The integration of learners’ prior everyday knowledge and experiences during teaching and learning is a pre-requisite in the Namibian curriculum. The curriculum states that if learners are taught in a way which builds on what they already know and they relate new knowledge to the reality around them, their learning in school can be made more meaningful. Thus, learners’ meaning making in the topic on nutrition was researched to find out whether elicitation and integration of learners’ prior everyday knowledge and experience in the nutrition topic enhanced or constrained their learning. This study was conducted with my grade10 learners at the school where I am currently teaching. The school is located in a rural area in Oshana region in Northern Namibia. This study is situated within an interpretive paradigm. Within the interpretive paradigm a qualitative case study approach was adopted. I considered this methodological orientation appropriate in this study as it allowed me to use the following methods: document analysis, brainstorming and discussion, semi-structured interviews and a focus group interview, practical activities with worksheets and observation and reflection. Multiple methods to gather data were used for triangulation and validation purposes. For data analysis purposes, the data sets were colour coded to derive themes and analytical statements. Ethical consideration was also taken seriously in this study. The findings from this study revealed that integration of learners’ prior everyday knowledge and experience enabled learners to understand science better particularly in the topic of nutrition. The study also revealed that learners possess a lot of prior everyday knowledge and experience about food they eat in their homes. However, data from the community members revealed that there are some contradictions between learners’ prior everyday knowledge and the science content of the topic. Nonetheless, engaging learners in practical activities in the testing of food (local and conventional western type foods) helped them to make meaning of the content learned. I therefore, recommend that learners’ prior everyday knowledge and experiences should be incorporated during teaching and learning of the topic on nutrition. The study also recommends that the Department of Education should ensure that teachers get the necessary support and training on how to integrate learners’ prior everyday knowledge and experiences.

This study sought to investigate teacher, learner and parental perceptions and understanding of a whole school approach in environmental education (EE). There were five schools piloting environmental education through a whole school development approach in the Oshana Region of Namibia. The study was conducted in two rural schools in the Oshana Region. The schools were selected because they participated and piloted the infusion of environmental education themes in the curriculum through the whole school approach during the Supporting Environmental Education in Namibia (SEEN) project piloting phase from 2001 to 2005. This study was shaped and informed by international theories, practices and perspectives of a whole school approach as cited in chapter two of this study. In other words a whole school approach has provided theoretical background information and a practical framework on which this study was built. A whole school approach provides a theoretical understanding of how the school community, the biophysical environment, as well as the curriculum can benefit from EE projects through a whole school development approach. The whole school approach, discussed in this study, provides an opportunity to see the link between the whole school approach and ESD in order to understand the role a whole school approach plays in the implementation of ESD in Namibia. The research took the form of an interpretive case study focusing on a study of two teachers, two learners, and two members of the community. Data were collected through semi-structured interviews, document analysis and site observations. This study was undertaken two years later after the Supporting Environmental Education Namibia (SEEN) pilot project phased out. The findings indicate that despite the training and support received by the schools during the operation of the Supporting Environmental Education Namibia (SEEN) pilot project, schools are still experiencing problems with the application of a whole school approach. The findings revealed that the curriculum should provide guidelines and examples to support teachers on how to integrate environmental education in the teaching and learning process. The results of the study indicate that teachers, learners and members of the community have a limited understanding about how a whole school development approach in environmental education is linked to Education Sustainable Development (ESD) and the four dimensions of the environment.

HIV and AIDS are still among the world's most significant public health challenges. Education is widely regarded as an effective response to the pandemic - a “social vaccine” that can increase young people’s awareness of the dangers of HIV infection and thus decrease their vulnerability to HIV and AIDS. Integrating HIV and AIDS awareness across the school curriculum is therefore one of the strategies being implemented to educate learners about the pandemic. There are challenges; however, related to the central goal of integrating HIV and AIDS education and also to the form – in particular, the pedagogical practices - that this might best take. This qualitative case study research investigated teachers’ perspectives, experiences, and levels of preparedness with regard to integrating HIV and AIDS information in the main carrier subjects, mathematics and geography, in some junior secondary schools in Namibia. The study situates debates on curriculum integration and draws on Fogarty’s (1999) models of curriculum integration as a conceptual and analytic tool to examine the nature, form and content of integration. It includes a questionnaire on curriculum integration completed by 53 teachers as well as a component consisting of observations and interviews with four teachers from two schools. The results reveal patterns that also emerge in earlier studies on curriculum integration. This approach is already widely recognized as challenging and problematic in the context of general education. However, this and other studies show that when HIV and AIDS are brought into the arena, additional factors come into play and further complicate the process, because of the sensitivity of this topic. In addition, the task of integrating HIV and AIDS education has been added to an already overcrowded curriculum. Teachers have not been provided with adequate (or any) training with concrete examples that might facilitate their efforts to integrate HIV and AIDS information into subjects like the ones under scrutiny in this study. The picture that emerges from examining the evidence on HIV and AIDS integration against Fogarty’s (1991) 10 models of curriculum integration is one in which teaching practices are ad hoc, opportunistic and haphazard right across the sample. The choice of integration models for implementation of the HIV and AIDS component in these subjects has been largely left to the opportunity, ability and personal inclinations of individual teachers. The results point to a range of responses, with many teachers not teaching HIV and AIDS at all or some hesitantly experimenting with different approaches; all to limited effect in realizing the intended national goals of this curriculum project. The overall pattern also reveals a degree of frustration among the teachers in the sample, who acknowledged and were concerned at the enormity of the HIV and AIDS challenge facing the country. They recognised the motive behind the policy to have the education system play an important role in response to the HIV challenge, but felt frustrated with the social, personal and practical difficulties of actually implementing the policy within the context of poor (or no) training, knowledge, and support.

The purpose of this study was to evaluate and examine governance structures and practices and service delivery to provide comprehensive understanding of governance and service delivery situation at sub-national levels in Namibia. Public service agencies are presumed to lack good governance practices which adversely affect service delivery. It was argued that good governance practices improve public service performance and ultimately enhances service delivery. Furthermore, the study noted that the delivery of basic services such as potable water, health, education, electricity and proper road communication can augment the living standard of the people. Various public service reforms undertaken by the Government of Republic of Namibia since independence in 1990 explain government’s resolve to good governance and improved service delivery. Consequently, workable relationship between government and citizens is needed to realise national development plans and Vision 2030. The study used the Oshana Region case study in order to determine whether governance practices have bearing on service delivery at sub-national levels in Namibia. Qualitative research approach was utilised and qualitative data were collected in addition to rigorous literature review and analysis. Scientifically, gathered information suggested that good governance practices are certainly fundamental to service delivery and subsequently improve people’s living standard particularly those residing in rural areas. The study found that the Namibian government exercised good governance practices and provided basic services to citizens. Nonetheless, inappropriate governance practices by some public institutions delay service delivery. The study concluded that while poor governance and ineffective service delivery are considerable challenges faced by public service, they are not insurmountable. The thesis acknowledged a significant progress made by creating governance structures at sub-national levels to provide and accelerate the delivery of essential services to citizens in Namibia. Notwithstanding the above, more still need to be done to improve the socio-economic welfare of Namibian people. Therefore, the research recommended that the Government of Republic of Namibia ought to provide sufficient resources and promote public participation to address the needs and aspirations of the citizens particularly the previously marginalised people in rural areas. Moreover, sub-national governance structures should be strengthened and essential government functions and services be devolved. / Public Administration and Management / D. (Public Administration)

This study examined the role of regional councilors in consultation and communication regarding rural service delivery in Namibia, with specific reference to the Oshana region. The research includes a case study that assessed the degree and the extent to which consultation and communication takes place between regional councilors and community members at constituency level in the region. It also examined the inevitability of consultation and communication concerning basic services provision such as water and electricity in the Oshana region.

This study examined the role of regional councilors in consultation and communication regarding rural service delivery in Namibia, with specific reference to the Oshana region. The research includes a case study that assessed the degree and the extent to which consultation and communication takes place between regional councilors and community members at constituency level in the region. It also examined the inevitability of consultation and communication concerning basic services provision such as water and electricity in the Oshana region.

The purpose of this study was to evaluate and examine governance structures and practices and service delivery to provide comprehensive understanding of governance and service delivery situation at sub-national levels in Namibia. Public service agencies are presumed to lack good governance practices which adversely affect service delivery. It was argued that good governance practices improve public service performance and ultimately enhances service delivery. Furthermore, the study noted that the delivery of basic services such as potable water, health, education, electricity and proper road communication can augment the living standard of the people. Various public service reforms undertaken by the Government of Republic of Namibia since independence in 1990 explain government’s resolve to good governance and improved service delivery. Consequently, workable relationship between government and citizens is needed to realise national development plans and Vision 2030. The study used the Oshana Region case study in order to determine whether governance practices have bearing on service delivery at sub-national levels in Namibia. Qualitative research approach was utilised and qualitative data were collected in addition to rigorous literature review and analysis. Scientifically, gathered information suggested that good governance practices are certainly fundamental to service delivery and subsequently improve people’s living standard particularly those residing in rural areas. The study found that the Namibian government exercised good governance practices and provided basic services to citizens. Nonetheless, inappropriate governance practices by some public institutions delay service delivery. The study concluded that while poor governance and ineffective service delivery are considerable challenges faced by public service, they are not insurmountable. The thesis acknowledged a significant progress made by creating governance structures at sub-national levels to provide and accelerate the delivery of essential services to citizens in Namibia. Notwithstanding the above, more still need to be done to improve the socio-economic welfare of Namibian people. Therefore, the research recommended that the Government of Republic of Namibia ought to provide sufficient resources and promote public participation to address the needs and aspirations of the citizens particularly the previously marginalised people in rural areas. Moreover, sub-national governance structures should be strengthened and essential government functions and services be devolved. / Public Administration and Management / D. (Public Administration)

After independence, in 1990, the government of the Republic of Namibia perceived the need to replace the old Language-in-Education Policy (LiEP) for schools with a new one that promotes the use of the mother tongue alongside English in schools and colleges of education. Consequently, the new Language-in-Education Policy was implemented in all 13 educational regions. The aim of this study is to evaluate the implementation of this policy in the upper primary schools in Oshana Region. The findings of the study were analysed according to relevant literature to determine if they were in line with the theories of language policy evaluation. At least five major findings emerged from this study that are described in relation to relevant themes, namely; home language, language preferences, language practices, policy awareness and government support. The study revealed that the majority of learners in Oshana Region are Oshikwambi speakers, followed by Oshikwanyama speakers. In addition, the majority of teachers who teach Oshindonga are also not Oshindonga speakers. Furthermore, the study revealed that the majority of learners, teachers and principals preferred English as LoLT to Oshiwambo. Another major finding of the study is that despite the fact that English is the LoLT, both teachers and learners are still struggling to communicate in English. In general, successful communication often takes place in Oshiwambo. The study revealed that the majority of teachers, learners and parents are neither aware of the new LiEP nor were they consulted prior to its implementation. In addition, the LiEP related materials are not available in most of the schools. Finally, the study found that there is a serious shortage of textbooks and well qualified teachers in African languages. This shortage of textbooks prevents teachers from giving adequate homework to learners. Consequently, the LiEP cannot be successfully implemented. A number of recommendations are made regarding the shortage of textbooks in Oshiwambo, the use of the mother tongue as LoLT from Grade 1 to Grade 7 and the recognition of other Oshiwambo dialects. Ongoing consultation and awareness should be a vital part of the review process. / Linguistics / M.A. (Sociolinguistics)

After independence, in 1990, the government of the Republic of Namibia perceived the need to replace the old Language-in-Education Policy (LiEP) for schools with a new one that promotes the use of the mother tongue alongside English in schools and colleges of education. Consequently, the new Language-in-Education Policy was implemented in all 13 educational regions. The aim of this study is to evaluate the implementation of this policy in the upper primary schools in Oshana Region. The findings of the study were analysed according to relevant literature to determine if they were in line with the theories of language policy evaluation. At least five major findings emerged from this study that are described in relation to relevant themes, namely; home language, language preferences, language practices, policy awareness and government support. The study revealed that the majority of learners in Oshana Region are Oshikwambi speakers, followed by Oshikwanyama speakers. In addition, the majority of teachers who teach Oshindonga are also not Oshindonga speakers. Furthermore, the study revealed that the majority of learners, teachers and principals preferred English as LoLT to Oshiwambo. Another major finding of the study is that despite the fact that English is the LoLT, both teachers and learners are still struggling to communicate in English. In general, successful communication often takes place in Oshiwambo. The study revealed that the majority of teachers, learners and parents are neither aware of the new LiEP nor were they consulted prior to its implementation. In addition, the LiEP related materials are not available in most of the schools. Finally, the study found that there is a serious shortage of textbooks and well qualified teachers in African languages. This shortage of textbooks prevents teachers from giving adequate homework to learners. Consequently, the LiEP cannot be successfully implemented. A number of recommendations are made regarding the shortage of textbooks in Oshiwambo, the use of the mother tongue as LoLT from Grade 1 to Grade 7 and the recognition of other Oshiwambo dialects. Ongoing consultation and awareness should be a vital part of the review process. / Linguistics and Modern Languages / M.A. (Sociolinguistics)

Masters in Public Administration - MPA / This study examined the role of regional councilors in consultation and communication regarding rural service delivery in Namibia, with specific reference to the Oshana region. The research includes a case study that assessed the degree and the extent to which consultation and communication takes place between regional councilors and community members at constituency level in the region. It also examined the inevitability of consultation and communication concerning basic services provision such as water and electricity in the Oshana region. / South Africa