Issue 1 (NCPDJE Vol.4)

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Now showing 1 - 7 of 7
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    Environmental protection using Indigenous knowledge (IK) methods and skills for sustainability: Case study in the Kavango East region
    (University of Namibia, 2018) Sindano, Gerson; Utete, Christina N.; Ilukena, Alex M.
    The analysis presented in this study draws from a theoretical framework that sees indigenous knowledge (IK) and discourse as important features of ethno–science publication in Namibia. The study aims to make a meaningful contribution to an ongoing debate about IK in Namibia and the world over; the use of IK in the construction of knowledge about ethno–science; analysis and exploration of IK. As such the study looks at the process of authenticating ethno – scientific argument, knowledge and skills, providing clear understanding of how IK is used to protect the environment
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    Mainstreaming multiple knowledge systems in the south-north collaboration for higher education
    (University of Namibia, 2018) Shalyefu, Rakel Kavena; Cleghorn, Aile
    This paper discusses the need for a shift in the role of South- North collaboration for higher education. To do so, it points to some persistent trends in the nature of South-North partnerships. Rather than being empirically-based, the aim of the paper is to spark critical discussion and new research, drawing from the authors’ collaborative experience over the last couple of years. Some suggestions for change in the field of higher education are offered.
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    The interplay between structure, culture and agency on student learning and academic development activities – a trajectory of the University of Namibia
    (University of Namibia, 2018) Shalyefu, Rakel Kavena
    Higher Education Institutions have reached the end of their lifespans, unless we reinvent them to fit the constantly changing context. This paper is a reflective piece interrogating the impact of the context (internationally, regionally, nationally and institutionally) on student learning and academic development and its implications for the Higher Education Institutions (HEI) in Namibia. It is part of a reflective practice required in the Postgraduate Diploma of Higher Education for Academic Developers at Rhodes University. The diploma requires that practitioners should develop a greater self-awareness of the nature and the impact of their performance, an awareness that creates opportunities for professional growth and development. The maximum benefits from reflection are said to occur when participants value their personal and intellectual growth and they have time to engage in meaning-making processes using systematic, rigorous and disciplined ways of thinking rooted in scientific inquiries. The course prescribed contextual anchors to make this learning episode meaningful. Consequently, a sociology theoretical framework that explains the interrelations of social structure, culture, and human agency, has been utilized as a lens for this reflective analysis. For that reason, data is based on empirical experiences and observations (culture), the actual legislations and policies of Higher Education Institutions (HEIs) (structure), and documents analysis by an academic developer (human agent). In the light of analysing the context, the constraining and enabling factors for academic development and student learning are exposed. The discussion ends with a proposal of a new agenda to enhance student learning and academic development at HEIs in Namibia.
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    Lecturers experiences, challenges and prospects on continuing professional development
    (University of Namibia, 2018) Mwanza-Kabaghe, S; Mofu-Mwansa, M
    This study was undertaken at the School of Education, University of Zambia, to establish factors that influence lecturers to engage in Continuing Professional Development (CPD) as well as factors inhibiting their participation in CPD. To establish these factors, open-ended questionnaires were used in conducting the study by means of a descriptive survey. Data were analysed qualitatively using emerging themes from the respondents’ answers and descriptive statistics were also utilised. The findings show that University lecturers are motivated to engage in CPD to update their current qualifications and as a way of showing professional competence. Among factors inhibiting lecturers from taking up CPD was lack of funds, to engage in some CPD activities and time constraints.
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    An exploration of existential needs and self-determination theory within an educational context
    (University of Namibia, 2018) Kirchner, Emmarentia
    In this concept paper ideas of the psychology of motivation in the twenty first century are explored as an introductory study on motivation theory. Drawing from the work of Leontiev (2012 a, b) and Längle (1999, 2012), as well as Deci and Ryan (1985, 2000), an overview of existentialist motivation is presented. Längle (1999) proposes that the four fundamental existential motivations centre on having a place in the world, a valued existence, a shared existence, and a meaningful existence. This section is followed by an analysis of the more traditional and mainstream approach of Self-Determination Theory, which explores issues of self-regulation and self-determination from existential underpinnings. Further exploration of Self- Determination Theory and the needs of competence, autonomy and relatedness, as well as the conceptualisation of intrinsic and extrinsic motivation as a continuum, follows. Concluding comments are made as to the relevance of the overview for an educational context.
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    The importance of Life Skills education and counselling programme in the Namibian schools setting
    (University of Namibia, 2018) Hako, Anna Niitembu; Mbango, Karolina N.
    Life skills is a compulsory subject in Namibia.All schools with Grades 4 to 12 are required to fully implement the life skills education and counselling programme. This subject concerns developing in learners the ability and skills which will enable them to cope with important tasks in times of change. This paper used a documentary review approach to examine the aims of life skills education and counselling programs, groups of life skills, and the role of life skills teachers/teachercounsellors, and counselling services offered as well as the difficulties life skills teachers face with the implementation of the subject in the school settings. The review revealed that life skills education faces implementation difficulties such as little time allocation, inadequate teachers, overloaded syllabus, and shortage of textbooks. It is therefore recommended that school management ensure that life skills is an integral part of education and is implemented as per the Namibian curriculum guidelines.
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    Beneficiaries’ satisfaction with the School Counselling Services in Namibia: A case study of a selected region
    (University of Namibia, 2018) Hako, Anna Niitembu; Mbongo, Emilia Ndapandula
    The study investigated the education stakeholders’ (beneficiaries’) satisfaction with the school counselling services provided to them and their families. The study employed a mixed methods approach, hence both qualitative and quantitative data were collected. The population studied consisted of 288 learners, 142 principals, 68 teacher-counsellors and five parents from schools in Ohangwena region. Questionnaires and interviews (in-depth individual one-on-one semi-structured interviews and focus group discussions) were used to gather data. Quantitative data were analysed by using Statistical Package for Social Sciences (SPSS), while qualitative data were analysed by the use of themes and coding. The study revealed that the beneficiaries were satisfied with the educational, personal/social, and career services, but were dissatisfied with consultation and referral services. It also emerged from the study that parents felt left out and not well enlightened on the value of school counselling services. Therefore, it is recommended that teacher-counsellors regularly hold awareness raising activities on school counselling services to educate parents and other stakeholders on the significance of these services and advocate for the needs of all learners.