Application of nucleic acid diagnostics in clinical chemistry for early detection of bovine campylobacteriosis in Namibia
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2010
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This study was aimed at investigating the role that schools could play as agents and custodians of cultural transmission and preservation in Namibia. Of greater emphasis was to unveil the practical reality with regards to the incorporation and/or integration of Culture into education since the attainment of independence in 1990. This was conceived in the backdrop of the decision to by the government of Namibia at independence in 1990, to."integrate Culture in to our education system and our daily lives, our peoples' culture, understood as their values, world views and ways of knowledge and understanding" (MEC, 1993:46). The question at the centre of the study was whether schools could play the role of cultural transmission and preservation in Namibia
The main focus was to ask and try to answer the question whether the Ministry of Education through the schools, was truly teaching Culture to the subsequent effect that the Namibian Culture was transmitted and preserved through education. The study was therefore based on the following objectives, (i) to identify the Namibian government's statutes and policies that are in place to guide schools in their roles in the teaching of culture; (ii) to assess the training that has been and is being given to teachers in order to teach culture in schools; (iii) to establish the nature and availability of literature on culture in schools to teach culture effectively; (iv) to assess the cultural aspects that are taught in the Namibian schools and the instructional approaches used in teaching them; (v) to investigate the existence of multicultural education in Namibian schools and, how it was being implemented. Based on the objectives above, the study therefore, sought to probe the roles of the Ministry of Education and the Ministry of Youth, National Service, Sport and Culture in the teaching of Culture, the amount of preparedness on the part of schools for teaching Culture, the nature and scope of Culture taught in schools, the methods used in teaching Culture, whether there was multicultural education in the Namibian schools, the literature available and the preparing of teachers by Colleges of Education to teach Culture in schools
The researcher used both the qualitative quantitative designs to collect data from the sample. To augment the qualitative data collected through interviews of the 40 interviewees, the researcher administered questionnaires to 100 teachers. As part of data collection the researcher also carried out an analysis documents on the subject of Culture. These included, for example, schools and Colleges of Education syllabuses, teachers' plans and schemes of work, classroom time tables, etc, to check whether there was any indication of Culture lessons. The analysis of data was done through pie and barcharts
The study covered 5 education regions of Namibia, wherein the researcher administered 100 questionnaires to 57 primary and 43 secondary teachers; interviewed 40 officials-including officials from primary and secondary schools, inspectors and directors of education, college rectors and teacher educators, officials from the University, National Institute for Educational Development, Directorate of Arts and Culture and the Windhoek College of the Arts
At the heart study, or the statement of the problem, was to investigate the broader national implication of failing to address by the government of Namibia the issue of Culture with a view to respecting all the cultural differences within Namibia. The study compared and assessed a number of examples from history to date focusing on the conflicts whose roots could be traced back to cultural differences. It was observed that there was a potential social, economical, and political danger of neglecting and allowing the death of Culture in any nation. The main findings and results of the responses to both the questionnaires and interviews revealed that many schools did not teach Culture at all. Some schools chose to have some cultural activities for learners and teachers interested in Culture. The results also showed that teachers, in particular, new graduates from colleges, were not adequately prepared to handle cultural lessons, that there was virtually no supportive literature in schools to assist teachers in the teaching of Culture and that there was no multicultural education in all Namibian schools
The respondents indicated that government had not put in place appropriate legislation which binding to address the teaching of Culture in schools. The constitution, the Education Act, the various syllabuses, including the Arts-in-Culture, the Religious and Moral Education, History, Languages syllabuses, the Language Policy, etc, all revealed a lack of commitment on the part of government to clearly legislate more pragmatically on the teaching of Culture in schools. The main conclusion was that schools were not transmitting and preserving Culture in Namibia
The study made a number of recommendations. The main recommendations were that there was need for the introduction of true Multicultural Education in all Namibian schools and that government needed to inject more support to schools, through clear legislations and adequate financial support for research on the teaching and learning of Culture in all Namibian schools.
The main focus was to ask and try to answer the question whether the Ministry of Education through the schools, was truly teaching Culture to the subsequent effect that the Namibian Culture was transmitted and preserved through education. The study was therefore based on the following objectives, (i) to identify the Namibian government's statutes and policies that are in place to guide schools in their roles in the teaching of culture; (ii) to assess the training that has been and is being given to teachers in order to teach culture in schools; (iii) to establish the nature and availability of literature on culture in schools to teach culture effectively; (iv) to assess the cultural aspects that are taught in the Namibian schools and the instructional approaches used in teaching them; (v) to investigate the existence of multicultural education in Namibian schools and, how it was being implemented. Based on the objectives above, the study therefore, sought to probe the roles of the Ministry of Education and the Ministry of Youth, National Service, Sport and Culture in the teaching of Culture, the amount of preparedness on the part of schools for teaching Culture, the nature and scope of Culture taught in schools, the methods used in teaching Culture, whether there was multicultural education in the Namibian schools, the literature available and the preparing of teachers by Colleges of Education to teach Culture in schools. The researcher used both the qualitative quantitative designs to collect data from the sample. To augment the qualitative data collected through interviews of the 40 interviewees, the researcher administered questionnaires to 100 teachers. As part of data collection the researcher also carried out an analysis documents on the subject of Culture. These included, for example, schools and Colleges of Education syllabuses, teachers' plans and schemes of work, classroom time tables, etc, to check whether there was any indication of Culture lessons. The analysis of data was done through pie and bar charts. The study covered 5 education regions of Namibia, wherein the researcher administered 100 questionnaires to 57 primary and 43 secondary teachers; interviewed 40 officials-including officials from primary and secondary schools, inspectors and directors of education, college rectors and teacher educators, officials from the University, National Institute for Educational Development, Directorate of Arts and Culture and the Windhoek College of the Arts. At the heart study, or the statement of the problem, was to investigate the broader national implication of failing to address by the government of Namibia the issue of Culture with a view to respecting all the cultural differences within Namibia. The study compared and assessed a number of examples from history to date focusing on the conflicts whose roots could be traced back to cultural differences. It was observed that there was a potential social, economical, and political danger of neglecting and allowing the death of Culture in any nation. The main findings and results of the responses to both the questionnaires and interviews revealed that many schools did not teach Culture at all. Some schools chose to have some cultural activities for learners and teachers interested in Culture. The results also showed that teachers, in particular, new graduates from colleges, were not adequately prepared to handle cultural lessons, that there was virtually no supportive literature in schools to assist teachers in the teaching of Culture and that there was no multicultural education in all Namibian schools. The respondents indicated that government had not put in place appropriate legislation which binding to address the teaching of Culture in schools. The constitution, the Education Act, the various syllabuses, including the Arts-in-Culture, the Religious and Moral Education, History, Languages syllabuses, the Language Policy, etc, all revealed a lack of commitment on the part of government to clearly legislate more pragmatically on the teaching of Culture in schools. The main conclusion was that schools were not transmitting and preserving Culture in Namibia. The study made a number of recommendations. The main recommendations were that there was need for the introduction of true Multicultural Education in all Namibian schools and that government needed to inject more support to schools, through clear legislations and adequate financial support for research on the teaching and learning of Culture in all Namibian schools.
This study was aimed at investigating the role that schools could play as agents and custodians of cultural transmission and preservation in Namibia. Of greater emphasis was to unveil the practical reality with regards to the incorporation and/or integration of Culture into education since the attainment of independence in 1990. This was conceived in the backdrop of the decision to by the government of Namibia at independence in 1990, to."integrate Culture in to our education system and our daily lives, our peoples' culture, understood as their values, world views and ways of knowledge and understanding" (MEC, 1993:46). The question at the centre of the study was whether schools could play the role of cultural transmission and preservation in Namibia
The main focus was to ask and try to answer the question whether the Ministry of Education through the schools, was truly teaching Culture to the subsequent effect that the Namibian Culture was transmitted and preserved through education. The study was therefore based on the following objectives, (i) to identify the Namibian government's statutes and policies that are in place to guide schools in their roles in the teaching of culture; (ii) to assess the training that has been and is being given to teachers in order to teach culture in schools; (iii) to establish the nature and availability of literature on culture in schools to teach culture effectively; (iv) to assess the cultural aspects that are taught in the Namibian schools and the instructional approaches used in teaching them; (v) to investigate the existence of multicultural education in Namibian schools and, how it was being implemented. Based on the objectives above, the study therefore, sought to probe the roles of the Ministry of Education and the Ministry of Youth, National Service, Sport and Culture in the teaching of Culture, the amount of preparedness on the part of schools for teaching Culture, the nature and scope of Culture taught in schools, the methods used in teaching Culture, whether there was multicultural education in the Namibian schools, the literature available and the preparing of teachers by Colleges of Education to teach Culture in schools
The researcher used both the qualitative quantitative designs to collect data from the sample. To augment the qualitative data collected through interviews of the 40 interviewees, the researcher administered questionnaires to 100 teachers. As part of data collection the researcher also carried out an analysis documents on the subject of Culture. These included, for example, schools and Colleges of Education syllabuses, teachers' plans and schemes of work, classroom time tables, etc, to check whether there was any indication of Culture lessons. The analysis of data was done through pie and barcharts
The study covered 5 education regions of Namibia, wherein the researcher administered 100 questionnaires to 57 primary and 43 secondary teachers; interviewed 40 officials-including officials from primary and secondary schools, inspectors and directors of education, college rectors and teacher educators, officials from the University, National Institute for Educational Development, Directorate of Arts and Culture and the Windhoek College of the Arts
At the heart study, or the statement of the problem, was to investigate the broader national implication of failing to address by the government of Namibia the issue of Culture with a view to respecting all the cultural differences within Namibia. The study compared and assessed a number of examples from history to date focusing on the conflicts whose roots could be traced back to cultural differences. It was observed that there was a potential social, economical, and political danger of neglecting and allowing the death of Culture in any nation. The main findings and results of the responses to both the questionnaires and interviews revealed that many schools did not teach Culture at all. Some schools chose to have some cultural activities for learners and teachers interested in Culture. The results also showed that teachers, in particular, new graduates from colleges, were not adequately prepared to handle cultural lessons, that there was virtually no supportive literature in schools to assist teachers in the teaching of Culture and that there was no multicultural education in all Namibian schools
The respondents indicated that government had not put in place appropriate legislation which binding to address the teaching of Culture in schools. The constitution, the Education Act, the various syllabuses, including the Arts-in-Culture, the Religious and Moral Education, History, Languages syllabuses, the Language Policy, etc, all revealed a lack of commitment on the part of government to clearly legislate more pragmatically on the teaching of Culture in schools. The main conclusion was that schools were not transmitting and preserving Culture in Namibia
The study made a number of recommendations. The main recommendations were that there was need for the introduction of true Multicultural Education in all Namibian schools and that government needed to inject more support to schools, through clear legislations and adequate financial support for research on the teaching and learning of Culture in all Namibian schools.
The main focus was to ask and try to answer the question whether the Ministry of Education through the schools, was truly teaching Culture to the subsequent effect that the Namibian Culture was transmitted and preserved through education. The study was therefore based on the following objectives, (i) to identify the Namibian government's statutes and policies that are in place to guide schools in their roles in the teaching of culture; (ii) to assess the training that has been and is being given to teachers in order to teach culture in schools; (iii) to establish the nature and availability of literature on culture in schools to teach culture effectively; (iv) to assess the cultural aspects that are taught in the Namibian schools and the instructional approaches used in teaching them; (v) to investigate the existence of multicultural education in Namibian schools and, how it was being implemented. Based on the objectives above, the study therefore, sought to probe the roles of the Ministry of Education and the Ministry of Youth, National Service, Sport and Culture in the teaching of Culture, the amount of preparedness on the part of schools for teaching Culture, the nature and scope of Culture taught in schools, the methods used in teaching Culture, whether there was multicultural education in the Namibian schools, the literature available and the preparing of teachers by Colleges of Education to teach Culture in schools. The researcher used both the qualitative quantitative designs to collect data from the sample. To augment the qualitative data collected through interviews of the 40 interviewees, the researcher administered questionnaires to 100 teachers. As part of data collection the researcher also carried out an analysis documents on the subject of Culture. These included, for example, schools and Colleges of Education syllabuses, teachers' plans and schemes of work, classroom time tables, etc, to check whether there was any indication of Culture lessons. The analysis of data was done through pie and bar charts. The study covered 5 education regions of Namibia, wherein the researcher administered 100 questionnaires to 57 primary and 43 secondary teachers; interviewed 40 officials-including officials from primary and secondary schools, inspectors and directors of education, college rectors and teacher educators, officials from the University, National Institute for Educational Development, Directorate of Arts and Culture and the Windhoek College of the Arts. At the heart study, or the statement of the problem, was to investigate the broader national implication of failing to address by the government of Namibia the issue of Culture with a view to respecting all the cultural differences within Namibia. The study compared and assessed a number of examples from history to date focusing on the conflicts whose roots could be traced back to cultural differences. It was observed that there was a potential social, economical, and political danger of neglecting and allowing the death of Culture in any nation. The main findings and results of the responses to both the questionnaires and interviews revealed that many schools did not teach Culture at all. Some schools chose to have some cultural activities for learners and teachers interested in Culture. The results also showed that teachers, in particular, new graduates from colleges, were not adequately prepared to handle cultural lessons, that there was virtually no supportive literature in schools to assist teachers in the teaching of Culture and that there was no multicultural education in all Namibian schools. The respondents indicated that government had not put in place appropriate legislation which binding to address the teaching of Culture in schools. The constitution, the Education Act, the various syllabuses, including the Arts-in-Culture, the Religious and Moral Education, History, Languages syllabuses, the Language Policy, etc, all revealed a lack of commitment on the part of government to clearly legislate more pragmatically on the teaching of Culture in schools. The main conclusion was that schools were not transmitting and preserving Culture in Namibia. The study made a number of recommendations. The main recommendations were that there was need for the introduction of true Multicultural Education in all Namibian schools and that government needed to inject more support to schools, through clear legislations and adequate financial support for research on the teaching and learning of Culture in all Namibian schools.
Description
A thesis submitted in partial fulfilment of the requirements for the Degree of Master of Science in Chemistry
Keywords
Cattle disease