Doctor Educationis / Without neglecting the broader scope of the phenomenon of student access, this study focuses mainly on student academic access. An Access Programme, initiated by the University of Namibia, is used as a case study in order to gain a contextual understanding of such programmes, and to identify and critically analyse both those factors which contribute to its success and those which hinder it. Theoretical perspectives on student access are provided in chapter 1. These shed some light on different notions of access, on the multiplicity of entry paths, on the various forms of access, the targets of access initiatives and the factors driving the need for widening access provision. Attention is also given to access barriers whereby alternative approaches and strategies to illuminate such barriers are provided. Personal interviews, questionnaires, observations and statistical data on student enrollments and end-of-year results, contribute to a triangulation of research methods so that the situation can be viewed from more than one viewpoint by using both quantitative and qualitative data. The study reveals that Access Programmes are increasingly recognized as necessary, and the need for them is likely to increase in future. Findings also reveal consensus on the need for epistemological access which places emphasis on learner success and throughput rates rather than access that is limited to admission and entry. While the study is not an evaluation of the particular Access Programme, the study does contribute to understanding of what makes for an effective Access Programme within the Namibian context and beyond.

In recent months, the Basic Income Grant proposal has generated an overwhelming response in Namibia, and the launch of the Basic Income Grant Coalition has added further public debate. This resource book is compiled in order to inform policy makers and civil society role players about the background and the details of the proposal for a Basic Income Grant in Namibia. In addition, it provides the results of research of the social, economic and financial implications of a BIG in Namibia. The first section of the book documents the launch of the Basic Income Grant Coalition. The Council of Churches, the National Union of Namibian Workers, the National NGO Forum, the Namibian Network of AIDS Service Organisations, the Legal Assistance Centre, and the Labour, Resource and Research Institute committed themselves to the common platform on April 27th 2005. The platform of the coalition as well as the speeches at the launch of Bishop Dr. Z. Kameeta (Evangelical Lutheran Church in the Republic of Namibia (ELCRN) and Vice President of the Council of Churches in Namibia (CCN)), Mr. P. Naholo, Acting General Secretary of the National Union of Namibian Workers (NUNW), and Mr. S. Tjaronda, Chairperson of the Namibian NGO Forum (NANGOF), are published in this first section. This resource book is compiled in order to inform policy makers and civil society role players about the background and the details of the proposal for a Basic Income Grant in Namibia. The second section explains the underlying concept of the Basic Income Grant. Crucial questions of understanding and clarification are addressed in order to form the basis for an informed debate about the concept. The third section introduces the key passages of the findings and recommendations made by the Government appointed Namibia Tax Consortium (NAMTAX). In 2002 the tax consortium “found that by far the best method of addressing poverty and inequality would be a universal income grant [= Basic Income Grantf (NAMTAX, 2002:60). This research is crucial as it lays the foundation on the basis of which the churches, unions, NGOs and AIDS Service organisations have now formed the coalition to join hands with Government to see that this proposal can be implemented effectively. The fourth and fifth sections provide relevant results stemming from social and economic analysis. The fourth section by Dr. C. and Dr. D. Haarmann is based on a Microsimulation Model modelling the developmental impact of a Basic Income Grant on poverty and inequality. The fifth and final section by Prof. M. Samson and Ms. I. van Niekerk calculates the costs of the Basic Income Grant and its various financing options. Based on a comparative international Tax Effort Analysis, the affordability given Namibia’s current economic capacity is assessed. This section concludes by looking at likely second round effects on Namibia’s economy if a Basic Income Grant is to be introduced.

No description available.

<p>&quot / This study is guided by theories about educational policy implementation and their implications for teaching. These theories underline the notion that educational reform is a progress and it iv comes in cycles. According to Tyack and Cuban (1995), the first cycle (policy talk) is for diagnosing problems and for advocacy of solutions. It is followed by policy action / then actual implementation of the plan. The implications for these theories therefore imply that teachers play an important role in any educational reform and as such should be involved in any decision making and policy implementation in order to make any change in education a worthwhile process (Fullan, 2001 / Helsby, 1999 / Tyack and Cuban, 1995). This study focused on the implementation of the policy document Towards education for All: A development brief for education, culture, and training and its implications on mathematics teachers at secondary schools. The policy document highlights the main features of Learner-Centered approaches. Therefore, the aim of the study is to investigate how mathematics teachers implement Learner-Centered Education in Mathematics classrooms in Namibia...&quot / </p>

No description available.

M.Tech. Business Administration. Business School. / This study investigates the extent to which levels of awareness of lead poisoning among mine workers at the Exxaro lead and zinc mine in Namibia correlate to their levels of compliance. Specifically, the study investigates the extent to which mine workers are aware of lead poisoning and whether this knowledge influences their attitudes towards compliance to regulations on handling hazardous materials.

M.Tech. Internal Auditing / Mining can have a positive impact on Namibia by contributing towards economic growth and infrastructure development, by creating jobs, and by increasing foreign currency earnings; but on the other hand, the exploration of natural resources often runs in parallel with corruption, exploitation, environmental devastation, and population displacement through migrant labour. It is therefore imperative for mines to be sustainable in their operations: in other words, mines must protect and enhance the economic, social and environmental milieus of Namibia. The main objective of a mining company is profit maximisation through exploitation of natural resources, and the company can therefore be defensive, even antagonistic, towards sustainable operations and sustainability reporting. The pressure from mining companies' stakeholders for them to be transparent in their operations, and to report on all sustainability-related issues is increasing, and research has indicated that mining companies are, in the majority, supportive of the initiative, and realise the advantages of pursuing sustainable operations. Research results from the study indicated that between the different types of companies, and between countries, there is a significant variation in the sustainability reporting performance, both delivered and required. Improvement opportunities were identified in a number of areas with regards to the quality, consistency and extent of sustainability reporting. The rationale and the motivation for this study was therefore to determine the standard of integrated sustainability reporting being achieved by mining companies in Namibia, in order to determine the needs and shortcomings in the sustainability reporting arena. The final deliverable of this study was to develop a reporting framework which could enable enhanced integrated sustainability reporting by providing the mining industry in Namibia with a structured framework that conforms to world class standards.

Thesis (MTech. degree in Fashion) -- Tshwane University of Technology, 2008. / This dissertation sets out to describe the processes and dynamics at play in the development of a couture design range that attempts to engage with, and enhance notions of Namibian identity. While the end product of the practical work is a range of garments that speaks to and reflects a possible Namibian identity, the dissertation engages with the notions of identity and the dynamics of identity building, and the closer interrelationships with the creative process. The study intend to investigates design and design-related issues and how they impact on fashion design and couture design as well as how they relate to the identity formation processes in the development and justification of a possible Namibian couture collection. Therefore, the creative development process, the choices, negotiations and adaptations that the designer involves herself with, are described and then drawn through to the nature of new identity formations. The design process is measured against the basic design theories as outlined in the relevant chapters in the dissertation. The study reveals that Namibian individual identities are shaped by juxtaposing indigenous cultural identities in combination with what is “imagined” [as Anderson (2006:6-7) explained] to be a “Namibian” national identity. It considers how the designer, embedded in the design process, but also part of a particular identity, interacts with these tensions. The dissertation attempts to isolate material elements in the Namibian landscape that can be used in the identity-building process. It argues that the same Namibian material hallmarks of identity, the specific design elements that have been identified as “authentic” Namibian, have been used in this specific couture collection. Finally the study investigates how these design elements (both generic and specific) relate to the specific Namibian design element aspects in an attempt to see whether this specific couture collection contributes to “defining Namibian couture design”.

<p>&quot / This study is guided by theories about educational policy implementation and their implications for teaching. These theories underline the notion that educational reform is a progress and it iv comes in cycles. According to Tyack and Cuban (1995), the first cycle (policy talk) is for diagnosing problems and for advocacy of solutions. It is followed by policy action / then actual implementation of the plan. The implications for these theories therefore imply that teachers play an important role in any educational reform and as such should be involved in any decision making and policy implementation in order to make any change in education a worthwhile process (Fullan, 2001 / Helsby, 1999 / Tyack and Cuban, 1995). This study focused on the implementation of the policy document Towards education for All: A development brief for education, culture, and training and its implications on mathematics teachers at secondary schools. The policy document highlights the main features of Learner-Centered approaches. Therefore, the aim of the study is to investigate how mathematics teachers implement Learner-Centered Education in Mathematics classrooms in Namibia...&quot / </p>

The aim of this thesis is to explore Namibian music and dance, to gain understanding of the character of different practices and through this, to provide teachers and learners in schools with materials suitable for use in the new arts curriculum in Namibia. In order to motivate the need for indigenous cultural materials, a brief historical background to Namibian arts education is sketched, highlighting the effects of colonialism on cultural identity and the separation of music from dance in education. In gathering examples of indigenous music and dance it became clear that for these practices to retain a measure of integrity in schools, new ways of thinking about performance in schools would be required. This leads to a discussion of an approach summarised within the term ngoma, which refers to holism, communality and orality among other things. It is suggested that music/dance as ngoma has a positive contribution to make to Namibian arts education. To support this suggestion in a practical way, I explore the indigenous traditions used to educate and socialise young people. Argumentation follows regarding possibilities of preparing teaching-learning materials in a manner appropriate to Namibian circumstances. A breakdown of diverse characteristics of indigenous music and dance is done in order to help the teacher identify and comprehend the individual characters of Namibian performances. In this way teachers should be better prepared to utilise the examples of music/dance events that follow. Various events are contextualised, described, transcribed and analysed with suggestions for use in the classroom. Finally the ngoma approach, the principles of Basic Education in Namibia, and the new arts syllabi are brought together by investigating some of the possibilities of music and dance as ngoma in schools. / Thesis (Ph.D.)-University of Natal, Durban, 1997.