Before Namibia's independence in 1990 educational programmes and curricula gave little attention to environmental education which was detrimental to the development of environmental literacy in Namibia. The post independence education reform process paid special attention to the inclusion of environmental education in all spheres of learning. Furthermore, Namibia became a signatory to various environmental conventions thereby raising awareness about the environment and the potential challenges to a sustainable future. The initiatives of various environmental education projects since independence have responded to the growing concern of environmental education programmes, resulting in the establishment of the Namibian Environmental Education Course (NEEC). To date few studies have been conducted examining the relevance of EE programmes in relation to the professional practice of EE providers in the non-formal sector. This study focuses on the work done by two environmental education providers and four assistant environmental education tutors in Rundu, in North-Eastern Namibia. The study adopted a qualitative approach to investigate how the NEEC has shaped and informed the practice of EE providers in the non-formal sector and also how the NEEC has responded to the Education for Sustainable Development (ESD) programme. The study employed three data collection instruments: interviews, field observations and document analysis. The findings indicated that despite the input of the NEEC programme which provided an understanding and knowledge of environmental problems to the EE providers, there are issues that continue to hamper the effective practice of these providers. The study revealed that the NEEC programme, while within the structure of ESD, does not give explicit guidelines for identifying Namibia's environmental challenges and clear strategies of how to respond to these challenges. The findings of the study have provided valuable insights into aspects of an EE programme that need to be addressed to support EE providers in responding to key environmental challenges in their regions and contribute to the decade of Education for Sustainable Development.

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Bibliography: pages 194-207. / This contextual archaeological narrative explores the relationship between material culture and social relations, with reference to social, economic, environmental and political changes taking place in Himba and Herero settlements in far north-western Namibia. A starting point is that changes in the organization of space and use of material culture cannot be understood as merely expressing changed social and economic conditions and/or changed value systems. It is necessary to examine how socio-economic conditions and cultural values and ideas work together to transform, produce and maintain cultural representations. By focusing intimately on one semi-nomadic herding community over a five-year period,(where domestic space has to be reconstituted, both physically and conceptually, each time a group relocates,} the study probes how meaning is differentially invested in the spatial order that people build and live in, how the material goods they make, borrow, lend, buy and use recursively come to have and hold meaning, and how and why this meaning changes. In mapping space and material goods at more than 100 wet season and dry season camps and homesteads, a number of discourses are tracked: changing gender relations, changing relations between different generations, people's relationships with natural resources, the spatial relations of former hunter-gatherers now living as herders, as well as material culture conformities and nonconformities between Himba and Herero households. A key concern is to re-empower social actors, past and present, in the creation of (archaeological) meaning. A number of case studies show that meaning is not inherent in space or material goods; people activate meaning by their strategic interpretations. This has implications for both method and theory in archaeology, as well as for the contemporary research and rural development process in Africa. While challenging assumptions about what is knowable from the past's material remains when such remains are, inevitably, recontextualized in a particular present, the thesis contributes to knowledge about material culture and social change and thus offers a number of research directions which could contribute to a more reflexive, dialogic and socially relevant archaeology.

This study is about foreign policy-making in Namibia from independence, 1990 to 2008, which is based on Liberalism as an approach to the study of International Relations. Namibia’s foreign policy has three main themes, namely the promotion of world peace, economic diplomacy and South-South cooperation. The domestic actors of Namibia’s foreign policy are the President, Minister of Foreign Affairs and other Government Ministries. Former President Nujoma is pragmatic and persuasive, while President Pohamba maintains a reserved approach. Other domestic actors such as the Parliament, opposition parties and civil society organisations have not been effective in influencing Namibia’s foreign policy-making. Although Namibia is a small state her foreign policy is successful contrary to the traditional perspectives of small states’ foreign policies. Namibia has played an active role in regional and international organisations and maintained a wider scope of foreign policy. Namibia has 24 diplomatic Missions in Africa, Asia, Europe and America. / Political Sciences / M.A. (International politics)

The purpose of my research is to diagnose the organizational culture of the National Institute for Educational Development [NIED] , in particular to determine whether it is conducive to innovation, as was envisaged at the time of its inception. The diagnosis of NIED's organizational culture was done by using a hybrid qualitative and quantitative case study. A questionnaire, the Cameron and Quinn's Organizational Culture Assessment Instrument [OCAI], was given to all professional members at NIED, while six members of the NIED organization were interviewed. It emerged from the data, first, that the characteristics of the dominant NIED culture, using Cameron and Quinn's six dimensions of culture that produced an "overall culture profile" of NIED, are not likely to enhance innovativeness. Nevertheless, there is a strong preference towards a culture type favourable to innovation. Second, there are cultural factors antithetical to an innovative organizational culture. These include poor information flow and a lack of communication, negligible crossfunction interaction and freedom, and constraining hierarchical and bureaucratic structures. Third, NIED has, in the form of a "green paper," a set of critical norms, values and assumptions that characterize the culture of innovative organizations. Finally, there is evidence of the presence of cultural characteristics conducive to an innovative organizational culture. These include: learning how to learn; being pro-active in initiating change and innovativeness; and sustaining momentum, consistency and perseverance. The discrepancy between the existing organizational culture and the preferred organizational culture revealed by the overall cultural profile can be explained by the fact that the norms, values and assumptions that characterize the culture of innovative organizations and the cultural characteristics conducive to an innovative organizational culture are not fully infused into the whole organization. There is a tension between NIED's bureaucratic nature and its innovative mission. Organizational culture change, where NIED's structures and processes are aligned with its espoused vision and mission, is needed in order for it to be better placed to achieve its original pioneering mandate.

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.

1. The contextual analysis and curriculum evaluation. This paper ... aims to investigate the Upper Primary Education Curriculum with specific emphasis on the subject syllabus for English Grades 5- 7. The paper shall attempt to look at the rationale, goals and aims as well as the learning content located in this subject curriculum. It will further investigate the sociohistoric and economic context in which this curriculum has been designed; the learners for whom the curriculum is designed and the learning environment in which the curriculum is presented. 2. The epistemological foundation of the reform process. This paper attempts to explore the theory of knowledge that underpins the practices of behaviourism and constructivism. 3. The literature review. The purpose of this literature review is to examine the effect of methodology in teaching English as a second language in primary schools. It is to find out the ways of teaching English that can produce good results. It is also to find the styles of teaching English as a second language that make some teachers less effective so that such teaching styles can be discouraged. When English was introduced as the medium of instruction in Namibian schools, primary school teachers were retrained and upgraded. 4. The research proposal. The aim of the proposed study is to explore a selection of learners' perceptions of ESL classroom teaching and learning activities. Through this it is hoped to cause greater illumination on the nature of learning and teaching English. 5. The empirical study (research paper). This interpretative case study hoped to find out from learners themselves about their perceptions of ESL classroom teaching and learning activities. A variety of research tools were used, including questionnaires, interviews, observations, interactive workshops and focus group discussions, all of which provided a rich source of data for interpretation. The research findings of this study clearly indicated that there is a mismatch between the teachers and learners' perceptions about the language skills and tasks encountered in the classrooms. From what was gained from the participants in this research, tentative suggestions are made.

What is the portfolio and what are its purposes? I must define the portfolio as a summative document bearing the valuable experiences learned in a particular course of study. In this context, portfolio can be viewed as a selective entity that represents the level of learning, in terms of academic/professional growth and development, attained in one's participation in a particular course of study such as this Master one I have been attending. Portfolio can be educationally utilized to reflect and evaluate one's learning. As one goes throughout paging, one locates the level of learning achieved in terms of anticipated knowledge, understanding, and experiences, skills and attitudes or overly learning competencies. The level of development one has gone through in attempts to respond to the expected learning outcomes surface out more easily. And if further learning be conducted, the portfolio must as well shows the ways ahead. With these few words, I have attempted to present the portfolio as a useful tool that represents the level of advancement attained in learning. This portfolio comprises of my educational partaking in Rhodes University's master program (theory and practice, in particular what and how I have gained from that program participation. It may also present what I cold not learn. The arrangement of the portfolio contents assumes a progressive procession, being structured in terms of the assignments taken. There are five pieces of assignments in this research portfolio. The first assignment is a contextual analysis of the Education Theory and Practice (ETP) curriculum of our current teacher education program, namely Basic Education Teachers' Diploma. It looks at the theoretical framework that informs and shapes everyday teaching and learning practices, particularly the degree to which we have been able to implement the theoretical perspectives into operational practices. To this is how our college is equipped with the technologies necessary for possible practices of the curriculum. The other emphasis focuses at the historical backgrounds that necessitated the undertaking of the BETD as an instrument of reforming and transforming the basic education rightly at the independence. The other area is on the question of how the curriculum or program intakers, the entering students, have been prepared to consume the curriculum program. Since the program has been as well designed to address and meet the four major national goals of education for all, another part has been focused on these goals so far as to locate the degree of attainment. The second assignment is about contrasting and comparing the two main held dominant worldwide views of knowledge- namely behaviorism and constructivism. Each branch of knowledge is looked at firstly with particular attentions paid to its own individual versions of knowledge and its development and acquisition. The other focuses examine which base seems to offer better explanations of what knowledge is and how it can best be constructed and acquired in any educational setting. The third assignment is that of literature review. I have chosen action as an area that I would be interested in exploring much further. Action research is what eventually became a part of my research proposal in which I would research on how our college students carry out their action research projects to examine their own classroom makings. It has been therefore important to read what others have written about this field and locate the lessons that can be illuminated on our own curriculum context. The literature review paves the way to the research proposal. The research proposal or a research plan as I would often call it, sets the context, purpose, theoretical position and information gathering methods under which the research process will take place. The research proposal has thus been the navigating compass despite the that realities as the practical journey itself took off some deviation unavoidably came in as necessitated by the underlying research process itself. The research proposal finally accumulates into the sought, the final assignment. A critical view illustrates that this piece is actually another contextual inquiry like the first work only that this is viewing our supposed curriculum outcomes: our students, our products and how they have been equipped to carry out the research. Their research, with its successes and shortcomings, I have concluded, firmly serves to reflect the kind of education delivered from our teacher colleges. The portfolio contents also demonstrate the course orientation: focusing on one's professional field. At end, I see this research portfolio as myself, a mirror that reflects my academic and professional participation in Rhodes University's world and its vision and mission expresses in the theme of where leaders learn. It thus represents the personal, academic and development accomplished throughout this Masters' course. In the other way around, I see it as reflecting what Rhodes can offer as from when the prestigious Augustana College, my American institution, has prepared after its boundaries.

Relationships are regarded as an important aspect of any organization's life. The purpose of this study was to investigate staff perceptions and experiences of interpersonal relationships between management and lecturers in a Namibian College of Education. I conducted a case study at the College where I teach. Two methods were used to collect data. Firstly, semi-structured interviews with two management members, two senior lecturers and two lecturers. Secondly, observation where practical aspects of interpersonal relationships in the College were observed. I used the interpretational data analysis technique to analyse my data. Themes and patterns were identified in the data, coded and sorted into categories. The study revealed staff unhappiness about the current situation in the College as far as communication is concerned. The College's hierarchical structure was described as top-down. As such, it does not allow for face to face communication. There is an absence of any social cohesion or sense of community. Relationships at a College level are characterized by personal conflict and difference. However, the study revealed a satisfaction with communication and relationships at a dl'partmentallevel. Five key features of interpersonal communication that are lacking in the College and that contribute to the unhealthy relationships in the College were identified. These are trust, respect, openness, feedback and the sharing of ideas and knowledge. Due to their absence, the College is divided into cliques. A strong desire for the establishment of interpersonal norms of openness, respect, honesty and trust was expressed. Participants expressed the need to establish an organization structure that allows for interaction with others in the College, flatter structures, teamwork and a collaborative cultu re. The study also emphasized participative democracy in building relationships. Participation in decision making is seen as satisfying the personal need to experience a sense of influence and achievement. There is evidence of a desire for distributed leadership where the College staff as a group of professionals lead the College collectively and collaboratively. There is a strong desire for a College where people are liked , valued, accepted by others and recognized for their efforts. Finally, Organization Development is recommended as an approach to enhance College staff relationships.

This study is about foreign policy-making in Namibia from independence, 1990 to 2008, which is based on Liberalism as an approach to the study of International Relations. Namibia’s foreign policy has three main themes, namely the promotion of world peace, economic diplomacy and South-South cooperation. The domestic actors of Namibia’s foreign policy are the President, Minister of Foreign Affairs and other Government Ministries. Former President Nujoma is pragmatic and persuasive, while President Pohamba maintains a reserved approach. Other domestic actors such as the Parliament, opposition parties and civil society organisations have not been effective in influencing Namibia’s foreign policy-making. Although Namibia is a small state her foreign policy is successful contrary to the traditional perspectives of small states’ foreign policies. Namibia has played an active role in regional and international organisations and maintained a wider scope of foreign policy. Namibia has 24 diplomatic Missions in Africa, Asia, Europe and America. / Political Sciences / M.A. (International politics)