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Item Critical perspectives on coaching and leadership(IGI Global, 2024) Mbangula, Daniel K.This chapter explores critical viewpoints that go beyond traditional ideas of coaching and leadership, highlighting the need for a more in-depth analysis of power relations, cultural contexts, moral issues, and broader social ramifications. Cultural and social contexts are scrutinized, revealing the impact of diverse backgrounds on coaching and leadership practices. The chapter advocates for research and evidence-based practices, underlining the importance of informed decision-making in the dynamic field of coaching and leadership. Critical viewpoints also highlight how coaching, and leadership can act as catalysts for transformational change and tools for resistance against oppressive systems. To challenge conventional hierarchies and advance more equitable structures, alternative coaching and leadership models that place an emphasis on collaboration, inclusivity, and ethical responsibility are investigated. The chapter promotes rigorous assessment and ongoing research while highlighting the value of research and evidence-based coaching and leadership practicesItem Women empowerment through social enterprise(IGI Global, 2024) Katjiteo, AnciaThis chapter explores the dynamic intersection of women’s empowerment and social enterprise as a powerful catalyst for positive societal transformation. As the world grapples with persistent gender disparities, innovative approaches are essential to create opportunities for women to thrive eco nomically, socially, and personally. Social enterprises, with their unique blend of purpose-driven missions and sustainable business models, emerge as a promising avenue to address these chal lenges. The chapter begins by delving into the theoretical framework of women’s empowerment. It then transitions into a review of case studies and real-world examples; the chapter illustrates the transformative impact of social enterprises on women’s lives. These enterprises not only provide economic opportunities through skills development, employment, and entrepreneurship but also contribute to the creation of supportive ecosystems that foster self-esteem, leadership, and com munity engagementItem Evolution of the start-up ecosystem traditional to tech-driven industries(IGI Global, 2024) Katjiteo, AnciaIn recent years, the start-up ecosystem has shifted from traditional industries to a tech-driven one. This change is driven by technological advancements, evolving consumer behavior, and a thirst for innovation. Tech startups leverage digital tools, AI, and the internet to disrupt traditional sectors. They benefit from easier market entry, quicker prototyping, and global reach. Increased venture capital, angel investors, and crowdfunding support their growth. Collaboration in tech hubs like Silicon Valley fosters knowledge sharing and innovation. Established companies are partnering with tech startups to integrate innovation. This transformation democratizes entrepreneurship, enhances funding, and promotes innovation, with more changes expected in the futureItem Inclusive education in marginalised contexts: The San and Ovahimba learners in Namibia(British Council, 2019) Matengu, Keneth K.; Likando, Gilbert N.; Haihambo, Cynthy K.One of Namibia’s outstanding sociocultural characteristics is the ethnic heterogeneity of its inhabitants, which stands at 25 distinct groups. The indigenous minority groups include the Kwe, Hai-dom, Joehansi and Khu groups, who are informally known as San communities, and the Himba, Zemba, and Ovatue, who among others 1 are part of the Ovahimba communities, which predominantly practice hunter-gathering and pastoral livestock farming. Historically, Namibia’s education system was divided along racial lines, with Blacks classified in an order of importance where the San and Ovahimba people were in the lowest categories. In this apartheid system Whites and Coloureds received unending privileges at the expense of the indigenous Namibians, of which the Ovahimba and the San communities were the worst affected. 2 When independence dawned in 1990, it signified political freedom long awaited by many. Since then the government has been dedicated to the process of educational transformation to bring about equitable access to quality education for all Namibians. This process included significant initiatives such as recognition of the San as an ‘educationally marginalised group’, emphasis on mother tongue education, use of satellite and mobile schools for Ovahimba learners, and Namibia’s Sector Policy on Inclusive Education. This chapter will examine the policy measures that the Namibian government has put in place to create an inclusive education environment.Item The status of health education in Namibian schools(Sense Publications, 2012) Kasanda, Choshi D.; Keyter, M.C.; Zealand, DonovanItem Education in Namibia: A collection of essays(1998) Mostert, Louise; Kasanda, Choshi D.This study is a case study of Continuous Assessment and External Examiners'.reports in two universities in the Southern African Development Community (SADC). The paper defines the term Continuous Assessment. The first part of the presentation then examines the conduct of Continuous Assessment at the two universities under study. The concerns in Continuous Assessment addressed are: Number of ContinuousAssessment test/assignments to be given per course; Absenteeism/ late/ non-submission of tests or assignments; Security of tests/assignments for continuous assessment; and Plagiarism. Advantages and disadvantages of Continuous Assessment schemes are briefly discussed. The second part of the paper examines the roles of External Examiners at the two Universities. The findings presented indicate that basically external examiners' roles revolve around five verbs. They do one or more of the following: expose; impose; suppose; endorse and propose. The paper concludes by affirming the power of examination. Examinations are here to stay.Item Science, technology and mathematics education in Africa(University of Botswana, 1999) Kapenda, Hileni M.; Kasanda, Choshi D.This paper briefly reviews the education system in Namibia before and after independence. It also provides an avervie» of the rolu of science and technology education in school curriculum in the country. The paper also looks into the extend of female students' participation in science and technology courses at tertiary level. II identifies and discusses the .factors that hinder female swdems' participation in these subjects and provides ways of addressing these factors