Bibliography: pages 245-257. / The middle to late Proterozoic Awasib Mountain terrain (AMT) straddles the boundary between the Rehoboth and Gordonia subprovinces in southern Namibia. The AMT is made up of two major crustal components, the older of which is correlated with the Namaqualand Metamorphic Complex (NMC), and the younger with the Sinclair Sequence.

<p>It was the purpose of this study to demonstrate that the government of Namibia has been seeking to adopt structures and procedures that will contribute to the realization of general national development. Decentralization in any country takes place in a political context and its implementation assumes some political significance, as it is not merely a matter of centralization or decentralization of government functions and procedures, but both centralization and decentralization tendencies exist and reinforce each other in practice. This study argues that the dynamic features of decentralization and its implementation in Namibia have been shaped by central government's view, through the ministry of regional and local government and housing, of the concept decentralization. The objectives of this study were to provide a critical understanding of the theoretical foundation of the concept decentralization.</p>

<p>It was the purpose of this study to demonstrate that the government of Namibia has been seeking to adopt structures and procedures that will contribute to the realization of general national development. Decentralization in any country takes place in a political context and its implementation assumes some political significance, as it is not merely a matter of centralization or decentralization of government functions and procedures, but both centralization and decentralization tendencies exist and reinforce each other in practice. This study argues that the dynamic features of decentralization and its implementation in Namibia have been shaped by central government's view, through the ministry of regional and local government and housing, of the concept decentralization. The objectives of this study were to provide a critical understanding of the theoretical foundation of the concept decentralization.</p>

M.A. (Anthropology) / Stone circle open-air settlements occur in Namibia and South Africa. Stone circles were occupied during the past 2000 years. It is during this time that livestock and pottery reached southern Africa via a process of either migration/diffusion or both. In southern Africa people have different subsistence strategies such as hunting, gathering and/or herding. In an anthropological context it is sometimes possible to differentiate between people based on linguistics, settlement layouts and ideology. Prior to the introduction of domestic goats/sheep and pottery, people with hunter-gatherer practices inhabited southern Africa. However, to differentiate between the „original‟ hunter-gatherer population, immigrant herders and hunter-gatherers that accepted livestock based on the archaeological record remains challenging. It has been proposed that hunter-gatherers abandoned rock shelters after acquiring caprines and built stone circle settlements to have more space for their flocks. Kuidas Spring is an archaeological site with rock shelters, stone circles, cairns and rock art. I excavated one rock shelter, a stone circle and a cairn, all features date within the last 2000 years. I conducted a typological and technological analyses of the lithics and ostrich eggshell beads. Based on the outcome there seems to be no differences between artefact assemblages. In addition no remains of caprines or cattle were found. The current evidence from Kuidas Spring suggest that it was a seasonal encampment that could have been utilised by both hunter-gatherers and herders, the latter probably reached Namibia through a process of migration and diffusion.

Philosophiae Doctor - PhD / It was the purpose of this study to demonstrate that the government of Namibia has been seeking to adopt structures and procedures that will contribute to the realization of general national development. Decentralization in any country takes place in a political context and its implementation assumes some political significance, as it is not merely a matter of centralization or decentralization of government functions and procedures, but both centralization and decentralization tendencies exist and reinforce each other in practice. This study argues that the dynamic features of decentralization and its implementation in Namibia have been shaped by central government's view, through the ministry of regional and local government and housing, of the concept decentralization. The objectives of this study were to provide a critical understanding of the theoretical foundation of the concept decentralization. / South Africa

Labour has been characterized as the most dangerous journey a woman undertakes. The reason being, that although it is a natural process, many labouring women suffer complications during labour and childbirth including prolonged or obstructed labour. These complications can result in maternal and infant morbidity and mortality. The partograph is a monitoring tool that can provide a continuous pictorial overview and is essential to monitor and manage labour. It is recommended by the WHO for use universally by midwives while monitoring labour. However partographs are poorly utilized and most parameters on the partograph are not monitored and findings after reviewing a labouring woman are not documented on the partograph. It is unclear how midwives working in Namibian Health services experience and utilize the partograph during the monitoring of a woman in labour. These may be the factors that hinder the effective utilization of the partograph. The objective of this study was to explore and describe the experiences of midwives regarding the utilization of the partograph for monitoring a labouring woman in a Namibian regional hospital in order to develop guidelines based on the findings to improve the use of the partograph by midwives in order to improve the management of labour. The research design was qualitative, descriptive, explorative and contextual in nature. The research population consisted of midwives working in a regional hospital in Namibia. A purposive and convenient sampling method was used to select participants. Specific inclusion criteria were met and consent was obtained from the participants and from the Regional Health Directorate Management of the hospital where the research was conducted. Interviews were conducted by an independent interviewer within the Department of Health to ensure an unbiased viewpoint. Data were collected by means of semi-structured in depth interviews with a guide, using an audio tape recorder. Field notes were used to record non- verbal communication. As soon as data were saturated, the interviews were stopped. They were then transcribed, verbatim and analysed using the Tesch’s approach as described in (Creswell, 2009:186). The service of an independent coder was utilized to ensure trustworthiness. Trustworthiness was further ensured by using the strategies suggested by Lincoln and Guba’s model, namely credibility, transferability, dependability and confirmability. Ethical considerations were honoured throughout by adhering to ethical principles during the study. These included ensuring that the participants` rights were respected, they were not harmed and fairness were ensured. On completion of the data analysis a literature control was conducted and existing literature was compared to the findings in order to identify similarities and differences and to verify whether the literature supported the findings. Four main themes that emerged during data analysis are:  Theme 1.Midwives found it a positive experience to use the partograph when caring for a woman in labour.  Theme 2. When a midwife experienced problems in using the partograph, it may lead to detrimental outcomes.  Theme 3. Utilizing the partograph evoked differing emotions in midwives.  Theme 4. Midwives` knowledge and skills in the utilization of the partograph should be updated regularly. By describing the lived experienced of midwives in the maternity ward on the use of the partograph, the midwives had a positive attitude to using the partograph, but they also found it difficult to utilize the instrument as was directed by the (WHO) due to challenges experienced such as: unrealistic staff/patient ratio, shortage of staff, time consuming, insufficient knowledge and skills among midwives and lack of appropriate equipment. There is a specific need to prevent further negative emotions by addressing the challenges experienced. Based on the findings, guidelines for partograph utilization which aimed at improving the midwifery care were developed. Recommendations were made regarding midwifery education, clinical midwifery care and midwifery research.

The research focused on the experiences of casualty doctors regarding their role in the management of gender-based violence victims at the Intermediate Hospital Oshakati, Namibia. A qualitative, exploratory, descriptive and contextual research design was utilized and data were collected by means of semi-structured interviews. These were audio-taped, transcribed verbatim and analyzed using the Tesch’s method of qualitative data analysis by the researcher in conjunction with an independent coder. The research findings revealed that the study participants experienced gender-based violence as a common and recurrent public health issue. Participants indicated that the majority of the victims presented with a wide range of physical injuries as well as significant emotional trauma. With further exploration, it emerged that participants identified alcohol abuse, low socioeconomic status and several relationship problems as prevalent factors associated with gender-based violence. They also recognized that the current programme managing gender-based violence provides a measure of safety for victims by making emergency services available. In addition, these services could be accessed free of charge and victims identified as ‘high-risk’ were offered sanctuary in the ward to prevent further harm. Study participants further observed that the presence of a multi-disciplinary team of care-givers also contribute positively to the management of gender-based violence victims. However, participants experienced several challenges that impair their role in the management of gender-based violence victims. Notable among these are high workload (arising from shortage of personnel and offering services to non-emergency cases in casualty), lack of collaboration among team members and a lack of proficiency in psychosocial intervention strategies. Based on the study findings, it is hereby recommended that clear guidelines for the management of gender-based violence victims should be established and a better collaboration among all cadres of professionals involved in this issue should be promoted. In addition, campaigns to sensitize the community about values that can help in the prevention of gender-based violence and dangers of alcohol abuse as well as strengthening the legislative framework vis-à-vis implementing punitive measures against culprits, should be vigorously pursued.

The School Clustering System (SCS) was introduced five years after Namibia’s independence in 1990. The rationale for its implementation was to improve the quality of education in Namibian schools by enabling the sharing of resources, experience and expertise among clusters and facilitating school administration by pooling resources from several schools to be shared equally. It was piloted in Rundu and then gradually expanded to the whole country. The cluster system groups 5-7 schools that are eographically close and accessible to each other in one cluster under the leadership of one of the principals known as a Cluster Centre Principal (CCP). The purpose of this study was to investigate the perceptions of CCPs of the implementation of the SCS in two clusters of a particular circuit in the Omusati region. It is a case study involving two CCPs, one serving Inspector of Education (IE), a former Inspector of Education, several teachers, principals and parents. Data were collected through interviews, document analysis, and focus group discussions. The study found that the practice of cluster leaders is informed by contemporary leadership and management thinking. The participatory approach employed in clusterbased committees enables site-based management and collaboration. This has led to organisational learning. It was also found that a number of challenges are hampering the implementation of the SCS. These include lack of system support and inadequate resources. However, the human potential coupled with a high degree of readiness exhibited by cluster members are seen as potential drivers of further development of the system. The study recommends the adoption of a national policy that formalises the SCS as well as the strengthening of system support to build cluster capacity. It also makes suggestions for further research in organisational culture and behaviour with the aim of developing leadership and management practices in the SCS.

The purpose of this study is to look at English Second Language IGCSE Core Curriculum for Grades 11 and 12. The criteria that has been identified and selected for analysis as stipulated by the Ministry of Basic Education and Culture Language policy Document of 1996 reads as follows: The aim of teaching English as a language should be to enable the learners to increase their participation in the learning processes. This aim was selected as the criteria for investigation because the notion of active participation by the learners in the teaching and learning process places the learners in a different perspective. In other words, the learners are to be seen as possessors of knowledge rather than ‘empty vessels’ as depicted by the behaviourist approach (Van Harmelen 1999). This idea of a learner-centred approach as embedded in Social Constructivism approach is the foundation on which the Namibian Education Reform Process is based. The justification for selecting these particular criteria for close inspection in the English Second Language Curriculum was sparked by the professional attachment of the researcher into teaching English Second Language to Grades 11 and 12 at the Herman Gmeiner Technical School in Swakopmund. The researcher is also serving as a subject head for this particular discipline. Furthermore, evaluating and analyzing the English Second Language curriculum on this particular objective, the researcher hopes to uncover or come to an understanding of how our educational practices have moved from what was practiced under the behavioural approach and to discover the needs of teachers in terms of implementing the new curriculum in their daily practices as educators. Having the criteria stated, the study will focus on how the data was collected and the type of methodology used to gather this information.

This investigation looks at the role played by school-based studies in the development of reflective practice among student teachers at a Namibian college of education. Literature reviewed indicates that reflective practice helps teachers continually grow and enhance their professional insights and practices. The study focused on the perceptions and experiences of a group of teacher educators, support teachers and student teachers involved in a particular teacher education programme. A case study was chosen, and built up using an interpretive paradigm. This enabled the researcher to make meaning of information often taken for granted. Triangulation was used to ensure the development of as broad and authentic a picture of the case as possible. Key findings reveal that despite claims that Namibia’s three-year Basic Education Teacher Diploma programme (BETD) is explicitly designed to facilitate the development of critical reflective and reflexive practice in student teachers, the way in which aspects of the programme are implemented frequently undermines this design intention. A lack of careful and explicit mentoring on the importance of reflection for enhancing teaching, plus a measure of distrust between student teachers and teacher educators prevents college students from fully exploiting the opportunities afforded by school-based studies for the development of reflective skills.