This dissertation could be viewed as being exploratory on the role that teachers play in continuous assessment in Windhoek primary schools. The demand for new knowledge, skills and abilities necessitate the change in assessment of learning. The various literature that the researcher consulted indicate that not only Namibia, but many other countries worldwide have implemented continuous assessment methods in schools. The challenges and experiences with regard to continuous assessment in these countries are somehow different although there are also some commonalities. Thus, sharing and exchanging of views and ideas on continuous assessment among these countries is advisable. A deducible meaning of continuous assessment from the various literatures is that continuous assessment means any assessment event or activity in which there is a high level of interaction between the learner and the teacher who conducts the assessment. Thus, continuous assessment may be used solely for formative purposes but may also contribute in part or in whole to a summative decision. It became clear that all assessment practices reflect a number of assumptions relating to the nature of learning and teaching, and the purpose of assessment. The researcher gained insight from the teachers themselves as participants through analysis of their textual responses. The research was primarily qualitative. Open-ended questions were used to gain a contextualised and comprehensive understanding of the teachers’ perceptions and experiences regarding continuous assessment. From this study, it transpires that an effective and transparent assessment policy is not only vital to the success of educational practice, but it can help to meet the aspirations contained in the prevailing national education system of a country. The findings provide an alternative point of view from teacher-focussed research which is often conducted in Namibia. The data analysis outlines the role teachers’ play in continuous assessment in Windhoek primary schools. The researcher proposes concrete actions and programmes that could be embarked upon for the benefit of continuous assessment practice in schools. / Teacher Education / M. Ed. (Curriculum Studies)

This dissertation could be viewed as being exploratory on the role that teachers play in continuous assessment in Windhoek primary schools. The demand for new knowledge, skills and abilities necessitate the change in assessment of learning. The various literature that the researcher consulted indicate that not only Namibia, but many other countries worldwide have implemented continuous assessment methods in schools. The challenges and experiences with regard to continuous assessment in these countries are somehow different although there are also some commonalities. Thus, sharing and exchanging of views and ideas on continuous assessment among these countries is advisable. A deducible meaning of continuous assessment from the various literatures is that continuous assessment means any assessment event or activity in which there is a high level of interaction between the learner and the teacher who conducts the assessment. Thus, continuous assessment may be used solely for formative purposes but may also contribute in part or in whole to a summative decision. It became clear that all assessment practices reflect a number of assumptions relating to the nature of learning and teaching, and the purpose of assessment. The researcher gained insight from the teachers themselves as participants through analysis of their textual responses. The research was primarily qualitative. Open-ended questions were used to gain a contextualised and comprehensive understanding of the teachers’ perceptions and experiences regarding continuous assessment. From this study, it transpires that an effective and transparent assessment policy is not only vital to the success of educational practice, but it can help to meet the aspirations contained in the prevailing national education system of a country. The findings provide an alternative point of view from teacher-focussed research which is often conducted in Namibia. The data analysis outlines the role teachers’ play in continuous assessment in Windhoek primary schools. The researcher proposes concrete actions and programmes that could be embarked upon for the benefit of continuous assessment practice in schools. / Teacher Education / M. Ed. (Curriculum Studies)

School-based induction programmes largely focus on informing beginner teachers about the school culture and infrastructure, yet, the core business of education is teaching and learning. A consensus is, however, growing among educators and researchers that despite the positive experiences novice teachers experience during school-based induction programmes, they also experience challenges which affect their perceptions of school-based induction. Despite those challenges in the education sector, hope for the future, as guided by Vision 2030, still remains with one essential human resource: the teachers themselves. Therefore, if novice teachers are to impact profoundly on the learners’ academic achievement, then quality induction programmes must be in place in Namibian schools in order to support their instructional growth. A comprehensive nation-wide induction effort with high emphasise on mentoring will accelerate novice teacher efficacy and consequently learner learning. The purpose of this research study was to identify beginner teachers’ perceptions of school-based induction at selected primary schools in Windhoek and suggested a framework which may inform future research efforts and improve the application of school-based induction. To do this, a qualitative research methodology was preferred to assess the perceptions of novice teachers at the selected schools. Eight beginner teachers and four Heads of Departments participated in the study. The result draws attention to the professional enculturation of beginner teachers, but notably, compels practical reconsideration on how school-based induction is practised in light of beginner teacher growth and sustainability. / Educational Management and Leadership / M. Ed. (Educational Management)

School-based induction programmes largely focus on informing beginner teachers about the school culture and infrastructure, yet, the core business of education is teaching and learning. A consensus is, however, growing among educators and researchers that despite the positive experiences novice teachers experience during school-based induction programmes, they also experience challenges which affect their perceptions of school-based induction. Despite those challenges in the education sector, hope for the future, as guided by Vision 2030, still remains with one essential human resource: the teachers themselves. Therefore, if novice teachers are to impact profoundly on the learners’ academic achievement, then quality induction programmes must be in place in Namibian schools in order to support their instructional growth. A comprehensive nation-wide induction effort with high emphasise on mentoring will accelerate novice teacher efficacy and consequently learner learning. The purpose of this research study was to identify beginner teachers’ perceptions of school-based induction at selected primary schools in Windhoek and suggested a framework which may inform future research efforts and improve the application of school-based induction. To do this, a qualitative research methodology was preferred to assess the perceptions of novice teachers at the selected schools. Eight beginner teachers and four Heads of Departments participated in the study. The result draws attention to the professional enculturation of beginner teachers, but notably, compels practical reconsideration on how school-based induction is practised in light of beginner teacher growth and sustainability. / Educational Leadership and Management / M. Ed. (Educational Management)

The combination of technology and inclusive education practices are two new phenomena in the education sector. As a teacher in the 21st century, one must be better equipped to cope with new challenges. The learning environment has changed, and weaker children or children with learning disabilities have become part of the system. More diversity in classrooms provides possibilities for unique relationships and equality. Technology can improve and transform teaching in a way that will benefit weaker children specifically. In this research study, I attempted to determine what kind of experiences primary school teachers in Namibia have about technology and inclusive education. This research study also examined the teachers’ perceptions when technology was used as a pedagogical tool in the classroom, the challenges when technology was used in the learning environment to develop inclusive education, and how these two phenomena complemented each other. This study therefore focused on teachers’ experiences, technology, and inclusive education. Semi-structured interviews were conducted to clarify the teachers’ experiences about technology and inclusive education. In addition, participant classroom observations were conducted to see and hear how teachers used technology to assist learners in an inclusive classroom as well as the challenges they faced when technology was used. The study built a case for technology as a developer of inclusive education in primary schools of Namibia. Results showed that technology significantly complemented inclusive education. / Inclusive Education / M. Ed. (Inclusive Education)