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You searched for subject:(Professional education Namibia). Showing records 1 – 3 of 3 total matches.

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Rhodes University

1. Johannes, Thomas Kamusheefa. An investigation of principals' perceptions and experiences of the implementation of the national standards and performance indicators (NSPI) for Namibian schools in the Ohangwena region.

Degree: M. Ed., Faculty of Education, Education, 2010, Rhodes University

The post independence Namibian education system has been characterised by many reform initiatives, aimed at eradicating inequity, poor performance, and inferior education provision inherited from a pre-independence education system. This legacy posed a serious challenge to Namibia when it set out to achieve a national goal, Vision 2030. Vision 2030 inspires Namibia to be among the eveloped countries in 2030. In an attempt to achieve the goals outlined by the mission statement of Vision 2030, the Ministry of Education (MoE) introduced two national education initiatives: the Education and Training Sector Improvement Program (ETSIP), and the National Standards and Performance Indicators (NSPIs). These would be implemented in Namibian schools as, respectively, the Ministry’s strategic plan and its policy document. The NSPIs were introduced to address the fragmentation of standards and inequity in regions and schools in Namibia, as they aimed to standardise the provision of equal, quality education across the country (Namibia. MoE, 2005a, p. 1). The NSPI policy calls for schools to take quality assurance seriously, with particular emphasis on School Self-Evaluation (SSE), a process that encourages self-management (Namibia. MoE, 2007a, p. 3). Thus, the standards set out by the NSPIs became the yardstick by which internal and external school evaluators could assess whole school performance. The purpose of this present study was to investigate the perceptions and experiences of principals in the Ohangwena Region following the implementation of the NSPIs. It is a case study involving two Inspectors of Education (IoEs), twelve principals, and four Heads of Department (HODs). Interviews, document analysis, questionnaires, and a focus group interview were used to collect the data. The study found that principals acknowledge the importance of the NSPIs, and believe that they would succeed in improving the provision of quality education if they were fully implemented. The study found that schools implemented Performance Indicators 5.3 (School Administration) Aspect 5.3.2 (Storage and retrieval of information) in Key Area 5. However, the results of the study also showed that principals experienced many challenges in the implementation of the NSPIs. These included a lack of understanding among principals and teachers of the NSPIs, a lack of understanding of contemporary leadership theories (that would otherwise help principals to implement change effectively), and a lack of support in terms of skills and resources from both the Regional Office in Ohangwena and the MoE itself. The study found that the NSPIs have not yet improved school performance, and consequently that the pass rate remains the same as before the introduction of the NSPIs, four years ago. The SSE, which aims to help schools identify their strengths and weaknesses, and encourages them to establish and make use of a School Development Plan (SDP) to address weaknesses and sustain strengths, is characterised by a high degree of dishonesty. Thus, the information… Advisors/Committee Members: Van der Mescht, H..

Subjects/Keywords: Professional education – Namibia; Educational change – Namibia; Education – Namibia; Education and state – Namibia; School management and organization – Namibia

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Johannes, T. K. (2010). An investigation of principals' perceptions and experiences of the implementation of the national standards and performance indicators (NSPI) for Namibian schools in the Ohangwena region. (Masters Thesis). Rhodes University. Retrieved from http://hdl.handle.net/10962/d1003522

Chicago Manual of Style (16th Edition):

Johannes, Thomas Kamusheefa. “An investigation of principals' perceptions and experiences of the implementation of the national standards and performance indicators (NSPI) for Namibian schools in the Ohangwena region.” 2010. Masters Thesis, Rhodes University. Accessed September 18, 2019. http://hdl.handle.net/10962/d1003522.

MLA Handbook (7th Edition):

Johannes, Thomas Kamusheefa. “An investigation of principals' perceptions and experiences of the implementation of the national standards and performance indicators (NSPI) for Namibian schools in the Ohangwena region.” 2010. Web. 18 Sep 2019.

Vancouver:

Johannes TK. An investigation of principals' perceptions and experiences of the implementation of the national standards and performance indicators (NSPI) for Namibian schools in the Ohangwena region. [Internet] [Masters thesis]. Rhodes University; 2010. [cited 2019 Sep 18]. Available from: http://hdl.handle.net/10962/d1003522.

Council of Science Editors:

Johannes TK. An investigation of principals' perceptions and experiences of the implementation of the national standards and performance indicators (NSPI) for Namibian schools in the Ohangwena region. [Masters Thesis]. Rhodes University; 2010. Available from: http://hdl.handle.net/10962/d1003522


Stellenbosch University

2. Nakambale, Evelina Nailoke. A philosophical analysis of continuing professional development of teachers in Namibian schools.

Degree: MEd, Education Policy Studies, 2018, Stellenbosch University

ENGLISH ABSTRACT : This study is fundamentally ontologically, epistemologically, and methodologically a philosophical research. It is grounded in the philosophy of education perspective, because it is aimed at the analysis of the concept of continuing professional development (CPD) of teachers in Namibian schools. The programme of CPD for teachers at schools may not reach its intended goal of achieving quality education in Namibia, if the concept of CPD is not well perceived by the implementers at school level, who for this study in particular, are school principals. Motivated by my lived experience, the study is guided by the critical theory framework, with its unique emphasis markedly on emancipation, different to many paradigms within the social sciences. I employed a conceptual analysis as the main research activity to deal with data while analysing the concept of CPD for teachers. Conceptual analysis is admired for its ability to unfold what is not clear about the concept while simultaneously providing clarity. With a conceptual analysis, concepts become understandable in relation to other concepts. The study employs document analyses and semi-structured interviews to collect data. The national policy (Vision 2030) and the educational policy (Toward Education for All, and Education and Training Sector Improvement Programme) documents were analysed in order to have their pronunciations on how the concept CPD of teachers in Namibian schools considered and included. A constant comparative method was adopted for data analysis. The concept of CPD with all its diverse notions has been noted as articulated in all policy documents analysed as inservice training, human resource development, lifelong learning, and professional development. These concepts correlate with the interchangeable concepts to the concept of professional development discussed in literature that the researcher reviewed. The concept of CPD for teachers was perceived reasonably well by the school principals who participated in this study as respondents during interview sessions. The findings of this study show that the programme of CPD for teachers in Namibian schools is happening at schools. Teachers are engaged in a variety of activities for their professional development. The contextual factors such as time and school culture emerged as hindrances to the effective implementation of the programme of CPD at school level. The workload of teachers, too, imposes burdens on the implementation of the CPD programme. Schools need to adopt supportive, responsive and accommodative school cultures to ensure teachers’ professional learning in a collaborative context. School time needs to be rescheduled to accommodate the teachers’ professional development interventions.

AFRIKAANSE OPSOMMING : Hierdie studie is basies ontologies, epistemologies en met betrekking tot metodiek ʼn filosofiese navorsing. Dit is gegrond in die filosofie-van-opvoeding-perspektief, weens die beklemtoning van ʼn analise van die konsep, deurlopende…

Advisors/Committee Members: Van Wyk, Berte, Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies..

Subjects/Keywords: Continuing Professional Development (CPD); Teachers  – Career development; Education  – Namibia  – Philosophy; Teachers  – Training of  – Namibia; Critical theory; UCTD; Teachers  – Continuing education  – Namibia

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Nakambale, E. N. (2018). A philosophical analysis of continuing professional development of teachers in Namibian schools. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/104885

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Nakambale, Evelina Nailoke. “A philosophical analysis of continuing professional development of teachers in Namibian schools.” 2018. Thesis, Stellenbosch University. Accessed September 18, 2019. http://hdl.handle.net/10019.1/104885.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Nakambale, Evelina Nailoke. “A philosophical analysis of continuing professional development of teachers in Namibian schools.” 2018. Web. 18 Sep 2019.

Vancouver:

Nakambale EN. A philosophical analysis of continuing professional development of teachers in Namibian schools. [Internet] [Thesis]. Stellenbosch University; 2018. [cited 2019 Sep 18]. Available from: http://hdl.handle.net/10019.1/104885.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Nakambale EN. A philosophical analysis of continuing professional development of teachers in Namibian schools. [Thesis]. Stellenbosch University; 2018. Available from: http://hdl.handle.net/10019.1/104885

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of KwaZulu-Natal

3. [No author]. The enactment of teacher leadership : a case study in the Eenhana School circuit, Namibia.

Degree: Education, 2011, University of KwaZulu-Natal

Since independence in Namibia in 1990, schools have been required to transform themselves from hierarchical organisations with autocratic leadership to more democratic forms of leadership which allow greater participation in leadership by teachers. This shift assumes that effective leadership and management of schools can secure and sustain school improvement. Against this backdrop, the purpose of my study was to explore the enactment of teacher leadership in three public schools in the Eenhana circuit of the Ohangwena region in Namibia and to examine the factors that enhance or inhibit this enactment. My study, located in the Namibian schooling system, was a replication of a multi-case study project conducted in South Africa during 2008-2009 by 11 Master of Education students at the University of KwaZulu-Natal. My study was conducted within a qualitative interpretive paradigm and I adopted a case study of three Namibian schools with three teacher leaders per school as the unit of analysis. As in the original study, the instruments that I used to collect the data included a survey questionnaire, focus group interviews, individual interviews, selfreflective journals, observations and document analysis. All the educators, including the three teacher leaders at each of the three schools completed questionnaires following which the three teacher leaders at each school were interviewed using a semi-structured focus group interview method. The teacher leaders also provided information through journal writing. In addition, these teacher leaders were observed and I examined the school documents, such as minutes of meetings, to find out how they engaged in leadership roles in their institutions. Semi-structured individual interviews were also conducted with the principal and the secretary of each of the three selected schools to acquire contextual information about the schools. The Statistical Package of Social Sciences was used to analyse the quantitative data while qualitative data were analysed using thematic content analysis and, in particular, a model of teacher leadership (Grant, 2008). The findings of my study indicated that, although teacher leadership was a new concept to the majority of educators who took part in my study, teacher leadership was enacted at all the three schools. Teacher leadership was enacted differently at each of the three schools depending on the culture and structure of each school. At School A, teacher leadership was enacted successfully across the first three zones of the model within a dispersed distributed framing. At School B, teacher leadership was restricted to the first two zones, in the classroom and with other teachers and learners with little leadership distribution. At Schools C, teacher leadership was evident across all four zones of the model and classified as emergent with a dispersed distributed leadership framing. Barriers that prevented the development of teacher leadership in these schools were experienced as time, hierarchical structure, an autocratic principal and the… Advisors/Committee Members: Grant, Callie (advisor).

Subjects/Keywords: Teachers – Professional relationships.; Teachers participation in administration.; Educational leadership – Namibia.; Education.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

author], [. (2011). The enactment of teacher leadership : a case study in the Eenhana School circuit, Namibia. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/7455

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

author], [No. “The enactment of teacher leadership : a case study in the Eenhana School circuit, Namibia. ” 2011. Thesis, University of KwaZulu-Natal. Accessed September 18, 2019. http://hdl.handle.net/10413/7455.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

author], [No. “The enactment of teacher leadership : a case study in the Eenhana School circuit, Namibia. ” 2011. Web. 18 Sep 2019.

Vancouver:

author] [. The enactment of teacher leadership : a case study in the Eenhana School circuit, Namibia. [Internet] [Thesis]. University of KwaZulu-Natal; 2011. [cited 2019 Sep 18]. Available from: http://hdl.handle.net/10413/7455.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

author] [. The enactment of teacher leadership : a case study in the Eenhana School circuit, Namibia. [Thesis]. University of KwaZulu-Natal; 2011. Available from: http://hdl.handle.net/10413/7455

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

.