Faculty of Education and Human Sciences

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A comparative study of the male and female discourses on adolescent pregnancy, sexuality and fertility in Groot Aub, Namibia
(University of Namibia, 2020) April, Jermine Letitia; Edwards-Jauch Lucy
This study offered unique insights into the gendered discourses and power relations that create sexual double standards between male and female adolescents. It focused on the mapping of male and female discourses on adolescent pregnancy, sexuality and fertility in Groot Aub, Namibia. The study used critical discourse analysis to compare the cultural values, norms, practices, and perceptions about adolescent sexuality, pregnancy and fertility between men and women. With the use of stratified purposive sampling technique, 41 participants were interviewed using semi-structured and key informant interviews. The findings showed the sexual double standards that were reinforced by patriarchal, traditional and religious discourses. Female sexuality was mostly shamed and it was blamed for teenage pregnancy. These discourses pathologised pregnant teenagers and constructed girls as being sexually promiscuous and damaged. In return, boys who impregnated girls were described as "the guy" or "the man", who acts out of his "natural desires" and who are easily bribed by older women into early sexual debuts. Thus, the lack of male responsibility for their sexuality and fertility was normalised. These discourses inform traditional practices which exasperate gender sexual inequalities and power imbalances between men and women. Furthermore, conservative traditional, cultural and religious discourses dominated adolescent fertility discourses in Groot Aub. These fertility discourses were found to be embedded in gender stereotypes and myths, hence, fostering cultural silence on male sexuality and fertility. The researcher recommends an all-inclusive approach that targets both adolescent girls and boys, as well as women and men in the community on Sexual and Reproductive Health (SRH) and teenage pregnancies to mitigate stigma, myths and stereotypes that are attached to adolescent SRH, and to transcend patriarchal and derogative cultural sexuality discourses
A pragma-dialectical approach in television talk show argumentation: A case study of the Namibia Broadcasting Corporation’s one-on-one discourse
(University of Namibia, 2024) Sibalatani, Cecilia Chuma; Sabao, Collen
This study investigated the argumentative discourse of the Namibian Broadcast Corporation (NBC) One-on-One talk show interviews between the host and a guest. Although the interviews present different guests per sitting, the host is an NBC employee assigned to the interview segment and is couched within the theoretical explications of pragma-dialectical theory of argumentation (van Eemeren, 2017). The pragma-dialectical theory of argumentation is fundamentally a broad spectrum of the study of linguistics that has, through its development and growth, shifted its interest and focus from abstractions of formal logic to a more structured interest in pragmatics. This theory has since been more concerned with pragma-dialectics encompassing the rules of argumentation, strategic manoeuvring, and effectiveness through reasonableness. The discourse in argumentation varies in a range of how influential political figures represent or defend their points of view on the issue at hand. Specifically, the study represented a qualitative establishment of television show discourse, and it was primarily focused on investigating the patterns of pragma dialectics in which the host of the talk show and the guest strategically manoeuvred to resolve differences of opinion. In the same vein, the study investigated whether the resolution of the differences of opinion was achieved and how effectiveness and reasonableness played any role in the process of the arguers' attempt to defend their standpoint on issues under discussion. The data was collected from archived audio recordings transcribed into readable text files. The topics of the talk show discussions covered were on issues pertaining to Namibia’s social, economic and political spheres. The analysis employed the pragma-dialectical method to evaluate the data. The findings, on one part, demonstrated that three turn-taking strategies played a vital role in the argumentative discourse in the following ways: the arguers (especially the host) used the turn-holding strategy in order to maintain and prolong their window of talking. This was more prevalent in the repetitive use of "but", and "and". The arguers also used turn-claiming as a strategy by interjection and conjunctions such as “but!”, “really!’ and “Oh!” Turn-yielding strategy was also used but rarely. The arguers decided to give up their turn to talk when deemed necessary and when they seemed to have exhausted their stance in opinion. This benefitted the opponent ii in the argument by rendering them more time to express and defend their standpoint at certain issues. The findings further reflected that, through the constellation of argumentative moves displayed by the arguers, argumentative patterns were employed through their typology of standpoints, a difference of opinions, argumentative schemes and argumentative structure. It was also observed that the arguers strategically manoeuvred at every stage of the discussion to maintain their standpoint; in this regard, argumentative patterns came up as a result of strategic manoeuvring. By trying to observe the importance of being effective and reasonableness, the arguers still strategically manoeuvred. Although there are numerous pragma-dialectic studies on talk shows, the study concluded that there was a need for improvement in journalistic communication skills between One-on One talk show in terms of strategic manoeuvring and adhering to the rules that apply in every argumentation stage. It is recommended that further studies should be carried out directed towards communication skills in television shows, especially in situations where non-native English speakers struggle to express their opinions and fail effectively to defend their viewpoints due to language barriers and poor argumentation strategies
A study on the historical and contemporary significance of Omwele Gwoshipika among Aawambo communities
(University of Namibia, 2024) Hangula, Ndamian N.; Akawa-Shikufa, Martha
Omwele Gwoshipika is (or was) one of the celebrated objects of Aawambo material culture of the 19th to 20th century, and an object of historical status in the social and political structure of Aawambo communities. Omwele Gwoshipika excelled as a tool for the king to exercise political and social authorities in Aawambo subjects. The aftermath of Germany's colonial administration over Namibia from 1884 to 1915 has resulted in some of the Aawambo material culture being taken away to Germany. Omwele Gwoshipika was among the items taken away from the source communities to Germany in 1909 and kept in the Berlin Ethnographic Museum. The removal of Omwele Gwoshipika by the Germans as an instrument of authority in the royal delegation of power left a void in hierarchical representation of the king in the Aawambo kingdoms. This study attempts to establish the significance of Omwele Gwoshipika among the Aawambo communities, their views on its restitution to Namibia and it is design structure. The data of the study were collected using a qualitative research method, which incorporated focus group and semi-structured interview with groups and individual participants. The study found out that Omwele Gwoshipika has a very great historical significance in the world of kings1 . There is mixed feelings among Aawambo regarding the contemporary importance of Omwele Gwoshipika. The study established the excitement and joy among the Aawambo regarding the restitution of Omwele Gwoshipika and that the ancient design of Omwele Gwoshipika can be reinstated. Moreover, the study established mixed feeling whereby some Aawambo communities felt that the restitution of Omwele Gwoshipika is not valuable because the traditional and spiritual ways that used to keep Omwele Gwoshipika have been compromised. The study concluded that for Omwele Gwoshipika to be successfully re- integrated in use in Aawambo community with its original cultural characters, there are certain behavioural changes that Aawambo youth need to favour such as discipline, orderliness and adhering to the accepted standards of Aawambo cultural behavioural norms for the re-integration of Omwele Gwoshipika to be installed successfully among Aawambo communities’.
A stylistic analysis of Oshiwambo wedding songs in a book entitled Oshipapa Moonkuluhedhi by Petrus Mbenzi
(University of Namibia, 2024) Ndove, Nathan Eliab Ndinomholo; Mbenzi, Petrus A.
The purpose of this study was to analyse the stylistic features that are employed in Oshiwambo wedding songs in Oshapapa moonkuluhedhi by Petrus Mbenzi. The data was collected through a desktop research by analysing documented wedding songs in the aforementioned book. No participants were involved in the collection of data in this study. This study used a qualitative research approach that allowed the researcher to stylistically analyse Oshiwambo wedding songs. The study employed the theory of stylistic criticism as presented by Ngara (1985) and the meaning theory of Leech (1981) as the theoretical framework. The theory of stylistic criticism accounted for both linguistic and literary aspects of oral poetry. By employing this theory, the researcher analysed the stylistic features that are employed in Oshiwambo wedding songs in the book titled Oshapapa moonkuluhedhi by Petrus Mbenzi at the different levels of language. The theory of meaning deals with semantics as a branch of linguistics that studies the meaning of words in language. The theory assisted the researcher to identify how meaning was conveyed in Oshiwambo wedding songs.The study revealed that the stylistic features are appropriate for the Ovawambo tribe as the stylistic features help Ovawambo to deliver the intended messages effectively. The study identified rhyme, dialects and onomatopoeia as stylistic devices under phonology. The study further revealed the lexical devices such as borrowing, repetition, anaphora and parallelism. Syntax is another language aspects which is discussed in this study; the identified devices that are discussed in this language aspect are: sentence length; types of sentences; questions as stylistic features; rhetorical question, hortative sentences and refrain. At semantic level, the study identified simile, metaphor, euphemism, anti-thesis and enjambment as the stylistic and linguistic features that were analysed in Oshiwambo wedding songs. This study contributes to the study of literature, specifically a stylistic analysis of Oshiwambo. The knowledge acquired through this study could be utilised by other scholars as literature in the same field of specialisation. This study, therefore, recommends that more research should be conducted on Oshiwambo wedding songs, particularly on their functions, performance and paralinguistic features
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.
Access and utilisation of knowledge and information by aquaculture farmers in Namibia
(University of Namibia, 2019) Yule, Wilson
This study on access and utilisation of information and knowledge by aquaculture famers in Namibia investigated the knowledge gap that exists between information and aquaculture production by providing research based evidence on the nature and extent of information utilised by aquaculture farmers in Namibia. The study was driven by the main research question; what is the level of access and utilisation of knowledge and information by aquaculture farmers in Namibia?, and it was guided by two theories: Rogers’ Diffusion of Innovations (DOI) theory that explained how a new innovation is adopted in society and Kuhlthau’s Six Stage model of the Information Search. The mixed methods research design employed a concurrent triangulation approach, combining qualitative and quantitative research approaches. Data collection methods used for the quantitative research were surveys, and semi-structured interviews, observation and document analysis for the qualitative. The population comprised of all fish farmers and their managers in Namibia, and the fish farmers’ database at the Ministry of Fisheries and Marine Resources was used as a sampling frame. The survey respondents were selected using a multi stage sampling technique, starting with a simple random sample as well as employing convenient sampling technique while key informants (managers) were selected using the purposive sampling technique. The key findings of the study revealed that fish farmers lacked the required information to fulfil their information needs. They needed the information for problem solving, performing tasks and decision making. The study also showed that fish farmers used different types of information which cuts across different disciplines and this information included agricultural information, health information, environmental information, technological information, business and trade information, and government policies and plans. Several information sources used by fish farmers were newspapers, Internet, textbooks, experts, etc. and they shared information on various topics amongst themselves such as fish markets and harvests, weather forecast, types of fish species, modern fishing methods, site of shoal, fish feeds, and fishing regulations and government policies. The study established that fish farmers could not attend information literacy and knowledge competencies training regularly, though this should not be interpreted to mean that they lacked information and knowledge on aquaculture production. The study proposes an information access and utilisation model (Integrated Aquaculture Information System) that can support aquaculture farmers as users of information, and also highlights the importance of information and knowledge for sustainable livelihoods amongst fish farmers.
Access to and knowledge of sexual and reproductive health services among adolescent school girls in Gobabis, Namibia
(University of Namibia, 2019) Pearce, Alice Mubanga
This study offered unique insight in the challenges and opportunities that exist for adolescent access to sexual and reproductive health services (SRHS) in Gobabis. It focused on exploring adolescent access to reproductive health services through the experiences of adolescent girls and healthcare providers. It was a qualitative case study. The data was collected through interviews with adolescent girls and key-informants who are experienced healthcare providers. This approach provided an in-depth understanding of adolescent reproductive health needs and barriers hindering their access to SRHS in Gobabis. Participating schools and health centres were selected using a purposive sampling technique while the individual girls were sampled using a quota sampling technique. The data gathered from participants was analysed manually using content analysis. The findings show that the girls have access to SRHS. However, they lack a comprehensive understanding of their sexual and reproductive health rights (SRHR). As such, this could have affected the meaning attached to their reproductive health. Generally, the girls are aware of a variety of SRHS available at their local health centres but needed more information on their side-effects. The most commonly sought after SRHS was the contraceptive ‘injection’, family planning pills, condoms and the morning after pill. Others included, counselling services and general health information. However, barriers such as the high cost of service in private facilities, the waiting time in government facilities, negative attitudes from nurses and lack of parental support and discussion on issues surrounding sex and sexuality continue to impact access to SRHS. The researcher recommends mother and daughter community health clubs at health centres that can facilitate discussions on SRH among parents, adolescents and health professionals in order to effectively communicate the importance of adolescent reproductive health.
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.
Adolescent sexuality in Namibia: An analysis of sexual knowledge, attitudes and practices among secondary school learners in Katutura
(2001) Yamakawa, Sayumi
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
The adoption of new media technologies by the Namibia print media: A case study of the New Era and the Namibian newspaper
(University of Namibia, 2019) Nghitongo, Kaino Iyaloo Ndeumono
This study investigated the strategies employed by newspapers in Namibia to adopt new media technologies in their daily operations with a specific focus on New Era and The Namibian newspaper. The study also assessed how the print media has adopted new media technologies and examined how new media technologies have changed operations of news organisations. Using a qualitative method in the form of a case study, a non-probability sampling technique was used to purposively select the sample from New Era and The Namibian newspaper. The sampling quota included one managing editor, one marketing manager, one Information Technology (IT) manager, and six journalists, from each newspaper. The total number of participants in this study was 18. The study revealed that media practitioners from the two newspapers all acknowledge the need to adopt new media technologies, within their operations and appreciated opportunities of being able to reach their audience on different platforms, other than the hard copy newspaper. Furthermore, the study revealed both newspapers have aggressively implemented online newspapers (E-paper), as a complimentary platform for their print editions, websites and mobile applications. The study also found that despite the flexibility in operation that is presented by new media technologies to the journalists, they now face challenges of competing for news with citizen journalists, which forces newspaper journalist to be more creative in their writing and also maintain credibility. The study concluded that newspapers in the country are gradually adopting new media technologies, with different platforms that align with the telecommunication infrastructure in the country. The study thus recommends that news organisation create more awareness on the platforms they have implemented, in order to attract interest from the audiences, to be able to explore such platforms.
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 the perceptions of residents on the governance of relocations in Okalongo settlement in Northern Namibia
(University of Namibia, 2024) Kapenambili, Johanna
The main aim of the study was to determine the different roles performed by those involved in the relocations carried out in the Okalongo Settlement. Additionally, it aimed to investigate the level of their involvement in the process and examine their expectations for the new arrangements. The researchers successfully collected and analyzed data by using a combination of methodologies. The study asked specific questions about the contributions made by stakeholders to the relocations and aimed to understand the various ways in which stakeholders participated in the relocation process within the Okalongo Settlement. Lastly, it sought to examine how well different stakeholders followed the established relocation procedures in Okalongo. A mixed-method approach was used to collect and analyze the data. The findings of the study showed that while some stakeholders fulfilled their assigned roles in the relocations, others did not fulfill their responsibilities adequately. Additionally, although a majority of stakeholders actively participated in the relocation process, some residents expressed dissatisfaction. The study also revealed that 62.5% of participants believed that stakeholders had adhered to the relocation procedures, while 53.5% agreed that stakeholders had followed these procedures. However, a significant percentage of 78.39% remained neutral about the adherence of stakeholders to the relocation procedures. Furthermore, a substantial 83.0% of respondents disagreed that communication with stakeholders was effective
An assessment of the socio-economic impacts of communities’ relocations: A case of the Nkurenkuru peri-urban area, Kavango west region, Namibia
(University of Namibia, 2025) Sinalumbu, Annastasia I; Bruno, Venditto
At a global level, the neglect of rural farming communities, spurred by insufficient support and accelerated by urban expansion and land reform policies, has led to a surge in significant community relocations. This phenomenon, trigger profound socioeconomic impacts that disrupt communities' access to essential resources, education, healthcare, housing, and employment opportunities. Amid this backdrop, the study critically investigates the socioeconomic effects of relocation, particularly focusing induced urban expansion on peri-urban communities in Nkurenkuru, Namibia. The study used a qualitative research design, and face-to-face interviews were carried out with 16 respondents who have experienced relocation in the area, and four key informants from the constituency. This provided a well-rounded perspective on the effects of relocation on households and the decision-making and implementation processes surrounding it. The Livelihoods Framework theory was used to interpret the findings, whereas thematic analysis was used to identify patterns and generate themes from the qualitative data, thus aiding in the explanation of the study's findings. The findings revealed that before relocation, the respective community members were involved in a lot of socio-economic activities for their livelihoods on the land such as crop and livestock farming. However, the relocation led to worsened living conditions and reduced access to vital services, with a significant drop in household income, financial stability, and food security being experienced. Based on these findings, the study advises future urban planning decisions to consider the potential socio-economic repercussions of relocation by underscoring the importance of including communities and stakeholders in the process. Recommendations are given for improved community engagement, wider access to essential services, and inclusive stakeholder communication to ensure the welfare of the affected communities. This study substantially adds to the understanding of peri-urban relocation issues shedding light on the specific challenges faced by these communities, thereby contributing to a comprehensive understanding of the multifaceted dynamics of community relocations worldwide. The study highlights a clear need for governments to recognise and address the numerous negative effects associated with displacement, ranging from diminished living conditions to a lack of access to essential services
An assessment of the use of social media as a corporate communication tool by the Namibian Broadcasting Corporation (NBC)
(University of Namibia, 2021) Penna, Master M.; Mwilima, Fred J.
The study assesses the use of social media as a corporate communication tool by the Namibian Broadcasting Corporation (NBC). The main objectives of this study were to assess the social media platforms used by NBC as communication tools to engage with their audience. The study examined the extent to which NBC has adopted these social media platforms. Another objective was to determine how these social media platforms were being used by the Corporation. The study further appraised the quality and effectiveness of engagement with the audience by NBC through these media platforms. The study applied a mixed method approach in collecting data with a key informant interview being conducted with the executive and senior management of the NBC. Participants in the study comprised of five (5) Executive managers who were decision-makers and twelve (12) senior managers whom the researcher believed to be implementers of the executive decisions. The study established that all respondents who took part in the study had active social media accounts thus had the knowledge of social media and how it operates. The findings of the study indicated that the NBC subscribes to social media networks such as Facebook, Twitter, Instagram, LinkedIn and YouTube. It was further established in the study that NBC engaged its audience and stakeholders using these platforms with the purpose of communicating news and informing the public of upcoming programmes. Institutions such as the NBC are advised to initiate and enhance dialogue with their stakeholders on social media, create interesting and engaging content
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 investigation into women’s economic empowerment in the blue economy: A case study of Omankete seafood processors in Walvis Bay, Namibia
(University of Namibia, 2025) Fololindo, Tjova Raulinda; Nhemachena, Artwell
Namibia's fishing industry is the third largest contributor to gross domestic product (GDP), accounting for approximately 20% of export earnings. Despite such stellar numbers, women are still not sufficiently empowered to gain economic opportunities in this industry due to a lack of knowledge and technical know-how and it being a male-dominated sector, hence the gender disparities. This study explored the opportunities and barriers to women’s economic empowerment in the fishing industry, including how their economic empowerment is perceived by women employed by Omankete Seafood Processors Pty (Ltd). The study contributes to the policy changes in the fishing industry. The study was informed by the Women Empowerment Framework (WEF), which aims to move towards gender equity and gender equality. Moreover, the framework takes into consideration the four dimensions of women’s empowerment, which are: women to access resources, exercise self-awareness, mobilize their rights, and control their environment. The study made use of the qualitative research methodology employing the case study approach. The data was collected through semi-structured interviews, with a total of 28 participants (4 key informants and 24 female factory workers) through purposive sampling. The data was subjected to thematic analysis, from which it was determined that women do derive opportunities and benefits from the fishing industry in the form of monetary compensation and access to pension funds. Moreover, the study found that women are hindered from actively participating in the industry due to certain job opportunities only being available to men. Future studies will benefit from interviewing more fishing companies and employees employed in auxiliary services. This research aimed to examine opportunities for women’s economic empowerment in the Namibian fishing industry and explore constraints to women’s economic empowerment in the fishing industry. The research study further explored perceptions of the empowerment of women in the fishing industry

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