Investigating the implementation of continuous assessment at the lower primary phase in a Namibian school
- Authors: Hamukonda, Paulina
- Date: 2007
- Subjects: Education, Elementary -- Namibia Educational tests and measurements -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1592 , http://hdl.handle.net/10962/d1003474
- Description: Many Namibian teachers experience difficulties in actualising the principles of learner-centred education, one of which being continuous assessment. Continuous assessment serves important formative purposes. That is, it can inform education stakeholders and help improve learners’ progress in the teaching and learning environment. Although a great deal is known about continuous assessment in general, not much is yet known about how Namibian lower primary teachers actually understand and implement continuous assessment in the classroom. This study investigates the assessment practices of three Grade Three teachers in a school in Oshana Region of Namibia. The study found that although the teachers who participated in the investigation have a reasonably sound knowledge of continuous assessment in theory, they lack implementation skills. They were unable to effectively transfer what they know to what they actually do. This study found that as much as training of teachers is important, the ongoing professional development of teachers is more appropriate for enhancing a complex understanding of issues related to learner-centred education that will help them to manage continuous assessment more effectively.
- Full Text:
- Date Issued: 2007
- Authors: Hamukonda, Paulina
- Date: 2007
- Subjects: Education, Elementary -- Namibia Educational tests and measurements -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1592 , http://hdl.handle.net/10962/d1003474
- Description: Many Namibian teachers experience difficulties in actualising the principles of learner-centred education, one of which being continuous assessment. Continuous assessment serves important formative purposes. That is, it can inform education stakeholders and help improve learners’ progress in the teaching and learning environment. Although a great deal is known about continuous assessment in general, not much is yet known about how Namibian lower primary teachers actually understand and implement continuous assessment in the classroom. This study investigates the assessment practices of three Grade Three teachers in a school in Oshana Region of Namibia. The study found that although the teachers who participated in the investigation have a reasonably sound knowledge of continuous assessment in theory, they lack implementation skills. They were unable to effectively transfer what they know to what they actually do. This study found that as much as training of teachers is important, the ongoing professional development of teachers is more appropriate for enhancing a complex understanding of issues related to learner-centred education that will help them to manage continuous assessment more effectively.
- Full Text:
- Date Issued: 2007
Women living with HIV/AIDS: a phenomenological intergenerational interpretation of their experiences
- Chisaka, Janet Kaemba Chishimba
- Authors: Chisaka, Janet Kaemba Chishimba
- Date: 2007
- Subjects: AIDS (Disease) in women -- South Africa -- Case studies HIV positive women -- South Africa -- Case studies Poor women -- South Africa -- Case studies
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3307 , http://hdl.handle.net/10962/d1003095
- Description: This study deals with the impact of HIV/AIDS on women living in chronic poverty. The question arises: Do we focus on their HIV/AIDS stories only or do we include their other lived experiences? This phenomenological study, on two sets of three generations of women infected and affected by HIV/AIDS and living in poverty, is an attempt at understanding the way the women experience their lifeworlds, not only their HIV/AIDS stories. One set includes a grandmother, her daughter who is living with full-blown AIDS, and her granddaughter, while the other includes a grandmother, her daughter and her granddaughter infected with HIV. The initial focus of the study was on the women’s HIV/AIDS narratives. However as the study progressed, especially during the interviews, it became apparent that the women’s generational poverty or chronic poverty was of greater concern to them than the HIV/AIDS that they were experiencing. Of the six participants, only one woman centred her life story on HIV/AIDS. This finding echoes other studies on HIV/AIDS among poor women: that chronic poverty is more threatening to the women than the risk or reality of AIDS. As a phenomenological researcher my aim was to focus on the participants’ own interpretations of the studied phenomenon. However, this was inadequate in accounting for the role that social structures play in shaping and informing the women’s subjective consciousness and experience. For this reason, I used feminist ideas to understand and interpret the women’s patriarchal experiences.
- Full Text:
- Date Issued: 2007
Women living with HIV/AIDS: a phenomenological intergenerational interpretation of their experiences
- Authors: Chisaka, Janet Kaemba Chishimba
- Date: 2007
- Subjects: AIDS (Disease) in women -- South Africa -- Case studies HIV positive women -- South Africa -- Case studies Poor women -- South Africa -- Case studies
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3307 , http://hdl.handle.net/10962/d1003095
- Description: This study deals with the impact of HIV/AIDS on women living in chronic poverty. The question arises: Do we focus on their HIV/AIDS stories only or do we include their other lived experiences? This phenomenological study, on two sets of three generations of women infected and affected by HIV/AIDS and living in poverty, is an attempt at understanding the way the women experience their lifeworlds, not only their HIV/AIDS stories. One set includes a grandmother, her daughter who is living with full-blown AIDS, and her granddaughter, while the other includes a grandmother, her daughter and her granddaughter infected with HIV. The initial focus of the study was on the women’s HIV/AIDS narratives. However as the study progressed, especially during the interviews, it became apparent that the women’s generational poverty or chronic poverty was of greater concern to them than the HIV/AIDS that they were experiencing. Of the six participants, only one woman centred her life story on HIV/AIDS. This finding echoes other studies on HIV/AIDS among poor women: that chronic poverty is more threatening to the women than the risk or reality of AIDS. As a phenomenological researcher my aim was to focus on the participants’ own interpretations of the studied phenomenon. However, this was inadequate in accounting for the role that social structures play in shaping and informing the women’s subjective consciousness and experience. For this reason, I used feminist ideas to understand and interpret the women’s patriarchal experiences.
- Full Text:
- Date Issued: 2007
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