The Namibia CPD Journal for Educators (NCPDJE), is an electronic peer-reviewed diamond open access journal of the School of Education at the University of Namibia . The journal is published annually.
secondary school teachers’ understanding of namibian boys’ underachievement and under-participation in education
To create awareness on gender disparity in academic achievement between boys and girls, we conducted the Namibian boys’ underachievement in education study (Zimba, et.al; 2023). We report on data from this study pertaining to secondary school teachers’ understanding of the issue. Using a pragmatic parallel mixed methods research design, systematic and criterion sampling techniques, we administered structured questionnaires to 528 teachers. We also conducted focus group discussions with 115 of these teachers. According to teachers, some boys performed worse than girls because they withdrew from learning activities, were not interested in education, dropped out of school and they did not participate in learning activities. Teachers also reported that several parents undermined their sons’ educational achievement by giving them too much freedom to roam around while strictly controlling the behaviour of their daughters, allowing their sons to abuse alcohol and drugs, not giving their sons chores to perform at home and not being concerned of their sons’ education, welfare, and misconduct. In addition to reviewing educational policy to target and support boys’ education, we have recommended that teachers should be made aware of differences in learning and socialization styles of boys and girls and that they should include the learning needs of boys in their teaching. We have also recommended that pre- and in-service teacher education programmes should sensitize and instil in teachers caring and nurturing attitudes towards boys who underachieve in education, raise awareness of gender disparity in education attainment that is in favour of girls and empower teachers to initiate programmes and attitudinal changes aimed at redressing the disparity. Without undermining educational benefits that have accrued to girls over the years, this could be done by drawing lessons and strategies for change from successful programmes targeting girls’ education.
Copyright (c) 2023 The Namibia CPD Journal for Educators https://creativecommons.org/licenses/by-nc-nd/4.0
Evaluating the implementation of the education sector policy on prevention and management of learner pregnancy in Ohangwena Region, Namibia
The Education Sector Policy on Prevention and Management of Learner Pregnancy (ESPPMLP) is being implemented in Namibian schools to prevent pregnancy among learners and also to help those fallen pregnant be able to complete their education. This study evaluated the implementation of ESPPMLP in the Ohangwena region of Namibia as a pregnancy prevention tool in schools. Ohangwena is a region of concern in Namibia because it experienced an increasing number of school drop-out due to pregnancy for five consecutive years. The population of this study was the Heads of Departments, Life Skills teachers, Senior Education Officers, and Learner Representative Head-girls. The study employed interviews as a research method to collect data. Collected data were analysed using a thematic analysis method. The study found that the ESPPMLP has not been successfully implemented in some schools in the Ohangwena region. Teachers who are the main implementers of the ESPPMLP have experienced various challenges in the process of implementing the ESPPMLP. It was also established that some teachers are lacking the capacity to implement the ESPPMLP. The study has also found that there is an inadequate engagement of parents and the community in relation to learner pregnancy prevention matters. The study has finally proposed the framework for implementing the ESPPMLP in schools to protect learners from early pregnancy while they are completing their education.
External School Quality Assurance and its influence on instructional leadership practices in secondary school education in Zanzibar
This study investigated External School Quality Assurance (ESQA) and its influence on instructional practices in secondary school education in Zanzibar. The mixed-method research approach was employed coupled with a convergent parallel design. The study was conducted at Kaskazini Region in Unguja and it involved 167 teachers, 12 HoSs, 11 ESQ assurers, 2 District Educational Officers (DEOs), and the Regional Educational Officer (REO), making a total of 193 participants. The study employed purposeful and simple random sampling procedures. Data was collected through interviews, documentary reviews, and questionnaires. Quantitative data were anlysed using Spearman's rho correlation coefficient and qualitative data were anlyzed using content and thematic approach. The results indicate that although ESQA plays a significant role in the improvement of instructional practices in secondary schools, however, statistically, the results indicate that there was no significant relationship between ESQA practices and HoSs and teachers’ instructional leadership improvement in secondary education. It was also found that the ESQA reports and recommendations were not implemented by the respective authorities to bring about effective improvement of the instructional process. ESQ assurers evaluated the performance of HoS based on administrative roles and teachers’ professional documents whereas classroom observations were not effectively carried out. The results further indicate that HoSs and teachers needed professional support to improve instructional practices. The key argument in this paper is that if secondary schools have to improve the quality of teaching and learning through instructional practices, ESQ assurers need to support the HoSs and teachers professionally. For this to be a reality, the government needs to commit its resources for the training programmes to the Department of ESQA, and classroom observation needs to be a central focus of the ESQ assurers to improve the teaching and learning in secondary school education.
Challenges experienced by Upper Primary Student Teachers in post-lesson reflections during School Based Studies
This study sought to uncover how student teachers reflect on their lessons and to suggest strategies for improving post-lesson reflections. Post lesson reflection allows students to identify their strengthens and weaknesses which can improve teaching and learning processes. A qualitative approach with a single case of Hifikepunye Pohamba Campus was used. A sample of 10 student teachers from Social Studies and Mathematics Education was purposively selected. Document analysis and focus group discussions were used to collect data. Twenty post-lesson reflections were analysed to establish the extent to which students reflect on their own teaching. Data from document review and interview were thematically analysed. Findings revealed the following: students’ post lesson reflection are mostly focusing on the description and action plans; students understand post-lesson reflection as a way of evaluating oneself to improve teaching; students are faced with numerous challenges such as forgetting what happened in the lesson, not taught how to reflect, overloaded schedule, and mentor teachers and lecturers are not fully supportive. The study suggested the integration of reflection into lesson planning components of other modules and the presence of mentor teachers during the lesson presentations. The study recommends student teachers’ exposure to models of reflection and reduction of student teachers’ work in line with the University guidelines.
Effects of authentic learning activities on Grade 7 learners’ achievements in Natural Science
The effects of authentic learning activities on achievements in Natural Science among Grade 7 learners in the Khomas and Omusati regions were investigated. This study used a quantitative research approach and deployed a quasi-experimental design. The targeted population consisted of 716 Grade 7 classes comprising of 180 classes (5 400 learners) in the Khomas region and 536 (16 080 learners) in the Omusati region with a total of 21 480 learners from the public senior primary schools offering Natural Science. The pre-test and post-test non-equivalent control group design was used. Numerical data collected from both experimental and control groups were compiled using SPSS. A T-test was used to analyse both pre- and post-tests’ scores to determine whether learners’ achievement scores from experimental and control groups were different at probability (p) level of 0.05. The experimental groups mean scores on the pre-test and post-test were 18.91 and 31.72 respectively; while the control groups had mean scores of 17.28 and 23.07 correspondingly. These results indicated significant differences in the performance of the experimental groups and proved that authentic learning activities improve learners’ achievements in Natural Science. Based on the study findings, it concludes that authentic learning activities given to Grade 7 learners positively affect their achievements in Natural Science. Therefore, we recommend that schools procure appropriate authentic materials for effective teaching and learning of science concepts.
ANALYZING GRADE 4 LEARNERS’ MATHEMATICS EXERCISE BOOKS IN PURSUIT OF QUALITY BASIC EDUCATION IN NAMIBIA
This paper presents the findings of a qualitative study that focused on the state of grade 4 learners’ mathematics exercise books. Identification of challenges in mathematics learning in early grades presents the opportunity for early stakeholder intervention to improve the quality of basic education. The random sampling strategy was used by the subject teacher to select fifteen books from one class comprising 5 below-average, 5 average, and 5 above-average learners for analysis. The document analysis method was used to establish the status of learners’ written work, how well the work was written, and to establish their performance in mathematics. This study found that learners’ writing skills are underdeveloped, they have challenges pertaining to comprehension of instruction and challenges in learning specific mathematics topics. The quality of mathematics written work is generally neglected in school, as mathematics learning is perceived to be a process that focuses on the acquisition of facts. This study confirms that the quality of learners’ written work has received little attention from relevant stakeholders. The state of learners’ written work calls for immediate intervention to improve mathematics learning.
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Learners level of awareness on the values of wildlife(ecosystem services) in Mudumu South Complex, Zambezi Region, Namibia.
Currently, youth are the future generations of the country, their awareness of the values of wildlife is critical in determining if they will follow the footsteps of the current generation in conserving natural resources (wildlife) and cannot be overemphasized. This study was conducted in Wuparo and Balyerwa conservancies, to assess learners’ level of awareness of wildlife-based ecosystem services. Questionnaires were used in data collection and the target population consisted of learners including teachers (control group) resulting in a sample size of 145 respondents who were randomly selected from eight indiscriminately selected schools within the two randomly selected conservancies. The results showed learners knew that wildlife has values (ecosystem services). However, they are highly aware of tangible benefits (provisional services) compared to other ecosystem services. There was a positive correlation (R2 = 0.9995) between level of awareness and level of education. The availability of wildlife-related subjects, location of the school, lack of environmental clubs and ignorance towards wildlife were the major factors reported to influence the awareness of learners. Increased support for education among the youth and improved support for environmental and wildlife clubs can be beneficial to wildlife and environmental conservation.
THE Struggle to improve quality of public secondary education in Tanzania
This study investigated the culture of maintenance and rehabilitation of furniture and infrastructure among the head of schools in public secondary schools in central Tanzania. The study investigated how leadership culture and political influences affect the culture of school maintenance. The investigation was broadened to include other factors that influence the culture of school maintenance. The study was cross-sectional. It involved qualitative and quantitative approaches. Data were randomly collected from seven districts of Dodoma region. The researcher used structured questionnaires to collect data from Heads of school. About 33 Heads of school were randomly obtained across the region. A descriptive research design was adopted in aligning up with the purposes of the study. The design is a fact-finding and interpretation of findings is valid. The design gives the flexibility of using both qualitative and quantitative approaches. The findings in both approaches reveal that the culture of maintenance and rehabilitation is directly influenced by both leadership culture and politics. Descriptive analysis revealed that factors such as shortage of funds were the major factors that were reported in all schools regardless of their nature. The study also revealed a lack of training for school management teams and minimal involvement of the community. Repairing was revealed to be very expensive. Overcrowded classes, ignorance, and negligence of students were other findings. Qualitative analysis focused on the factors discussed in the descriptive analysis. Additionally, qualitative analysis reveals that leadership culture and politics have direct effects on the culture of school maintenance. The study recommends regular training to leaders and politicians at all levels in respective areas because these are in touch with the schools and the nature of community members. The recommendation also notes the importance of regular audit and site visits by administrators to each school. There should be established a mobile repairing and rehabilitation unit which will visit all schools to do undertake this work at affordable costs and timely. Lastly, there is a need to recheck the involvement of the community and micro-politicians in school maintenance and the proportions of capitation grants need to be rechecked to give flexibility on spending.
The Experience of international students on studying a master's course at Delta University
ABSTRACT This study investigates the experiences of international students on studying a postgraduate course at Delta University. Previous studies have not explored in detail the experiences of blended learning on international students during the Covid-19 era when universities in the UK shifted teaching from face-to-face to blended or online learning. This research thus seeks to address this research deficit by employing zoom interview method to examine international students’ experiences of blended learning. The research discovered that some international students had positive experiences of studying a postgraduate course because the university staff members were supportive towards students. Furthermore, blended learning gave students the flexibility to manage their studies. On the contrary, students’ negative experiences were attributed mostly to Covid-19 regulations of social distancing whereby students made limited friends and various students’ activities were cancelled. Based on the findings of this study, the following recommendations are made. Provision of sufficient and relevant information to students on what will be taught in courses is needed in order for students to make the right decisions regarding the courses of study. Additionally, students need extra support on how to write the dissertation. Moreover, lecturers should offer the pre-recorded videos as an online live session because students concentrate effectively when lectures are leading the session compared to when students are on their own.
Patterns of and Factors Undermining Female Participation in Hard Trades under Tanzania’s Vocational Education and Training System
Abstract This study reports the findings on female participation in hard trades under Tanzania’s Vocational Education and Training (VET). This qualitative research involved 72 participants including females’ trainees, instructors, employers and principals. It used semi-structured interview and Focus Group Discussion to collect data, which was subjected to content analysis. Participation patterns indicated far lower female participation in hard than soft trades. The study established the main contributory factors to this lopsided female gender representation in hard trades in Tanzania as gender role stereotyping, employers’ reluctance, lack of role models, absence of formal career guidance and counselling services, as well as gender-based curriculum materials. The study, therefore, recommends for the change in mindset among female aspirants in attitude towards hard trades to increase their participation while society should embrace positive perceptions of the abilities of females to pursue hard trades. VET centres should also employ female instructors in hard trades to serve as role models to encourage other females to opt for hard trades. Finally, VET instructors should encourage female trainees to participate in hard trades.
Employability and employability skills or attributes, such as teamwork, problem-solving and communication or language skills as well as ICT or digital skills, have become important aspects in the context of teaching and learning in higher education. In order to respond to these changes and needs, the German Section at the University of Namibia introduced a new component, namely “Professional Orientation” in their first-year modules to raise students’ awareness about the job market and to increase their language competence. Different professions and careers are introduced by guest speakers to give students insights into various professional careers with German. This is combined with a holistic language training that involves reading, listening, speaking and especially writing. This approach, as observations and evaluations have shown, enhances students’ language competence in speaking, listing, but also reading and especially writing, as one subject specific employability skill, communication skills in general as well as digital skills. Further, it raises students’ awareness about employment opportunities and specific skills especially in a subject that lacks a professional specification. Keywords: employability – employability skills – digital competence – career guidance – foreign language learning – language competence – communication skills – German Studies
The Teachers’ perceptions on professional development at selected rural schools in the Ongha Circuit, Namibia
This study investigated teachers’ perception regarding professional development in Ongha Circuit which is located in Ohangwena Region, Namibia. The rationale of the study was to obtain the views of teachers towards the professional development. The research was mixed method approach therefore, a descriptive survey was conducted in Ongha Circuit. Five schools were selected randomly and a sample of 20 teachers who had previous exposure to professional development were selected purposively from the five schools. Data was collected using interviews and document analysis through analysing the school records on teachers who attended workshop or who completed in-service training and census record. Data was analysed using thematic analysis and descriptive analysis. The study found out that teachers view and perceive professional development differently. Teachers had different views, feelings, attitudes and suggestions on how staff development should be managed to impact positively on learners’ performance. The study recommended that there is need to have a proper and systematic planning of teachers' professional to consolidate the new knowledge and sustain the changes made in teaching practice.
The focus of this study was to explore the impacts of the COVID-19 on the work-life balance of employees at the Univerity of Namibia Rundu Campus. The study was conducted by choosing 10.participants who were purposively selected according to the departments where they work. The study used a qualitative research in which a case study approach was adopted. The data generation.processes was obtained through semi-structured interviews, focus group interviews and narratives to get insight and quality data. During interviews, open ended questions were used and other questions arose naturally. The semi-structured interviews were used to enable us to get deep information by probing participants’ responses. This has assisted to elaborate on incomplete answers by being flexible and getting clarification on the perceptions of workers during the challenging times of COVID-19. Participants were grouped in 2 groups comprised of teaching and non-teaching staffs. The particpants were given questions in advance ahead of group discussions to be aware of the topic concerned and to make them feel comfortable during discussions. The narrative approach also called ‘story telling’ was used by the researchers to give voice to the participants to elaborate on their own experiences. Thus asking the respondents questions about their understanding of work-life balance and how the COVID-19 has impacted their lives added valuable data to the research. The overall findings of the research show that the COVID-19 pandemic has actually added more pressure to the already strained situation of the employees and has some how compromised on the work quality.The findings also reveal that dealing with pandemics especially those that restrict movements of people is a complex task because each organization is unique and different. Therefore, workers experiences of coping with the situation differ from one another because every organization experiences the daily challenges differently in various contexts.
Learning and Teaching German for Beginners Online At UNAM During The Covid-19 Pandemic
Covid-19 has affected learning and teaching worldwide and forced most learning institutions to shift almost instantly to remote or e-learning. Although e-learning and the use of technology to support and enhance learning has been promoted over the years, the pandemic challenged many, institutions, lecturers and students alike. Learning a foreign language through a language app has become extremely popular as it is easily accessible and flexible in regard to time, but speaking, interaction and motivation cause challenges. As the University of Namibia (UNAM) changed with the beginning of the pandemic to online teaching, the teaching and learning had to be changed in methods and activities and material had to be developed as online takes a different approach. For the German beginners’ class different tools have been employed such as recorded Panopto sessions, online exercises on Moodle, videoconferences on Zoom and WhatsApp communication to facilitate the course online, but also activities such as quizzes, video presentations were used to support students’ language learning and to enhance interaction. In conclusion, one can say that e-learning offers many advantages to develop a digital competence and to allow a more flexible learning. However, especially for the aspects of speaking and interaction – one of the main aspects of learning a language – the e-learning remains challenging and has an impact on the motivation and therefore learning of students, especially younger and less mature students.
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This study examined methods used to promote positive teacher student relationships among student teachers in the university based teacher education in Tanzania. Guided by conceptual change theory, the study argued that proper methods are vital for student teachers to develop positive teacher-student relationships ability alongside other teaching skills. A sample of 355 student teachers and teacher educators was sampled from different subject specialisations. The study employed indepth interviews and questionnaires. The University of Dar es Salaam, with the most diversified specialisations was selected as a typical case for the study. Findings of the study revealed that faculties have always employed role modelling, educational courses, teaching practice, and subjects’ didactics courses their bottlenecks notwithstanding. Teacher educators have shown varying and contradicting positions regarding the nature of positive teacher-student relationships. These implied that there are inconsistencies in the meaning and value attached to positive teacher student relationships in teacher education. The study recommends for the reorientation and redefinition of teacher-student relationships as an entry point for maintaining consistency and mainstreaming its importance.
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Graduate Attributes and Employability in Journalism and Mass Communication
There exist ambivalence in the literature and among scholars about employability and graduate attributes across theoretical and practical courses offered by higher educational institutions, hence this study set itself the task of tracking SJMC graduates to find out if the offerings at the University of Dar es Salaam have assisted them in terms of employability as well as finding out from selected employers about graduate attributes that the former bring to bear on the work environment. Using systematic sampling supplemented with snowball sampling based on the poor response rate of the former, the study found out that the graduates were largely satisfied even though they had a number of areas that they felt should be improved upon. Employers, on the other hand, even though they also had largely positive attitudes wanted more practical courses; a sentiment also expressed by the graduates. Graduates were also not satisfied with the level of currency of the offerings, hence the study calls for urgent curriculum review involving various stakeholders to better tailor course offerings to the demands of the marketplace.
The Perceptions of English Teachers, at a selected Combined School in Erongo Region, on their readiness to conduct online teaching during the COVID19 lockdown in Namibia
The Ministry of Education, Arts and culture, proposed learning at K-12 as the solution for continuing education during the CoVID19 pandemic lockdown period across Namibia (March/April 2020). Due to the haste in implementation e-learning at schools by teachers, researchers sought to get a glimpse of the perceptions and self-efficacy of English subject teachers one their readiness to conduct online teaching. This single case study design involved English teachers at a selected combined school in the Erongo region. The open-ended questionnaire results focussed on teacher e-readiness, management support, school culture and school and community infrastructure and student and parent preparedness. The study findings are clear that teachers were not opposed to teaching online, however, they were very aware of the issues and limitations that would make it challenging. Challenges included not only their own ICT literacy skills and the connectivity issues, but recognising the lack of self-directed learning from their learners.
Challenges of teaching large classes at UNAM
This article is part of a thesis study that sought to investigate challenges experienced in teaching large classes at UNAM, Hifikepunye Pohamba Campus. Lecturing in large classes can be of grave concern to anyone because of the various challenges involved. Employing a qualitative case study design, this article explores the challenges experienced by lecturers and student teachers in large classes.The participants for the study were three teacher educators who teach classes with one hundred students or more, nineteen student teachers and three campus management members. Data were collected through face- to- face semi-structured interviews, focus group interviews, non-participant classroom observations, and document analysis. Data were analysed through means of thematic and content analysis. The results revealed that large class sizes hinder implementation of active teaching approaches and strategies, impact negatively on the learning activities, assessment tasks and feedback given to student teachers. Among others, the article recommends provision of appropriate resources in creating a conducive teaching and learning environment for large classes. It also recommends that teacher educators should be provided with continuous professional development programmes in how they could handle large classes as well as various assessment strategies that they could use in such classes.
The Effectiveness of Inservice Training Programmes in Public Sector Organizations
This study focused on investigating the effectiveness of in-service training programmes provided to lecturers at the College of the Arts. The objective of the study was to investigate the effectiveness of the inservice training programmes at the College of the Arts for the upgrading of teaching skills and specialist subject knowledge of academic staff members. The study adopted a mixed research approach, and made used of a multiple case study design to collect data through interviews as well as conducting lesson observations. According to Cresswell (2003) a mixed research approach offers more comprehensive evidence for studying a research problem. It encourages the use of multiple views rather than views associated with a quantitative or qualitative research only. The study also employed a descriptive design, and used close ended questions to gather data through questionnaires. Content analysis method was used to analyse the qualitative data. Quantitative data were processed using the Statistical Package for the Social Sciences (SPSS) IBM version 21 software package and descriptive statistics were used to interpret the participants’ responses. The methodological triangulation of data was accomplished through the use of data obtained through the interviews, observations and questionnaires. The outcome of the research depicted that lecturers at the College of the Arts are qualified artists but are not professionally trained teachers and would therefore find it difficult to effectively transfer knowledge to the students. The study also concluded that the majority of in-service training courses provided by the College of the Arts for the lecturers are not related to the upgrading of teaching and methodological skills of lecturers. The study recommended that the College of the Arts should set up a training and performance evaluation committee consisting of management members, representatives of the College of the Arts’ lecturers, a Chief of Arts Educational Officer, and the President of the Student Representative Council of the College of the Arts. This committee should be required to review the current training and performance evaluation policies of the College of the Arts and align these policies with the College of the Arts objectives. It is further recommended that lecturers should ensure that their teaching is guided by clearly written lesson plans that encourage the development of critical thinking, problem solving and performance skills.
Exploring The Experiences Of Educators Teaching Learners Diagnosed With Autism
The focus of this study was to explore the educators’ experiences of teaching learners diagnosed with autism. The study was conducted at a special school in Umlazi district and used 8 participants. Participants were purposively selected based on their number of years of experiences in teaching learners with autism. The theoretical framework for this study is provided by the Education White Paper 6, which aims to build an inclusive education system. This policy on Special needs provides the framework for development of an inclusive, holistic, differentiated and integrated education and training system by embracing the diversity of learners needs. It is a system that enhances learner diversity and acknowledges that learning takes place in different socio economic contexts. This chosen framework based on the concept inclusion, forms a strong framework for this study since teaching and learning are intertwined and to teach learners with autism required effective teamwork. The study used a qualitative research in which a case study approach was adopted. Therefore, in order to explore the educators’ experiences in teaching learners diagnosed with autism, an interpretivist paradigm was used. The data generation processes was obtained through semi-structured interviews, focus group interviews and narratives to get insight and quality data. During interviews, open ended questions were used and other questions arose naturally. The semi-structured interviews were used to enable us to get deep information by probing participants’ responses. This has assisted to elaborate on incomplete answers by being flexible and getting clarification on the experiences of educators teaching learners diagnosed with autism. The researchers set meetings into two sessions, grouping participants in 2 groups of 4 educators according to their numbers of years of experiences of teaching learners diagnosed with autism. These educators were given questions in advance ahead of group discussions to be aware of the topic concerned and to make them feel comfortable during discussions. The narrative approach also called ‘story telling’ was used by the researcher to give voice to the participants to elaborate on their own experiences. Thus asking educators teaching learners diagnosed with autism to tell their own stories about their experiences of working with these learners gave deep insight and better understanding of their personal lives and added valuable data to the research. The overall findings of the research show that teaching learners diagnosed with autism is challenging. These challenges are located at two key levels (educators’/teachers’ level and other stakeholders’ level) of the educational system. It requires understanding of autism and effective supports by various role players or stakeholders at those key levels in order to truly provide effective teaching and learning, and by doing so, improve learners’ performances. Firstly, at the level of the educator/teacher who need to be empowered and change attitude in order to be able to provide the required support to the learners. Secondly, at the level of the other stakeholders/ other professionals such as support staffs, assistant teachers, parents, district, school therapists, school nurse, SMT, SGB, SBST, DBST, Social worker, Psychologist and community members in order to promote effective teaching and learning for our learners. The findings also reveal that teaching learners with autism is a complex task because autism is a complex disorder and each learner is unique and different. Therefore, educators’ experiences of teaching learners diagnosed with autism differ from one another because every learner is unique and every educator experience the daily challenges differently in various contexts.
This research paper aims to present four reflection templates in-service and pre-service teachers may use to reflection any subject. The templates were designed by the researcher and are a product of a study conducted on three in-service teachers who are successful in their teaching practice. The study found that the three teachers do reflect critically before the lesson, during the lesson and after the lesson. Critical reflection on the three teachers was found to promote teaching and learning in a classroom environment. The empirical study was informed by the interpretive paradigm that used a qualitative research method. Data was collected through individual interviews conducted face-to-face by the researcher and through document analysis. The reflection templates presented in this paper are outlines of aspects teachers need to reflect on that are imperative in the teaching and learning process. The reflection templates may be used by practicing teachers and prospect teachers to think about their teaching to identify strength and weaknesses for improved teaching and learning.
Perceptions amongst university students about elder abuse in Namibia
The most vulnerable period in the lifecycle of a human being is in childhood and again reaching advanced age in later life. Social work students need to have knowledge and competencies to respond effectively to vulnerabilities such as elder abuse. The aim of the study was to examine social work student’s level of awareness and knowledge on elder abuse, in order to highlight content areas to be addressed in curricula by social work educators. In a qualitative method study, the convenient sample method was used to select 150 social work students in the first, second and third year of study. Each student was able to present two case examples on elder abuse in their communities. The findings indicated that economic and financial abuse of older people takes place on a regular basis, participants further shared that older adults experience neglect, abandonments and emotional abuse. To a lesser extent older people suffer from physical abuse. From the viewpoint of young people it has been confirmed that elder abuse is a common concern in Namibia and that it has a serious impact on the lives of the elderly. The study underlines the importance of public awareness. Documentation and help systems need to be developed to effectively address the problem of elder abuse. A component of aging, and in particular, elder abuse need to be incorporated in the social work curricula to better prepare graduates.
Beneficiaries; satisfaction with the School Counselling Services in Namibia
The study investigated the education stakeholders’ (beneficiaries’) satisfaction with the school counselling services provided to them and their families. The study employed a mixed methods approach, hence both qualitative and quantitative data were collected. The population studied consisted of 288 learners, 142 principals, 68 teacher-counsellors and five parents from schools in Ohangwena region. Questionnaires and interviews (in-depth individual one-on-one semi-structured interviews and focus group discussions) were used to gather data. Quantitative data were analysed by using Statistical Package for Social Sciences (SPSS), while qualitative data were analysed by the use of themes and coding. The study revealed that the beneficiaries were satisfied with the educational, personal/social, and career services, but were dissatisfied with consultation and referral services. It also emerged from the study that parents felt left out and not well enlightened on the value of school counselling services. Therefore, it is recommended that teacher-counsellors regularly hold awareness raising activities on school counselling services to educate parents and other stakeholders on the significance of these services and advocate for the needs of all learners.
Lessons from the implementation process of the merger between the University of Namibia Faculty of Education and former Colleges of Education in Namibia
This article is based on the implementation process of the merger between the University of Namibia and former colleges of education in Namibia. The aim of this article is to share some staff and student experiences of what transpired during the merger. The methodology used in this article reflects characteristics of both the quantitative and qualitative methodology.Questionnaires were used as research instruments for data collection. The article concludes that the general implementation process of the merger was slow, communication was very poor, stakeholder participation was very limited, pre-merger planning was not enough, time was not on the side of the university and unavailability of financial resources were a major obstacle to actual implementation.
Effects of socio-cultural knowledge on Science education
Science education is of paramount importance to a better socio-economy. The curriculumthat conveys the teaching and learning of science is supposed to reflect on the students.Science education builds on prior existing knowledge of students. However, many African theorists feel that science education is entirely based on "western" ideas. The values and the norms of the "African" or "Nonwestern" students are basically neglected or come into contradiction with that of science.
Instructional leadership is one of the transformational leadership theories which focus on the task-person tension and dominates the world of organizations into the twentieth and twenty first centuries. The notion of instructional leadership emerged in the early 1980's. This was due to the fact that the public wanted change in education and to close the gap in the achievement between students who traditionally do well in schools and those who do not. Instructional leadership is also one of the most useful tools in creating a forward-looking environment. Various research studies show that instructional leadership has been criticized because it focused on curriculum and instructions from principals; as a result a principal is a center of power and authority. Instructional leadership model also focuses on the direction of influence which is increasingly concerned with teaching and learning.
Performance management as best practice for improving the Namibian public schools
This paper examines several important elements of measuring performance in primary and secondary education and its contribution to best practice in education. Education management has increasingly been dominated by the norms and requirements of general management ideologies that focus on performance controls and target achievements. Under this regime, solving the labour problem - relatively low productivity - has taken priority over all other forms of management. 'There are tendencies of individually grievance, absenteeism, increased instrumentalism and dull compliance in the job' according to Sugrue and Day 2002, p. xv. The application of tighter controls over performance will encourage development through the allocation of real and meaningful responsibilities to employees. Performance management can raise levels of performance to achieve better outputs and outcomes in education.
Challenges of large class teaching at the university
Class size is a major concern to any educational system. At university, a class of any size (small or large) appears to be an acceptable norm. However, when classes are too large, they are considered to contribute some complex challenges related to the teaching and learning process. Whether the class is big or small, instructors are expected to teach and assess students effectively. This paper presents a general reflection on the author's personal experiences with teaching two large classes at undergraduate level at a university. The paper aims at sharing this personal account of experiences with fellow educators who may find themselves in similar situations of teaching and assessing large groups of students at any level of education. Although what constitutes a large class has been a subject of debate in literature, the author adopts from previous authors to define "a large class as one in which characteristics and conditions present themselves as inter-related and collective constraints that impede meaningful teaching and learning'~ Therefore, in the context of this paper, this meaning is adopted as a working standard that sets the parameters of the discussion of the concept of a 'large class ~ Furthermore the paper is based on the critical reflective practices and experiences as the author draws most of the evidence based on narrative practices and principles. A narrative representation of the author is found to be the most appropriate method of telling this experience.
First-generation entry into higher education
With the changing political and socio-economical profile of previously disadvantaged Namibians, school leavers, as well as adults, increasingly decide to invest in Higher Education for an improved future. Students who come from homes where the responsible older generation was deprived of opportunities to enrol in education facilities are pioneering and positioning the world of academia for themselves. In their quest for education, they are at the same time paving the way for improved education for future generations. In a study conducted with First-Generation entrants at the University of Namibia it became clear that their general profile differs from that of First-Generation entrants in developed countries and their strengths and needs cannot be underscored by literature from developed countries. Further research into First-Generation entry into Higher Education in the African context will provide a clearer picture of the phenomenon and will allow educators to support the strengths that these entrants bring along to the tertiary institution of their choice.
This paper emphasises the aspects that teachers should critically focus on when reflecting on their teaching practices. The paper emerged from a case study that was conducted in three secondary schools in Rundu- northern Namibia. Critical reflective teaching involves thought and action, and it raises teachers' consciousness pertaining to what they do. Through critical reflective practice, teachers scrutinize their beliefs and knowledge of the subject and their practice, through purposeful thoughtfulness. The selection of the three participants was based on their rich practical professional knowledge and exemplary teaching practices as evidenced. Interviews focused on 'when, what, how and why these selected teachers reflected critically on their practice. Data collection and analysis were done through an interpretive approach. Interviews and document analyses were the two research tools used for data collection and triangulation. Interpretations of the findings were validated through member checking where participants verified the interpretations made of their interview respectively.