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Item Exploring the strategies used for teaching creative writing skills in grade 3: A case of two Namibian schools(University of South Africa, 2024) Jansen, Jessica Marry-AnnLearners who do not master creative writing skills, risk possible failure because they cannot complete written assignments on time. In addition, writing is complex and requires thorough planning and problem solving. Research emphasises that those who struggle to write tend to remain behind; however, teachers find it challenging to teach writing effectively. The purpose of this research was to explore teachers’ perspectives on the strategies used for teaching creative writing in Grade 3. The study adopted a descriptive qualitative approach, which used an exploratory case study design to obtain rich information from the participants. Purposive sampling was employed to recruit six Grade 3 teachers from two selected primary schools. Focus group interviews, classroom observations and document analysis were used to generate data. Thematic analysis was used to analyse data. The data revealed that teachers believed to be inadequately trained to teach creative writing effectively and they did not feel confident to teach it. The findings suggest that teachers believe they have little time to explore the use of evidence-based strategies. Their lack of diverse strategies influences the teaching of creative writing and its outcomes. The study proposes the development of an explicit writing curriculum and training therein so that the implemented curriculum is aligned with the intended curriculum, which currently is not the case in writing. Keywords: Creative writing, Curriculum implementation, Self-regulation, Strategies, Teaching, Writing skills.Item Factors influencing student retention at the University of Namibia(University of Namibia, 2023) Rickerts, Basil AlbertStudent retention is one of major challenges confronting universities worldwide because some students leave university before completing their studies. This continues to be a concern for higher education institutions. If unaddressed, this could negatively impact student retention rates. The purpose of this study was to identify factors influencing student retention at the University of Namibia. The study used a mixed methods approach and a convergent parallel design. The research was guided by the theoretical framework of Tinto's (1975) model of student departure. Data were collected during the 2018 to 2020 academic years. The pragmatist paradigm was suitable for this study in using quantitative and qualitative techniques to collect and analyse data. The target population was all first- and second-year students from all Faculties of the University of Namibia’s Main Campus enrolled in the 2017-2018 and 2018-2019 academic years and those who dropped out in the preceding years. The population also included academic and administrative staff, sampled from departments related to the students and their study programmes. The data were collected using interview guides with thirty persister students who were grouped into six focus groups for discussions which had five to six students in each group. Fourteen non-persister students completed survey questionnaires. Academic and administrative staff members completed a staff survey questionnaire. Quantitative data were analysed using descriptive statistics, whereas the qualitative data were analysed using the thematic analysis approach. The study revealed that the most important factors that influence student drop out at the University of Namibia include difficulty in getting assistance from staff and negative staff attitude, difficulty in selecting the desired major, difficulty in making the transition from high school to university, students’ timetabling and workload, the lecturing style, and financial problems. Another issue which emerged during the time of this study was the outbreak of Covid-19. Based on the findings, this study proposes a framework to inform researchers undertaking future research in this area to help with improvements on student retention rates as a way to contribute to the reduction of dropout rates at institutionsItem The role of cultural heritage towards socio-economic development in Namibia: Case of Oshikoto region(University of Namibia, 2022) Muulila, Aina PaulinaNamibia is rich with diverse cultural heritage resources that can offer potential benefits to the national socio-economic development. Over the past years, cultural heritage has gained momentum recognition as an engine for socio-economic development worldwide. Through cultural heritage tourism and cultural and creative industries, cultural heritage activities generate income, create employment, reduce poverty, build social cohesion, stimulate community participation, preserve local culture and promote sustainable community’s development. Drawing its theoretical overviews from the Cultural Values Theory and Culture-Oriented Economic Development Model, this study explored the role of cultural heritage towards social-economic development in the Oshikoto Region of Namibia. The study focused on the socio-economic significance of cultural heritage tourism and cultural creative industries regarding the local community's livelihood. A qualitative study guided by the Interpretive Phenomenological design provided opportunities to cultural heritage practitioners to describe and discuss their meanings and perspectives on the phenomena of cultural heritage. The sample of 20 participants was drawn using purposive sampling criteria. The data were collected using in-depth interviews, a focus group discussion and documents analysis. Amongst many, the findings of the study revealed that cultural heritage through cultural heritage tourism and cultural creative industries, play significant roles in employment creation, income-generating, preserving local culture, history and identity, uniting people from different cultural backgrounds, learning different cultures and languages, and can be used as a tool for counselling and therapy. Also, the findings uphold that cultural heritage positively impact the community's livelihood by improving local's standard of living and quality of life by enhancing access to social services such as health care, clean water and education. ii Even though the cultural heritage sector has potential for socio-economic development, the findings established that it facing various challenges that are hampering the development, promotion and preservation of cultural heritage resources. The findings revealed that poor funding, poor documentation of cultural heritage resources, poor marketing and lack of marketplace for cultural heritage products are key challenges. Therefore, to address these challenges, the study calls for an increase in funding of the cultural heritage sector, intense research and documentation of cultural heritage resources in the region. The study further suggested the capacity building of cultural practitioners and the introduction of cultural heritage related training programmes embedded in lifelong skills and talents. Stakeholder collaboration, hosting of cultural events and festivals, the establishment of cultural villages and cultural routes, investment in facilities development and usage of related technology is highly suggested. It is hoped that this study will influence the cultural heritage actors in the Oshikoto Region to re-strategize and relooked at the available approach to cultural heritage resources development, promotion and preservation, hence, the study has presented recommendations for both practices and future researchItem 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, this study explored maternal role on daughters‟ sexual health development in Khomas region, Namibia. In addressing this phenomenon, the study was carried out in four phases namely; needs assessment, programme development, programme implementation and programme evaluation. The findings 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, as well as when and how to initiate discussions about sex with their daughters. This necessitated the need to design an intervention programme for mothers and the before-and-after outcomes of the sexuality education training for mothers were evaluated in relation to mothers‟ beliefs, communication, knowledge and self-efficacy to engage in discussions about sex and sex-related topics with their daughters in timely and meaningful ways. The outcome of the study showed that when mothers‟ natural role as sexual health educators is supported through intervention programmes, it has the potential for improving mothers‟ beliefs, communication, knowledge and self-efficacy. Thus, they become effective in discussing sexual issues with their very young adolescent daughters and indirectly impacting on their very young adolescent girls‟ ability to delay sexual activity.Item Citizen engagement: Politics and digital media in Namibia(2019) Shihomeka, Sadrag P.SUMMARY: In recent years, several studies indicated that there is a downward trend in youth participation in politics and civic activities, in both the global South and the global North. Most of these studies were conducted in the West – only a few in the global South; and not all their authors are agreed on the subject of youth participation. Yet the general view that emerges is that the majority of young people are not taking part in national elections and other civic activities, a situation often characterized as pathetic disengagement from political life. There are also reports that, in various countries, quite a large number of youths are not members of any political parties. Namibia is no exception to this trend or to the corresponding claims. But an increase in mobile phone subscriptions in this country is perceived as a possible game changer: this gadget could switch on the right buttons for sparking an interest in political participation and civic engagement among the youth. This is the main idea to which the present study is dedicated.Item Prior non-certified learning: A criterion for the assessment of experiential learning for access to Namibian institutions of higher learning(2014) Shaketange, Lydia N.This research investigated the assessment and evaluation of Prior non-certificated Learning (PncL) as a criterion to access Namibian Institutions of Higher Learning (NIHL) through the Mature Age Entry (MAE) scheme. It also examined how the Namibia Qualifications Authority (NQA) accredits prior learning attained and non-certificated. Internationally framed in the discourse of equity and redress, PncL assessment is a strategy likely to encourage and open flexible opportunities for workers to access institutions of higher learning. Despite calls by the Namibian government to widen access to higher education (National Development Plan 3 (NDP3), 2007/8-2011/12), admission requirements to institutions of higher learning remained very low and biased (Education Training Sector Improvement Programme (ETSIP), 2005). The current production rate of graduates from NIHL is too low to sustain and maintain the country’s knowledge-based economy (NDP3, 2007/8-/2011/12). The study has utilised critical and interpretive theories to critique ideological views on the assessment of knowledge through MAE admission tests and to interpret data from respondents. A qualitative approach was employed through the case study design to solicit perceptions of assessors and administrators of how knowledge is assessed, both through the MAE scheme at the University of Namibia (UNAM) and the Polytechnic of Namibia (PoN). A purposive sampling strategy was used to select respondents from the two institutions and the NQA. In-depth interviews were conducted with 24 respondents, consisting of 17 assessors (lecturers) and three administrators. Interviews were also conducted with four accreditors from the NQA. Purposively selected institutional documents, including 2010-2011 MAE test scripts, were analysed to find out the knowedge assessed through MAE. Content analysis was used to analyse data from the interviews and documents. Categories were generated through grouping related answers and labelling them, by linking and aggregating related categories to form themes. The findings of the study revealed that MAE schemes neither at UNAM nor PoN provided for the assessment of PncL. The knowledge assessed through MAE tests is academic, based on subjects taught at these two institutions. The findings showed norm-referenced tests as the only assessment strategies employed by UNAM and PoN through MAE. The study recommended a review of the criteria for the assessment of MAE admission and proposed alignment of PncL against National Qualifications Framework (NQF) Level descriptors to accommodate candidates with work learning experiences. The study suggests future areas of research on issues pertaining to PncL practices, such as conceptual and philosophical understanding of it.Item Indigenous Mafwe philosophy of education(2009) Lilemba, John M.