary school learners. The study was qualitative and used a purposive sampling of eight teachers and environmental clubs at three selected schools in the Khomas education region. The results revealed that these teachers hold a non-remunerative position of coordinating for the Environmental Club as an extra-mural responsibility and they were doing it because of their natural love for the environment and interest in educating the young and future generations about sustainability/sustainable living. The chapter recommends that the school management should provide maximum support to the practicing and responsible green school project coordinators at various schools to motivate and guide them when necessary
Inclusive education in marginalised contexts: The San and Ovahimba learners in Namibia
(British Council, 2019) Matengu, Keneth K.; Likando, Gilbert N.; Haihambo, Cynthy K.
One of Namibia’s outstanding sociocultural characteristics is the ethnic heterogeneity of its inhabitants, which stands at 25 distinct groups. The indigenous minority groups include the Kwe, Hai-dom, Joehansi and Khu groups, who are informally known as San communities, and the Himba, Zemba, and Ovatue, who among others 1 are part of the Ovahimba communities, which predominantly practice hunter-gathering and pastoral livestock farming. Historically, Namibia’s education system was divided along racial lines, with Blacks classified in an order of importance where the San and Ovahimba people were in the lowest categories. In this apartheid system Whites and Coloureds received unending privileges at the expense of the indigenous Namibians, of which the Ovahimba and the San communities were the worst affected. 2 When independence dawned in 1990, it signified political freedom long awaited by many. Since then the government has been dedicated to the process of educational transformation to bring about equitable access to quality education for all Namibians. This process included significant initiatives such as recognition of the San as an ‘educationally marginalised group’, emphasis on mother tongue education, use of satellite and mobile schools for Ovahimba learners, and Namibia’s Sector Policy on Inclusive Education. This chapter will examine the policy measures that the Namibian government has put in place to create an inclusive education environment.
Knowledge 2011
(NUFU, 2011) Beukes-Amiss, Catherine M.
This paper addresses the problem of scalable and sustainable implementation of e-Learning activities of champions. The main question arising from the problem is: Which activities of champions implementing eLearning processes influence scalability and sustainability? The paper identifies and describes the characteristics and activities of champions in relation tQ scalability and sustainability. 1n addition, the rationale and motivation stem from the problem and assumption that champions are engaged in e-Learning implementation processes in Higher Educational Institutions, but lack institutional support and policies that directly or indirectly hamper scalable and sustainable efforts. The conceptual framework underpinning this paper is guided by three models. The fust model addresses Critical Success Factors (CSF), Higher Educational Institutions could consider to base decision making and strategic thinking about e-Leaming. The second model aligns e-Learning policies and infrastructure with the institutional training culture and the third model highlights aspects to consider for creating a sustainable e-Learning environment. The paper follows a qualitative research design through the use of semistructured interviews with champions and policy level staff as well as document analysis. The main ftndings highlight particular characteristics and activities of champions implementing e-Learning processes in Higher Educational Institutions. However, specific reference is made to various institutional support structures and considerations that must be in place in order for champions to implement their activities successfully. The significance of this paper lies in proposing a synthesised toolkit reflecting the characteristics, qualities, mindsets and attitudes aligned according to activities of champions in relation to those activities that could affect scalability and sustainability.
Librarians, records managers and e-government
(IGI Global, 2012) Nengomasha, Cathrine T.
Governments have turned to the use of information and communication technologies with the aim of improving service delivery, encouraging citizens in the decision making process, and enhancing accountability, transparency, and effectiveness. Effective inclusive participation of citizens in the government of their country requires access to information through modern technologies. Access to information is vital for transparency, accountability, participation, and the rule of law – all hallmarks of democratic governance. This chapter looks at the role of librarians and records managers in promoting e-government. Their traditional role of collecting, organizing, preserving, and disseminating information places them in a very significant position in e-governance implementation. However, in an electronic environment, they face a number of challenges which include economic, technological, and information literacy. The role played by these professionals, and the challenges each meet are discussed. Some recommendations are provided to enhance the role of these professionals in e-government implementation.
lnterkulturelles lernen oder die kunst: Potjiekos zu kochen
(2001) Zappen-Thomson, Marianne
Die Tradition, einen vorzuglich schmeckenden ,Potjie" zuzubereiten, stammt aus der Zeit, als die ,Trekkers" in Sudafrika in den Norden des Landes zogen. In den siebziger Jahren bluhte die Kunst des .,Potjiekos"-kochens erneut auf. Doch schon lange sind es nicht nur mehr die Afrikaaner, die diese Kunst beherrschen. Auch unter den deutschsprechenden Namibianern gibt es eine Menge ,Potjieexperten". In diesem Zusammenhang ist es wichtig festzuhalten, dass sich .,Potjiekos" grundlegend von einem richtig deutschen Eintopf unterscheidet. Das bezieht sich weniger auf die Zutaten, als auf die Zubereitung. Ausschlaggebend ist nicht etwa, dass der .,Potjie" ein runder DreifuBtopf ist, der auf einer offenen Feuerstelle benutzt wird, obwohl das natUrlich auch eine wichtige Rolle spielt, sondern der Umgang mit den Zutaten. HeiBt es in Dr. Oelkers Schulkochbuch bei der Zubereitung eines Eintopfs gelegentlich .,unter Ruhren durchkochen lassen", oder gar .,noch heiB durchpressen", gilt als goldene Regel beim .,Potjiekosw-kochen
lnterkulturelles lernen oder die kunst: Potjiekos zu kochen
(2001) Zappen-Thomson, Marianne
Die Tradition, einen vorzuglich schmeckenden ,Potjie" zuzubereiten, stammt aus der Zeit, als die ,Trekkers" in Sudafrika in den Norden des Landes zogen. In den siebziger Jahren bluhte die Kunst des .,Potjiekos"-kochens erneut auf. Doch schon lange sind es nicht nur mehr die Afrikaaner, die diese Kunst beherrschen. Auch unter den deutschsprechenden Namibianern gibt es eine Menge ,Potjieexperten". In diesem Zusammenhang ist es wichtig festzuhalten, dass sich .,Potjiekos" grundlegend von einem richtig deutschen Eintopf unterscheidet. Das bezieht sich weniger auf die Zutaten, als auf die Zubereitung. Ausschlaggebend ist nicht etwa, dass der .,Potjie" ein runder DreifuBtopf ist, der auf einer offenen Feuerstelle benutzt wird, obwohl das natUrlich auch eine wichtige Rolle spielt, sondern der Umgang mit den Zutaten. HeiBt es in Dr. Oelkers Schulkochbuch bei der Zubereitung eines Eintopfs gelegentlich .,unter Ruhren durchkochen lassen", oder gar .,noch heiB durchpressen", gilt als goldene Regel beim .,Potjiekosw-kochen
Political cartoons in a model African state: A case study of Botswana newspapers
(IGI Global, 2021) Akpabio, Eno
Cartoonists’ stock-in-trade has been to lampoon the excesses and moral foibles of political power holders. Cartoonists have been most unkind to misrule, abuse of power, and authoritarianism. The overarching aim of this study was to find out if cartoonists would be gentle and kind to Botswana political figures seeing that they preside over a state which had been held up as beacon of hope and a model of good governance. Cartoonists employed Eko’s transilience to animalize African leaders for satirical purposes deterritorialization to remove them from familiar territories for ethical criticisms. This chapter examines the themes and direction of the cartoons, the study’s findings indicate that Botswana newspaper cartoonists largely engage in deterritorialization more than transilience. However, the global trend of irreverence and negative portrayal of politicians persists.
Science, technology and mathematics education in Africa
(University of Botswana, 1999) Kapenda, Hileni M.; Kasanda, Choshi D.
This paper briefly reviews the education system in Namibia before and after independence. It also provides an avervie» of the rolu of science and technology education in school curriculum in the country. The paper also looks into the extend of female students' participation in science and technology courses at tertiary level. II identifies and discusses the .factors that hinder female swdems' participation in these subjects and provides ways of addressing these factors
Social media integration in educational administration as information and smart systems: Digital literacy for economic, social, and political engagement in Namibia
(IGI Global, 2020) Shihomeka, Sadrag P.; Amadhila Helena N.
The proliferation and access to social media platforms that allow easy access to information systems and services, content creation, and sharing, in a convenient form, has taken education administration and management by storm. Facebook is one of the many online media that can let education administrators and managers interact with each other or their subordinates by sharing information about themselves or any topical community issue via personal profiles or institutional profiles. Furthermore, it is noted that social media applications by their nature have the capabilities of educating, informing, entertaining (leisure), and socializing the audience. The research revealed that there are various groups on Facebook where youthful education administrators can use to post educational information and discuss pertinent issues concerning their institutions. Indeed, social media are being used as channels to foster economic, social, and political development education among Namibian educational administrators

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