This study is a contextual analysis and evaluation of the Arts-in-Culture curriculum at Ongwediva College of Education. Arts-in-Culture is one of the core subjects in the Basic Education Teacher Diploma (BETD)’s Broad Curriculum. At colleges such as Ongwediva, Caprivi and Rundu, student teachers study Arts as a core subject, while at Windhoek College of Education it can be studied as either a major or a core subject. In this study, I have raised some questions: Why is it that at Ongwediva College, the status of Arts-in-Culture is still low in comparison to other curriculum subjects like sciences and languages? Do student teachers and teacher educators fully understand how to assess the subject? Is the syllabus open for everyone? Is the learning environment conducive to offering the subject? Do the syllabus; learning environment, teacher educators and student teachers promote the goals of education for all? This study first gives the historical background of the subject. The background is of a diverse nature, namely African Indigenous Arts education, Black Arts education under the missionaries, Black Arts education under the South Africa Regime and Arts Education in the current Namibian reform dispensation. Second, the data collecting methodologies of this study are discussed. This includes how I collected information, who I contacted to collect this information, the tools I used to collect data, when and where I used them, why they were used and how they were used, the difficulties or problems I encountered and what I have learned about myself during the process. The third part of this study is the analysis of my findings from the participants interviewed and the fourth is how I have tried to link these different sections together. The last part of the paper is my conclusion.

Thesis submitted in fulfillment of the requirements for the M Tech: Nursing in the Faculty of Health and Wellness Sciences at the Cape Peninsula University of Technology, Bellville Campus 2014 / Recent reports suggest that there has been an alarming increase in the pregnancy rate of young adults especially in the Outjo district, the northwestern part of Namibia. No formal studies have been conducted recently to get a better understanding of this phenomenon, which is of great concern to all social and healthcare stakeholders. According to the annual report of the Outjo hospital 2009/2010, 36% of the pregnancies reported at the hospital were youth still at school (Namibian 2011). Negative health outcomes of early pregnancy and sexually transmitted infections (STIs), including HIV/AIDS (Human immunodeficiency virus infection / Acquired immunodeficiency syndrome), threaten the health of these young adults who will become the mature adults and parents of the future. This study aimed to assess factors that hinder young adults both male and female from utilizing contraceptives in Outjo district in the north-western part of the Republic of Namibia. Some of the objectives of this study were to explore the personal factors that influence the decision to use contraceptives among young adult of the Outjo district; examine socio-economic factors that influence young adult’ decision to use contraceptives, and determine pregnancy rate amongst female young adults in the Outjo district. In order to achieve the objectives of the study, a quantitative descriptive survey method and retrospective analysis of the records was used. The study population was young adults 18 to 24 years of age. A semi-structured validated questionnaire was utilized to collect data. Data was analyzed by using SPSS 19 software to generate frequency, percentage, mean and standard deviation. The findings can contribute and play a significant role in developing new strategies by all stakeholders including the Ministry of Health and Education, to approach non adherence of contraceptive use amongst the young adult population in an innovative ways, and ultimately stem the tide against the high rate of youth pregnancies in the Outjo district. Keywords: Adherence, contraceptives, young adults, youth, teenage pregnancy Namibia, Outjo district, quantitative descriptive survey

The purpose of this research was to investigate three principals’ perceptions and experience of participative management and to gain insight into and understanding of the dimensions involved in participative management from the perspective of the three principals. The research was conducted within the interpretive paradigm, since I was interested in understanding the subjective experience and individual perceptions of three principals with regard to participative management and the meaning they attach to it in their natural settings: how they describe, interpret and make sense of participative management. Data were collected by means of questionnaires, interviews and observation. The findings indicate overwhelming support for the notion that participative management (collegiality) does have a positive influence with regard to creating a sense of common goals, shared vision, a sense of ownership, commitment and improved human relations. The respondents emphasized the critical role of the leader in facilitating the implementation of collegiality as well as an increasing awareness of the potential of participative management to improve human development through delegation. The responses revealed interesting paradoxes with regard to the tensions between leadership and leaderless organizations, as well as between autonomy and interdependence. Responses also reflect the sentiment that participative management should be selective, involving only those with the necessary skills and expertise in the decision-making process. While there is an appreciation of the benefits to be derived from collegiality, critical statements about participative management include the time-consuming nature of participative management, and the notion that participative management impinges on the authority of the principals.

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.

A number of tertiary institutions offer bridging courses and intervention programmes in order to increase the number of students performing well in first year mathematics. At the university of Namibia, the science faculty provides educational opportunities to students who have not met the requirements to proceed with MAT 3511 (Basic Math). Unfortunately, the majority of students are not able to cope with the first year modules in Mathematics and the pass rates are unacceptably low. In the interest of supporting students, the University was prompted to introduce a two mode intervention programme in first year mathematics, namely: the normal mode and the alternative mode intervention. The alternative mode intervention was designed to improve the mathematics achievement of first year students who are considered low achieving or at risk of failure. This programme involves the identification of the lowest attainers in first year mathematics, and the provision of professional and faculty trained tutors and individualized teaching to these students in order to advance them to a level at which they are likely to learn successfully in a normal mode system. This research explores the experience and perceptions of first year students on the alternative mode, in particular as it relates to mathematical strands of proficiency. A second step was to explore how teaching contributes to the learning of mathematics on the intervention programme. The empirical investigation was done in 4 phases. A questionnaire on mathematics teaching and learning was given to the students during the first phase. During the second phase, two focus group discussions were conducted. Thereafter four interviews were carried out with lecturers, and finally tutorial and lecture observation were conducted. An analysis of these findings led to the identification of the students’ experiences on the alternative mode. Analysis of the results indicate that the students identified mathematical proficiency as the central element to their learning, and pedagogical knowledge and exploratory talk were critical aspects of good teaching in the mathematical intervention programme.

Shortly after independence, Namibia embarked on a major process of educational reform. It was in this reform that the apartheid educational legacy was redressed. Namibians viewed the apartheid educational system as being irrelevant and that it did not meet their needs and expectations. One of the reform aims was to involve education in the development of knowledge and skills for self sufficiency and sustainable development, therefore Agriculture was incorporated into the school curriculum as a key area to achieve this aim. Learners taking the subject are expected to be equipped with relevant theoretical and practical skills that provide a sound foundation in this discipline. This case study was undertaken to gain a better understanding about how the participating teachers perceived and implemented the Agriculture curriculum at the senior secondary school level in their schools. In carrying out the case study a qualitative research method was employed using semi-structured interviews, observation and document analysis for data collection. It would appear from this study that Agriculture is unable to fully achieve the reform ideals at the senior secondary school level, as sixteen years after independence these teachers are still teaching the subject to learners with very limited resources and academic support. This scenario shows that there are marked inconsistencies between policy and praxis, between the stated goals and aims of the reform and the curriculum designed to achieve these. In this half-thesis I therefore argue that without well qualified teachers, suitable resources and infrastructure to implement the curriculum in these schools, the pre-vocational nature of the subject as suggested in the subject policy document will be compromised. The study concludes by proposing certain teaching strategies and possibilities for systemic development that can be used to effect quality curriculum implementation in the region where the research was situated.

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.

Text in Afrikaans / Tydens teeninsurgensie is daar 'n duidelik waarneembare intensivering van die burokratiese wedywering tussen die polisie en die militere, wat in wese om kwessies soos prestige, uitbreiding en modernisering sentreer. In die onderhawige studie is die problematiek rondom die rolverdeling van die polisie en die militere in teeninsurgensie aan die hand van die rewolusionere oorlog in Namibig, as 'n gevallestudie en met besondere verwysing na die rol van die polisie, ondersoek. In die studie word 'n aantal algemene bevindinge, sowel as 'n aantal primere en sekondere bevindinge gemaak. Die kern van die bevindinge bestaan uit 'n drieledige gevolgtrekking: eerstens dat die rolle van die polisie en die militere in teeninsurgensie komplementer is; tweedens dat daar 'n tydige en duidelike rolverdeling moet wees; en derdens dat, alhoewel die polisie 'n beperkte militere rol het, die swaartepunt van die polisie-teeninsurgensierol buite die militere dimensie geleg is. / During counterinsurgency there is a clearly perceptible intensification of the bureaucratic competition between the police and the military which, in essence, revolves around questions such as prestige, expansion and modernisation. In this study the problems surrounding the role division of the police and the military in counterinsurgency, as manifested in the revolutionary war in Namibia and with specific reference to the role of the police, were investigated as a case study. The study concludes with a number of general findings, as well as a number of primary and secondary findings. The nucleus of the findings consist of a threefold conclusion: Firstly, that the police and military roles in counterinsurgency are complementary; secondly, that there must be a timeous and clear role division; and thirdly, that although the police have a limited military role, the centre of gravity of the police counterinsurgency role lies outside the military dimension. / Political Sciences / M.A. (Strategiese Studies)

Thesis (MSc)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: Two key attributes of biodiversity, species richness and endemism are documented, analysed and mapped for the indigenous spermatophyte plant taxa of Namibia. A provisional diversity map is presented and transitional zones were shown to be the most significant for species richness. Distribution maps of the majority of endemic species in Namibia are shown together for the first time. Combinations of these data were used to map the overall distribution of endemic taxa, localities where significant numbers of local endemics occur, as well as the species that can be found in taxon phytogeographic centres. Recurring patterns are evident and areas of high species concentrations are catalogued. This thesis has contributed to the knowledge of the large number of plant taxa for .which Namibia is solely responsible, i.e. endemics restricted to within the political borders of Namibia. The mapping used an updateable, but permanent dataset on which future applications can be based. Examples of the uses of phytogeographic information proposed, include not only the traditional role in the identification of species in the herbarium, but also in creating a better basis for future policy especially in the development of land management strategies and conservation of Namibia's plant wealth / AFRIKAANSE OPSOMMING: Twee sleutelkenmerke van biodiversiteit, naamlik spesiesrykheid en endemisme word dokumenteer, ontleed, en karteer vir die inheemse saadplante van Namibië. 'n Voorlopige kaart van diversiteit word voorsien waaruit blyk dat oorgangsgebiede die belangrikste is vir spesiesrykheid. Verspreidingskaarte van meeste van die endemiese spesies in Namibië is word vir die eerste keer gesamentlik aangebied. Kombinasies van hierdie gegewens is gebruik om die algehele verspreiding van endemiese taksa, plekke waar betekenisvolle aantalle plaaslike endemiese taksa voorkom, sowel as die spesies wat voorkom in takson-geografiese sentrums, te karteer. Herhalende patrone is sigbaar, en gebiede met hoë specieskonsentrasies is gelys. Hierdie tesis het bygedra tot die kennis van 'n groot aantal plantsoorte waarvoor Namibië alleen verantwoordelik is, synde endemiese soorte wat beperk is tot binne die polieke grense van Namibië. Die kartering het 'n opdateerbare, maar permanente, databasis gebruik waarop toekomstige aanwendings baseer kan word. Voorbeelde van die gebruike van plantgeografiese inligting wat voorgestel is, sluit in tradisionele gebruik in die identifikasie van species in die herbarium, sowel as die skepping van 'n beter fondament vir toeskomstige beleid in veral die ontwikkeling van bestuurstrategië en bewaring van Namibia se planterykdom

Thesis (MDF)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: This study attempts to establish the determinants of house prices in Namibia and their implications foraffordability of houses. The study made use of the ARDL time series model. The study established that the seven variables in the study are cointegrated. The cointegration results enabled the specification and estimation of the ARDL Error Correction Model. The results established that gross domestic product and interest rates are important in explaining the variations in house prices in the short run. Ironically, money supply and inflation, which are closely linked, were found not to affect house prices in the short run. In addition, national domestic credit, which was used as a proxy for total mortgages advanced in the country,wasnot a significant explanation of house prices in the short run. The study also established that the independent variables included in the ARDL Error Correction Model collectively influence house prices in Namibia in the long run. The implication of this is that policies that are meant to influence house prices in the long term can actually target any one or a combination of the variables included in the study. The main recommendation emanating from the study is that the government should redouble its efforts to provide affordable land and housing to the lower and/or middle income households in Namibia.