The focus of this study was to investigate the experiences of novice teachers of induction in three selected schools in Oshana region, Namibia. The point of departure is that the experiences of novice teachers of induction and support are not known. The problem was investigated by means of a literature study and empirical investigation, using a qualitative, phenomenological approach. Findings revealed that novice teachers do not have the same needs and do not have similar experiences of support. Key findings reveal that novice teachers’ problems can be solved better if support is given timeously and over a longer period, with all the stakeholders’ equal involvement in the induction process. Novice teachers are capable of making meaningful contributions to schools, and schools can benefit from them. The study recommends that novice teachers’ voices be heard and their views be incorporated when planning future induction programmes, to suit their individual and contextual needs. / Educational Leadership and Management / M. Ed. (Education Management)

This study used Polya’s problem-solving model to map the level of development of the algebraic problem solving skills of Grade 12 learners from the Oshana Region in Northern Namibia. Deficiencies in problem solving skills among students in Namibian tertiary institutions have highlighted a possible knowledge gap between the Grade 12 and tertiary mathematics curricula (Fatokun, Hugo & Ajibola, 2009; Miranda, 2010). It is against this background that this study investigated the problem solving skills of Grade 12 learners in an attempt to understand the difficulties encountered by the Grade 12 learners in the problem solving process. Although there has been a great deal of effort made to improve student problem solving throughout the educational system, there is no standard way of evaluating written problem solving that is valid, reliable and easy to use (Docktor & Heller, 2009). The study designed and employed a computer aided algebraic problem solving assessment (CAAPSA) tool to map the algebraic problem solving skills of a sample of 210 Grade 12 learners during the 2010 academic year. The assessment framework of the learners’ problem solving skills was based on the Trends in International Mathematics and Science Study (TIMSS), Schoenfeld’s (1992) theory of metacognition and Polya’s (1957) problem solving model. The study followed a mixed methods triangulation design, in which both quantitative and qualitative data were collected and analysed simultaneously. The data collection instruments involved a knowledge base diagnostic test, an algebraic problem solving achievement test, an item analysis matrix for evaluating alignment of examination content to curriculum assessment objectives, a purposively selected sample of learners’ solution snippets, learner questionnaire and task-based learner interviews. The study found that 83.8% of the learners were at or below TIMSS level 2 (low) of algebraic problem solving skills. There was a moderate correlation between the achievement in the knowledge base and algebraic problem solving test (Pearson r = 0.5). There was however a high correlation between the learners’ achievement in the algebraic problem solving test and achievement in the final Namibia Senior Secondary Certificate (NSSC) examination of 2010 (Pearson r = 0.7). Most learners encountered difficulties in Polya’s first step, which focuses on the reading and understanding of the problem. The algebraic strategy was the most successfully employed solution strategy. / Mathematics Education / M. Sc. (Mathematics, Science and Technology Education (Mathematics Education))

The focus of this study was to investigate the experiences of novice teachers of induction in three selected schools in Oshana region, Namibia. The point of departure is that the experiences of novice teachers of induction and support are not known. The problem was investigated by means of a literature study and empirical investigation, using a qualitative, phenomenological approach. Findings revealed that novice teachers do not have the same needs and do not have similar experiences of support. Key findings reveal that novice teachers’ problems can be solved better if support is given timeously and over a longer period, with all the stakeholders’ equal involvement in the induction process. Novice teachers are capable of making meaningful contributions to schools, and schools can benefit from them. The study recommends that novice teachers’ voices be heard and their views be incorporated when planning future induction programmes, to suit their individual and contextual needs. / Educational Leadership and Management / M. Ed. (Education Management)

This study used Polya’s problem-solving model to map the level of development of the algebraic problem solving skills of Grade 12 learners from the Oshana Region in Northern Namibia. Deficiencies in problem solving skills among students in Namibian tertiary institutions have highlighted a possible knowledge gap between the Grade 12 and tertiary mathematics curricula (Fatokun, Hugo & Ajibola, 2009; Miranda, 2010). It is against this background that this study investigated the problem solving skills of Grade 12 learners in an attempt to understand the difficulties encountered by the Grade 12 learners in the problem solving process. Although there has been a great deal of effort made to improve student problem solving throughout the educational system, there is no standard way of evaluating written problem solving that is valid, reliable and easy to use (Docktor & Heller, 2009). The study designed and employed a computer aided algebraic problem solving assessment (CAAPSA) tool to map the algebraic problem solving skills of a sample of 210 Grade 12 learners during the 2010 academic year. The assessment framework of the learners’ problem solving skills was based on the Trends in International Mathematics and Science Study (TIMSS), Schoenfeld’s (1992) theory of metacognition and Polya’s (1957) problem solving model. The study followed a mixed methods triangulation design, in which both quantitative and qualitative data were collected and analysed simultaneously. The data collection instruments involved a knowledge base diagnostic test, an algebraic problem solving achievement test, an item analysis matrix for evaluating alignment of examination content to curriculum assessment objectives, a purposively selected sample of learners’ solution snippets, learner questionnaire and task-based learner interviews. The study found that 83.8% of the learners were at or below TIMSS level 2 (low) of algebraic problem solving skills. There was a moderate correlation between the achievement in the knowledge base and algebraic problem solving test (Pearson r = 0.5). There was however a high correlation between the learners’ achievement in the algebraic problem solving test and achievement in the final Namibia Senior Secondary Certificate (NSSC) examination of 2010 (Pearson r = 0.7). Most learners encountered difficulties in Polya’s first step, which focuses on the reading and understanding of the problem. The algebraic strategy was the most successfully employed solution strategy. / Mathematics Education / M. Sc. (Mathematics, Science and Technology Education (Mathematics Education))

High failure rates in English as a second language at secondary school level have become a concern in the Namibian education sector. From 2005 until 2013, the overall performance of the grade 12 learners in English as a second language on Ordinary level in the Oshana region was unsatisfactory. In fact, only a minority (18.52 percent) of the grade 12 learners obtained a grading in the range of A to D in comparison to the majority (81.48 percent) of learners who obtained a grading of E to U. The poor performance was attributed to: poor sentence structure, syllabification and spelling (Directorate of National Examination and Assessment, 2007-2010). The causes of these low performance rates however, were not scientifically explored in this region. Therefore this study embarked on an investigation in order to identify the reasons behind the low performance rates of the grade 12 Oshiwambo speaking learners of English and to determine whether the impressionistic results from the Directorate’s report correlate with the present study’s findings. In order to understand the dynamic linguistic system of the learners, a contrastive analysis of Oshiwambo and English was done in order to investigate the potential origins of some of the errors. An error analysis approach was also used to identify, classify and interpret the non-standard forms produced by the learners in their written work. Based on the results obtained from this study, a more comprehensible assessment rubric was devised to help identify learners’ written errors. A group of 100 learners from five different schools in the Oshana region was asked to write an essay of 150 to 200 words in English. The essays were analysed using Corder’s (1967) conceptual framework which outlines the steps that a researcher uses when undertaking an error analysis study. The errors were categorised according to Keshavarz’s (2006) linguistic error taxonomy. Based on this taxonomy, the results revealed that learners largely made errors in the following categories: phonology/orthography, morpho-syntax, lexico-semantics, discourse and techniquepunctuation. The study concluded that these errors were most likely due to: first language interference, overgeneralisation, ignorance of rule restriction and carelessness. Other proposed probable causes were context of learning and lack of knowledge of English grammar. The study makes a significant contribution, in that the findings can be used as a guide for the Namibian Ministry of Education in improving the status quo at schools and informing the line Ministry on various methods of dealing with language difficulties faced by learners. The findings can also empower teachers to help learners with difficulties in English language learning, thereby enabling learners to improve their English language proficiency. The study has proposed methods of intervention in order to facilitate the teaching of English as a second language in the Oshana region. In addition, the study has devised an easily applied assessment rubric that will assist in identifying non-standard forms of language used by learners. The reason for designing a new rubric is because the rubric which is currently being used is believed to be subjective, inconsistent and lacks transparency. / Name in Graduation Programme as: Nghikembua, Anneli Ndapanda

The issue of land recording and keeping in the Communal Area of Namibia has been a severe dilemma to the Government. Various types of land disputes are on increase and continue to be predominant despite various Acts, Policies and other related Legislations on the Land Administration and Management passed by Namibian Parliament. Since the establishment of the Oshana Communal Land Board, effort was made to keep conventional records of information pertaining to land parcels in communal areas of Oshana Region. However, spatial information about the land ownership records is still not available in a well-designed and organised system. The non-existence of Land Information Management (LIM) System using Land Information Systems (LIS) application as management tool contributed to this problem. However, Oshana Communal Land Board used manual based system with incomplete coverage and less comprehensive information. In most cases decision makers have to make critical decisions based on little or no information. Therefore, LIM System and data sharing are the major features of the OSHCLB and in order to facilitate these processes there is a need for the introduction of LIS application. Adequate land information is crucial to sustainable development and sound information systems are of vital importance to land management systems. This is also been expressed in the various reports including the Operational Manual for Communal Land Board in Namibia. The user needs and requirements were carefully considered during the data collection stage. The system was designed using proven methodologies, which were explained and reasons for the choice is discussed. However, the detailed LIS applications can be pursued by other researchers or consultants in the future to make the system complete. / Thesis (M.Env.Dev.)-University of KwaZulu-Natal, Pietermaritzburg, 2005.