This research project investigates the implementation of formative assessment policies in the Life Science curriculum at two schools in the Keetmanshoop District, Karas Education Region. It takes the form of an interpretive case study and adopts a qualitative approach. Several data collection tools were used: classroom observation, document analysis and semi-structured interviews. Two of the eleven schools in the Karas Region offering Grade 10 Life Science were selected for the study, and the research participants at each school consisted of one Grade 10 Life Science teacher and five of their learners. The study situates itself in the context of Namibian educational reform by reviewing relevant literature pertaining to learner-centred (constructivist) education and assessment practices in pre- and post-independent Namibia. The study highlights issues pertaining to formative assessment that are at variance with reform policies, identifying six recurring themes that explain how formative assessment policies are implemented. These are teachers' perceptions of formative assessment and its role in teaching and learning, the type of learning being developed, marking/assessing assessment tasks, the integration of formative assessment into classroom instruction, strategies teachers used to implement formative assessment, and types and purpose of activities. The themes that evolved during the data gathering process provide insight into the ways in which teachers perceive formative assessment in relation to the ideals of Namibian educational reform policies. In the light of these findings, the study makes recommendations concerning the implementation of formative assessment policies so as to render these congruent with the theory underpinning leamer-centred education.

The aim of this case study was to examine, analyze and report on the findings of the experiences of selected mathematics teachers when they used the van Hiele phases of instruction in designing and implementing a Grade 11 circle geometry teaching programme. The sample consisted of three selected mathematics teachers from the school where the researcher teaches. This school is located in the Oshikoto Education Region in Namibia. The school serves a multicultural group of 759 learners from a middle-class economic background. The site and participants were selected conveniently as the researcher had unrestricted access to both the facilities and the participants. This research takes the form of a case study and is underpinned by the interpretive paradigm. Data for this research was collected using a variety of techniques such as interviews, classroom observation and document analysis. This facilitated easy triangulation of the data. The findings of this research make four claims with regard to the experiences of the mathematics teachers with designing and implementing the circle geometry teaching programme using the five van Hiele phases of instruction as a conceptual framework. The findings revealed that firstly, all three participating mathematics teachers used and implemented all the five van Hiele phases of instruction in their lessons I observed. Secondly, the teachers navigated quite freely from one phase of instruction to the next, but also returned to the earlier phases for clarification and reinforcement in their teaching. Thirdly, the teachers saw the phases of instruction as a good pedagogical tool or template for planning and presenting lessons. Fourthly, the majority of the learners followed the instructions and seemed to obtain the answers faster than expected. The lesson presentations were lively and both teachers and learners communicated at length to discover angle properties of circles while developing and nurturing the technical language of geometry.

This study was conducted at the school where I teach which is a semi-rural secondary school (Grade 8-12) situated in Omuthiya Town in Oshikoto region, Namibia. The new curriculum that has been implemented in Namibia, has posed challenges in how best to put the curriculum into practice at this school. It was this challenge that triggered my interest in doing a research study with the aim of improving my practice. Essentially, the study sought to gain insight into whether integrating learners’ prior everyday knowledge and experiences of acids and bases in conjunction with practical activities using easily accessible materials enabled or constrained meaning-making of this topic. This study is located within an interpretive paradigm. Within this paradigm, a qualitative case study approach was adopted with my Grade 9 class. Data were gathered using document analysis, videotaped lessons and observations by a critical friend, stimulated recall discussions while watching the videotaped lessons as well as focus group interviews with the learners. An inductive analysis to discover patterns and themes was applied during the data analysis process. The themes were further turned into analytical statements. Data sets were also analysed in relation to the research questions posed by this study. The validation process was achieved by using a variety of data gathering techniques. I watched the videotaped lessons with a teacher who observed the lessons and transcripts of the interviews and a summary of discussions were given back to the respondents to verify their responses and check for any misinterpretations, a process known as member checking. I also translated what the learners said in Oshiwambo, their home language, into English. The findings from the study revealed that the use of learners’ prior everyday knowledge and experiences of acids and bases facilitated meaningful learning during teaching and learning. Furthermore, linking learning to learners’ everyday experiences enabled them to learn scientific concepts in a relaxed and non-threatening environment. However, linking learners’ prior knowledge and experiences to conventional science (textbook science) proved to be a challenge. My recommendations are that teachers need support in their endeavors to incorporate learners’ real life experiences into their teaching and learning repertoires. Another aspect of my study that deserves further research is the role that language plays in implementing the curriculum.

This study was conducted in order to understand how Grade 1 teachers teach reading in mother tongue with a focus, firstly, on teacher beliefs and how such beliefs influence teachers’ practice, and secondly, on the methods they use to teach reading. The study was carried out in the Caprivi Region of Namibia. It took the form of an interpretive case study. Three schools were selected for study: one urban, one peri-urban and one rural. The purpose of this sampling was to consider the influence of context on teachers’ practice. The data was gathered by using semi-structured interviews with open ended questions, as well as lesson observations and stimulated recall with the individual teachers after every lesson. This was important in order to have clarity on areas that were not clear during lesson presentations. The key findings are that the teachers I studied taught reading without using books, and there was an absence of shared reading with the learners. Other key findings are: teachers had great love for stories; they had a problem of language, and had no proper understanding of the concept ‘literacy’.

Globalisation and technology change have created a new global economy fuelled by information and driven by knowledge. Information and Communication Technologies (ICT) have been touted as potential powerful tools for enabling educational change and reform. Namibia is among those countries that have adopted the use of ICTs as a vehicle for change. This thesis explores the role of school principals in promoting and managing computer usage in selected schools in Namibia. The study was conducted at four schools in the Caprivi Region. The study employed a qualitative case study to collect and analyse data. A total of four school principals and four computer coordinators were interviewed, and responded to questions pertaining to the role of principals in the following areas: acquiring ICT equipment; providing access to the computer labs; promoting the use of computers; maintaining computers; capacity-building of teachers, and addressing challenges that could prevent computer usage. Two focus group interviews were also conducted at two schools, to find out what they perceived to be the role of school principals in supporting and ensuring the effective use of computers in schools. The findings on acquisition of computers reveal that principals were often the initiators of the acquisition process. Ministerial deployment is the most common form of acquisition, followed by the use of the school’s development fund to purchase administrative computers. Only one of the participating schools did not acquire its computers through Ministerial deployment. Some schools were more resourced than others. Availability and maintenance of equipment depended on the kind of school (advantaged or disadvantaged) and the way the computers were acquired rather than on the role of the principal. Schools that acquired their computers through the ministerial deployment received satisfactory technical support from the ministry while schools that acquired their computers through other sources had to rely more heavily on the principal to pro-actively seek support. School principals that demonstrated the qualities of transformational leadership promoted the usage of computers by taking part in training offered to teachers and encouraged teachers on different platforms to make use of computers. The study also found that schools in which principals actively supported and promoted the use of computers were successful in the usage of the computer labs, while in schools where principals left the running of the computer lab to an individual teacher, the usage was minimal. It was found that a number of challenges are hampering the usage. These include lack of internet connectivity, qualified personnel to cascade training, and minimum infrastructure. The study recommends that school principals should adopt trategies that encourage teachers to use computers in their daily routines. It also makes suggestions for further research on the impact of school culture on ICT integration.

The purpose of this study was to find out if there is a relationship between teacher-learner interactions and laboratory learning environment in Chemistry practicals in Namibia. Literatures and questionnaires from 1383 learners and 12 teachers have proven that the interactions between teacher and learners have great impact on the performance, understanding and the environment that prevail in the laboratory. The main data collection methods used was the mixed method research through the use of questionnaires and interviews. The results from the study show that good teacher-learner interactions have contributed to the positive learning environment that prevails in Namibian schools. Although the majority of the learners especially the girls have negative connotations towards Chemistry in terms of content, calculations and assessment generally learners look forward and are excited to do experiments in practical work. The impact of the excitement and willingness of learners to do practical investigations has not proven to improve learners‘ performance in Chemistry practical work in Namibia. The majority of the learners rated their teachers as good in subject knowledge, good leaders, helpful and friendly during practical investigations. The shortage of chemicals, equipments in laboratory activities that should have inspired involvement of learners in handling equipments is one of the factors that contributed negatively to the learning environment and teacher-learners interactions. Teachers mostly resolve to demonstrations due to lack of chemicals and equipment. Some schools show low/poor level of learner-learner interactions because some learners tease, laugh and discourage others during practical investigations. Chemistry laboratories in Namibia are characterised by lack of equipment, chemicals, poorly behave learners while on the other hand there are good behaviours from the teachers‘ side with most learners showing that their teachers always try to make the best out of the prevailing situations in the laboratories. The laboratory environment in Namibia closely resemble laboratory environment in other studies in Asia, Africa and Europe. From empirical evidence it can be therefore concluded that there is a relationship between teacher-learner interactions and laboratory learning environment in Chemistry practicals in Namibia. Although the relationship is not as harmonious or congruent as it ought to be, the government of Namibia can play a greater role in creating positive, productive and enjoyable learning environment by supplying secondary schools‘ laboratories with the needed equipment and chemicals to support the practical work as stated in the Physical Science syllabi. The three questionnaire used were rated by learners and teacher as effective; easy to understand; covering most areas of the Chemistry environment; not time consuming, statistically valid and consistent. The changes made to the questionnaire fit well to the Namibia Chemistry environment and it produced nearly the same reliability and validity when compared to the pilot study questionnaire and other similar questionnaires used in other country. / Curriculum and Instructional Studies / D. Ed. (Didactics of Education)

The study investigates how rural Grade 4 teachers and learners experience the transition from Oshikwanyama to English as a medium of instruction. The study was conducted at a rural school in Oshana region in northern Namibia. The research site and participants were purposefully selected. Grade 4 teachers and learners were interviewed and observed. Relevant documents were also analyzed. The purpose was to understand participants’ experiences, perceptions and practices in relation to their experience of the transition to English medium instruction. The study revealed out that both Grade 4 teachers and learners are struggling to teach and learn through the medium of English. This was borne out by participants’ responses, classroom practices and document analysis, especially learners’ oral presentation and written work. The conclusion is drawn that limitations in English proficiency overshadow the good intentions of the curriculum. This was evident in the fact that Grade 4 learners at a selected school found it difficult to cope with the demands of the curriculum. In addition, most of the learners have poor literacy skills even in their mother tongue, Oshikwanyama. In the linguistic sense, proficiency in the first language can pave the way for second language to flourish. If the reverse is the case then the learner might find it difficult to acquire linguistic skills in the second language. The study concludes that for the sake of effective learning, an intervention on professional development needs to be in place. This might help rural lower primary teachers to upgrade their existing skills particularly in terms of the English language proficiency as well as how to prepare learners for the transition to English.

[From Introduction]. The study involved student teachers and teacher educators providing me with information concerning their perception and understanding of the BETD broad curriculum and needlework and clothing syllabus. The above mentioned are the people who are involved in teacher education thus I found it relevant to have their opinions and understanding of the documents. The contextual analysis has engaged me in exploring a possible area of research specialisation for the two years during the course of studies with Rhodes University; this will serve as an introduction to the particular research to be done through the course of my studies. The focus of this report includes the following: • A critical analysis of (BETD) needlework and clothing syllabus in relation to the BETD broad curriculum; • A socio-historic and economic analysis of the context for which the syllabus has been designed; • An analysis of the learners for whom the syllabus is designed. In this case students provided their autobiography; • An analysis ofthe learning environment in which the syllabus operates; the physical structure and resources. Together with the critical analysis of the curriculum a small scale survey intending to find out the following information from the student teachers and teacher educators was conducted. • The extent to which the broad curriculum differs from the previous teacher education on issues related to democracy, quality, access, cultural bias, racial discrimination and classes (level of economic status); • How the needlework and clothing syllabus addresses the needs of student teachers; • Whether the needlework and clothing syllabus has enough content; • The challenges facing teacher education and how they can be addressed; • Whether the needlework and clothing syllabus is learner-centred; • Whether the syllabus is gender oriented or biased. This evaluation framework provides a foundation for later investigation

Thesis (MPA)--Stellenbosch University, 2011. / ENGLISH ABSTRACT: “My Future is My Choice” (MFMC) is an extra-curricular life skills programme in Na-mibia aimed at minimising the impact of HIV and AIDS among young people. The pro-gramme was introduced fourteen years ago and is believed to have had a significant im-pact on young people who were enrolled in and graduated from it. The programme tar-gets young people from grades 8 to 12. The purpose of this study was to assess how the “My Future is My Choice” Programme imparts knowledge and skills to young people in the Ompundja Circuit of the Oshana Directorate of Education, in Northern Namibia. This was an implementation evaluation study, following a qualitative approach to collect in-depth information. Data was collect-ed by two means: focus group interviews with an interview guide as an instrument, and analysis of documents. Purposeful sampling was used to select twenty young people from the population of young people who graduated from the programme. Young people from three secondary schools and one combined school were interviewed. The outcome of the study indicated that young people who graduated from the pro-gramme were better equipped with knowledge and skills that enable them to protect themselves from HIV infection. The study also indicated that the strategies used to im-plement the programme are crucial to the successful transfer of information to young people enrolled in the programme. However, some challenges which need immediate attention for improvement concern the number of participants, the content, a review of topics and the time allocated to the implementation of the programme. It is therefore recommended that recipients be consulted for input on what their needs are with regard to HIV and AIDS prevention. As the programme began fourteen years ago, its strategies now require updating and revision of the programme has become necessary. The revision of the programme will enable its facilitators to incorporate new ideas and methods of HIV prevention gained from over a decade of experience. It would also allow for the identification of young people’s needs and incorporate relevant topics that are not currently covered in the manual. Hence, collaboration between facilitators, learners, teachers, parents, communities and programme designers is a key element in ensuring the continued success of the “My Future is My Choice” Programme. / AFRIKAANSE OPSOMMING: “My Future is My Choice” (MFMC) is ʼn bykomende lewensvaardigheidsprogram in Namibië wat die impak van MIV en VIGs onder jongmense wil verminder. Die program is 14 jaar gelede ingestel en het na bewering ʼn beduidende uitwerking gehad op jongmense wat daarvoor ingeskryf het en dit voltooi het. Die program is afgestem op jongmense in graad 8 tot 12. Die doel van die studie was om te bepaal in watter mate die MFMC-program die jongmense in die Ompundja-distrik in die Onderwysdirektoraat van Oshana in Noord-Namibië met kennis en vaardighede toerus. Die studie het ʼn implementeringsevaluering behels, en het diepte-inligting met behulp van ʼn kwalitatiewe benadering ingesamel. Data is met behulp van fokusgroeponderhoude aan die hand van ʼn onderhoudsgids sowel as deur middel van dokumentontleding bekom. Twintig jongmense uit die groep wat die program suksesvol voltooi het, is met behulp van doelgerigte steekproewe gekies en onderhoude is met jeugdiges van drie hoërskole en een gekombineerde skool gevoer. Die uitkoms van die studie dui daarop dat jongmense wat die program voltooi het oor beter kennis en vaardighede beskik waarmee hulle hulle teen MIV-besmetting kan beskerm. Die studie het ook getoon dat die strategieë wat gebruik word om die program in werking te stel deurslaggewend is vir die suksesvolle oordrag van inligting aan diegene wat vir die program ingeskryf is. Tog is daar bepaalde uitdagings wat onmiddellike aandag verg, soos die aantal deelnemers, die inhoud, die onderwerpe, en die tyd wat vir die inwerkingstelling van die program beskikbaar gestel word. Daarom word aanbeveel dat, ten einde die MFMC-program te verbeter, diegene wat die program volg oor hulle behoeftes met betrekking tot MIV/vigs-voorkoming geraadpleeg word. Nou, 14 jaar nadat die program die eerste keer in werking gestel is, is dit duidelik dat die strategieë wat gebruik word verouderd is en dat die program dringend hersien moet word. Sodanige hersiening sal die programaanbieders in staat stel om nuwe idees en metodes vir MIV-voorkoming wat nie 14 jaar gelede bekend was nie, by die program in te sluit. Dit sal ook ʼn geleentheid bied om jongmense se werklike behoeftes te bepaal en ander onderwerpe aan te roer wat nie tans in die handleiding verskyn nie dog tersaaklik is. Daarom is samewerking tussen fasiliteerders, leerders, onderwysers, ouers, gemeenskappe en programsamestellers ʼn sleutelelement om die voortgesette sukses van die MFMC-program te verseker.

ENGLISH ABSTRACT: In some contemporary discourses, a new dimension of knowledge is increasingly being recognised. Sustainable development is no longer the exclusive domain of western science and technology. There is a growing interest in the role that indigenous people and their communities can play in sustainable development. The integration of indigenous knowledge (IK) into formal school curricula, especially environmental education (EE), is seen as a key approach to making education relevant to rural students. This will also promote the intellectual diversity required to manage the scope, complexity and uncertainty of local and global environmental issues. This study is guided by constructivist approaches and postcolonial perspectives that recognise the differences between IK and western sciences but at the same time concerned with ways in which the two can work together. In particular, this study uses a qualitative case study of selected schools in the Northern part of Namibia to investigate how IK can be used to support EE in rural schools. The National (Namibian) Curriculum for Basic Education and the Life Science curriculum documents have been analysed, focusing specifically on how IK is coupled with EE at school level. The review of the curriculum documents revealed that IK is not only ignored and underutilised in schools, but also systematically undermined as a potential source of knowledge for development. The curriculum continues to reinforce western values at the expense of IK. To gain more insight into existing EE practices in schools and the role that local knowledge can play in school syllabi, six teachers, two advisory teachers and two traditional leaders were carefully selected and interviewed. The basis for this was to possibly challenge and address the needs that learners and their environment have. The participants in this study embraced the inclusion of IK in EE. However, the processes of combining IK with science may be constrained by challenges related to: teachers‟ attitudes, the design of the curriculum, and the way learner-centered education is conceptualised and practiced in schools. The study suggests that, to incorporate IK into EE effectively may require a shift away from the current strong subject-based, content-focused and examination driven EE curriculum. A cross-cultural Science Technology and Society (STS) curricula that includes a broad range of disciplines and provides a context within which all knowledge systems can be equitably compared and contribute to our understanding of the environment is proposed as an alternative curricula framework.