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Item Lived experiences of hospital-school teachers in Namibia(University of Namibia, 2025) Mungunda, Bertha I.; Ya-Otto, Haihambo C.K.This qualitative research study aimed to understand the roles and responsibilities of Hospital-School Teachers in Namibia, and their impact on the support provided by the Ministries of Education, Arts and Culture, Health and Social Services. The study also assessed the extent to which establishments comprehend and acknowledge the contributions of Hospital-School Teachers to both the health and education sectors. The research involved eight participants, including two principals and six teachers from three Hospital- Schools in Namibia. Data was collected through in-depth interviews and journals. The findings revealed the multifaceted roles and responsibilities of Hospital School Teachers in Namibia, emphasising their significance in providing education to learners facing health challenges. The study highlighted the need for greater recognition of the contributions made by Hospital-School Teachers to both the healthcare and education sectors and identified areas where support could be more effectively aligned with their unique needs and sacrifices. The findings shed light on the critical role played by Hospital-School Teachers and the challenges they face in delivering inclusive education to learners with health-related issues. Their lived experiences hold valuable lessons for both teachers and teacher preparation institutions, emphasising the importance of holistic training and support to meet the diverse needs of learners in hospital settings. The recommendations include collaboration between the Ministries of Education, Arts, and Culture, and Health and Social Services, integration of Hospital-School teachers' experiences into training programs, and further research into the challenges and opportunities faced by Hospital-School Teachers to continually improve the educational experiences of learners with health challengesItem Factors contributing to low academic performance in physical science: A case of junior secondary schools in Shinyungwe Circuit, Kavango east region Namibia(University of Namibia, 2025) Nginga, Joseph Kativa; Kalengay, MbelaThis study aimed to explore the factors contributing to low academic performance in Physical Science among Grades 8 and 9 learners in the Shinyungwe Circuit, Kavango East Region, Namibia, and to propose strategies to address these challenges. A qualitative case study design was employed to investigate the issues faced by learners and teachers in four selected schools, chosen due to their proximity and historically poor performance in Physical Science as reported by the Ministry of Education, Arts and Culture (MOEAC, 2017, 2018 & 2019). Furthermore, this study data were collected through open ended questionnaires from 12 learners, classroom observations, and interviews with 8 Physical Science teachers and the Senior Education Officer. Moreover, the findings revealed several key factors contributing to low academic performance, including a lack of teaching materials and resources, inadequate infrastructure such as laboratories, insufficient foundational knowledge in science from upper primary school, language barriers, limited parental involvement, excessive teacher workloads, a shortage of qualified teachers, and negative learner attitudes towards Physical Science. Guided by a constructivist framework, the study emphasized the importance of understanding these challenges within the specific educational context of the Shinyungwe Circuit. This approach allowed for the identification of actionable, context-sensitive strategies tailored to the local needs. The study recommends the implementation of targeted interventions, such as professional development workshops for teachers, investment in infrastructure (including laboratories and classrooms), the recruitment and training of qualified Physical Science teachers, partnerships with resource-rich schools, and the use of technology-enhanced learning tools like instructional videos. Additionally, promoting the consistent use of English in school environments and increasing parental involvement through the provision of necessary learning tools and support were identified as essential strategies to enhance learner engagement and academic performance. Thus, by addressing these factors and proposing practical solutions, this study lays the groundwork for improving academic outcomes in Physical Science, contributing to the broader educational development of the Shinyungwe CircuitItem Investigating factors that hinder reading comprehension in English second language of grade 4 learners: A case of selected primary schools in the Kavango west region, Namibia(University of Namibia, 2025) Nairenge, Alpheus Ngoma; Julius, Lukas H.The main aim of this research was to investigate the multifaceted factors that impede reading comprehension in English Second Language of Grade Four learners using a case of selected primary schools in the Kavango West region, in Namibia. Strong reading comprehension skills are fundamental to understanding and mastering academic content across all subjects, however, many English teachers at the Lower Primary Phase face challenges in teaching reading comprehension fluently. This study adopts a qualitative research method to investigate the interplay of socio-economic, instructional and individual variables. The researcher used non-probability sampling, that is, convenience and judgmental sampling. The total sample size was ten Grade 4 English Language teachers. Through extensive literature review, classroom observations and structured interviews, the research identifies key findings such as limited access to reading resources, ineffective teaching methodologies and diverse learner backgrounds. Some of the challenges that teachers faced when teaching reading comprehension were ascribed to a lack of reading materials in English accessible to all learners. Additionally, a lack of self-efficacy was also noted as teachers felt frustrated in implementing reading strategies because of heavy workloads and parents’ limited involvement with their children’s schoolwork. The findings of this research offer valuable insights into the nuanced barriers faced by Grade 4 learners, enabling educators, policymakers and stakeholders to implement targeted interventions. Some of the interventions recommended in this research include more varied teaching approaches to be applied when teaching. The research further recommends that teachers need to be patient when teaching learners how to read comprehension so that they attend to all the learners’ needs, whether highfliers or slow learners. The government should build more schools and classrooms to prevent the overcrowding of classroomsItem The role of school principals as instructional leaders in motivating teachers to enhance the teaching and learning process: A case of selected schools in the Kavango west region, Namibia(University of Namibia, 2025) Siwogedi, Munango P.F.; Simasiku, L.E.The main aim of this research was to investigate the school principals’ role in motivating teachers in the teaching and learning process using a case of selected schools in the Kavango West Region, Namibia. There is a lack of motivation for teachers to execute teaching and learning processes in the Kavango West Region. The observed subpar academic standards in Namibia public schools may be linked to inadequate motivations and management practices. The researcher made use of a qualitative design approach, based on a case study. The researcher used non probability sampling which is purposive sampling. The total sample size consisted of four principals who were interviewed separately, self-administrated open-ended questionnaires were also used to collect data. From the findings, it was discovered that the role of a principal in motivating the teachers is to provide them with teaching and learning materials. Another finding is that teachers should be given verbal praise for successful progress, competency or accomplishment. It was also revealed by the study that principals are currently motivating teachers by providing them with teaching and learning aids. The study showed that principals face challenges in trying to motivate teachers such as teachers’ negative attitude, a challenge of novice teachers who cannot copy and adapt to the teaching and learning process easily. The study, therefore, recommends that principals should share decision-making power with teachers. Workshops should also be conducted so that principals will be equipped with strategies for motivating teachers. Schools should ensure that school environments are conducive enough for teachers to be motivated in their jobsItem Mathematics teachers’ preparedness in implementing the Namibia Senior Secondary Certificate Advanced Subsidiary curriculum level(University of Namibia, 2025) Kambonde, Inamutila N.N.; Nghipandulwa, L.L.T.Since Namibia's independence in 1990, the education system has undergone significant reforms including the implementation of the Namibia Senior Secondary Certificate Advanced Subsidiary (NSSCAS) curriculum in 2021. Despite these reforms, Mathematics performance in the Ohangwena region remains notably poor. This study investigated the preparedness of Advanced Subsidiary (AS) Mathematics teachers in implementing the NSSCAS curriculum in five selected secondary schools within Ohangwena region, focusing on three research questions: 1) What is the level of readiness of AS Mathematics teachers in implementing the NSSCAS curriculum? 2) What factors influence the teacher’s preparedness? 3) What strategies can enhance teachers’ effectiveness? Using a qualitative research approach with a descriptive case study design, the study involved a focus group discussion with 16 participants, supplemented by non-participant observations and document analysis for data triangulation. The findings reveal that, although teachers have a general understanding of the NSSCAS curriculum, they encounter significant challenges such as inadequate training, insufficient teaching resources, limited lesson time, and the lack of continuous professional development. To address these issues, the study recommends comprehensive training programs, improved resource allocation, curriculum adjustments to better align lesson time with curriculum demands, and the establishment of a robust monitoring and evaluation framework. These recommendations are crucial for enhancing teacher readiness, ensuring effective implementation of the NSSCAS Mathematics curriculum, and improving Mathematics education quality and student learning outcomesItem Factors affecting the implementation of E-learning teaching in grade 8 computer science: A case study of six selected schools in the Khomas region, Namibia(University of Namibia, 2025) Eliaser, Martha; Kazondovi, C.The implementation of E-learning has become increasingly relevant, especially during the COVID-19 pandemic. The sudden shift to online education during the pandemic highlighted the need to understand the dynamics of E-learning. E-learning is a mode of learning that takes place electronically, often via the Internet. It requires learners to use electronic devices such as computers, tablets and cell phones. This research aimed to comprehend the factors affecting the implementation of E-learning in Computer Science, at the selected secondary schools in the Khomas Region, where Computer Science is taught in Grade 8. The study investigates the factors and challenges that learners and teachers faced during the COVID-19 pandemic and the teacher’s self-efficacy regarding their ICT skills. An explanatory sequential mixed method was used for this study. The study population consisted of all the computer study teachers and Grade 8 learners at the six selected schools, with a sample of 12 teachers and 90 learners. Random sampling was used to select the quantitative phase, and purposive sampling was used for the qualitative phase. In addition, self-administered questionnaires were used to collect quantitative data and semi-structured interviews were conducted to gather qualitative data. The data were analysed using SPSS and thematic analysis for qualitative data. According to the learners and teachers, the key benefits were convenience of time and place, a greater degree of trust in adopting E-learning as a teaching and learning instrument, and ease of contact between teachers and learners. However, similarly, learners and teachers complained about challenges such as limited computer and Internet access, a lack of technical support, and a lack of enthusiasm to use the E-learning platform. The results indicated that a lack of E-learning training for teachers and learners, poor awareness programs, and inadequate infrastructure contributed to the failure of E-learning implementation in schools. The study recommends that the Ministry of Education introduce mandatory E-learning courses into the curriculum for all learners, particularly those in primary schools, to prepare the learners well for E-learning and increase their accessibility to it. Once E-learning is introduced in schools, stakeholders in the field of education must ensure that the necessary resources, such as stable Internet, computers, and trained teachers, are accessible for successful E-learningItem Exploring grade 4 teachers’ challenges in using manipulatives to teach place value: The case of Rundu circuit, Kavango east region(University of Namibia, 2025) Kulaumone, Hailulu Rakkel; Kanandjebo, L.N.This qualitative exploratory case study design explored the challenges faced by Grade 4 Mathematics teachers in utilising manipulatives to teach place value in Rundu Circuit, Kavango East educational region. Although, manipulatives play a crucial role in enhancing mathematical understanding, particularly for foundational concepts such as place value; many Namibian teachers do not utilise them. Studies carried out on manipulatives in Mathematics did not explore challenges that Grade 4 Mathematics teachers face when incorporating manipulatives to teach the topic place value. The study is situated in Shulman’s theory of Pedagogical Content Knowledge (PCK) and Piaget’s Constructivism theory. Data was collected using semi-structured interviews with ten (10) out of a population of fifty-one (51) Grade 4 Mathematics teachers from 32 government schools in the Rundu circuit. The teachers were purposively selected based on their experience of teaching Grade 4 for more than two years. The researcher further analysed documents, which were composed of lesson plans and three learners’ assessment tasks done on the topic place value of each sampled teacher for data triangulation purposes. Thematic analysis was used to identify patterns, themes and categories within the data. The findings reveal that the main challenges that teachers experience in using manipulatives include teaching in overcrowded classrooms, lack of training, availability of manipulatives, lack of professional development opportunities for novice teachers, and time constraints. The factors influencing the selection and implementation of manipulatives were teachers' pedagogical knowledge and preparedness, knowledge of learners, language barriers and learners’ behaviours. Based on the findings, the study recommends provision professional development opportunities focused on manipulatives, adjustments in the mathematics curriculum content as well as in the duration of teaching. The study further recommends availing resources to Mathematics teachersItem Experiences of teachers and learners about the nature of learning support services in two secondary schools in Oshana region, Namibia(University of Namibia, 2021) Situmbeko, Catherine Mutalifelile; Janik, M.The aim of this study was to explore the experiences of teachers and learners about the nature of learning support services in two secondary schools in the Oshana region ofNamibia. The study employed qualitative research approach/method with descriptive and phenomenological research designs. The population for this study comprised of willing Grade 8, 9, or 10 teachers and learners. The study was underpinned by Vygotsky's theory of social constructivism under the concepts of Zone of Proximal Development and Scaffolding. Focus group interviews were employed as data collection methods, one for the teachers, and one for learners. The research instruments were checked for validity and reliability. The key findings showed that the provision of learning support to learners in the two secondary schools was compromised by lack of skills and inadequate training among teachers, inadequate teaching and learning support resources, teacher attitudes, workload, time constraints, and lack of parental involvement. However, despite these adverse circumstances, teachers provided learning support services to learners whenever possible. Implications for enhancing learning support practices in the two schools include teacher in-service training and compulsory workshops for all teachers on learning support provision practice, making the learning support teachers' manual available in schools where there is none and training teachers on how to use them. Furthermore, having separate learning support lesson/period on the school timetable. Areas for future research have been suggestedItem The interplay between inclusion and exclusion: The case of deaf learners at a mainstream school in Namibia(University of Namibia, 2019) Matakala, Monica Kachana; Ya-Otto, Haihambo C.K.This case study employed a qualitative research method to explore the interplay between inclusion and exclusion of Deaf learners at a mainstream school in the Zambezi region of Namibia. Data was collected from the participants using one-to-one and focus group interviews. The one-to-one interviews were audio recorded while the Deaf learners' interviews were video recorded. Observations were conducted to gain insights on how the Deaf learners were taught in mainstream classrooms, Deaf learners interactions with one another and also on their communication with hearing learners and teachers at the mainstream school. The study revealed that Grades one to seven Deaf learners were confmed and taught in one classroom of the mainstream school, using a multi-grade teaching approach. Furthermore, the study revealed that the only teacher of Deaf learners at the mainstream school had no professional training in teaching Deaf learners. Additionally, the study showed that the hearing learners and teachers of the mainstream classes were willing to communicate with Deaf learners, but lacked the necessary Sign Language skills to interact effectively with Deaf learners. The study recommended that Deaf learners should be taught, as far as possible together with the hearing learners and not be taught in isolation. The study also recommended that the Ministry of Education, Arts and Culture (MoEAC) should deploy more qualified Sign Language teachers to teach Deaf and hearing learners in mainstream schools. Furthermore, the study recommended that the Ministry of Education, Arts, and Culture should avail user friendly materials for hearincr learners and teachers to study and acquaint themselves with the 0 basic Sign Language skills. Additionally, the study recommended that the University of Namibia, Katima Mulilo Campus should introduce Sign Language short courses to equip teachers of mainstream schools with the fundamental skills of Sign Language as a medium of instruction for Deaf learnersItem Facebook as a learning support tool for physical science grade 12 learners in selected school in the Oshikoto Region, Namibia(University of Namibia, 2022) Amutenya, Amunime Leonard; Edwards-Jauch LucyThe purpose of the study was to explore whether Facebook has the potential to support teaming and mastery of Physical Science to improve learners' academic performance on the topic of stoichiometry at Grade 12 level in selected schools in the Oshikoto Region. The hypothesis of this study was: Ho: There is no significant difference in the learner's academic performance in NSSCO Physical Science on the topic of stoichiometry when Facebook is used as a learning support tool. HJ: There is a significant difference in the learner's academic performance in NSSCO Physical Science on the topic of stoichiometry when Facebook is used as a learning support tool. The study used a quantitative approach with a quasi-experimental design, constituted of a Non- Equivalent-Groups Pre-test, Intervention and Post-test. The sample consisting of 38 participants were selected using stratified random sampling method in order to ensure that not all students of the same academic ability are in the same group. Both the control and experimental group consisted of 19 participants in each group. During the intervention, the control group participants were supported in a traditional way of teaching. They received notes, handouts, exercises and homework. While for the experimental group, in addition to the traditional way of teaching, had access to multimedia and interaction through Facebook. After the intervention the mean score of the experimental group highly increased exceeding the mean score of the control group. The calculated statistical value (t-value = 4.5802363101) at a= 0.05 with a degree of freedom of36 is greater than the critical statistical value (t - critical =2.750). Therefore, there exists a significant difference between the control and experimental score marks when Facebook was used as a learning support tools. These reject the null hypothesis and accept the alternative hypothesis. This study shows that teachers can no longer avoid using relevant social media technologies. Therefore, the study put forward a case that there is a need to develop models and strategies to guide all educational stakeholders on how Social Media Networks can be effectively used as learning environments.Item Learner support experiences of learners with learning difficulties at a resource school in Windhoek(University of Namibia, 2024) Nghiilwamo, Paulina M.; Veii, Kazuvire R-HThis study aimed to explore the learner support experiences of learners with learning difficulties at a Resource school in Windhoek, Namibia. The study was informed by Vygotsky's Social cultural-historical theory of development, specifically the Zone of proximal development. The researcher employed a phenomenological research design to explore the participants’ experiences of learning support from their point of view. The sample was conveniently drawn, and participants’ views were explored through semi-structured interviews and focus group discussions. Participants’ responses were analysed using thematic analysis. The findings revealed that learners receive different types of learning support delivered through individualised learning instructions and cooperative learning. Furthermore, findings showed that teachers provide a conducive environment for learning, and they employ various learning strategies to accommodate all learners with their various learning styles, such as visual, auditory and kinaesthetic. Although learners receive learning support to ease the learning difficulties they experience, the findings of the study reveal that learners are finding it difficult to develop long-term mechanisms that will help them cope with learning independently. The study recommends that teachers teaching at resource schools should collaborate with professionals and paraprofessionals to share expertise and resources that can be utilised in the classroom to maximise learning for learners with learning difficulties. The study further recommends that the Ministry of Education, Arts and Culture should provide resource schools with the necessary learning devices and financial resources to provide and promote effective teaching and learning environments for learners with learning difficultiesItem Perceptions of the new grade 10 – 11 commerce curriculum: A narrative case study of teachers in the Ompundja Circuit, Oshana region of Namibia(University of Namibia, 2024) Johnson, Titilayo Patience; Iipinge, Sakaria M.Commerce education is vital for a nation's economic growth, but adapting to changing global, technological, and economic trends requires continuous curriculum innovation. In Namibia, efforts to develop new commerce curricula have faced challenges in implementation, leading to resource and time wastage. Consequently, this study aimed to investigate teachers' perceptions of the new Grade 10-11 Commerce curriculum in the Ompundja Circuit, Oshana Region, Namibia. Adopting a qualitative research approach, the study applied a narrative case study design. A sample of six teachers and two HoDs from a population of 27 teachers and 4 HoDs teaching Commerce subjects were selected by Convenience and Purposeful sampling respectively. The study deployed a semi structured interview on a face-to-face basis, with a duration between 20 to 30 minutes, and complemented by document reviews comparing the old and new curricula. The collected data were analyzed using inductive content analysis and the following three themes emerged: a) teachers’ perceptions of the new commerce curriculum; b) the fundamental difference between the new and old curriculum; c) the strategies for the implementation of the new curriculum. The findings of the study reveal both positive and negative teacher perceptions of the new curriculum. Some appreciate its practical focus and adaptability, while others criticize the lack of teacher involvement, inadequate training, and resource limitations. It underscores the importance of teacher engagement in curriculum development, comprehensive training, ongoing professional development, onsite support, and access to teaching materials for successful implementation. The study highlights teachers' pivotal role in curriculum changes and emphasizes the need for collaboration among curriculum planners, teachers, and school management. Recommendations aim to assist teachers, school administrators, and curriculum planners in addressing curriculum change challenges to enhance commerce education quality in Namibia's Grade 10-11 classroomsItem 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 CultureItem Exploring parental involvement in learners’ education: A case of selected junior primary schools in the Kavango West region, Namibia(University of Namibia, 2024) Sikwaya, Jonathan; Anyolo, E. O.This study set out to find out how involved parents are in their kids' education in the Kavango West Region. Parents should be equipped with the knowledge necessary to enthusiastically support their children in their academic endeavors, as they are an invaluable resource for students' education. Three primary goals guided the study: (1) finding out how involved parents are in their kids' education at selected junior primary schools; (2) identifying barriers to parents' involvement in students' education at selected junior primary schools; and (3) identifying possible ways to increase parents' involvement in students' education. The qualitative method was applied in this study along with a case study design. In order to facilitate a more comprehensive study in an organic environment, a case study was selected. All in all of twenty-three (23) participants, consisting of three (3) principals, ten (10) teachers and ten (10) parents formed the study sample. Semi-structured interviews and document analysis were employed for data collection. Convenience sampling was employed because it enabled the researcher to take a sample from a conveniently accessible but relevant population. Thematic data analysis was used as it breaks down the data into more manageable smaller groups. The study revealed that most parents are involved in the education of their children, however, they are faced with some barriers. Such barriers include parents’ other responsibilities, parents’ attitude towards school activities, parents’ educational background, dissemination of information in English, parent’s financial constraints, and parents’ cultural differences. The study further suggested the strategies that the schools could adopt to strengthen parental involvement in the education of their children. Such strategies include building trust between schools and parents; providing home activities; treating parents as partners and major stakeholders; and organising volunteer programs for parents. The study propose that the Ministry of Education, Arts and Culture should have responsibilities to ensure parental involvement. The Ministry of Education, Arts and Culture should recognise the community as a partner in education, and schools should have good lines of communication to keep parents well informed about everything their children are doing at school. The study further suggests that schools should have good lines of communication to keep parents well informed in everything their children are doing at schoolItem 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, HerthaThe 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 systemsItem Exploring determinants of learner dropout in Kavango West region rural primary schools(University of Namibia, 2024) Igonda, Tuwilika Kondjeni; Shaimemanya, C. N. S.The research aims to explore the determinants of dropout among primary school learners in rural schools and find the strategies that can be applied to retain learners in school until they complete secondary school. The study employed a qualitative research approach where data was gathered from the participants through face-to-face interviews and observations. A purposive sampling method was used to select twenty participants of the study, which included learners who dropped out of school and returned, parents and guardians of the learners who dropped out of school and returned, Life Skills teachers, and Principals. The study found that family/community factors and school/system factors have a huge impact on dropout rates among primary school learners in rural areas. More male learners lack motivation and were found to be dropping out of school at an early age than female learners. More learners faced physical and emotional abuse at home from their parents. While some parents kept their children at home to take care of their younger siblings, others left children alone in their houses near the school while they went to work on their fields in the inland. There was an increase in dropout and absenteeism whenever there was no food at school. The maize meals arrived late at schools causing learners to drop out due to hunger, especially those who lived alone and those who stayed far from school. Teachers have shown to have limited knowledge on how to support learners who returned to school and those who are at risk of dropping out of school. A major collaboration between stakeholders is encouraged to address the factors that influence primary school learners in rural areas to drop out of schoolItem Teachers’ experiences and roles of the revised biology curriculum: A case of selected secondary schools in Ompundja circuit, Oshana region, Namibia(University of Namibia, 2024) Vatileni, Frostinia T.The purpose of this study was to investigate the experiences and roles of Namibian teachers on the implementation of the Biology revised curriculum in the Ompundja circuit, Oshana Region. The study employed a qualitative – case study design where fifteen (15) Biology teachers from Ompundja circuit, in the Oshana Region were selected from the five (5) Secondary schools by means of the purposive sampling strategy and a semi structured face-face interviews to collect the data that was analysed thematically. The study established that teachers experience inadequate resources, medium of instruction for Biology a challenge, inadequate time for content coverage as well as overcrowded classes. It was also unveiled that Biology Secondary school teachers are the major pillars of curriculum implementation. They are motivators of learners, learners’ assessors, planners for the subject content, and developers of activities and teaching materials, creators of a positive learning environment as well as engagers of learners in extra-mural activities. In essence, they are agents of change and curriculum implementers. Against the above findings, it was recommended that, in order to motivate learners and raise their interest in Biology, schools should take part in awarding of the best teachers and learners to inspire them to learn Biology. Parents should be involved in an education system as educational stakeholders and implements policies that uplift the education system. Specifically, it recommends the Ministry of Education, Arts and Culture to revisit the criteria that were used to allocate teaching resources to schools so that the neediest schools are prioritized and the amount of funds to be in and in line with their needs in line with the teaching and implementation of the revised Biology curriculum among othersItem Teachers and learners in Otjiwarongo circuit’s experiences of pedagogy and online pedagogy during the COVID-19 pandemic(University of Namibia, 2024) Iiyambo, Silkka K.Scholars and practitioners worldwide acknowledge that online pedagogy is one of the most effective instruments for developing a successful teaching and learning environment. This research sought to investigate how online learning and teaching may be applied in a resource-limited context to benefit both teachers and learners at two chosen schools in the Otavi town circuit. This study used Active Learning Theory and Experiential Learning Theory as its theoretical underpinnings. It used a multiple-case study methodology and qualitative technique. Participants were drawn from two schools in the Otjiwarongo circuit using a purposive sampling approach. Data collection instruments included semi structured interviews, focus group discussions, and observation checking lists. The study examined the teachings of teachers and learners in grades 9, 10, 11, and 12 who employed online pedagogy during the COVID-19 epidemic. The findings showed that poor connectivity issues, a lack of computer literacy, and a lack of information technology devices presented challenges for both teachers and learners. Despite the fast growth of information and communication technology, the schools in this research were not equipped to accept it. This study contends that online learning in Namibian schools still has various problems that must be solved if it is to be successful. As a result, the study suggests that the Namibian government invest in providing information and communication technology infrastructure in schools, as well as capacity building in online pedagogies for teachers and learners, in order to create an effective online learning environmentItem Exploring grade 12 learners’ difficulties in solving differential calculus problems at a selected secondary school in Tsumeb, Namibia(University of Namibia, 2024) Kafunga, Martha N.Differential Calculus is a fundamental topic in Mathematics that deals with the study of how quantities change over time. Grade 12 learners have difficulties in solving Differential Calculus questions as per the examiners’ reports year after year. This study aimed to explore Grade 12 learners’ difficulties in solving Differential Calculus. One secondary school in Tsumeb was purposely and conveniently selected for this study. A total population sampling method was used to ensure a representation of all 74 Grade 12 Mathematics AS learners and all 3 grade 12 Mathematics AS teachers. The research study was based on a mixed methods exploratory approach; i.e., data was collected from classrooms’ observations, teachers’ questionnaires and learners’ diagnostic test. Only questions involving the learning objectives from Differential Calculus topic were considered. A pilot study was carried out prior to the main study in order to test for feasibility and effectiveness of the research design. An analysis was done in order to determine learners’ common mistakes/misconceptions and errors, challenges and also the great responses given by the learners. The results revealed that learners had difficulties in 1) applying the product and quotient law, 2) differentiating trigonometric functions, 3) applying conceptual and procedural knowledge to solve Differential Calculus problems (like determining the nature of stationary points), 4) integrating instead of differentiating and 5) just applying differential rules in general. These difficulties may be caused by 1) lack of algebraic knowledge (learners fail to substitute values into functions, solve equations), 2) lack of sufficient time (for both teachers and learners), and 3) teachers’ teaching approaches. The study recommends that teachers should expose learners to a variety ii of algebraic manipulation problems from an early stage, so that learners begin differential calculus with solid foundations of algebra; and that teachers should do diagnostic assessments based on algebraic and functions before teaching Differential CalculusItem 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