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Teacher responses to the Namibian education reform : a case study of two Caprivi schools
- Authors: Kamwi, Kamwi Kenneth
- Date: 2002
- Subjects: Education -- Namibia , Education and state -- Namibia , Educational change -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1791 , http://hdl.handle.net/10962/d1003676
- Description: Effective implementation of education reforms consists of alterations in curriculum materials, instructional practices and behaviour, beliefs and understandings on the part of the teachers involved in the reform (Fullan and Hargreaves, 1993: 5). A process of implementation is therefore, a learning process, learning how to do something new (ibid.). This study was done to establish how Biology teachers in Caprivi have responded to the reform process ten years down the line. I used a qualitative case study of two secondary schools. Four Biology teachers, two school principals and two groups of learners participated in the study. Data was collected by means of interviews, lesson observations, a workshop, and school inventories. The data was analysed within an interpretive framework. The results of the study show a move into 'activity-based teaching'. It shows a shift from the traditional transmission teaching approach. In general teachers seem to equate 'activity-based teaching' with the learner-centred approach.
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- Authors: Kamwi, Kamwi Kenneth
- Date: 2002
- Subjects: Education -- Namibia , Education and state -- Namibia , Educational change -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1791 , http://hdl.handle.net/10962/d1003676
- Description: Effective implementation of education reforms consists of alterations in curriculum materials, instructional practices and behaviour, beliefs and understandings on the part of the teachers involved in the reform (Fullan and Hargreaves, 1993: 5). A process of implementation is therefore, a learning process, learning how to do something new (ibid.). This study was done to establish how Biology teachers in Caprivi have responded to the reform process ten years down the line. I used a qualitative case study of two secondary schools. Four Biology teachers, two school principals and two groups of learners participated in the study. Data was collected by means of interviews, lesson observations, a workshop, and school inventories. The data was analysed within an interpretive framework. The results of the study show a move into 'activity-based teaching'. It shows a shift from the traditional transmission teaching approach. In general teachers seem to equate 'activity-based teaching' with the learner-centred approach.
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The implementation of environmental education policy in Namibia: perceptions of a range of decision-makers
- Authors: Katoma, Loini-Nyanyukweni
- Date: 2002
- Subjects: Environmental education -- Namibia , Education and state -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1563 , http://hdl.handle.net/10962/d1003445 , Environmental education -- Namibia , Education and state -- Namibia
- Description: This study is the first cycle of an action research project that focuses on the implementation of the Environmental Education Policy in Namibia. Perceptions of Namibian decision-makers were sought with regard to their understanding of the concepts ‘environment’ and ‘environmental education’, as well as to identify environmental problems and obstacles to the implementation of the Environmental Education Policy. The approach of coming up with options to address the identified problems/obstacles/constraints, was employed in this study. To this effect, interviews, a workshop, observations and reflections on the process of implementation resulted in a wealth of data. The findings shed light on possible solutions to address the identified problems and obstacles. The results revealed that community participation, skills development and the proper co-ordination of environmental education activities are imperative in addressing the obvious policy-practice gap. Decision-makers uncovered the fact that the socio-economic situation of our people necessitated pulling our resources together and working as a team. The overall perceptions are that the environment is everyone’s business and that we should zealously use it and carefully guard it, not only for ourselves but also, for the benefit of coming generations.
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- Authors: Katoma, Loini-Nyanyukweni
- Date: 2002
- Subjects: Environmental education -- Namibia , Education and state -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1563 , http://hdl.handle.net/10962/d1003445 , Environmental education -- Namibia , Education and state -- Namibia
- Description: This study is the first cycle of an action research project that focuses on the implementation of the Environmental Education Policy in Namibia. Perceptions of Namibian decision-makers were sought with regard to their understanding of the concepts ‘environment’ and ‘environmental education’, as well as to identify environmental problems and obstacles to the implementation of the Environmental Education Policy. The approach of coming up with options to address the identified problems/obstacles/constraints, was employed in this study. To this effect, interviews, a workshop, observations and reflections on the process of implementation resulted in a wealth of data. The findings shed light on possible solutions to address the identified problems and obstacles. The results revealed that community participation, skills development and the proper co-ordination of environmental education activities are imperative in addressing the obvious policy-practice gap. Decision-makers uncovered the fact that the socio-economic situation of our people necessitated pulling our resources together and working as a team. The overall perceptions are that the environment is everyone’s business and that we should zealously use it and carefully guard it, not only for ourselves but also, for the benefit of coming generations.
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The impact of US Peace Corps volunteers on the management and leadership of a school in Namibia: a case study
- Authors: Ipangelwa, Anna
- Date: 2003
- Subjects: Peace Corps (U.S.) , Volunteer workers in Education -- Namibia , Education -- Namibia , Education and state -- Namibia , Educational change -- Namibia , School management and organization -- Namibia , Educational leadership -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1561 , http://hdl.handle.net/10962/d1003443
- Description: Peace Corps Volunteer teachers have played a significant role in Namibia’s attempts to restructure education in line with its policy of education for all. While we have learned a great deal in recent years about how Peace Corps Volunteer Teachers have achieved their stated goals and objectives of teaching students and training serving teachers, we still know relatively little about the role they may have played in school management. The purpose of this study is to examine the impact of Peace Corps volunteers work on the management and leadership of the schools they serve. The study focuses on the work of two volunteers based in a combined school in the Ondangwa West educational region of Namibia. The study adopts a qualitative approach and seeks to establish whether there has been an impact by Peace Corps volunteer’s work on the management and leadership of this school by focusing on (a) activities performed by Peace Corps volunteers; (b) the experiences of both management and staff in working with Peace Corps volunteers; (c) whether the presence of Peace Corps volunteers that served at the school influence the management and leadership of the school; (d) how the duties and activities performed by these volunteers were perceived by the students, teachers and community. The interview questions that were used to collect data from seven respondents were based on the literature from Peace Corps and the Ministry of Basic Education, Culture and Sport as well as education management and leadership literature. The findings indicate that volunteers that served at this school performed management and leadership related activities with the students, teachers and community and that these activities are having an effect on the management and leadership of the school.
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- Authors: Ipangelwa, Anna
- Date: 2003
- Subjects: Peace Corps (U.S.) , Volunteer workers in Education -- Namibia , Education -- Namibia , Education and state -- Namibia , Educational change -- Namibia , School management and organization -- Namibia , Educational leadership -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1561 , http://hdl.handle.net/10962/d1003443
- Description: Peace Corps Volunteer teachers have played a significant role in Namibia’s attempts to restructure education in line with its policy of education for all. While we have learned a great deal in recent years about how Peace Corps Volunteer Teachers have achieved their stated goals and objectives of teaching students and training serving teachers, we still know relatively little about the role they may have played in school management. The purpose of this study is to examine the impact of Peace Corps volunteers work on the management and leadership of the schools they serve. The study focuses on the work of two volunteers based in a combined school in the Ondangwa West educational region of Namibia. The study adopts a qualitative approach and seeks to establish whether there has been an impact by Peace Corps volunteer’s work on the management and leadership of this school by focusing on (a) activities performed by Peace Corps volunteers; (b) the experiences of both management and staff in working with Peace Corps volunteers; (c) whether the presence of Peace Corps volunteers that served at the school influence the management and leadership of the school; (d) how the duties and activities performed by these volunteers were perceived by the students, teachers and community. The interview questions that were used to collect data from seven respondents were based on the literature from Peace Corps and the Ministry of Basic Education, Culture and Sport as well as education management and leadership literature. The findings indicate that volunteers that served at this school performed management and leadership related activities with the students, teachers and community and that these activities are having an effect on the management and leadership of the school.
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Research portfolio
- Authors: Haingura, Paulinus
- Date: 2004
- Subjects: Education -- Namibia , Education and state -- Namibia , Educational change -- Namibia , Education, Secondary -- Namibia , Curriculum planning -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1732 , http://hdl.handle.net/10962/d1003615
- Description: The purpose of this research is to evaluate the implementation of the Namibian education policy with particular reference to Senior Secondary education (Grades 11-12) in order to develop analysing skills that will facilitate better understanding of my professional context and enhance my ability to operate within a research environment. The main purpose is to look at the theory that underpins the curriculum and to find out whether that theory is carried through into practice. This contextual analysis is also designed to provide baseline data as I subsequently explore my area of research. The specific objectives of the research are to: • conduct interviews with teachers and learners which may reveal ideological differences on how these various actors perceive the curriculum; • analyse specific areas within the curriculum that might reveal the type of theory underpinning the curriculum; • assess the curriculum in order to identify objectives and goals that may affect the implementation of the intended curriculum.
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- Authors: Haingura, Paulinus
- Date: 2004
- Subjects: Education -- Namibia , Education and state -- Namibia , Educational change -- Namibia , Education, Secondary -- Namibia , Curriculum planning -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1732 , http://hdl.handle.net/10962/d1003615
- Description: The purpose of this research is to evaluate the implementation of the Namibian education policy with particular reference to Senior Secondary education (Grades 11-12) in order to develop analysing skills that will facilitate better understanding of my professional context and enhance my ability to operate within a research environment. The main purpose is to look at the theory that underpins the curriculum and to find out whether that theory is carried through into practice. This contextual analysis is also designed to provide baseline data as I subsequently explore my area of research. The specific objectives of the research are to: • conduct interviews with teachers and learners which may reveal ideological differences on how these various actors perceive the curriculum; • analyse specific areas within the curriculum that might reveal the type of theory underpinning the curriculum; • assess the curriculum in order to identify objectives and goals that may affect the implementation of the intended curriculum.
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The implementation of multigrade teaching in rural schools in the Keetmanshoop education region: leadership and management challenges
- Authors: Titus, David Petrus
- Date: 2004
- Subjects: Education -- Namibia , Education, Rural -- Namibia , Education and state -- Namibia , Educational change -- Namibia , School management and organization -- Namibia , Rural schools -- Namibia , Educational leadership -- Namibia , School principals -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1566 , http://hdl.handle.net/10962/d1003448
- Description: Leadership has received much attention in both the business world and education. My thesis explores effective educational leadership through examining the management and leadership challenges that face principals in a multi-grade school. Schools in sparsely populated rural areas in Namibia have had to resort to multi-grade teaching to be able to be economically viable. Hard economic realities force people to move to bigger towns and cities. The constant demand for better schools, effective principals, qualified teachers and an improved service to the communities coupled with the demand for better working conditions and salaries for teachers drained the education budget even further. To keep in line with the four major policies of education namely equity, access, quality and democracy, the operation of smaller, rural multi-grade schools has become a necessity. The alternative – which is to close smaller schools and operate fewer, bigger schools at an affordable and reasonable cost - would deny rural communities access to schooling. This thesis is a case study of the leadership and management challenges of multigrade schooling in a single school. The goal was to understand how education managers and leaders perceived their role in making it possible for teachers and learners to cope with multi-grade teaching. I worked in the interpretive paradigm to be able to interpret the social and cultural context of a rural, multi-grade school in the Karas region. The methods included questionnaires, interviews and observation. One of the leadership models universally considered to be available to principals of multi-grade schools is instructional leadership. My study revealed that the concept was unknown to teaching staff, although there were indications that the model had been encountered. My findings also revealed that the communication between colleges of education and the regional education department staff was very limited. One of the major issues that arose was that principals were so occupied with teaching that important issues about training/evaluation and supervision of teachers, the ‘visibility’ of the principal, setting and implementation of the aims and goals of the school and regular communication with parents and community leaders were neglected. Probably the most significant finding was that head teachers are not trained in the management of a multi-grade school, hence most if not all of the head teachers run multi-grade schools like a single-graded school. The single most important problem was that the importance of multi-grade teaching had never been highlighted, particularly in light of new staffing norms, in spite of the fact that it was a phenomenon that was likely to be a permanent arrangement.
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- Authors: Titus, David Petrus
- Date: 2004
- Subjects: Education -- Namibia , Education, Rural -- Namibia , Education and state -- Namibia , Educational change -- Namibia , School management and organization -- Namibia , Rural schools -- Namibia , Educational leadership -- Namibia , School principals -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1566 , http://hdl.handle.net/10962/d1003448
- Description: Leadership has received much attention in both the business world and education. My thesis explores effective educational leadership through examining the management and leadership challenges that face principals in a multi-grade school. Schools in sparsely populated rural areas in Namibia have had to resort to multi-grade teaching to be able to be economically viable. Hard economic realities force people to move to bigger towns and cities. The constant demand for better schools, effective principals, qualified teachers and an improved service to the communities coupled with the demand for better working conditions and salaries for teachers drained the education budget even further. To keep in line with the four major policies of education namely equity, access, quality and democracy, the operation of smaller, rural multi-grade schools has become a necessity. The alternative – which is to close smaller schools and operate fewer, bigger schools at an affordable and reasonable cost - would deny rural communities access to schooling. This thesis is a case study of the leadership and management challenges of multigrade schooling in a single school. The goal was to understand how education managers and leaders perceived their role in making it possible for teachers and learners to cope with multi-grade teaching. I worked in the interpretive paradigm to be able to interpret the social and cultural context of a rural, multi-grade school in the Karas region. The methods included questionnaires, interviews and observation. One of the leadership models universally considered to be available to principals of multi-grade schools is instructional leadership. My study revealed that the concept was unknown to teaching staff, although there were indications that the model had been encountered. My findings also revealed that the communication between colleges of education and the regional education department staff was very limited. One of the major issues that arose was that principals were so occupied with teaching that important issues about training/evaluation and supervision of teachers, the ‘visibility’ of the principal, setting and implementation of the aims and goals of the school and regular communication with parents and community leaders were neglected. Probably the most significant finding was that head teachers are not trained in the management of a multi-grade school, hence most if not all of the head teachers run multi-grade schools like a single-graded school. The single most important problem was that the importance of multi-grade teaching had never been highlighted, particularly in light of new staffing norms, in spite of the fact that it was a phenomenon that was likely to be a permanent arrangement.
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The role of management and leadership in the schooling of at-risk learners: a case study of a school in Namibia
- Authors: Ipinge, Emma
- Date: 2004
- Subjects: School management and organization -- Namibia -- Case studies , Educational leadership -- Namibia -- Case studies , Education and state -- Namibia , School discipline -- Namibia , Children with social disabilities -- Education -- Namibia Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1750 , http://hdl.handle.net/10962/d1003634
- Description: Most schools that serve learners who come from disadvantaged areas and backgrounds face unusually difficult challenges. These schools experience poor performance and disciplinary problems, and teachers lack motivation and commitment. This study explores the role of leadership and management in the schooling of at-risk learners at Pandu Primary School. This school accommodates learners mostly from Hafo, a township characterised by poverty with a high crime rate. However, in spite of these factors school inspectors and advisory teachers perceive the school to be successful. The school uses an abundance of energy and unusually high levels of human effort in a very focused way to improve the teaching and learning standard. The study found the co-existence of apparently conflicting management and leadership approaches in managing and leading the school. Strict control used in the school to make teachers work hard is an element of classical organisational theory, with its emphasis on span of control or number of workers supervised. Policies with strict rules are in place to create a calm atmosphere and serve as directives for teachers and learners. On the other hand, constructivist approaches – such as instructional leadership, transformational leadership, collegial model of management and open systems – are also clearly evident in the findings. Instructional leadership is evident in the emphasis on improvement of classroom practice. Elements of transformational leadership are seen in that the principal motivates the teachers and serves as a role model. The school also has some features of the collegial model of management, and can be described as an open system. Thus, by drawing on management and leadership approaches informed by different traditions and philosophies, the school succeeds against severe odds.
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- Authors: Ipinge, Emma
- Date: 2004
- Subjects: School management and organization -- Namibia -- Case studies , Educational leadership -- Namibia -- Case studies , Education and state -- Namibia , School discipline -- Namibia , Children with social disabilities -- Education -- Namibia Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1750 , http://hdl.handle.net/10962/d1003634
- Description: Most schools that serve learners who come from disadvantaged areas and backgrounds face unusually difficult challenges. These schools experience poor performance and disciplinary problems, and teachers lack motivation and commitment. This study explores the role of leadership and management in the schooling of at-risk learners at Pandu Primary School. This school accommodates learners mostly from Hafo, a township characterised by poverty with a high crime rate. However, in spite of these factors school inspectors and advisory teachers perceive the school to be successful. The school uses an abundance of energy and unusually high levels of human effort in a very focused way to improve the teaching and learning standard. The study found the co-existence of apparently conflicting management and leadership approaches in managing and leading the school. Strict control used in the school to make teachers work hard is an element of classical organisational theory, with its emphasis on span of control or number of workers supervised. Policies with strict rules are in place to create a calm atmosphere and serve as directives for teachers and learners. On the other hand, constructivist approaches – such as instructional leadership, transformational leadership, collegial model of management and open systems – are also clearly evident in the findings. Instructional leadership is evident in the emphasis on improvement of classroom practice. Elements of transformational leadership are seen in that the principal motivates the teachers and serves as a role model. The school also has some features of the collegial model of management, and can be described as an open system. Thus, by drawing on management and leadership approaches informed by different traditions and philosophies, the school succeeds against severe odds.
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Action research on an organization development intervention in a secondary school in the Erongo education region of Namibia
- Authors: Neshila, Selma
- Date: 2005
- Subjects: Education -- Namibia , Educational change -- Namibia , Education and state -- Namibia , School management and organization -- Namibia
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:1418 , http://hdl.handle.net/10962/d1003299
- Description: Organisations that will not, that resist, that cannot, that are incapable, that lack the confidence or that believe it’s not possible to change are likely to stagnate and die (Smith: work in progress). Since independence in March 1990, the new Namibian Government has realized that the quality, efficiency and effectiveness of Namibian schools depends on the ability of teachers and other stakeholders to be innovators and facilitators of change, especially through effective communication, effective meetings, working through conflict, solving problems and making decisions. Organization Development (OD) is an effective, planned change approach for improving organization workgroup processes. Resting on a foundation of values and assumptions about people and organizations, OD promotes collaboration, interdependence and interconnectedness, empowerment, participation and involvement in problem solving and decision-making for all members. Based primarily on a normative, re-educative strategy and secondarily on a rational-empirical strategy, OD assumes that people will change if and when they realize that change is advantageous to them. OD makes use of interventions to determine areas requiring change. The intervention used for my research included a survey-data-feedback (SDF) where data was gathered, analyzed and fed back to the participants. The data was used as a basis for problem solving and training in organizational processes of communication. The case study involved 23 teachers. Journal entries, observation, formal and non-formal interviews as well as focus interviews were used as data collection tools. Participants wanted to see immediate organizational changes thus it was important to remind them that OD is a long-term change approach and that there is no quick fix. Initially, participants were used to the norm of fault finding to determine areas requiring change. However, a year later, during problem solving sessions, I observed collaborative and positive involvement by all participants. Finally, the outcome of the intervention based on the data from the communication workshop and the problem-solving meetings revealed that participants want OD to be institutionalized in all Namibian schools.
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- Authors: Neshila, Selma
- Date: 2005
- Subjects: Education -- Namibia , Educational change -- Namibia , Education and state -- Namibia , School management and organization -- Namibia
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:1418 , http://hdl.handle.net/10962/d1003299
- Description: Organisations that will not, that resist, that cannot, that are incapable, that lack the confidence or that believe it’s not possible to change are likely to stagnate and die (Smith: work in progress). Since independence in March 1990, the new Namibian Government has realized that the quality, efficiency and effectiveness of Namibian schools depends on the ability of teachers and other stakeholders to be innovators and facilitators of change, especially through effective communication, effective meetings, working through conflict, solving problems and making decisions. Organization Development (OD) is an effective, planned change approach for improving organization workgroup processes. Resting on a foundation of values and assumptions about people and organizations, OD promotes collaboration, interdependence and interconnectedness, empowerment, participation and involvement in problem solving and decision-making for all members. Based primarily on a normative, re-educative strategy and secondarily on a rational-empirical strategy, OD assumes that people will change if and when they realize that change is advantageous to them. OD makes use of interventions to determine areas requiring change. The intervention used for my research included a survey-data-feedback (SDF) where data was gathered, analyzed and fed back to the participants. The data was used as a basis for problem solving and training in organizational processes of communication. The case study involved 23 teachers. Journal entries, observation, formal and non-formal interviews as well as focus interviews were used as data collection tools. Participants wanted to see immediate organizational changes thus it was important to remind them that OD is a long-term change approach and that there is no quick fix. Initially, participants were used to the norm of fault finding to determine areas requiring change. However, a year later, during problem solving sessions, I observed collaborative and positive involvement by all participants. Finally, the outcome of the intervention based on the data from the communication workshop and the problem-solving meetings revealed that participants want OD to be institutionalized in all Namibian schools.
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Master of Education research portfolio
- Authors: Iitula, Helena
- Date: 2006
- Subjects: Education -- Namibia , Curriculum planning -- Namibia , Education and state -- Namibia , Competency-based education -- Namibia , Teachers -- Training of -- Namibia , Education, Secondary -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1948 , http://hdl.handle.net/10962/d1008196
- Description: This Portfolio was submitted in 2005 to Rhodes University as a Research Portfolio presented in partial fulfilment of the requirements for the degree of Master of Education in General Education Theory and Practice. The Portfolio consists of seven (7) key parts. The reader of this Portfolio is courteously informed that the structure of this portfolio is to some extent differ from the thesis structure. Thus, the reader should be attentive not to weigh against the two. Further more, I hereby declare that this portfolio is my own work and that all the sources that I have used or quoted have been indicated and acknowledged by means of references indicated at the end of each part. Part 2 and 6 are the core parts of the portfolio. The focal point of part 2 is the contextual curriculum analysis of Grade 8-10 Oshindonga Curriculum in order to investigate its implementation in four educational circuits: Oshigambo, Onathinge, Onyaanya and Omuthiya in Oshikoto Region. Based on the findings of this analysis, lack of critical inquiry and reflective practice among Oshindonga teachers was identified as one of the major obstacles that preventing the effective implementation of the curriculum. Most of these teachers are Basic Education Teacher Diploma (BETD) postgraduates. Thus, part 3 and 4 were developed as supplements to inform the main research paper (part 6) which is related to teacher's professionalism in the classroom. The focus of part 3 (literature review) was on the teacher as a reflective practitioner. This is in line with the Namibian Education Policy, which identifies reflective practice as the heart of teacher professionalism. In this part, I explored a variety of views related to the notion of professionalism in teaching. I have also focused on views related to teacher's professional development both on macro and micro levels. These views provided a clarification and an underpinning framework on which to base my analysis of reflective practice as professionalism in education. Part 4 (education theories) focused on the digging of understanding of knowledge as an important theoretical domain of behaviourist and constructivist theories. I have tried to establish how the two theories (Behaviourist and Constructivist) view knowledge and its acquisition and to gain an understanding of how the two theories have been informing the practice. Subsequently, part 6 meant to investigate and assess the extent to which Basic Education Teacher Diploma postgraduate teachers are autonomously applying the theory of critical inquiry and reflective practice in the classroom. Both part 2 and 6 have findings. There is much correlation between the issues and problems in the implementation of the curriculum as identified in part 2 and the findings of the main research paper (part 6). Though critical inquiry and reflective practice is the key journey towards a high level of reflectivity and one of the significant characters of teacher professionalism in the classroom, most issues and problems identified were related to the insufficient practice of critical inquiry and reflective practices. Low correlation was found between critical inquiry and reflective practice theory and teachers' practices in the classroom. Despite to the fact that various rationales were mentioned as to why critical inquiry and reflective practice successful implementation is not taking place, the study positioned an emphasis on team working at school, cluster and circuit base that could contributed to a great extend to making teachers more competent and supporting themselves in mastering the applicable critical inquiry and reflective practice skills.
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- Authors: Iitula, Helena
- Date: 2006
- Subjects: Education -- Namibia , Curriculum planning -- Namibia , Education and state -- Namibia , Competency-based education -- Namibia , Teachers -- Training of -- Namibia , Education, Secondary -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1948 , http://hdl.handle.net/10962/d1008196
- Description: This Portfolio was submitted in 2005 to Rhodes University as a Research Portfolio presented in partial fulfilment of the requirements for the degree of Master of Education in General Education Theory and Practice. The Portfolio consists of seven (7) key parts. The reader of this Portfolio is courteously informed that the structure of this portfolio is to some extent differ from the thesis structure. Thus, the reader should be attentive not to weigh against the two. Further more, I hereby declare that this portfolio is my own work and that all the sources that I have used or quoted have been indicated and acknowledged by means of references indicated at the end of each part. Part 2 and 6 are the core parts of the portfolio. The focal point of part 2 is the contextual curriculum analysis of Grade 8-10 Oshindonga Curriculum in order to investigate its implementation in four educational circuits: Oshigambo, Onathinge, Onyaanya and Omuthiya in Oshikoto Region. Based on the findings of this analysis, lack of critical inquiry and reflective practice among Oshindonga teachers was identified as one of the major obstacles that preventing the effective implementation of the curriculum. Most of these teachers are Basic Education Teacher Diploma (BETD) postgraduates. Thus, part 3 and 4 were developed as supplements to inform the main research paper (part 6) which is related to teacher's professionalism in the classroom. The focus of part 3 (literature review) was on the teacher as a reflective practitioner. This is in line with the Namibian Education Policy, which identifies reflective practice as the heart of teacher professionalism. In this part, I explored a variety of views related to the notion of professionalism in teaching. I have also focused on views related to teacher's professional development both on macro and micro levels. These views provided a clarification and an underpinning framework on which to base my analysis of reflective practice as professionalism in education. Part 4 (education theories) focused on the digging of understanding of knowledge as an important theoretical domain of behaviourist and constructivist theories. I have tried to establish how the two theories (Behaviourist and Constructivist) view knowledge and its acquisition and to gain an understanding of how the two theories have been informing the practice. Subsequently, part 6 meant to investigate and assess the extent to which Basic Education Teacher Diploma postgraduate teachers are autonomously applying the theory of critical inquiry and reflective practice in the classroom. Both part 2 and 6 have findings. There is much correlation between the issues and problems in the implementation of the curriculum as identified in part 2 and the findings of the main research paper (part 6). Though critical inquiry and reflective practice is the key journey towards a high level of reflectivity and one of the significant characters of teacher professionalism in the classroom, most issues and problems identified were related to the insufficient practice of critical inquiry and reflective practices. Low correlation was found between critical inquiry and reflective practice theory and teachers' practices in the classroom. Despite to the fact that various rationales were mentioned as to why critical inquiry and reflective practice successful implementation is not taking place, the study positioned an emphasis on team working at school, cluster and circuit base that could contributed to a great extend to making teachers more competent and supporting themselves in mastering the applicable critical inquiry and reflective practice skills.
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Education decentralization in the Omaheke Region of Namibia
- Authors: Semba, Pecka
- Date: 2007
- Subjects: Education -- Namibia , Schools -- Decentralization -- Namibia , Education and state -- Namibia , Educational change -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1894 , http://hdl.handle.net/10962/d1006114
- Description: Before the attainment of independence on 21 March 1990, the people of Namibia were engaged in a protracted struggle against colonialism, racism and apartheid, all of which had denied the majority of the people democracy and development. The people of Namibia therefore did not have power to make decisions on matters that affect their lives and were also not able to determine their own destiny (Ministry of Regional Government and Housing [MoRGH]: 1998:1). After independence, the Namibian government provided for a policy of decentralization under Chapter 12 of the Constitution. After adopting decentralization as state policy in 1996 the government, under the auspices of the Ministry of Regional, Local Government and Housing, embarked upon an implementation process that began in 2003. Education decentralization was included in this process. As my research investigated participants' experience of education decentralization in the Omaheke Region, I conducted an interpretive case study. I employed semi-structured interviews as my main data collection instrument. The quality of my research lies mostly in the authenticity of my thick descriptions where I rely to a large degree on a high ratio of participant to researcher voice. The study has revealed that there is a basic understanding of what education decentralization refers to. Education decentralization is also perceived to provide for the democratization of education through the active participation of all relevant stakeholders - parents, teachers, learners and civil servants - in the education process. However, although there is a basic understanding of what education decentralization entails, there is not necessarily acceptance. The study revealed that many people in Omaheke have reservations about the process of decentralizing education services. Some regard education decentralization as central government "dumping" its responsibility on the Regions. Furthermore, neither the Regional Council, the Regional Education Office, schools, communities nor parents have the capacity to cope with decentralization. The responsibility for overseeing the implementation of decentralization in the Region lies with the Omaheke Regional Council. Education as a decentralized function ought to resort directly under the Regional Council. However, the Regional Education office does not yet operate under the Regional Council. Instead the Education Director continues to report directly to the Permanent Secretary of the Ministry of Education in the capital. In this way an important decentralization structure, the Regional Council, is bypassed and rendered toothless. The data reveal that there is only partial evidence of psychological and structural readiness for education decentralization. Consequently there is little meaningful participation and therefore no sense of ownership among parents, teachers, learners, community-based organizations and political leaders.
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- Authors: Semba, Pecka
- Date: 2007
- Subjects: Education -- Namibia , Schools -- Decentralization -- Namibia , Education and state -- Namibia , Educational change -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1894 , http://hdl.handle.net/10962/d1006114
- Description: Before the attainment of independence on 21 March 1990, the people of Namibia were engaged in a protracted struggle against colonialism, racism and apartheid, all of which had denied the majority of the people democracy and development. The people of Namibia therefore did not have power to make decisions on matters that affect their lives and were also not able to determine their own destiny (Ministry of Regional Government and Housing [MoRGH]: 1998:1). After independence, the Namibian government provided for a policy of decentralization under Chapter 12 of the Constitution. After adopting decentralization as state policy in 1996 the government, under the auspices of the Ministry of Regional, Local Government and Housing, embarked upon an implementation process that began in 2003. Education decentralization was included in this process. As my research investigated participants' experience of education decentralization in the Omaheke Region, I conducted an interpretive case study. I employed semi-structured interviews as my main data collection instrument. The quality of my research lies mostly in the authenticity of my thick descriptions where I rely to a large degree on a high ratio of participant to researcher voice. The study has revealed that there is a basic understanding of what education decentralization refers to. Education decentralization is also perceived to provide for the democratization of education through the active participation of all relevant stakeholders - parents, teachers, learners and civil servants - in the education process. However, although there is a basic understanding of what education decentralization entails, there is not necessarily acceptance. The study revealed that many people in Omaheke have reservations about the process of decentralizing education services. Some regard education decentralization as central government "dumping" its responsibility on the Regions. Furthermore, neither the Regional Council, the Regional Education Office, schools, communities nor parents have the capacity to cope with decentralization. The responsibility for overseeing the implementation of decentralization in the Region lies with the Omaheke Regional Council. Education as a decentralized function ought to resort directly under the Regional Council. However, the Regional Education office does not yet operate under the Regional Council. Instead the Education Director continues to report directly to the Permanent Secretary of the Ministry of Education in the capital. In this way an important decentralization structure, the Regional Council, is bypassed and rendered toothless. The data reveal that there is only partial evidence of psychological and structural readiness for education decentralization. Consequently there is little meaningful participation and therefore no sense of ownership among parents, teachers, learners, community-based organizations and political leaders.
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Stakeholders' perceptions of parents' involvement in the governance of a Namibian rural school
- Authors: Niitembu, Martha M
- Date: 2007
- Subjects: School management and organization -- Namibia , Education -- Parent participation -- Namibia , Education and state -- Namibia , Rural schools -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1770 , http://hdl.handle.net/10962/d1003655
- Description: The issue of decentralisation has been one of the top priorities of the Namibian education system since independence in 1990. One of the decentralisation aims was to enhance parental involvement in education by establishing School Boards. However, School Boards and the role of parents in school management have been considered ineffective for several years which led to the promulgation of Education Act 16 of 2001 in which the roles of School Boards are strengthened and clarified. This study sought to investigate School Board members’ perceptions, understanding and experiences of parents’ involvement in school governance more specifically after the implementation of the Education Act of 2001 in 2003. This study is an interpretive case study of one combined rural school in the Ohangwena educational region of Namibia. This research employed three data collection techniques, namely semi-structured interviews, observation and document analysis. The main findings of this study reveal that there is a lack of joint understanding and shared vision between educators and parents in the School Board. This problem underpins other more symptomatic problems, such as lack of accountability in the matter of school finances, differences in understanding the roles of School Board members and lack of parents’ motivation from the school management. The study further reveals the ineffectiveness and insufficiency of the training provided in the past. It highlights some of the challenges that hinder the effective involvement of parents in rural school governance, such as poor educational background among parents, poor knowledge of the English language and poor understanding of educational issues. However the findings also acknowledge parents’ participation and their full involvement in decision-making. The findings show that the new School Board elected in terms of the Education Act of 2001 has been more effective than previous School Boards and has reached a number of achievements such as being instrumental in solving disciplinary problems, purchasing school assets and renovating classrooms. Recommendations for practice and for further research are made.
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- Authors: Niitembu, Martha M
- Date: 2007
- Subjects: School management and organization -- Namibia , Education -- Parent participation -- Namibia , Education and state -- Namibia , Rural schools -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1770 , http://hdl.handle.net/10962/d1003655
- Description: The issue of decentralisation has been one of the top priorities of the Namibian education system since independence in 1990. One of the decentralisation aims was to enhance parental involvement in education by establishing School Boards. However, School Boards and the role of parents in school management have been considered ineffective for several years which led to the promulgation of Education Act 16 of 2001 in which the roles of School Boards are strengthened and clarified. This study sought to investigate School Board members’ perceptions, understanding and experiences of parents’ involvement in school governance more specifically after the implementation of the Education Act of 2001 in 2003. This study is an interpretive case study of one combined rural school in the Ohangwena educational region of Namibia. This research employed three data collection techniques, namely semi-structured interviews, observation and document analysis. The main findings of this study reveal that there is a lack of joint understanding and shared vision between educators and parents in the School Board. This problem underpins other more symptomatic problems, such as lack of accountability in the matter of school finances, differences in understanding the roles of School Board members and lack of parents’ motivation from the school management. The study further reveals the ineffectiveness and insufficiency of the training provided in the past. It highlights some of the challenges that hinder the effective involvement of parents in rural school governance, such as poor educational background among parents, poor knowledge of the English language and poor understanding of educational issues. However the findings also acknowledge parents’ participation and their full involvement in decision-making. The findings show that the new School Board elected in terms of the Education Act of 2001 has been more effective than previous School Boards and has reached a number of achievements such as being instrumental in solving disciplinary problems, purchasing school assets and renovating classrooms. Recommendations for practice and for further research are made.
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An investigation into the role of student participation in school governance : a Namibian perspective
- Authors: Shekupakela-Nelulu, Rauna
- Date: 2009
- Subjects: Education and state -- Namibia , Education, Secondary -- Namibia , Student government -- Namibia , Student participation in administration -- Namibia , School management and organization -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1923 , http://hdl.handle.net/10962/d1007449
- Description: The issue of student participation in school governance is not a new concept in Namibian schools. Student involvement dates back to the 1970's when the country's administration was under the South African apartheid regime. Back then the involvement of students in school affairs was seen by the regime as a political act and attempts by student leaders to involve themselves in educational issues were often quashed. When the country became independent student representation continued as Student Representative Councils (SRC's), later renamed Learners Representative Councils (LRCs). This study attempted to investigate the perceptions of LRCs and other stakeholders - narnely the school principals and the school board members - of the role of students in school governance. The study was conducted in three Senior Secondary Schools in the Kavango region in Namibia. The research respondents were school principals, chairpersons of the LRCs and one chairperson of a school board. The study was conducted in the interpretive paradigm employing the following three qualitative research methods interviews, observation and document analysis to collect data. Through triangulation it was possible to formulate a rich response to the research question. The study found that, although the notion of student participation in school governance was widely accepted, a number of challenges exist that hamper the effectiveness of LRCs in the schools. It was revealed that there was no national policy docunlent that outlined the roles and function of the LRCs. As a result schools had little direction about the LRCs and subsequently they were given little or no attention by the school authorities. This resulted in misunderstandings and in some cases conflict between learners and the school management. The most significant consequence of these problems was the fact that LRCs were not regarded as true role players in school governance. The study thus recommends that a national policy document that legitimates the role of students in school governance be drafted to provide direction and that schools embark on meaningful training programmes for LRC members. The study also calls for further research to address the gap in literature on this phenomenon, particularly in Namibia.
- Full Text:
- Authors: Shekupakela-Nelulu, Rauna
- Date: 2009
- Subjects: Education and state -- Namibia , Education, Secondary -- Namibia , Student government -- Namibia , Student participation in administration -- Namibia , School management and organization -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1923 , http://hdl.handle.net/10962/d1007449
- Description: The issue of student participation in school governance is not a new concept in Namibian schools. Student involvement dates back to the 1970's when the country's administration was under the South African apartheid regime. Back then the involvement of students in school affairs was seen by the regime as a political act and attempts by student leaders to involve themselves in educational issues were often quashed. When the country became independent student representation continued as Student Representative Councils (SRC's), later renamed Learners Representative Councils (LRCs). This study attempted to investigate the perceptions of LRCs and other stakeholders - narnely the school principals and the school board members - of the role of students in school governance. The study was conducted in three Senior Secondary Schools in the Kavango region in Namibia. The research respondents were school principals, chairpersons of the LRCs and one chairperson of a school board. The study was conducted in the interpretive paradigm employing the following three qualitative research methods interviews, observation and document analysis to collect data. Through triangulation it was possible to formulate a rich response to the research question. The study found that, although the notion of student participation in school governance was widely accepted, a number of challenges exist that hamper the effectiveness of LRCs in the schools. It was revealed that there was no national policy docunlent that outlined the roles and function of the LRCs. As a result schools had little direction about the LRCs and subsequently they were given little or no attention by the school authorities. This resulted in misunderstandings and in some cases conflict between learners and the school management. The most significant consequence of these problems was the fact that LRCs were not regarded as true role players in school governance. The study thus recommends that a national policy document that legitimates the role of students in school governance be drafted to provide direction and that schools embark on meaningful training programmes for LRC members. The study also calls for further research to address the gap in literature on this phenomenon, particularly in Namibia.
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An investigation of principals' perceptions and experiences of the implementation of the national standards and performance indicators (NSPI) for Namibian schools in the Ohangwena region
- Authors: Johannes, Thomas Kamusheefa
- Date: 2010
- Subjects: Professional education -- Namibia , Educational change -- Namibia , Education -- Namibia , Education and state -- Namibia , School management and organization -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1640 , http://hdl.handle.net/10962/d1003522
- Description: The post independence Namibian education system has been characterised by many reform initiatives, aimed at eradicating inequity, poor performance, and inferior education provision inherited from a pre-independence education system. This legacy posed a serious challenge to Namibia when it set out to achieve a national goal, Vision 2030. Vision 2030 inspires Namibia to be among the eveloped countries in 2030. In an attempt to achieve the goals outlined by the mission statement of Vision 2030, the Ministry of Education (MoE) introduced two national education initiatives: the Education and Training Sector Improvement Program (ETSIP), and the National Standards and Performance Indicators (NSPIs). These would be implemented in Namibian schools as, respectively, the Ministry’s strategic plan and its policy document. The NSPIs were introduced to address the fragmentation of standards and inequity in regions and schools in Namibia, as they aimed to standardise the provision of equal, quality education across the country (Namibia. MoE, 2005a, p. 1). The NSPI policy calls for schools to take quality assurance seriously, with particular emphasis on School Self-Evaluation (SSE), a process that encourages self-management (Namibia. MoE, 2007a, p. 3). Thus, the standards set out by the NSPIs became the yardstick by which internal and external school evaluators could assess whole school performance. The purpose of this present study was to investigate the perceptions and experiences of principals in the Ohangwena Region following the implementation of the NSPIs. It is a case study involving two Inspectors of Education (IoEs), twelve principals, and four Heads of Department (HODs). Interviews, document analysis, questionnaires, and a focus group interview were used to collect the data. The study found that principals acknowledge the importance of the NSPIs, and believe that they would succeed in improving the provision of quality education if they were fully implemented. The study found that schools implemented Performance Indicators 5.3 (School Administration) Aspect 5.3.2 (Storage and retrieval of information) in Key Area 5. However, the results of the study also showed that principals experienced many challenges in the implementation of the NSPIs. These included a lack of understanding among principals and teachers of the NSPIs, a lack of understanding of contemporary leadership theories (that would otherwise help principals to implement change effectively), and a lack of support in terms of skills and resources from both the Regional Office in Ohangwena and the MoE itself. The study found that the NSPIs have not yet improved school performance, and consequently that the pass rate remains the same as before the introduction of the NSPIs, four years ago. The SSE, which aims to help schools identify their strengths and weaknesses, and encourages them to establish and make use of a School Development Plan (SDP) to address weaknesses and sustain strengths, is characterised by a high degree of dishonesty. Thus, the information furnished by SSEs, SDPs, and Teachers Self-Evaluations (TSEs) is unreliable, lacks credibility, and has the further ill-effect of skewing schools’ performance targets. Therefore, this problem could be addressed when the rationale of completing the SSE is clearly explained to principals and teachers.
- Full Text:
- Authors: Johannes, Thomas Kamusheefa
- Date: 2010
- Subjects: Professional education -- Namibia , Educational change -- Namibia , Education -- Namibia , Education and state -- Namibia , School management and organization -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1640 , http://hdl.handle.net/10962/d1003522
- Description: The post independence Namibian education system has been characterised by many reform initiatives, aimed at eradicating inequity, poor performance, and inferior education provision inherited from a pre-independence education system. This legacy posed a serious challenge to Namibia when it set out to achieve a national goal, Vision 2030. Vision 2030 inspires Namibia to be among the eveloped countries in 2030. In an attempt to achieve the goals outlined by the mission statement of Vision 2030, the Ministry of Education (MoE) introduced two national education initiatives: the Education and Training Sector Improvement Program (ETSIP), and the National Standards and Performance Indicators (NSPIs). These would be implemented in Namibian schools as, respectively, the Ministry’s strategic plan and its policy document. The NSPIs were introduced to address the fragmentation of standards and inequity in regions and schools in Namibia, as they aimed to standardise the provision of equal, quality education across the country (Namibia. MoE, 2005a, p. 1). The NSPI policy calls for schools to take quality assurance seriously, with particular emphasis on School Self-Evaluation (SSE), a process that encourages self-management (Namibia. MoE, 2007a, p. 3). Thus, the standards set out by the NSPIs became the yardstick by which internal and external school evaluators could assess whole school performance. The purpose of this present study was to investigate the perceptions and experiences of principals in the Ohangwena Region following the implementation of the NSPIs. It is a case study involving two Inspectors of Education (IoEs), twelve principals, and four Heads of Department (HODs). Interviews, document analysis, questionnaires, and a focus group interview were used to collect the data. The study found that principals acknowledge the importance of the NSPIs, and believe that they would succeed in improving the provision of quality education if they were fully implemented. The study found that schools implemented Performance Indicators 5.3 (School Administration) Aspect 5.3.2 (Storage and retrieval of information) in Key Area 5. However, the results of the study also showed that principals experienced many challenges in the implementation of the NSPIs. These included a lack of understanding among principals and teachers of the NSPIs, a lack of understanding of contemporary leadership theories (that would otherwise help principals to implement change effectively), and a lack of support in terms of skills and resources from both the Regional Office in Ohangwena and the MoE itself. The study found that the NSPIs have not yet improved school performance, and consequently that the pass rate remains the same as before the introduction of the NSPIs, four years ago. The SSE, which aims to help schools identify their strengths and weaknesses, and encourages them to establish and make use of a School Development Plan (SDP) to address weaknesses and sustain strengths, is characterised by a high degree of dishonesty. Thus, the information furnished by SSEs, SDPs, and Teachers Self-Evaluations (TSEs) is unreliable, lacks credibility, and has the further ill-effect of skewing schools’ performance targets. Therefore, this problem could be addressed when the rationale of completing the SSE is clearly explained to principals and teachers.
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Investigating mathematical proficiency testing in Namibian school high stakes mathematics examinations: an exploratory study
- Authors: Ndjendja, Elizabeth
- Date: 2019
- Subjects: Education and state -- Namibia , Educational tests and measurements -- Namibia , Mathematics -- Curricula -- Namibia , Mathematics -- Study and teaching -- Namibia , Namibia. Ministry of Education -- Examinations
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/92887 , vital:30759
- Description: The Namibian government has put processes in place to continuously improve its education system in line with educational development in the world. The education reform efforts are administered and coordinated by the Ministry of Education, Arts and Culture. At the centre of these reform efforts are curriculum policy documents and subject syllabuses with the intention of improving the teaching and learning process in the classrooms. These reform efforts appears to overlook the positive influence high stakes assessment has on the teaching and learning process. The study reported in this thesis was designed to investigate the feasibility of assessing separate elements of mathematical proficiency in the high stakes Mathematics assessment in Namibia. The study was designed as a developmental, exploratory research that collected and analysed both qualitative and quantitative data in order to respond to issues raised by five specific research objectives. The data collected enabled the adaptation of some assessment tools in order to distinctly assess selected mathematical proficiency categories. The results further indicated that the envisaged proficiency assessment system could be used to characterise the examination question papers and revealed insights into the conceptualisation of the current assessment system. The results further indicated the visible distinguishability of different elements of proficiency through the developed tools and the learners’ responses to the NSSCO examination. Finally, constrains and affordance which the original assessment system has in relation to the developed system were revealed and addressed. In closing, the research suggested changes and possible adaptation of assessment tools to ensure the proper assessment of mathematical proficiency aspects through high stakes assessment. Immerging issues that needed further research were also highlighted.
- Full Text:
- Authors: Ndjendja, Elizabeth
- Date: 2019
- Subjects: Education and state -- Namibia , Educational tests and measurements -- Namibia , Mathematics -- Curricula -- Namibia , Mathematics -- Study and teaching -- Namibia , Namibia. Ministry of Education -- Examinations
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/92887 , vital:30759
- Description: The Namibian government has put processes in place to continuously improve its education system in line with educational development in the world. The education reform efforts are administered and coordinated by the Ministry of Education, Arts and Culture. At the centre of these reform efforts are curriculum policy documents and subject syllabuses with the intention of improving the teaching and learning process in the classrooms. These reform efforts appears to overlook the positive influence high stakes assessment has on the teaching and learning process. The study reported in this thesis was designed to investigate the feasibility of assessing separate elements of mathematical proficiency in the high stakes Mathematics assessment in Namibia. The study was designed as a developmental, exploratory research that collected and analysed both qualitative and quantitative data in order to respond to issues raised by five specific research objectives. The data collected enabled the adaptation of some assessment tools in order to distinctly assess selected mathematical proficiency categories. The results further indicated that the envisaged proficiency assessment system could be used to characterise the examination question papers and revealed insights into the conceptualisation of the current assessment system. The results further indicated the visible distinguishability of different elements of proficiency through the developed tools and the learners’ responses to the NSSCO examination. Finally, constrains and affordance which the original assessment system has in relation to the developed system were revealed and addressed. In closing, the research suggested changes and possible adaptation of assessment tools to ensure the proper assessment of mathematical proficiency aspects through high stakes assessment. Immerging issues that needed further research were also highlighted.
- Full Text:
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