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Item 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. SThe 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 processItem Perceptions of school principals and teachers on the challenges faced by novice teachers in selected primary schools in Oshana region, Namibia(University of Namibia, 2023) Theron, Yolandy ElanaSome of the difficulties in achieving educational goals and improving the quality of education have been to ensure that teachers are well equipped (MOEC, 2000). Although the Minister of Education has made recommendations for the development and implementation of induction programmes for novice teachers, Nghaamwa (2017) reports that most schools in Namibia tend to neglect the induction of novice teachers. Novice teachers can face many challenges such as student behaviour, no personal or professional support and social relationships. Novice teachers therefore, need to undergo an induction programme when they get employed at a specific school as a way to provide them with the necessary assistance in acquiring the skills and knowledge needed for the execution of their required teaching duties. Muyumbano (2019) points out that principals have observed that novice teachers experience problems with disciplining learners, with administration and also teaching methodology. The purpose of the present study, therefore, was to investigate the perceptions of school principals and teachers on the challenges faced by novice teachers in selected primary schools in the Oshakati Circuit, Oshana Region. The research design for this study is a case study design and the researcher used a qualitative approach. The researcher used an interview guide and a document analysis guide as instruments to collect data. The total population of the study was fourteen (14) principals and two hundred and two (202) teachers. Two novice teachers were chosen from each of the two selected primary schools using criterion purposive sampling, and they comprised of novice teachers that are in their first or second year of teaching. The two schools were randomly selected from the five primary schools in Oshakati Circuit. Random sampling was also used to select the teachers from each school. The school principal and two teachers from the selected schools were ii included in the study. The total sample for this study was composed of two principals, four novice teachers and four teachers. Data from the semi-structured interviews and document analysis were analysed using content analysis. Findings from the study reported that novice teachers in the Oshakati circuit in Oshana region, Namibia, face challenges such as concerns with learners, the teaching and learning process, lack of communication and lack of support. The study therefore recommends that pre-service training institutions and schools should play a significant role in supporting novice teachers in overcoming these challenges. It is the duty of training institutions to establish a balance between theory and practice. Furthermore, the school management needs to provide orientation and induction to all novice teachers, and both management and colleagues should provide support and assistance to all novice teachers until they have been completely integrated into the school and teaching environmentItem Challenges chemistry teachers face in implementing the new NSSCO chemistry curriculum in Otjozondjupa region during the COVID-19 national lockdown(University of Namibia, 2023) Hafeni, JosephineThe outbreak of the COVID-19 pandemic forced schools around the world to make an abrupt shift from face-to-face to remote teaching and learning. This study investigated challenges Chemistry teachers face in implementing the new NSSCO Chemistry curriculum in Otjozondjupa Region of Namibia, during the COVID-19 national lockdown. The study is underpinned by the Theory of Curriculum Implementation of Rogan and Grayson, as a theoretical framework. The study adopted an explanatory sequential mixed methods approach, comprising of two phases. In the first phase, a questionnaire was used to gather quantitative data from all (32) Grade 10 and 11 Chemistry teachers from Otjozondjupa Region. In the second phase, semi-structured interviews were used to collect qualitative data from 12 teachers purposively selected from the original sample. Descriptive statistics and thematic analysis were used to analyse the quantitative and qualitative data respectively. The study determined that Chemistry teachers utilised multiple strategies to provide learners with inclusive education through remote teaching and learning. However, teachers experienced difficulties such as inadequate resources and a lack of technological competency to effectively teach Chemistry remotely. Other challenges included: difficulties accessing and staying in contact with learners; inability to engage learners in virtual lessons due to a lack of electronic devices and internet connectivity particularly on the learners’ side; nonfulfillment of practical work and difficulty in assessing learners during remote teaching. In consideration of the findings, several recommendations were made, including the recommendation that national government should provide schools with adequate technological facilities and furnish unequipped science laboratories, and ii Chemistry teachers should be offered pedagogical training programmes to equip them with e-learning teaching competenciesItem Assessing mathematics teachers’ integration levels of information and communication technology: A case of Ongha circuit, Ohangwena region(University of Namibia, 2023) Albinus, Ferdina Pomwene-PawaA study titled "Assessing mathematics teachers’ integration levels of information and communication technology: A case of Ongha circuit, Ohangwena region" assessed the level of ICT integration of the secondary school mathematics teachers at MCA schools in Ohangwena Region. The study used the SAMR model to rank the level of secondary school mathematics teachers. A total sample of six (6) secondary school mathematics teachers at MCA schools was purposefully selected. The study uses qualitative methods to draw data from the participants. The study also utilized observations and a standardized interview with open-ended questions. Sample data collected from observations and interviews was subjected to an interpretive approach. Teachers’ levels of ICT integration were ranked using the SAMR Ranking. Data recorded during interviews was transcribed verbatim and categorized under themes. The study revealed that the secondary school mathematics teachers do integrate ICTs into their teaching of mathematics at the substitution and augmentation levels of the SAMR model. The study further revealed in-service training, time to integrate ICT, provision of ICT tools and internet coverage, as well as technological support as challenges to the ICT integration in their teaching of mathematics at the secondary school level. The study recommends that the MoEAC provide guidelines for ICT integration and make IC a promotional subject to facilitate teaching delivery. The study further recommends that MoEAC provide funds for teachers’ in-service training on the integration of ICT in teaching and learning processes in all subjects. Furthermore, the study recommends that further research to focus on assessing the teachers’ level of ICT integration in teaching mathematics at MCA schools at a national levelItem Evaluating the in-service school leadership training offered by the University of Namibia to principals in Oshana region(University of Namibia, 2023) Theron, Charl MarthinusMany scholars have criticized leadership training approaches for concentrating too much on technological barriers and administrative skills while ignoring internship. It is, therefore, the purpose of this study to evaluate what the principals learn in the Diploma of Educational Management and Leadership training and what its impact is. The research design for this study is a mixed methods approach applied using a case study design. The researcher used an interview guide and questionnaire as instruments to collect data. The total population of the study was one hundred and thirty-seven (137) principals that were trained by UNAM. A random sampling technique was used to select principals that underwent the training in Oshana Region. Eight principals were randomly selected from those who completed the programme. Data were analysed by arranging responses according to the research questions, and applied an inductive approach. Findings from the study reported that principals in the Oshana region, Namibia, noted the relationship between what principals learned in the DEML and their leadership responsibilities in schools and some insights have been provided. In relation to their experience regarding the in-service training, the following suggestions are made: The programme should be more practical than theoretical, more contact sessions should be included, a post- evaluation of the programme should be done with participants to assess the practicality of the content learned, and the programme should include ministerial policies of MoEAC. All of these suggestions could substantially assist in educating principals and act as a learning process for educatorsItem Teacher ‘s creation of teaching and learning materials using information communication technology at selected remote schools in the Khomas region, Namibia(University of Namibia, 2023) Ndakolo, Eveline N.The learning environment supports the role of the teacher, which is to organise, manage and help learners to navigate learning materials. In recent years, the advancement in Information Communication Technologies (ICTs) and access thereto, enable teachers to create teaching and learning materials. The purpose of this study was to investigate teachers’ application of ICT knowledge and the challenges faced in the creation of teaching and learning materials for their classrooms at three public primary schools in the remote area of Khomas Region. The study adopted a qualitative case study and employed semi-structured interviews to collect data from teachers and non-participatory lesson observation to collect data from classrooms. Additionally, the study used purposive sampling to select teachers based on their years of teaching experience and computer skills while convenience sampling was used to find teachers who were available and willing to participate in the study voluntarily. The findings of the study revealed that teachers' comprehension of ICT varied greatly in the Khomas region's remote schools. Furthermore, it was found that majority of participants found it encouraging to use ICT tools as they make teaching materials appealing to learners, thereby boosting performance, and offering up-to-date materials. Moreover, the study revealed that most schools lacked sufficient ICT resources, and results indicated that only 33% of teachers began their lessons with teaching and learning materials created with ICT tools. The study also revealed challenges encountered by teachers during creating teaching and learning materials, include poor internet connections in the classrooms, shortage of ICT tools, lack of training, and lack of electrical power in the classrooms. As a result, the study concludes that, despite various ICT challenges experienced by teachers in Khomas region rural primary schools, teachers had adequate knowledge of how to use ICT tools. ii Following the study's findings, the Ministry of Education, Arts, and Culture should make provisions for the infrastructure to be provided to all public schools to maximise the use of ICT in education. The government should also allocate funds for the maintenance and purchase of ICT consumables like reams of paper and printer inkItem Parental involvement in learners’ education in secondary schools in the Erongo region of Namibia(University of Namibia, 2023) Nghipandulwa, Ndemutekonghedi PenehafoThis study aimed to investigate parental involvement in learners’ education in secondary schools in the Erongo region of Namibia. The Namibian Education Act, 16 of 2001, was promulgated to ensure, among others, democracy in education through the active involvement of all stakeholders in the decision-making processes in schools. However, the involvement of parents as key stakeholders has been limited. Therefore, this study was conducted to investigate parental involvement in learners’ education at secondary schools in the Erongo region of Namibia. A qualitative case study design was used for this study. The population is comprised of parents, principals and teachers of six secondary schools in the Erongo region. Stratified purposive and purposive random sampling methods were used to select the sample. Interview guides were used as data collection instruments. The overall finding was that the extent of parental involvement in their children's education at secondary school was very minimal due to many factors, such as the poor educational background of parents. Other challenges were inadequate capacity building for parents, language barrier, and lack of understanding of educational matters on the part of the parents. These made it difficult for parents to make valuable contributions to their children's education in secondary schools. There is a need to equip parents with the necessary skills to partake actively in their children's education at the secondary school level. The study further recommends: that the Ministry of Education, Arts and Culture should devise a training policy for school board members to ensure parents are kept abreast of the dynamics of education, and are actively involved in the education of their children and can be held accountable to some extent for the learning outcomes of their children.Item Challenges faced by mathematics teachers in teaching secondary school learners with visual impairment in the Khomas region(University of Namibia, 2023) Mungunda, Amenda EsmeroldaIn recognising the importance that Mathematics as a subject play in fulfilling the Namibian Vision 2030, the Ministry of Education, Arts and Culture (2010) made Mathematics a compulsory subject in schools in the year 2012 for all learners at the Senior Secondary School level, including learners with visual impairment (LVI). Hence, this study's primary purpose was to investigate the challenges faced by Mathematics teachers in the Khomas region when teaching learners with visual impairment in a Special Secondary School in Namibia. This study employed Bruner's theory of constructivism as a theoretical foundation. Furthermore, the study adopted a qualitative approach with a case study research design, in which one secondary school was selected as a research site. The study sample consisted of six participants: two Mathematics teachers from Grades 8-10 and four Grade 8-10 learners with visual impairment. The participants were purposively selected using a homogeneous sampling strategy to describe the visually impaired learners' subgroup for this study. An observation schedule and a semi-structured interview guide were used as data collection instruments. The study revealed that Mathematics teachers at special schools have the knowledge, experience, and skills to teach Mathematics to visually impaired learners. However, changes in the teaching environment can affect the teaching and learning process. If the curriculum's implementation is not well planned, it can be difficult for teachers at special schools to teach effectively and efficiently as they have to go beyond ordinary teaching in the lesson's creativity. Hence, the study recommends effective teaching and learning at special schools and for learners with visual impairment. Furthermore, there should be teaching and learning materials accompanied by assistive devices.Item Novice teachers’ and mentor teachers’ perceptions towards the Namibia novice teachers’ induction programme at selected primary schools in the Omaheke region(University of Namibia, 2023) Shanyengana, Wilhelmina N.This study explored the aspect of the implementation of the Namibia Novice Teachers’ Induction Programme by tapping on novice teachers’ experiences and mentor teachers’ perceptions at selected primary schools in the Omaheke Region. Challenges faced by novice teachers in their first year of teaching were explored, intending to establish whether the programme in place is beneficial to novice teachers and to contribute insights to the improvement in the implementation of the Namibia Novice Teachers’ Induction Programme in schools. The research questions addressed in the study were; what are novice teachers’ experiences with the implementation of the induction programme at selected primary schools in Omaheke region?, what are mentor teachers’ perceptions on the implementation of the induction programme at selected primary schools in Omaheke region?, what challenges do novice teachers face in their first year of teaching at primary schools in Omaheke region?, what are the benefits of an induction programme for novice teachers from the novice and mentor teachers’ perspective?, and what strategies can be applied to strengthen the implementation of the induction programme at selected primary schools in Omaheke region? A qualitative research approach using a case study design was employed, whereby the researcher used interview guides to collect the data from the novice teachers and mentor teachers. The target population for this study consisted of all the novice teachers and their mentor teachers from 13 primary schools in Circuit One of the Omaheke Region in Namibia. A criterion sampling technique was used to select nine (9) novice teachers and two (2) mentor teachers who participated in this study. ii Thematic analysis was used to identify patterns and themes within qualitative data collected from the participants. The findings of the study revealed that the NNTIP is not entirely being implemented and there are challenges related to the implementation of the Namibia Novice Teachers’ Induction Programme at primary schools in the Omaheke Region. The study further revealed that novice teachers experienced key challenges, namely, lack of resources, overcrowded classrooms, language barriers and classroom management issues. To overcome the challenges, the participants revealed the benefits of an induction programme and the following strategies were proposed to strengthen the implementation of NNTIP; regional offices of the Ministry of Education, Arts and Culture, in collaboration with individual circuits, cluster centre sand schools to develop an annual induction and mentoring plan appropriate for their novice teachers’ needs. The school principals need to ensure that the mentor teachers and novice teachers are not overloaded with subjects to make sure that they have enough time to participate in induction activities. In addition, the study proposed that all the institutions offering teachers’ training need to integrate induction programmes in the teaching content of the institution.Item The head of department’s leadership role in english 2nd language academic performance at selected secondary schools in Kandjimi circuit, Kavango West region, Namibia(University of Namibia, 2023) Siteketa, Veiko K.This study investigated the head of department’s leadership role in improving performance in English Second Language by exploring the views of Heads of Departments and teachers in Kandjimi Circuit on what they thought those roles were. The study also sought to uncover challenges faced by HODs and how they can be addressed to enable the HOD to fulfil his/her role towards improving performance in ESL. The population of this study consisted of teachers and HODs in Kandjimi Circuit’s secondary schools. From this population, 10 teachers and 10 HODs were purposefully selected to participate in the study. An interview guide with open-ended questions was used to explore views of teachers and HODs on what they perceived were challenges hampering HODs’ abilities to fulfil their roles towards the improvement of performance in ESL. Likewise, a document review guide was used to interrogate training received by HODs and challenges they faced and how those challenges could be resolved. Data from interviews and documents were analysed thematically to allow themes to emerge from the data for the research questions to be answered. The findings showed that HODs faced many challenges like interfence in their work that hamper their ability to successfully fulfil their roles to improve ESL performance. The study recommended that school principals should decrease the workload of HODs to empower them to fulfil their role in the improvement of performance in ESL.