• Environmental protection using Indigenous knowledge (IK) methods and skills for sustainability: Case study in the Kavango East region 

  Sindano, Gerson; Utete, Christina N.; Ilukena, Alex M. (University of Namibia, 2018)

  The analysis presented in this study draws from a theoretical framework that sees indigenous knowledge (IK) and discourse as important features of ethno–science publication in Namibia. The study aims to make a meaningful ...
• Mainstreaming multiple knowledge systems in the south-north collaboration for higher education 

  Shalyefu, Rakel Kavena; Cleghorn, Aile (University of Namibia, 2018)

  This paper discusses the need for a shift in the role of South- North collaboration for higher education. To do so, it points to some persistent trends in the nature of South-North partnerships. Rather than being ...
• The interplay between structure, culture and agency on student learning and academic development activities – a trajectory of the University of Namibia 

  Shalyefu, Rakel Kavena (University of Namibia, 2018)

  Higher Education Institutions have reached the end of their lifespans, unless we reinvent them to fit the constantly changing context. This paper is a reflective piece interrogating the impact of the context (internationally, ...
• Lecturers experiences, challenges and prospects on continuing professional development 

  Mwanza-Kabaghe, S; Mofu-Mwansa, M (University of Namibia, 2018)

  This study was undertaken at the School of Education, University of Zambia, to establish factors that influence lecturers to engage in Continuing Professional Development (CPD) as well as factors inhibiting their ...
• An exploration of existential needs and self-determination theory within an educational context 

  Kirchner, Emmarentia (University of Namibia, 2018)

  In this concept paper ideas of the psychology of motivation in the twenty first century are explored as an introductory study on motivation theory. Drawing from the work of Leontiev (2012 a, b) and Längle (1999, 2012), ...
• The importance of Life Skills education and counselling programme in the Namibian schools setting 

  Hako, Anna Niitembu; Mbango, Karolina N. (University of Namibia, 2018)

  Life skills is a compulsory subject in Namibia.All schools with Grades 4 to 12 are required to fully implement the life skills education and counselling programme. This subject concerns developing in learners the ability ...
• Beneficiaries’ satisfaction with the School Counselling Services in Namibia: A case study of a selected region 

  Hako, Anna Niitembu; Mbongo, Emilia Ndapandula (University of Namibia, 2018)

  The study investigated the education stakeholders’ (beneficiaries’) satisfaction with the school counselling services provided to them and their families. The study employed a mixed methods approach, hence both qualitative ...
• First-generation entry into higher education: Namibia's future 

  Smit, Talita C. (University of Namibia, 2013)

  With the changing political and socio-economical profile of previously disadvantaged Namibians, school leavers, as well as adults, increasingly decide to invest in Higher Education for an improved future. Students who ...
• Instructional leadership 

  Shitana, Silas Shituleipo (University of Namibia, 2013)

  Instructional leadership is one of the transformational leadership theories which focus on the task-person tension and dominates the world of organizations into the twentieth and twenty first centuries. The notion of ...
• Factors influencing academic performance in Basic Business Statistics course at Polytechnic of Namibia 

  Pazvakawambwa, Lillian; Ngololo, Elizabeth Ndeukumwa; Dumeni, Efraim (University of Namibia, 2013)

  The Polytechnic of Namibia offers the Basic Business Statistics course for all its undergraduate registered students for the Bachelor of Technology degrees in Business Administration, Public Administration ,Marketing, Human ...
• Effects of socio-cultural knowledge on science education 

  Nashidengo, Willem P. (University of Namibia, 2013)

  Science education is of paramount importance to a better socio-economy. The curriculumthat conveys the teaching and learning of science is supposed to reflect on the students.Science education builds on prior existing ...
• Lessons from the implementation process of the merger between the University of Namibia Faculty of Education and former Colleges of Education in Namibia 

  Masule, Lubasi Borniface (University of Namibia, 2013)

  This article is based on the implementation process of the merger between the University of Namibia and former colleges of education in Namibia. The aim of this article is to share some staff and student experiences of ...
• Crtitical reflective teaching practice: enhancing teachers' consciousness of their teaching 

  Luwango, Luiya; Schafer, Marc (University of Namibia, 2013)

  This paper emphasises the aspects that teachers should critically focus on when reflecting on their teaching practices. The paper emerged from a case study that was conducted in three secondary schools in Rundu- northern ...
• A needs analysis for the implementation of a complementary course in Mathematics education for teachers of Mathematics in Namibia: a case study of the BETD graduates 

  Ilukena, Alex M.; Schafer, Marc (University of Namibia, 2013)

  After the introduction of the Basic Education Teacher Diploma (BETD) in Namibia, a number of studies were conducted on how teachers, lecturers, stakeholders and the Namibian public perceived the BETD program and its ...
• Challenges of large class teaching at the university: Implications for continuous staff development activities 

  Iipinge, Sakaria M. (University of Namibia, 2013)

  Class size is a major concern to any educational system. At university, a class of any size (small or large) appears to be an acceptable norm. However, when classes are too large, they are considered to contribute some ...
• Responses, coping strategies and needs of primary and secondary caregivers of children with visual impairments in Namibia: Teachers and parents perspectives 

  Haihambo Ya-Otto, Cynthy K.; Tobias, Elina I.; Mashego-Brown, Antony (University of Namibia, 2013)

  Since becoming signatory to the Salamanca Declaration in 1994, the Namibian education system has been battling with the implementation oj inclusive education. It is taking the country a lot of efforts to move towards ...
• Performance management as best practice for improving the Namibian public schools 

  Ferreira, Johanna Wilhelmina (University of Namibia, 2013)

  This paper examines several important elements of measuring performance in primary and secondary education and its contribution to best practice in education. Education management has increasingly been dominated by the ...
• The Impact of the University of Namibia merger on staff and students: The case of Hifikepunye Pohamba campus 

  Lopez, Razavi O.; Mbodo, L. (University of Namibia, 2014)

  The merger of the University of Namibia (UNAM) with the four Colleges of Education in 2010 was necessitated by an Act of Parliament for tertiary institutions. This study aims to identify the challenges for staff and students ...
• Wikipedia translation as an additive pedagogy for Oshikwanyama language learning 

  Hamwedi, Aletta (University of Namibia, 2014)

  This paper reports on a study carried out in a northern Namibian urban school about the use of Wikipedia translation as an additional teaching and learning tool in Oshikwanyama Firs Language classroom. Higher-level learners ...
• Using the Van Hiele phases of instruction to design and implement a circle geometry teaching programme in a secondary school in Oshikoto region: A Namibian case study 

  Dongwi, Beata Lididimikeni (University of Namibia, 2014)

  Despite my positive views of geometry as one of the most interesting topics in the mathematics curriculum, others find it rather complicated and sometimes unbearable to successfully complete a geometry course. It is a ...
• Making space for literacy learning: The impact of spatial and temporal organization in constructing a writing subject in the early years 

  Dixon, Kerryn (University of Namibia, 2014)

  The teaching of literacy is an embodied practice. Teacher’s pedagogical practices are directed onto children’s bodies. These practices are informed by teachers’ own knowledge, experiences and beliefs about literacy as well ...
• Assessment practices in Africa today 

  Condy, Janet (University of Namibia, 2014)

  The 1990 Jomtien World Conference ‘Education for All’ and the 2000 World Education Forum in Daka encouraged governments in developing countries to shift their emphasis from measuring outcomes to establishing the extent to ...
• Global simulation: Fostering students pro-activism in the learning of French in Anglophone countries 

  Zannier-Wahengo, Aurelie (University of Namibia, 2016)

  Learning and teaching activities evolve together with the didactics research progress. In foreign language teaching, the communicative approach, developed in the 1970s, positioned learners at the epicentre of the ...
• Addressing factors that contribute to indiscipline in secondary schools in Namibia: A case study 

  Mushaandja, John; Likando, Gilbert N.; Upindi, Ndapewa M. (University of Namibia, 2016)

  The study examined factors that contribute to secondary school learner indiscipline in Namibia and ways how to mitigate them. We employed a qualitative case study design. The population comprised of all teachers and parents ...
• Interrogating paradoxes in the multilingual provisions of the new 2013 Zimbabwean constitution 

  Mazuruse, Mickson (University of Namibia, 2016)

  The general understanding that goes with ‘officialising’ a language is that, its status is raised and its functions are diversified so much that it may be used in all facets of life. This study interrogates the possibilities ...
• An investigation of the awareness and exposure of young transport and logistics professionals to continuous professional development in Namibia 

  Madejski, E.A.; Shangheta, L.B. (University of Namibia, 2016)

  This paper investigates the awareness and exposure of the young professionals in the Transport and Logistics to Continuous Professional Development (CPD). The young professionals are students who are studying the Transport ...
• The role of rural school libraries on childrens exposure to literacy in the Namibian context 

  Lumbu, Simon D. (University of Namibia, 2016)

  The link between libraries and reading development has been found to be a determining factor in literacy development by scholars the world over. Based on the findings of a study on the constraints encountered by teachers ...
• Investigating the relevance of preparatory mathematics in three selected kindergartens in the Zambezi region of Namibia 

  Ilukena, Alex M.; Musiba, Makando Autilliah; Simasiku, Muyumbano Bosman (University of Namibia, 2016)

  This paper is based on a qualitative case study which investigated the relevance of preparatory mathematics in three selected kindergartens in the Zambezi Region of Namibia. A snowball sampling procedure was used, were ...
• Social media in education contexts: Implications for critical media literacy and ethical challenges for teachers and educational institutions in Namibia 

  Haipinge, Erkkie (University of Namibia, 2016)

  The proliferation of social media and its use by students has raised a lot of research interest in attempts to seek ways of appropriating these new technologies for instructional and learning purposes. Critical media ...
• Learners as leaders in Namibian schools: Taking responsibility and exercising agency 

  Grant, Callie; Nekondo, Linus (University of Namibia, 2016)

  Educational leadership and management (ELM) research has, all-too-often, attributed a positional quality to leadership and equated school leadership with the principal at the top of the management hierarchy. We argue that ...

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