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Item Teachers' use of teaching and learning support materials for effective teaching of grade 11 chemistry and physics in Kavango East region, Namibia(University of Namibia, 2024) Muronga, Shifafure AndreasThe purpose of this study was to investigate teachers’ use of Teaching and Learning Support Materials (TLSMs) for effective teaching of Grade 11 Chemistry and Physics in the Kavango East Region, Namibia. Four research questions were generated to guide the collection of data. The study adopted the sequential mixed methods research design which employed both quantitative and qualitative approaches. The quantitative approach employed Likert scale closed-ended survey questionnaires while the qualitative approach employed follow-up interviews and live classroom observations to address the research questions. The quantitative data was analyzed using descriptive statistics and then presented using tables and graphs, while the qualitative data were analyzed using the thematic analysis method. The study sample included all the twenty-one Chemistry and Physics teachers teaching in Senior Secondary Schools, and one Science Education Officer (SEO) in the Kavango East Region. Thus, the total population sampling method was used to select the sample. The study found that there are different ways in which Chemistry and Physics teachers in the Kavango East Region used different TLSMs for effective teaching of the subjects in Grade 11. The study found that the teachers mainly used TLSMs to help their learners acquire quality knowledge construction and enduring memory of Chemistry and Physics concepts taught (71% of the participants agreed and 19% strongly agreed), and to instill scientific skills of handling apparatus in the learners (71% of the participants’ agreed and 14% strongly agreed). Furthermore, the participants (76% agreed and 19% strongly agreed) indicated that they use TLSMs to arouse learner’s attention and enhance their concentration during the lesson, and to facilitate guided interactions between the learners (57% agreed and 14% strongly agreed). However, the study revealed that several factors constrained the teachers from using iii TLSMs for effective teaching of Grade 11 Chemistry and Physics in the area. These include teachers’ lack of pedagogical knowledge in using TLSMs to effectively teach Grade 11 Chemistry and Physics, scarcity of TLSMs (textbooks 95%, photocopy papers 87%, past exam papers 90% and lack of internet excess 83%), overcrowded classrooms, poor English as a Second language, lack of well-equipped school laboratories, and lack of training workshops. As indicated by the participants, the possible intervention measures that can support the Chemistry and Physics teachers to use TLSMs for effective teaching of these subjects in the study area include provision of teachers’ in service training through Continuous Professional Development, provision of well equipped science laboratories, and provision of relevant TLSMs. Findings from the live classroom observations also revealed that the teachers need training on the best practices of using TLSMs and methods to achieve the desired teaching objectives. Therefore, the study recommended that the SEO should provide regular capacity building workshops for the Chemistry and Physics teachers based on innovative usage of TLSMs to enable them to effectively teach the subjects. Furthermore, the Ministry of Education, Arts and Culture should provide adequate relevant TLSMs as well as equip Chemistry and Physics laboratories in the schools in order to avail teachers the needed TLSMs for effective teaching of Grade 11 Chemistry and Physics in the study areaItem Investigating the principals’ leadership roles on influencing teaching and learning at secondary schools in Ohangwena region, Namibia(University of Namibia, 2024) Mbangula, Daniel KwalipoThe purpose of this study was to investigate of the principals’ leadership roles on influencing teaching and learning at secondary schools in Ohangwena region, Namibia. The study aims to help the principals to improve their leadership roles and how principals influence teaching and learning by identifying the areas of improvements, and necessary interventions for, teaching and learning at secondary schools level. The study was prompted by the poor grade 12 Namibia Senior Secondary Certificate results inconsistence in the past 5 years in Ohangwena region. Ten (10) secondary schools in Ohangwena region were chosen according to their performance based on five years Namibia Senior Secondary Certificate results. Population of 100 teachers were targeted to complete the questionnaires and ten (10) principals were interviewed. Only 80 teachers out of 100 targeted teachers participated in this study. The researcher used the mixed method approach. Appointments were made with the principals of the targeted schools to conduct the interviews and questionnaires were distributed to teachers to complete. The data were analysed using information from scribes’ notes where themes were compared and integrated across the major themes that emerged from the data analysis across all grouped. Data from the interviews were analysed in descriptive method and subsequently themes were formed to enable thoroughly analysis. Data from questionnaires were analysed using the descriptive and regression statistics analysis using tables and charts to interpret the data well. The study found that most principals in the targeted secondary schools in Ohangwena region lack leadership skills and knowledge because of lack of leadership trainings or workshops for school leaders and the entry requirements for the principals post is too low which contributed poor leadership skills that can enhance teaching and learning at secondary schools’ level. The determinant model practice was recommended by the researcher in this study to enable principals monitor the work of learners and teachers’ work in a more transformative ways that would promote quality teaching and learning. More leadership training workshops were also recommended as well as enrolment of leadership courses to improve leadership skillsItem A cognitive stylistics study of the Nama-Herero genocide in Kubuitsile’s the scattering, Utley’s lie of the land, Tjingaete’s the weeping graves of our ancestors and Van Den Berg’s parts unknown(University of Namibia, 2023) Hafeni, Linus N.This study examined four Namibian Nama-Herero literary texts about the genocide in Namibia through the application of the cognitive stylistics theory as a framework for analysis. These are namely, Lauri Kubuitsile’s The Scattering (2016), Jaspar D. Utley’s Lie of the Land (2017), Rukee Tjingaete’s The Weeping Graves of our Ancestors (2017) and Zirk van den Berg’s Parts Unknown (2018). The four novels were chosen because they present the Nama-Herero genocide, which took place from 1904 -1908 where over 65,000 Ovaherero and 10,000 Nama people died in what is known as the first genocide of the twentieth century. The study aimed at probing how the usage of the tools of cognitive stylistics can aid the reader to better understand the construction of narratives of the genocide in the selected Namibian fictional imaginaries. The study promotes new discourses on cognitive stylistics studies of Namibian literary works. The study is significant to researchers and readers as it is a useful reference tool for students, politicians and researchers conducting studies in the field of cognitive stylistics. Cognitive stylistics combines explicit, rigorous and detailed linguistic analysis of literary texts. Cognitive linguistics argues that a particular situation in a literary text can be interpreted in different ways. The study followed a qualitative approach whereby a content analysis instrument was used to collect the data. It was a desktop analysis study as no fieldwork was carried out. Observations from nuanced readings of the texts indicated that themes in the selected texts largely centre on the natives’ experiences of the genocide during this period of colonial occupation and encounter. Conceptualising and implementing cognitive tools, the study also analysed how the Herero and Nama people suffered at the hands of German colonial rule, whereby natives were incarcerated, tortured, raped, and killed and their livestock confiscation. This was achieved through the examination of literary creativity through the use of cognitive ii metaphor, genocidal trauma, and mental and physical oppression. Several creative writing resources were used to project genocidal narratives in telling genocidal fictionalised stories. In addition to that, conceptual metaphors were used to establish a connection between the reader and the connection extends beyond the reader and text to include specific contextual aspects. Considering the extent of the Nama-Herero genocide where an estimated 80% of the Ovaherero and about 20% of the Nama populations were wiped out, the study concluded that ordinary human beings do not take pleasure in killing fellow humans unless it is evil-spirited and coupled with the extreme hate for people from other races or owing to differences in opinion. The study also concluded that the Germans used crime and punishment to colonise the then-German South West Africa. One of their plans was to exterminate the local Ovaherero and Nama populations as a form of punishment. The extermination of the local Ovaherero and Nama populations was the punishment for the local indigenous people for their resistance to German’s occupation. It was concluded that reading, analysing and schematising genocidal fictional works can reflect a negative past for current world citizens to understand and adopt ways that can be used to prevent genocide.Item Teaching challenges and coping strategies of English second language teachers in senior secondary schools in the Ohangwena region, Namibia(University of Namibia, 2022) Haufiku, IsidorThe study investigated the teaching challenges faced by English Second Language teachers (ESL) in Senior Secondary Schools in Ohangwena Region (Namibia), as well as the strategies used by the teachers in order to cope with their specific teaching challenges in the study area. Furthermore, the study surveyed the views of the ESL teachers on the measures that could be used to minimise the teaching challenges they are facing in Senior Secondary Schools in the Ohangwena Region, Namibia. The study used the mixed methods research design to collect data from a sample of 60 ESL teachers currently teaching in the Senior Secondary Schools in Ohangwena Region. The research participants were selected using the purposive sampling method. Data were collected using questionnaires, focus group discussions and observations. The study found that ESL teachers in Ohangwena Region encounter challenges such as lack of resources for teaching and learning ESL (55% of the participants agreed and 25% strongly agreed), overcrowded classes (45% of the participants agreed and 25% of them strongly agreed), absenteeism by learners (60% agreed and 10% of them strongly agreed), lack of parental involvement (60% of the teacher participants agreed), learners’ lack of motivation, learner’s poor attitude, lack of advisory services, lack of refresher workshop, and learners’ lack of exposure to English language programs. In terms of strategies used by the ESL teachers to cope with their specific teaching challenges in the study area, the study found that the teachers mostly motivate their learners, improvise and use different sources when teaching ESL, use learner centered teaching methods, use team work, and made communication in ESL compulsory for the learners to help them develop their vocabulary. On the measure that could be used to minimise the teaching challenges that ESL teachers face in the study area, the participants highlighted the need for the provision of adequate resources such as ESL textbooks and more classrooms to accommodate all learners, involving parents in their children’s education, reducing the number of teacher-learner ratio in the classrooms, organising capacity building workshops for ESL teachers, and changing the medium of instruction for junior primary grades from Oshikwanyama to English language. The study recommended that the government should improve the ESL resources of the Senior Secondary Schools in ii Ohangwena Region, reduce overcrowded classrooms, provide refresher workshops and support from advisory services to ESL teachers, and provide well-equipped libraries to increase the learners’ exposure to English language. In addition, the study recommended that English language should be used as a medium of communication both inside and outside the classroom to increase exposure and vocabulary of the learners.Item Anti-bullying intervention programme and guidelines for secondary schools in Namibia(University of Namibia, 2020) Sam, Aune NdeumonaFor several decades, bullying has been highlighted as one of the threats to effective teaching and learning. Many research studies have been conducted in developed countries, especially in Norway and the USA, with the aim of preventing and managing bullying at school level. In Namibia, research conducted by Sam (2011) revealed that the prevalence of bullying in both rural and urban schools was high, but that there was no intervention programme to assist victims and perpetrators, as well as witnesses of bullying. The study found a gap in knowledge regarding a programme that could be utilised for anti-bullying purposes; existing anti-bullying programmes available were not suitable for the Namibian context as they had been developed in the western world where the school set up was different. One of the recommendations suggested in that study was that a programme aiming at combating bullying in Namibian schools should be developed. The present study arose from that recommendation, as well as reports from local media indicating the serious state of bullying in schools. Based on that, the development of an anti-bullying programme employed in this study was given birth. This study zoomed in on the current status of bullying activities with the purpose of creating awareness about bullying, developing resilient skills among bullied learners, as well as finding prevention and management strategies to combat bullying at secondary school level in Namibia. Employing a mixed methods quasi-experimental design, the researcher conducted the study in four urban/town secondary schools in Namibia. Twenty-six key informants, consisting of Life Skills teachers and Learners' Representative Council members participated in the development of an anti-bullying programme which was later employed in the Life Skills lessons. Eighty-one learners in Grade 9 participated in the implementation of the programme, and they participated in pre- and post-tests by completing questionnaires. The evaluation on the programme was done by the Life Skills teachers who implemented the intervention programme in their lessons. The findings of the study revealed that a large number of learners were experiencing bullying every day in Namibian secondary schools. All types of bullying identified were recorded in all the schools where the study was conducted. The reasons for bullying were different from school to school, but the most common ones were identified as poor school rules regarding bullying and a lack of anti-bullying programmes. It was identified that schools had no prevention and intervention mechanisms in place in order to combat bullying, other than their school rules which did not address bullying. The impact of bullying was felt by the majority of learners. Learners highlighted that bullying did affect teaching and learning, and bullied learners were more likely to drop out of school. Bullying led to poor academic performance, criminal activities and suicidal thoughts for some learners. After the intervention of the anti-bullying programme, there was a clear decrease in physical bullying activities experienced by victims but other types of bullying perpetrated against victims either increased or remained the same. The findings also indicate that more learners became aware of the different types of bullying and were able to identify them in the post-test as opposed to pre-test findings. Cyber bullying remained a major concern due to internet access by many learners and the many social media sites or platforms which allow bullying to thrive. Some learners indicated that they were able to deal with bullying after the intervention of the programme as they had learnt new skills and knowledge regarding the ways in which to handle bullying. Despite the new skills learnt, the well-being of learners at schools was still at stake as bullying continued unabated, and it continued causing short and long term social and emotional, as well as academic damage to learners.Item Experiences of the implementers of the school feeding programme in two schools in the Zambezi region, Namibia(University of Namibia, 2022) Khama, Njahi RejoiceThe School Feeding Programme is used in Namibia as a poverty alleviation measure to ensure that poor and vulnerable learners who come from underprivileged families get to eat at least one meal a day and are able to stay and concentrate in school. However, poverty continue to afflict the Namibian people. The purpose of this study was to investigate implementers’ experiences of the School Feeding Programme in two schools of the Zambezi Region. The study of couched within two conceptual frameworks, Amartya Sen’s Capability Approach and Maslow’s hierarchy of needs. The review of literature addresses aspects such as, the influence of the School Feeding Programme on Education, health and socio-economic consideration, the overview of different country cases of the school feeding programme, challenges and measures to implement the National School Feeding Programme. The study employed the constructivist paradigm rooted in the qualitative approach and a case study design of the two schools of the Zambezi Region of Namibia. Purposive sampling was used to select participants from the participating schools. The study utilised interview guide, focus group discussions and observations data collection instruments and data was analysed using content analysis, interpretive phenomenological analysis and semiotic analysis. The study observes the proliferation of strong evidence that the National School Feeding programme has potential to improve enrolment, attendance, retention and reduce dropout rates among poor and vulnerable children. The research establishes that a multiplicity of challenges threaten the running and implementation of the programmes and include chief among them, lack of training, minimal community participation due to lack of compensation, the absence of a School Feeding Programme policy, lack of proper kitchen utensils, lack of proper infrastructure, dining hall and secured storage facilities, lack of food fortification and diversification, poor health practices, poor coordination and lack of monitoring and evaluation. The study recommends that the Ministry of Education, Arts and Culture must develop a Namibian School Feeding Policy and improve the coordination of the programme. It exhorts the Ministry of Health and Social Services and the Ministry of Agriculture, Water and Land Reform to support the School Feeding Programme. Schools are encouraged to intensify the monitoring of learners’ hygiene, guide cooks and promote food production training.Item Challenges facing school teachers and principals in managing and implementing the revised curriculum in Ompundja circuit in Namibia(University of Namibia, 2022) Josua, Lukas MatatiNamibia is at the stage of reviewing the curriculum structure of its basic education. Resultant, the Ministry of Basic Education, Arts and Culture has introduced a revised curriculum since 2015, whose implementation needs a carefully designed approach for its effective adoption. The study explored the experiences of teachers and principals of public schools on challenges with management and implementation of the revised curriculum in Ompundja Circuit and suggests how the challenges can be addressed. A model is designed to address challenges that hinder successful management and implementation. Using Social Realism and Instructional Leadership theories, the study addresses the two main research questions: What are the challenges experienced in the management and implementation of the newly revised basic education curriculum in Ompundja Circuit in Namibia? It further addresses two sub-questions as follows: What challenges do teachers and principals of public schools in Ompundja Circuit experience with the management and implementation of the newly revised curriculum? How can these challenges be addressed to ensure successful management and implementation of the revised curriculum? The second research question is which model could be developed to enhance successful management and implementation of the revised basic education curriculum in Ompundja Circuit? Furthermore, the study addressed two main objectives: To establish challenges experienced in the management and implementation of the newly revised basic education curriculum in Ompundja Circuit in Namibia. The first main objective is sub-divided into two sub-objectives: To identify challenges experienced by public school teachers and principals in Ompundja Circuit with the management and implementation of the newly revised basic education curriculum. In addition, to determine how the challenges experienced by public school teachers and principals could be addressed to ensure successful management and implementation of the revised curriculum. The second objective is to develop a model that can be used to enhance successful management and implementation of the revised basic education curriculum in Ompundja Circuit. Explanatory Sequential Mixed Methods design and multi-stage sampling were used to select the respondents and participants from a population of 409 teachers including 27 principals in the Ompundja Circuit in Namibia. A stratified random sampling was used to select three schools each from a stratum of primary, combined and secondary schools. Again, as simple random sampling was used to select 120 respondents from the selected schools. In the second round of data-generating, a purposive sampling technique was used to select five principals. A sample of 120 respondents (29%) completed a questionnaire while five principals were purposively sampled for a face-to-face interview. Quantitative data were analysed using the Statistical Product and Social Sciences and qualitative data were analysed using the content analysis method. This study revealed that training on curriculum implementation was offered, however, the training needs to be enhanced. Some schools were well furnished with infrastructures; nevertheless, others need workshops for vocational subjects as well as science and computer laboratories. It was found that there were challenges related to teaching and learning resources, which could be addressed by engaging stakeholders. Further, there were funding challenges, which could be addressed through stakeholder funding, re-introduction of school development funds and increase of universal primary education funding. There was a shortage of vocational subject teachers, which could be addressed through training. There was a low teacher-learner ratio in rural schools and a high teacher-learner ratio in urban schools. To address overcrowding, combined schools in urban settlements should be promoted to senior secondary schools as well as providing more classrooms and teachers. There was a need to fund learner support initiatives. Another challenge is that the new curriculum was designed in a top-down manner; therefore, to address the negative attitudes teachers and principals should be involved in curriculum development. This study recommended that stakeholders should support schools with educational resources. Schools should enhance in-service training on revised curriculum implementation. Furthermore, expertise-sharing and integration of the curriculum content in teacher training programmes were recommended. Further research about establishing the level of implementers’ participation in the planning and design of the RCBE and assessing the structural, cultural and agential constraints on the use of ICT tools in providing quality teaching and learning were recommended. Lastly, the study was concluded with a model design for addressing challenges relating to revised curriculum implementation.Item The effectiveness of the University of Namibia Oshakati campus Science Foundation programme in preparing students for degree programmes(University of Namibia, 2020) Nghipandulwa, Leena LahjaThe purpose of this study was to investigate the effectiveness of the Oshakati campus Science Foundation, Programme (SFP) in preparing students for degree programmes at the University of Namibia (UNAM). The study was situated in qualitative and quantitative research paradigms. The population of the study consisted of all the former students who went through the UNAM SFP from 2005 to 2016 at the Oshakati campus (approximately 1298). as well as all SFP lecturers. The sample consisted of I 00 former SFP students and five SFP lecturers. Out of the I 00 former SFP students, 50 were selected by using the stratified random sampling method according to the degree programmes they had enrolled in. Snowball sampling was further used to select 30 SFP graduates who had completed their studies and 20 who were not enrolled in any of the degree programs at UNAM. The I 00 participants completed a questionnaire with open and closed-ended items. Convenience sampling was then used to select five SFP lecturers for individual interviews. The research tools for data collection were a questionnaire, an interview guide, and document analysis. Descriptive statistics were used to analyse quantitative data. Qualitative data were coded into common themes that emerged from the findings. The findings of the study showed that 80% of the students had successfully completed the SFP. The results also revealed that 80% of former SFP students had furthered their studies at tc11iary institutions. Sixty-three percent of those who passed the SFP were still studying with different tertiary institutions. The remaining 37% had already completed their further studies and were all employed. It also emerged from the findings that from 2006 up to 2016, more former SFP students passed their first year at UNAM and progressed to the second year of their studies. Al l five SFP lecturers were or the view that the SFP was very effective in preparing students to take up further studies in science-related fields because more students managed to pass the I st year of their studies. The lecturers further indicated that there was no specific model used in the teaching or the SFP. The researcher therefore has designed and suggested the use or the Foundation Programme Outcome Based Approach (FPOBA) as a possible teaching model for the SFP. This model is informed by the programme evaluation theory and incorporates the teaching and learning strategies that were reportedly effective. It is hoped that by using this model, the SFP could become more efficient and effective in preparing students for tertiary education in science-related fields of study at UNAM.Item Maternal role in daughters' sexual health development in Khomas region: Namibia(University of Namibia, 2018) Akpokiniovo, Funmilayo S.A continuum of prevention that provides information and support to very young adolescent girls throughout their lifecycles is central to their healthy sexual development. Crucial to this continuum is the family, especially the mothers. Hence, the study explored the role of mothers in their daughters ' sexual health development, specifically within the Khomas region, Namibia. In addressing this phenomenon, the study was carried out in four phases. Firstly, focusing on the needs assessment, secondly on programme development, thirdly and fourthly on programme implementation and programme evaluation respectively. The fmdings from the needs assessment showed that there was still a paucity of attention to this issue, by some mothers, for various reasons; such as not knowing what to say, or when and how to initiate discussions about sex with their daughters. This necessitated the design of an intervention programme for mothers. The overall outcome of the study showed that when mothers ' natural role as primary sexual health educators is supported through intervention programmes, it has the potential for improving mothers' beliefs, communication, knowledge and ability to engage in discussions about sex and sexrelated topics with their daughters in timely and meaningful ways, which indirectly impacts on their daughters ' ability to delay sexual activity.Item A study on Grade 12 teachers' understanding and application of reflective teaching and learners' performance in the Zambezi region(University of Namibia, 2021) Simasiku, Limbo EnockGrade 12 learners’ academic performance remains a concern in the Zambezi Region since 2010. The Region has lagged to the bottom of the national rankings in the Namibia Senior Secondary Certificate Ordinary (NSSCO) level results consecutively in four academic years: 2013, 2014, 2015 & 2016 (Ministry of Education, Arts and Culture, 2010 - 2016). The (NSSCO) level results of 2017, 2018, 2019 and 2020 were not different from this observed trend. This study identified the lack of reflective teaching as one of the factors that contributes to poor performance of leaners, among others. Reflective teaching should be viewed as a teachers’ tool for professional growth and development, rather than a stumbling block in the day to day teaching / learning activities. Though there are other variables that are known to influence learners’ academic performance, this study focused on the teachers’ understanding and application of reflective teaching and its influence on learners’ academic performance. Literature indicates the need for teachers to engage in reflective teaching in order to enhance learning and the academic performance of learners. The study followed a mixed methods case study design. In this study, the target population were all senior secondary school (Grade11-12) teachers in the Zambezi educational region. A purposively selected sample of five senior secondary schools out of ten was considered for this study. Stratified purposive sampling was applied in selecting the fifteen teachers to participate in this study. The school principals automatically constituted the sample of the study which implied that the inclusive sample of this study was twenty participants (teachers and principals included). In this study, the theoretical premises and the methodological solutions are influenced by three theories that align closely with reflective teaching, learners’ performance and view learning and teaching as a constructed phenomenon; namely the social constructivism theory, cognitive constructivism theory and the metacognition theory. Instruments that were used to identify teachers’ reflective teaching skills were: Reflective Teaching Closed and Open - ended Questionnaire (RTCOEQ) Appendix A for teachers, Reflective Teaching Lesson Observation Checklist (RTLOC) Appendix B for teachers and the Reflective Teaching Interview Schedule (RTIS) Appendix C for teachers and principals. In this study, common trends in the data collected were analysed by adapting the steps developed by Creswell and Clark (2018) for data analysis. The findings of this study revealed that teachers were not well trained to effectively execute reflective teaching in their classes. Teacher who endeavoured to apply reflective teaching complained that lack of time and equipment prevented them from effectively applying reflective teaching. Some school principals’ definition of reflective teaching confirmed the need to equip teachers with skills and knowledge in reflective teaching. This led to the conclusion that the current observed poor performance of grade 12 learners in the NSSCO examinations in the Zambezi region is directly or indirectly related to the absence of effective reflective teaching in that region. It was therefore recommended that opportunities be availed where teachers can upgrade their skills and knowledge on reflective teaching. In response to the identified needs of teachers’ in reflective teaching, this study produced a tool (a teacher’s guide in reflective teaching) to help guide teachers in executing reflective teaching. Further research is recommended into what evidence and criteria shape judgements about reflective teaching and how the school based staff may effectively incorporate reflective teaching in their daily learning and teaching activities.Item The effects of authentic learning activities on achievements and attitude towards Natural Science among Grade 7 learners in Khomas and Omusati educational regions(University of Namibia, 2020) Uugwanga, Jafet ShikongoTeaching and learning Natural Science for conceptual understanding requires appropriate and effective teaching approaches and inquiry-based learning activities. The problem of teaching and learning Natural Science for deeper understanding is global and Namibia is not an exception. The Ministry of Education, Arts and Culture’s reports on the National Standardised Achievement Tests (SATs) results of Grade 7 Natural Science showed that learners scored under basic achievement category over the past years. These poor SATs results might affect learners’ academic achievements and attitude towards science subjects. It is therefore a concern that many teachers seem to teach Natural Science excluding authentic learning activities in their teachings. Therefore, this study investigated the effects of authentic learning activities on achievements and attitude towards Natural Science among Grade 7 learners in Khomas and Omusati educational regions. The study was a mixed research approach which used a case study and quasi-experimental designs. Data were analysed using SPSS and thematic data analysis. Eight schools and 221 learners participated. Schools and learners were randomly selected and assigned into experimental and control groups. The experimental group had 124 learners and 97 were in the control group. Experimental groups received authentic learning activities and control groups received traditional lectures. The pre-test and post-test were used. The experimental group’s mean scores on the pre-test and post-test were 18.91 and 31.72 respectively, while the control group had 17.28 and 23.07. This indicated a significant difference in the performance of the experimental group at 0.05 significant level and proved that authentic learning activities improve learners’ achievements in Natural Science. The STAQ-R was given to learners in the experimental group to establish whether authentic learning activities influence their attitude towards Natural Science. Respondents indicated that the self-directed effort factor among others, attracted them to Natural Science and positively influenced their attitude towards the subject. Focus-group interviews with 22 learners from the experimental group were randomly selected to gauge their views on authentic learning activities. Learners appreciated the use of authentic learning activities as the activities helped them to understand concepts of science better and they could easily remember what was taught. Based on these findings, the usage of authentic learning activities in schools to enhance learners’ conceptual understanding, improve learners’ achievements, and positively influence learners’ attitude towards the subject should be advocated. Nonetheless, the study developed the CPSR domain model for the teaching and learning of Natural Science using authentic learning activities in classrooms to prepare learners for the 21st century. The study recommended that curriculum developers in the Ministry of Education, Arts and Culture should incorporate more fun and enjoyable activities in the national curriculum, syllabus and other teaching and learning support materials where the use of authentic learning activities is required. Schools should procure appropriate authentic materials for the effective teaching and learning of concepts of science. In addition, Natural Science teachers should incorporate authentic learning activities in all their lessons.Item 'Weaving the past with threads of memory': Narratives and commemorations of the colonial war in southern Namibia(2012) Biwa, MemoryThis study seeks to contribute to the literature on the colonial war, genocide and memory studies in Namibia. I review the way in which communities in southern Namibia have developed practices in which to recall and re-enact the colonial war by focusing on narrative genres and public commemorations. I also document how these practices in southern Namibia and the Northern Cape, South Africa symbolically connect and cut across colonial and national borders. I have used the idea of re-constructed and sensorial memory practices within which to view the various narrative genres which display a range of performance repertoire projected onto persons, monuments and land. The study also focuses on the ways in which these memory practices are engaged in order to develop strategies within which to historicise practices of freedom. These have been inserted in the dialogue on national reconciliation through the debates on reparations and the repatriation of human bodies exported to Europe during the colonial war. I argue that these practices depart from a conventional way in which to view an archive and history, and that these memory practices point to the ways in which the logic and acts of the colonial war and genocide were diametrically opposed through acts of humanisation.Item Perceptions of teachers, learners and parents regarding multigrade teaching: Development of an intervention programme for selected multigrade primary schools in Kunene region, Namibia(University of Namibia, 2018) Siririka, GiselaThe primary goal of this study was to explore the experiences and perceptions of Grades 2 and 3 multigrade teachers, learners and their parents with regard to multigrade teaching. Secondly, the study aimed at developing an intervention programme for multigrade teachers for effective teaching. Key theories and models of multigrade teaching served as cornerstones for this study. This research was a qualitative study embedded within an interpretive case study. Data were collected from a purposively selected sample through in-depth face-to-face semi-structured interviews, focus group interviews using an audiotape recorder, and analysis of relevant policy documents. The interviews were conducted after class observations at the schools and recorded digitally using an interview guide, transcribed verbatim, translated and coded. Data collected from interviews and focus groups were first transcribed in Otjiherero and then translated into English. Fifteen classroom observations were carried out in order to understand the nature of multigrade teaching classroom practices. A video camera was used to capture classroom activities and interactions between teachers and learners. The video recorded lessons were analysed verbatim. The data were analysed using the Tech’s data analysis method. The four criteria of trustworthiness, namely, credibility, transferability, confirmability and dependability were used to establish the trustworthiness of this study. The findings of this study revealed that teachers in rural Namibian multigrade schools in the sample, faced common challenges. Some of the challenges were attributed to lack of resources, lack of infrastructure, lack of appropriate lesson planning and classroom management skills and competencies, poor socio-economic background, differentiated teaching, lack of continuous support both at school level and at national level, and lack of training. The results further showed that teachers, learners and parents are in favour of multigrade teaching if support is provided. This study developed an intervention programme for multigrade schools. The major recommendations are that multigrade teachers need training and support. The study further recommends that policy makers and curriculum developers should develop policies and a suitable curriculum for multigrade teaching. The study also made recommendations for further research. Finally, the study concludes that providing support to multigrade teachers will change their attitudes towards multigrade teaching.Item A framework for the integration of graduate employability attributes in the vurricula of Management Sciences at higher education institutions in Namibia(University of Namibia, 2018) Shivoro, Romanus S.The industry in Namibia has persistently expressed dissatisfaction about the quality of graduates from institutions of higher learning, alleging that graduates are not adequately prepared for the world of work. They claim that graduates need other attributes apart from discipline specific knowledge and skills. Graduate attributes are the skills, personal attributes and values which should be acquired by all graduates regardless of their discipline or field of study. The aim of the study was therefore to investigate the present state of enhancing graduate attributes in the curricula of management sciences in Namibia, and to suggest a framework for the integration of graduate employability attributes in curricula. The study was carried out using a mixed-methods research approach and applying a sequential explanatory design. The research design consisted of two distinct phases, firstly to collect and analyse quantitative data, and secondly to collect and analyse qualitative data. During the quantitative phase, a survey method with questionnaires was employed to determine perspectives of employers, management sciences graduates and lecturers regarding graduate employability. Survey questionnaires were distributed to graduates who have completed Bachelor degree in management sciences discipline at higher education institutions in Namibia, a similar questionnaire was administered higher education staff in Namibia that is teaching courses in management sciences. Furthermore, a similar questionnaire was administered to the employers of graduates. Data was analysed using descriptive statistics with SPSS statistical software. The qualitative phase employed a strategy of content analysis to assess the integration of graduate employability attributes in management sciences curricula of two universities in Namibia. Qualitative data – content analysis was done using Atlas ti. Analysis software. The findings of the quantitative phase indicated that there is mismatch between opinions of employers, higher education institutions, and graduates regarding which attributes are most important for the labour market. However, all three stakeholders have indicated, graduates’ preparation for the labour market should include innovation, and professional accountability, in addition to other attributes such as critical thinking, leadership, management, information communication technology, systems thinking, work ethics, and literacy and numeracy. Therefore, a list of ten priority attributes has been generated from this phase. The results of the qualitative phase illustrated a weak position of targeted higher education institutions’ provisions for enhancing employability attributes. The study found inadequate emphasis on employability attributes in programme documents in terms of programme outcomes, content, delivery, and assessment of student learning. The study also found lack of provision for work-based learning, which could provide a golden opportunity and exposure for students to develop employability attributes. However, substantial attributes related to graduate employability were found to be inadvertently and implicitly embedded in discipline specific modules. Finally, based on the findings of the two study phases, and literature on best practices for enhancing graduate employability, the study produced four publications. The publications focus on a variety of aspects, namely, perspectives of stakeholders, critical analysis on literature, how others have embedded employability graduate attributes in the management sciences curricula and also a proposed framework for integrating employability attributes in the curricula.Item An evaluation of the implementation of the Information and Communications Technology (ICT) policy for education in the Faculty of Education at the University of Namibia(University of Namibia, 2018) Kazondovi, Collins MbatjizaThe purpose of this evaluation study was to determine the extent to which the teacher educators in the Faculty of Education at the University of Namibia implemented the Information and Communication Technology (ICT) Policy for Education. This study employed both the quantitative method in the form of questionnaires and the qualitative method in the form of interviews and classroom observations. From the 100 participants surveyed 73 respondent, which was a 73% response rate to the questionnaire. The data were analysed by using the Likert Scale, Pearson-Product Moment Correlation Coefficient, Kruskal-Wallis H Test, Eigenvalue: Factor Analysis and Eigenvalue: Cluster. A purposive sampling was then conducted on the teacher educators at each University of Namibia campus who were tasked to teach with ICTs. These teacher educators were interviewed and classroom observations were conducted. The findings of the study indicated that the participants had a good understanding of the ICT Policy for Education. However, the findings further indicated that the respondents lacked training in ICT pedagogy, lacked technical know-how in ICT applications; lacked technical support at their campuses; lacked the time to learn and incorporate ICT skills and tools into lessons; and lastly exposed insufficient budget allocation in place for use in procurement of ICT tools such as hardware and software. The findings of the study may inform the teacher education institutions and the Ministry of Education on the extent to which the objectives identified in the ICT Policy for Education are being achieved. The findings may also inform stakeholders about factors that hinder effective implementation of the ICT Policy for Education in teacher training institutions. Finally, based on the findings of the study, the researcher proposed a model on how to implement the ICT Policy for Education at the tertiary level.Item Academic resilience in Mathematics amongst at-risk Grade 10 learners in Namibia: A phenomenology study(University of Namibia, 2018) Neshila, Kashinauua FaustinaDemands 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.Item Examining the potential of ethics of care for inclusion of women in Africa higher education discourses(2014) Shanyanana, Rachel N.This dissertation argues that women on the African continent experience moments of internal exclusion in higher education discourses. Although women are statistically represented in higher education discourses, they remain subjected to internal exclusion on the grounds that their contributions are evidently unsubstantive. Through a conceptual analysis of women’s experiences of African higher education, the study reveals that internal exclusion can be attributed to patriarchy, male chauvinism, authoritarianism and a gendered view of equality, mostly generated in people’s social, political and cultural practices. I contend that a ‘non-gendered’ ethics of care can undermine the debilitating effects caused by the internal exclusion of women in higher education discourses. By examining the implications of a reconstituted ethics of care for teaching and learning at higher education institutions on the continent, the study offers some ways in which exclusionary higher education practices can be remedied. This dissertation contends that, if higher education in Africa were to halt the dilemma of internal exclusion and move towards engendering a reconstituted ethics of care, both conceptually and pragmatically, then it stands an authentic chance of cultivating compassionate, imaginative and responsible citizens who can reason, not only for themselves, but for humanity as well.Item Quality assurance mechanisms in higher education institutions in Namibia(2012) Kadhila, Nelson; ;Item Teacher educators' interpretation and practice of learner-centred pedagogy(2008) Nyambe, Kamwi John; Smith, Clive; Wilmot, DianneThe objective of this study was to understand how teacher educators in a Namibian college of education interpret and practice the learner-centred pedagogy underpinning the Basic Education Teachers Diploma (BETD) program. In order to achieve this objective, a case study approach was adopted, qualitative-interpretive in orientation and drawing upon interviews, naturalistic non-participant observation and document analysis. Bernstein's theory of pedagogy - in particular his notion ofrecontextualization - offered ideas and concepts that were used to generate and analyse data. The data indicated that, at the level of description, teacher educators interpreted leamercentred pedagogy as a pedagogic practice based on weak rules of regulative discourse, or a weak power relation between themselves and their student teachers. The weakening of the rules of regulative discourse and the waning of educator authority were indicated in the interview narratives, which evoked a pedagogic context characterized by a repositioning of the student teacher from the margins to the centre of the classroom, where he or she enjoyed a more active and visible pedagogic position. Contrary to the dis empowering dynamic within classroom practice under the apartheid dispensation, the repositioning of the student teacher suggested a shift of power towards him or her. Similarly, the identification of the teacher educator as afacilitator, which featured prominently in the interview narratives, further suggested a weakening or diminishing of the pedagogic authority of the teacher educator. With regard to rules pertaining to the instructional discourse, the data revealed an interpretation of leamer-centred pedagogy as a pedagogic practice based on strong framing over the selection of discourses, weak framing over pacing, and strong framing over sequencing and criteria for evaluation. When correlated with the interview data, the data generated through lesson observation and teacher educator prepared documents such as lesson plans revealed a disjuncture between teacher educators' ideas about leamer-centred pedagogy and their practice of it. Contrary to the interviews, lesson observation data revealed that teacher educators implemented leamer-centred pedagogy as a pedagogic practice based on strong internal framing over rules of the regulative discourse. Data further indicated strong internal framing over the selection, sequencing, pacing and evaluation. The study concluded that while some teacher educators could produce an accurate interpretation oflearner-centred pedagogy at the level of description, most of them did not do so at the level of practice. Findings revealed structural and personal-psychological factors that constrained teacher educators' recontextualization of the new pedagogy. A narrow understanding of leamercentred pedagogy that concentrated only on changing teacher educators' pedagogical approaches from teacher-centred to learner-centred, while ignoring structural and systematic factors, tended to dominate not only the interview narratives but also official texts. Learner-centred pedagogy was understood as a matter of changing from teachercentredness to leamer-centredness while frame factors, for instance regarding the selection, pacing or sequencing of discourses, still followed the traditional approach. The study recommends the adoption of a systematic and deliberate approach to address the multiplicity of factors involved in enabling teacher educators to interpret and implement leamer-centred pedagogy at the micro-level of their classrooms.