Namibia Educational Reform Forum Journal

About the Journal

The Namibia Educational Reform Forum Journal is a double-blind peer-reviewed journal that aims at publishing academic articles based on empirical research findings in education. The journal is published twice a year to stimulate discussion about education reform and to further the development of education.

Current Issue

Vol. 32 No. 2 (2024)

Published: 2024-10-31

Articles

Assessing the school factors enabling the application of teacher leadership roles in improving learners’ academic performances in Namibia

Ferdinand Nghifikepunye Kamati , Hileni Silohenda Amuthenu

4-14
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Investigating paragraph writing skills in the essays of undergraduate students at the Namibia University of Science and Technology

Julia Indongo , Elina Ithindi

15-23
- PDF
Assessing healthcare accessibility and quality for Namibian learners under the National School Health Programme

Ndasilohenda Katangolo-Nakashwa, Lukas Matati Josua, Ester Newaka

24-32
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Systematic review of effective teaching methods in business studies education in African secondary schools

Ancia Katjiteo

33-47
- PDF
A comparative analysis of video and book-mode comics in enhancing science classroom learning attainments

Malakia Haimbangu

48-62
- PDF
Examining the challenges that seventh grade learners face in understanding mathematics word problems: A case study of Ovikange primary school

Cloneria Nyambali Jatileni , Faustina Kashinauua Neshila

63-73
- PDF
Accessibility challenges and utilization of research-based articles by education policy makers in Khomas region, Namibia

Johannes I. Shivute, Eveline Omagano Anyolo , Linus Kambeyo

74-84
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Factors influencing learners’ performance in the Namibia Senior Secondary Certificate Ordinary Level English 2nd language

Markus M. Domingo

85-106
- PDF
Educational research’s influence on educational policy: A lens through the Namibian secondary school mathematics curriculum

Leena Ngonyofi Kanandjebo

107-116
- PDF
Challenges faced by Namibian school principals and heads of departments in the professional development of school teachers

Josef H. S. So-Oabeb , André du Plessis

117-129
- PDF
Perceptions of secondary school history teachers towards the revised history curriculum: A case study of two schools in the Oshikoto region, Onankali circuit

Salomo Ndeyamunye Ndeshimona

130-137
- PDF

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Current Issue