• Teachers' strategies to combat disruption in classrooms: A case study of Primary schools in the Otjozondjupa region 

  Kamenye, Nelago Ndeuthigilwa (University of Namibia, 2020)

  The purpose of this study was to investigate how teachers conceptualize disruptive behaviour and to explore the strategies they use in combating class disruption at senior primary schools in the Otjozondjupa region. A ...
• Lived experiences of orphaned learners and school level strategies for their inclusion at selected public secondary schools in Omusati region, Namibia 

  Mwetulundila, Petrina Nandjila (University of Namibia, 2019)

  From the premise that education enables people to live with dignity, this study investigated, in meso-systemic settings (home and school), the lived experiences of orphaned learners (OLs) from two selected public secondary ...
• Experiences of adult learners with visual impairment in adult education programme: A case of upper primary phase in Omusati region, Namibia 

  Uusiku, Waldheim Angula (University of Namibia, 2020)

  The purpose of this study was to investigate the experiences of the adult learners with visual impairment of Adult Upper Primary Education (AUPE) programme in the Omusati Region. This research emanated from the assumption ...
• Inclusive education in marginalised contexts: The San and Ovahimba learners in Namibia 

  Matengu, Keneth K.; Likando, Gilbert N.; Haihambo (British Council, 2019)

  One of Namibia’s outstanding sociocultural characteristics is the ethnic heterogeneity of its inhabitants, which stands at 25 distinct groups. The indigenous minority groups include the Kwe, Hai-dom, Joehansi and Khu groups, ...
• Factors affecting the implementation of inclusive education practices in selected secondary schools in Omaheke region 

  Mokaleng, Mercy (University of Namibia, 2019)

  The main purpose of this study was to examine factors affecting the implementation of inclusive education in selected secondary schools in the Omaheke region and to identify strategies to address these challenges. A teacher ...
• An investigation into how schools in Outapi circuit of the the Omusati region of Namibia promote (Inclusive Education) 

  Ndinoshiho, Albertina Nakwenye (University of Namibia, 2018)

  The purpose of this study was to find out the extent to which teachers, principals, learners and parents in the Outapi circuit of Omusati Education Region practiced Inclusive Education. The reason for this was to gather ...
• Benefits and challenges of including learers with hearing impairment in inclusive schools in the Khomas and Oshana regions 

  Sheeya, Elizabeth L. (University of Namibia, 2018)

  The purpose of this study was to identify the benefits and challenges of including learners with hearing impairments in inclusive schools in Khomas and Oshana regions. The study was guided by the following research questions: ...
• An investigation of the support rendered to teachers of learners with visual impairments in an inclusive secondary school in the Oshana region in Namibia 

  Shivute, Sarti Mpingana (University of Namibia, 2018)

  This study explored the support rendered by education stakeholders to teachers of learners with visual impairments. This study was conducted at an inclusive secondary school in the Oshana region. The purposeful criterion ...
• Challenges of learners with multiple disabilities in a selected special school in the Oshana education region 

  Ambili, Johanna (University of Namibia, 2018)

  The purpose of this study was to explore the challenges of learners with multiple disabilities in a special school setting. In order to collect in-depth information, this study followed a qualitative approach with an ...
• Teaching and learning to read in Afrikaans: Teacher competence and computer-assisted support 

  February, Pamela J. (2018)

  https://jyx.jyu.fi/handle/123456789/59086

  This thesis is in the form of a monograph consisting of three distinct, but related studies. The three studies examined Grade 1 teachers’ knowledge and perceptions of reading instruction in classrooms in Namibia; and the ...
• A case of inclusive education practices employed by schools in the Engela cluster of the Ohangwena region, Namibia 

  Shiimi, Hilda Nuusiku (University of Namibia, 2018)

  Noticing the complexity of inclusive education in theory and practice, this study is aimed at finding out the nature and types of Inclusive Education (IE) practices employed in the Engela cluster in the Ohangwena region, ...
• Perspectives of lecturers on pedagogical inclusion of students with visual impairments at higher education institutions in Namibia 

  Sheyapo, Mirjam (University of Namibia, 2017)

  The study examined the perspectives of lecturers on pedagogical inclusion of Students with Visual Impairments (SVI) in higher education institutions in Namibia. The study aimed at assessing the perspectives of lecturers ...
• The interaction between deaf learners and hearing learners in mainstream schools in Oshana and Khomas regions 

  Samuel, Hendrina (2017)

  This qualitative research study was done to establish the quality of interaction that took place between Deaf learners and hearing learners in mainstream schools in Oshana and Khomas regions. Data was collected by means ...
• Factors impacting the implementation guidance and counselling services in secondary schools in the Ohangwena region of Namibia 

  Mbongo, Emilia N.; Mowes, Andrew D.; Chata, Charles C. (2016)

  http://www.ijier.net/index.php/ijier/article/view/142

  The study aimed to establish teacher counsellors’ views on the factors impacting the implementation of guidance and counselling services in the Ohangwena region of Namibia. The study was quantitative in nature and used a ...
• Academic writing in English: Challenges experienced by Bachelor of Education primary level students at the University of Namibia, Katima Mulilo campus 

  Mutimani, Molly M. (University of Namibia, 2016)

  This study investigated the academic writing challenges experienced by Bachelor of Education undergraduate students in using English at the University of Namibia, Katima Mulilo Campus. The study focused on the following ...
• An investigation of reading methods used by basic education teaching Diploma (BETD) primary school teachers in the Kavango education region of Namibia 

  Kekhani-Mhoney, Moira J. (University of Namibia, 2015)

  This study investigated how Basic Education Teaching Diploma (BETD) graduate teachers applied teaching methods of reading that they were taught at college in their teaching of reading in schools. Using a qualitative case ...
• Factors influencing grade 12 learners' performance in English second language in two selected senior secondary schools in the Omusati education region 

  Nkandi, Stefanus (University of Namibia, 2015)

  According to the National Examiners’ Report for ESL for 2007 to 2011, Namibian students performed poorly in the Namibia Senior Secondary Certificate Ordinary level (NSSCO) ESL examinations. The poor performance of Grade ...
• An investigation of factors hampering grade 5 learners' reading with comprehension in English second language in the Oshana region 

  Shapaka, Hilma (University of Namibia, 2015)

  The main purpose of this study was to investigate factors hampering grade 5 learners’ reading comprehension in English Second Language in the Oshana Region. The study employed mixed methods of both qualitative and quantitative ...
• An evaluation of the roles of educators in correctional centres in Namibia 

  Sinalumbu, Annety K. (University of Namibia, 2007)

  In this study, the roles of educators in correctional centres in Namibia were investigated. At independence, the Namibian legal system with regard to prison services underwent drastic changes. There was a fundamental shift ...
• Factors that influence the learning of grade 10 & 12 learners in the classroom in the Khomas education region 

  Nwihim, Sunny C. (University of Namibia, 2007)

  The results of learners at the end of the academic year are one area in which the general public expects to see an improvement. This is not so in Namibia, when one looks at the results from the Junior Secondary Certificate ...
• Ethnomathematics: An investigation of the Mathematics embedded in the cultural activities of the Damara people in the Khorixas area 

  /Hara-#Gaes, Mariane B. (University of Namibia, 2005)

  Ethnomathematics, deals with mathematics that is practiced within different tribal groups and is mainly influenced by the norms, beliefs, and the values that are important to these groups of people. The mathematical practices ...
• Perceptions of Namibian grade 10 learners and their teachers on the importance of Life Skills topics in the Khomas region 

  Spinas, Heidi B. (University of Namibia, 2005)

  In this study I will attempt to investigate the perceptions of Namibian Grade 10 learners in the Khomas Region on the importance of Life Skills Topics as proposed by the National Curriculum of the Ministry for Basic ...
• An exploration of the relationship between retained primitive reflxes and concentration problems in learners assessed at a selected private practice in Windhoek, Namibia 

  Calitz, Magdalena G. (2015)

  In this research a quantitative approach was employed to conduct a correlation study on the possible impact of retained primitive reflexes on concentration problems. Secondary data from existing client documents were used. ...
• A study to examine parents' participation in the learning process of their children: A case study of Eembaxu combined school in Ohangwena Region 

  Hamutenya, Petrina N. (2013)

  The main purpose of this study was to establish the extent to which parents in the Ohangwena Region are involved in the learning processes of their children. The target population was parents, grade ten teachers and learners ...
• Reasons for code switching in upper primary classes in the Khomas Educational Region 

  Mouton, B.D.; Mowes, AD; Zealand, Donovan (Namibian Educational Research Association (NERA), 2011)

  In this article, the views of upper primary school teachers in the Khomas educational region regarding code switching were investigated. A questionnaire and interviews were administered to a stratified sample of 13 schools ...
• Educators' preferred forms of schooling for learners with special needs in Namibia 

  Mowes, Andrew D. (Namibian Educational Research Association (NERA), 2008)

  This paper is an abridged extract from one of the chapters of my dissertation which attempts to develop an insight into the preferred forms of schooling for learners with special educational needs in Namibia. A questionnaire ...
• The development of early childhood education within an inclusive educational framework in Namibia 

  Naanda, Aune N.; Engelbrecht, P. (Namibian Educational Research Association (NERA), 2008)

  Using quantitative methods in research, this article describes the provision of early childhood education in Namibia within the context of inclusive education for all and lifelong learning. Research has shown that participation ...
• The role of literacy in the daily lives of adult learners with hearing impairments in the Khomas, Ohangwena, Omusati and Oshana regions in Namibia 

  Jonas, Mesitilde N. (2013)

  The National Literacy Programme in Namibia (NLPN) was launched in 1992 to promote basic literacy and numeracy for the improvement of the livelihood of adults. Studies seem to neglect the voice of the adult learners with ...
• Stress in families of children with intellectual impairment at Dagbreek and Moreson centres in the Khomas education region of Namibia 

  Simson, Aina (2013)

  This study was undertaken with the specific aim of investigating stress experienced by families of intellectually impaired children at the Dagbreek and Môreson Centres in Windhoek and to find out how these families cope ...
• Challenges of inclusion of learners with visual impairments to school management: A case study of Gabriel Taapopi secondary school in the Oshana education region in Namibia 

  Josua, Lukas M. (2013)

  This study presented a qualitative case study which focused on exploring challenges facing school management of an urban inclusive school for learners with visual impairments in northern Namibia. A stratified-purposive ...

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