Namibia Educational Reform Forum 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.
National Institute for Educational Development (NIED)
<div style="box-sizing: border-box; font-family: -apple-system, BlinkMacSystemFont, 'Segoe UI', system-ui, 'Apple Color Emoji', 'Segoe UI Emoji', 'Segoe UI Web', sans-serif; font-size: 14px; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; text-align: start; text-indent: 0px; text-transform: none; white-space: normal; word-spacing: 0px;">The work is licensed under CC-B Y 4.0 International, which allows users to copy, adapt (remix transform, build upon for any purpose) and redistribute the material in any medium or format for any purpose, even commercially.
Examining the Namibian College of Open Learning’s readiness for online assessments
This study investigated the readiness of the Namibian College of Open Learning (NAMCOL) to adopt online assessments in a virtual environment. Guided by the Technology Acceptance Model (TAM), the study evaluated the adequacy of NAMCOL’s Information and Communication Technology (ICT) infrastructure and the readiness of students and educators to design, conduct, and participate in online assessments. A qualitative interpretivist multiple case design was used, and open-ended questionnaires were completed by 47 participants (eight programme overseers, 15 educators, and 24 students). Findings revealed mixed readiness levels across groups in which 12 (50%) students rated their computer skills as intermediate, while 21% (5) were beginners. Although 15 students (63%) accessed the internet through home Wi-Fi, 9 (37%) experienced unstable connectivity. A majority of 18 students (75%) felt ready for online assessments but cited poor network coverage, device limitations, and unfamiliarity with the Moodle platform as barriers. Educators reported full access to ICT devices and the internet connectivity; however only nine (60%) felt confident designing online assessments, indicating training gaps. Programme overseers expressed the greatest concern, with six (75%) stated that NAMCOL’s current infrastructure, characterised by weak internet reliability, outdated equipment, and the absence of a proctoring system, was insufficient for online summative assessments. The study concluded that NAMCOL has emerging capacity for online assessment but faces significant infrastructure, connectivity, and digital skills challenges. Recommendations include upgrading ICT infrastructure, enhancing nationwide connectivity, offering continuous training for educators and students, piloting online assessments before full adoption, and strengthening technical support mechanisms. The research study contributed to the body of knowledge on the multi-faceted relationship of technological readiness, concern, and perceived benefits in online assessment deployment.
Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0
The determinants of learner dropout in Kavango West region rural primary schools
The research aimed to explore the determinants of dropout among primary school learners in rural schools and the strategies that could be applied to retain learners in school until they complete secondary school. The study employed a qualitative research approach and data were gathered through face-to-face interviews and observations. A purposive sampling method was used to select twenty participants for the study, which included learners, parents, guardians, Life Skills teachers, and principals. The study found that family, community, school, and system factors had a huge impact on dropout rates among primary school learners in rural areas. The study further found that more male learners lacked motivation and had dropped out of school at an early age than female learners. The study discovered that there were very few senior primary schools in the circuit that implicated learners’ primary education completion. This study recommended collaboration among stakeholders to address the factors contributing to primary school dropout rates among rural learners.
Educational influences on language contact and variation in sign languages: A critical review
This paper provides a critical review of how educational systems shape language contact and variation within Deaf communities, with a specific focus on Zimbabwe, South Africa, and the United States. The review synthesizes scholarly literature published from 2000 to the present, selected for its direct relevance to the intersection of educational policy, sign language linguistics, and Deaf community practices in these three national contexts. Drawing on this body of research, the review explores a central question: how do the formal educational settings for Zimbabwe Sign Language (ZSL), South African Sign Language (SASL), and American Sign Language (ASL) influence linguistic standardization and variation among Deaf students? It systematically examines the implications of these processes for three key areas: interpreter training, cultural identity, and linguistic diversity. The review finds that while formal education facilitates language acquisition and social integration, it often simultaneously marginalizes regional and home-based sign language varieties, creating a tension between standardized “school” signs and community-based dialects. This is compounded by inadequate interpreter training—a critical issue in Zimbabwe—which fails to equip interpreters to navigate these complex socio-linguistic realities. Ultimately, the paper argues for a paradigm shift towards more inclusive, context-sensitive educational and interpreter training models that are explicitly designed to account for and sustain the inherent linguistic plurality within Deaf communities.
The role of career guidance on preparing learners in the Hardap region for transition to tertiary education
This study examined the role of career guidance in preparing learners in the Hardap region of Namibia for tertiary education. The study sough to answers the questions such as, how is career guidance implemented in schools? What are the challenges in the delivery of career guidance to learners? How effective are the existing career guidance programs in schools? What strategies can be adopted to improve career guidance in schools? The study population included fifteen (15) grades 11 and 12 learners, five (5) first-year tertiary education students, three (3) Life Skills teachers, and three (3) school principals. Three schools were sampled conveniently to take part in the study. A simple random sampling was used to select fifteen learners from three schools. Life Skills teachers from each school were purposively selected and finally the school principals and the first-year students were selected using convenient sampling technique. Employing a mixed-methods approach within a pragmatism paradigm, data were collected through interviews and questionnaires. Thematic analysis and descriptive statistics were used to analyse qualitative and quantitative data, respectively. Results indicated that while career guidance supports learners’ decision-making and readiness for higher education, challenges such as limited resources, inadequate trained personnel, and inconsistent program implementation hinder its effectiveness. The study recommends the starting of career guidance in Grade 8 or 9 and strengthening partnerships with external stakeholders. It recommended that schools should pay visits to universities and other tertiary institutions to receive up-to-date information as well as hosting annual career fairs. Training for all teachers should be contacted for integrating career guidance across all subjects’ disciplines. Schools should also conduct aptitude and interest assessments and allocate enough time for career guidance activities and securing dedicated funding to support these programs.
Examining indiscipline among learners in Khomas education region: A case study of circuit one
The research explored factors that contributed to learners’ indiscipline in secondary schools in the Khomas education region of Namibia. The study employed a case study of four secondary schools. A qualitative research approach was used to collect data using a multi-case study research design. Sixteen participants were selected on the basis of purposive sampling, while eight were chosen using convenience sampling. The study’s findings were in line with the deficit models and revealed factors that contributed to learners’ indiscipline as located within the individual learners, the parents, the society, the school system, and the school itself. In order to curb indiscipline among learners in secondary schools, it is important to take disciplinary measures and review the purpose of education in the light of Ubuntu ethics of care. In so doing, the schools would then be seen as a part of the wider community, in which people care for each other and act in a reciprocal way.
Power of inference: The impact of reading between the lines on reading comprehension in University of Namibia’s bridging course
This study, grounded in the Schema Theory, highlighted the critical role of activating and expanding students’ background knowledge for deeper text comprehension. It employed a qualitative study that aimed to explore the challenges students faced in applying reading between the lines in reading comprehension among students enrolled in a bridging course at the University of Namibia’s Oshakati Campus. The study further sought to understand the perspectives on its relevance in enhancing text comprehension and explored strategies that could assist students in improving their reading between the lines skills. The study employed purposive sampling to select 15 participants from a population of 132 students. Focus group interviews were used to collect data and a thematic analysis to analyse the data. The findings of the study revealed three key themes including challenges in applying reading between the lines strategies, perceived benefits of reading between the lines and strategies to enhance reading between the lines skills. The results indicated that students faced challenges in using reading between the lines because of limited prior exposure to topics under discussion and complex academic texts, and insufficient support from instructors. Despite these challenges, students acknowledged that reading between the lines enhanced comprehension and fostered critical thinking. The study recommended that educators incorporate more focused reading between the lines strategies, increased reading comprehension practices, peer collaboration and structured guidance to improve students’ inferential reading between the lines’ skills.
Challenges Chemistry teachers faced in implementing the new NSSCO Chemistry curriculum during the COVID-19 national lockdown in Otjozondjupa region, Namibia
The COVID-19 pandemic forced schools around the world to cancel face to face classes and mandated teachers to adopt remote teaching. This study aimed to investigate the challenges Grade 10 and 11 Chemistry teachers in Otjozondjupa region of Namibia faced during the remote implementation of the Chemistry curriculum. The study adopted an explanatory sequential mixed methods approach, comprising two phases. In the first phase, questionnaires were used to gather quantitative data from all (32) Grade 10 and 11 Chemistry teachers in the region. In the second phase, semi-structured interviews were used to collect qualitative data from 12 teachers purposively selected from the original sample. The findings revealed that Chemistry teachers utilised multiple strategies to provide learners with inclusive education through remote teaching and learning. However, they experienced difficulties such as inadequate resources and a lack of technological competency to effectively teach Chemistry remotely. Other challenges included: difficulties in accessing and staying in contact with learners; inability to engage learners in virtual lessons due to a lack of electronic devices and internet connectivity particularly on the learners’ side; nonfulfillment of practical work and difficulty in assessing learners during remote teaching. In consideration of the findings, several recommendations were made, including the recommendation that the national government should provide schools with adequate technological facilities and furnish unequipped science laboratories, and Chemistry teachers should be offered pedagogical training programmes to equip them with e-learning teaching competencies.
Exploring rural and urban disparities in primary school learners’ perceptions of scientists
The study explored the perceptions of scientists and their roles by Namibian learners from rural and urban primary schools in Ompundja circuit, Oshana region. The Draw-a-Scientist-Test (DAST) was used to investigate the ideas of 176 learners aged 9 to 11 years. Stratified, random sampling was utilised to select the learners, and the resulting quantitative data were analysed using descriptive statistics to investigate the perceptions. The study revealed the rural-urban divide in science education experiences or exposure from the drawings. A notable finding was the low prevalence of the traditional scientific dress, the laboratory coat, especially from rural schools. This could be due to limited exposure to the stereotypical image of scientists. Drawings by learners in rural schools had a higher number of nature elements such as plants. This indicated a nature-centric view and experiences of science. Mathematics and science teachers featured quite prominently in rural learners’ illustrations, suggesting the crucial role they play in shaping learners’ perceptions. Rural learners’ drawings had fewer descriptive elements compared to urban learners and this point to a potential gap in the communication abilities or the ability to express scientific knowledge. Vocational trades featured in drawings especially from rural schools hinting at a broader understanding of science beyond the stereotypical laboratory setting. The results from this study emphasised the importance of context-specific strategies and educational practices that cater for the diverse experiences and localities of learners, particularly in rural environments. Conclusively DAST opens the importance of the role of place in shaping educational experiences of learners and recommends the need for educational practices that cater to diverse experiences and contexts and to create learning networks rooted in place.
The effect aural learning styles have on the performance of the first-year University of Namibia Mathematics students when learning solving quadratic equations
This study examined the effect aural learning styles have on the performance of the first-year University of Namibia mathematics students when solving quadratic equations. The study was fuelled by the persistent problem of poor performance in Basic Mathematics, a first year module for pre-service mathematics teachers. Against the foregoing background, the objective of the study was to find out if there are statistically significant differences in the students' performance with aural learning styles when learning to solve quadratic equations. The study was underpinned by Flemings’ VARK Model developed in 1987. Quantitative methods approach was used to gather data from the participants. A single-group design utilising pre-test-post-test with an intervention was employed to collect quantitative data. The quantitative data were analysed using t-test, to test the hypothesis that there is no statistically significant difference in the first-year students ‘performance using aural learning style during the pre-test and post-test when learning to solve the quadratic equations. The study population comprised 469 first-year Mathematics students and drew data from a sample of 45 students. The participants were selected through convenience sampling and random sampling, and taught on different times using different strategies (Power point presentations, lecturing and self-study). The main finding of the study revealed that there were statistically significant differences (the test scores, t (44) = 2.015, ρ < 0.001 at α < 0.05 confidence level) in students' performance with aural learning styles during the pre-test and post-test when learning to solve the quadratic equations. The study also found that the study the students perform better when the teaching methods are aligned with their learning styles. Based on the findings the study recommends that that the lecturers use teaching strategies that are suitable for aural learning styles such as lecturing and audio recordings.
Exploring the impact of co-teaching biological science modules at the University of Namibia at Hifikepunye Pohamba campus: An autoethnographic inquiry
This study was aimed at exploring the impact of co-teaching biological science’s modules at the University of Namibia, Hifikepunye Pohamba campus. The main objective of the study was to contribute to the field of education by enhancing the understanding, implementation, and the impact of co-teaching practices of biological science modules at the University of Namibia, Hifikepunye Pohamba campus. This paper was governed by the autoethnographic inquiry by employing three prominent educational theories: Constructivist Theory, Social Learning Theory, and Collaborative Learning. The population of this study was secondary level lecturers teaching biological science subjects and all secondary level students who were registered in the biological sciences’ modules at the University of Namibia, Hifikepunye Pohamba campus. The sample of this study consisted of two (2) Secondary level lecturers who were co-teaching biology modules (introduction to genetics and structural biochemistry) at the University of Namibia, Hifikepunye Pohamba campus and ten (10) secondary level students (registered for Bachelor of Education Honours degree), five (5) from introduction to genetics and five (5) from structural biochemistry modules. The two lecturers were selected by purposive sampling, while the ten secondary level students were selected randomly, Face to - face, interviews were used to collect data from the study participants. Subsequently, qualitative data from interviews were transcribed and organised into themes. The study found that, co-teaching enhanced subject integration of knowledge as it has been confirmed by both teachers and learners in the two subjects: introduction to genetics and structural biochemistry where co-teaching was done. In addition, the findings established that, co-teaching lead to enhanced student learning and understanding by providing diverse instructional strategies and perspectives. Furthermore, the findings indicated that, co-teaching help co-teachers to develop a positive working environment through trustworthiness and accountability. Finally, identifying and addressing the challenges associated with co-teaching such as misunderstandings, different teaching methodologies, time management and conflicts among co-educators might inform better implementation and support systems for co-educators. For co-teaching to be effective, it is proposed that co-teachers should establish regular planning meetings and use collaborative tools such as shared documents and calendars to facilitate coordination. The study recommends the University Management to implement a robust system for evaluating co-teaching practices through observations, student feedback, and co-teacher’s self-assessments and use data from evaluations to inform decisions on co-teaching practices. By implementing these recommendations, co-teaching practices of biological modules might effectively be employed at the University of Namibia at large.
The challenges of high stakes exit exams in higher education: A systematic literature review
This literature review covers the challenges of high-stakes exit exams in higher education, student performance outcomes, equity, and teaching. Exit exams, designed to assess students’ readiness to graduate, have sparked a long-running debate on whether they are fair and effective. This review integrated data from different bodies of literature in order to elucidate the collective themes, including the inequitable effects on marginalized student groups, the potential for anxiety and stress and the uncertainty regarding signifier of student proficiency. The study consists of a systemic literature review of international peer-reviewed articles and educational policy reports written in the last 20 years. Some of the key findings were that while the intention behind exit exams is to ensure academic levels remain high, they can exacerbate inequalities that already exist, and may not accurately represent a student’s level of knowledge and skill. The review recommends more fair assessment practices and alternative forms of assessment rooted in whole student development. It also discussed the implications of, these concerns for education policy and practice, particularly in terms of the need to priorities tertiary students’ well-being in assessment design. This could mean using ongoing tests and other check-up methods with usual exit exams to better understand student skills. This article contributes to the ongoing debate regarding exit testing in higher education based on findings that may be additive to future research and policy aimed at equitable and effective testing in a multicultural educational environment.
Namibian university students’ views on male students’ educational underachievement
This article is about Namibian University students’ understanding of male students’ educational underachievement. Using a pragmatic parallel mixed methods research design, systematic, criterion and case study sampling techniques, the researchers collected data from 807 University students. The researchers also conducted focus group discussions with some of the sampled students. From document analysis, the reseachers ascertained that substantially more female than male students had been enrolled in all public and private Namibian Universities for more than three decades and these female students during this period consistently performed academically better than male students in all the universities studied. University students reported that on average, female students performed better than male students in several fields of study because they were focused, motivated, worked harder, did not waste time socializing in dysfunctional ways (e.g. abusing alcohol and drugs), actively participated in learning activities, worked collaboratively, were willing to learn, were organized, were persistent and did not easily drop out of universities. While this type of gender disparity in higher education academic achievement was consistent with that demonstrated in Southern African countries of Botswana, Eswatini, Lesotho, South Africa, and Zimbabwe, it was inconsistent with that demonstrated in Malawi, Mozambique, and Zambia where male students academically outperformed female students. Gender disparity in academic achievement in higher education in favour of males is also prevalent in Sub-Saharan African countries of Ghana, Kenya, Tanzania, Uganda and Rwanda. In several African countries such as these, the focus is on how to increase female participation in higher education. The researchers have instead in this article proposed several initiatives on how university, administrators, lecturers, and students, Ministries of Education, NGOs, communities, and UN agencies in Namibia should support male university students who educationally underachieve. For instance, to increase male students’ enrolments in tertiary educational institutions, universities in collaboration with the Ministries of Education and other education stakeholders should put in place programmes aimed at supporting schools in their efforts to prevent boys from dropping out of school, to increase boys’ survival and promotion rates, to reduce boys’ school leaving rates, to reduce boys’ failure rates and to reach out to parents of boys who may keep them out of school because of not valuing education. In addition, universities should provide counselling and guidance services tailored to the needs of male students. Professionals such as therapists, psychologists and social workers could be deployed by universities to guide and counsel male students on their studies, alcohol and drug abuse and on career aspirations.
Understanding teachers’ experiences in teaching long division to grade seven learners
This study explored the experiences of teachers teaching long division to learners pursuing mathematics in grade seven in the Zambezi region, Namibia. The objective was to identify the challenges these teachers faced and propose ways to mitigate these constraints. The research question investigated was: What are the constraints or enablers that teachers encountered in teaching long division to grade seven learners in the Zambezi region, Namibia? To address this research question and to mitigate challenges, this qualitative intervention study employed interviews, document analysis, and observations. These data-generating tools were used with two teachers from two schools, who were conveniently sampled to participate in the study, allowing them to share their experiences. Their responses were categorised and then themes constructed. From the themes constructed, findings were that long division involves several other mathematical operations. The other operations were addition, subtraction and multiplication. These come as a hindrance. Also, it was revealed that the way symbols are presented to the learners to perform long division presents a constraint to understanding the procedures involved in long division.
Ethno-epistemological view to achieve educational goals
From a teaching and learning perspective, the ethno-epistemological view can be used to achieve educational goals of democracy, quality, equity and access. Encouragement to ensure that the educational goals are achieved is seen in the curricula of many educational systems. However, implementers of educational goals aim to achieve educational goals using the Eurocentric perspective. The Eurocentric perspective has a context that is different from that of the ethno-epistemological perspective. For this reason, the objective of this concept paper is to emerge a hybrid approach to contextualize and address educational goals during teaching and learning through using an African ethno-epistemological perspective. There is a need to answer the question on how these goals be achieved using the construct of the ethno-epistemology view triggered the above objective. The mentioning of goals in a curriculum of an educational system aims to ensure teaching and learning are relevant and significant to trigger human development. Authors used a methodology involving analysis of sampled curricula in the region that suggest ethno-epistemological view can be useful to address educational challenges. The sampled curricula were selected basing on the fact that their curricula suggest decolonization. However, curricula do not mention how ethno-epistemological perspectives can be used to mitigate challenges teachers face when they want to achieve educational goals. This is also evident as sampled curricula emphasize the need to engage educational goals as important to meet the schooling needs of learners and students during the teaching and learning process. However, curricula do not mention how educational goals can be achieved using the ethno-epistemology view. Also, the use of questioning and follow-up questions to students during teaching reveal that educational goals can be addressed using an ethno-epistemological perspective. Findings were the use of culturally aligned analogies, similes, case studies and others ensured the success of implementing educational goals to contextualize teaching and learning. As a result, the ethno-epistemological perspective allows decolonizing the curriculum and contextualizing as deep learning occurs.
Barriers faced by secondary school teachers in supporting learners with learning difficulties in mainstream schools in the Erongo region, Namibia
This study explored the barriers faced by secondary school teachers in supporting learners with learning difficulties in mainstream schools in Erongo region, Namibia. The study adopted a qualitative approach, utilising a phenomenological design. The study adopted a qualitative approach, utilising a phenomenological design. Purposive sampling was used to collect data from nine secondary school teachers through individual interviews. The study's results indicated that teachers encountered difficulties in providing support to learners with learning difficulties in mainstream schools, even though they make up a minor proportion of the learner population. The results specifically underscored challenges related to motivation, teacher training, crowded classrooms, parental involvement, communication, and collaborative efforts. The findings of the study emphasise the urgency of revisiting existing educational practices and policies to better align them with the realities of supporting learners with learning difficulties in secondary school mainstream classrooms. The study recommends that teacher training in the area of teaching and supporting learners with learning difficulties should be strengthened to facilitate their ability to teach and support learners with learning difficulties. Furthermore, there is a need for education planners to address classroom overcrowding in secondary schools to create a more conducive teaching and learning environment for learners with learning difficulties.
Teachers’ perceptions of formal licensing and its potential influence on professional competence in the Khomas region, Namibia
This study investigated the teachers’ perceptions of formal licensing and its potential influence on professional competence among primary and secondary school teachers in the Khomas region, Namibia. The study comprised a population of 4 135 teachers from 139 schools within the region. A cluster sampling method was used to select a sample of 60 teachers. A semi-structured questionnaire was administered to the sampled teachers to gather both quantitative and qualitative data, allowing for a comprehensive analysis of the influence of teacher licensing on professional competence in the Khomas region. This study’s findings revealed that formal teacher licensing significantly contributed to the professional competence and effectiveness of teachers. The study highlighted the limitations of relying solely on an academic degree as a qualification for teaching, advocating for the inclusion of structured licensing process to ensure that educators were thoroughly prepared before entering the classroom. The study suggests that implementing a standardized licensing process, including extended training and mentorship, might enhance teacher preparedness and effectiveness in Namibia. Such initiatives might bring Namibia's teacher licensing practices closer to international standards, ensuring a more consistent and high-quality education system.
Equity, dignity, and justice in higher education post-COVID-19: The case of a public university in Namibia
COVID-19 has disrupted teaching and learning and consequently introduced pedagogical changes into higher education institutions. Institutions of higher learning shifted from the traditional face-to-face to online teaching and learning. Higher learning institutions around the world, including the University of Namibia, had to re-think, re-imagine, re-innovate and re-design the provision of accessible, equitable and quality education. Despite unreliable internet connectivity and a lack of or unstable electricity supply in remote areas, institutions resiliently continued to provide education for all students. Due to the aftermath of COVID-19 and forces of the 4th and 5th industrial revolutions (IRs), institutions have adopted the blended learning approach, which is rooted mainly in social constructivism and classical liberal theory, which advocate for equal opportunities in education, irrespective of the socio-economic background of students. The aims of blended learning include providing different modes of content delivery to encourage interaction by students, promote the acquisition of knowledge and skills through physical classrooms, and the continuation of learning processes electronically. Through a desktop review of literature on, equity, dignity and justice in general higher education, researchers focused on a public university in Namibia, during and post-COVID-19. The researchers reviewed government and university directives, policies and peer-reviewed journal articles from 209 to 2023, which deal directly with the provision of accessible, equitable and quality higher education during and after the COVID-19 crisis from numerous databases such as EBSCO, JSTOR, SCOPUS and ERIC. The researchers retrieved 700 publications of which 30 were used for analysis. There were, however, a few related publications (2010 to 2018) that researchers looked at but did not fall between the specified periods (2019 to 2023). Data were thematically analysed, and Braun and Clarke’s (2006) framework for conducting a thematic analysis guided us. The study revealed that the outbreak of COVID-19 specifically forced institutions of higher learning to rethink and subsequently redesign their teaching and learning approaches to ensure equity, inclusivity and accessibility for all as enshrined in the universal principle of the right to education. COVID-19 has brought features of inequality in our institutions of higher learning to the surface. Notwithstanding infrastructural impediments and inadequate digital literacy skills, universities are determined to provide equitable and quality education for all. Integrating blended learning into the offering of the University of Namibia is of critical importance as it has the potential to provide both face-to-face and online learning opportunities for all.
Psychosocial challenges and support for learners during crises: A literature review
This literature review paper investigates the psychosocial challenges experienced by learners during the COVID‑19 pandemic and evaluates the psychological support measures implemented in schools. Drawing on desk-based analysis of peer-reviewed empirical studies, literature, and policy reports published between 2019 and December 2025, the study synthesises evidence from approximately 30 sources across diverse geographical and educational settings. Data extraction followed a structured framework, identifying themes related to: (a) increased incidences of sexual abuse and maltreatment, (b) mental health and psychosocial well‑being impacts, and (c) implemented psychosocial support interventions. Thematic content analysis revealed widespread rises in anxiety, depression, school dropouts, and domestic violence in learners, coupled with uneven access to support services. Only a minority of countries deployed proactive psychological counselling, anxiety-management programs, or contingency planning on a large scale. The results indicate that pandemic-related school closures had a significant impact on children. However, these findings must be interpreted with caution, as learners’ mental status might be influenced by other factors and this prevents definitive causal conclusions. From these findings, the paper proposes a multidimensional crisis‑response model that integrates decentralized contingency planning; universal screening for psychosocial risk; school‑based counselling teams; family‑community partnerships; and curriculum‑embedded resilience training. The model aims to inform policymakers and educators when designing robust support systems for school‑aged children in future emergencies. The study concludes with recommendations that governments institutionalise crisis preparedness in education sectors and prioritise mental‑health infrastructure to mitigate future disruption.
Entrepreneurship education integration in higher education: Fostering skill development, and employability
In an era characterized by rapid technological advancements and evolving economic landscapes, higher education institutions are tasked with preparing students not only for established career paths but also for the dynamic and innovative demands of the modern workforce. The primary objective of this research was to examine whether entrepreneurship education influenced students' acquisition of practical skills that are not only relevant to entrepreneurship but also transferable across a range of professional contexts. By adopting a mixed-methods approach encompassing qualitative interviews and quantitative surveys, this study aimed to explore how entrepreneurship education influenced the development of entrepreneurial skills, leading to employability. The skills such as communication, collaboration, critical thinking, and problem-solving, and whether these skills led to employability, and their capacity to excel in diverse employment environments. The employment environments and/or activities undertaken included startups, established businesses, and non-entrepreneurial settings. The study used purposive sampling to select 25 students for a quantitative survey and 5 students for semi-structured interviews from three universities in the Khomas region. Further, the study adopted a pragmatic paradigm and guided by the human capital and experiential learning theories. Data collected from the survey were analysed descriptively through tables, while that from semi-structured interviews were analysed thematically. The results of the study showed that the students’ perceptions towards entrepreneurship were positive. The findings of this research have the potential to contribute significantly to the ongoing discourse on higher education's role in preparing graduates for a rapidly changing job market.
Secondary school teacher retention in Zambia’s Copperbelt province: Empirical examination of leadership style, training and rewards
The article advances how leadership style (at school level), training and rewards impact teacher retention in Zambia. This was done by defining the effect of leadership style, training and rewards on teacher retention and determining a teacher retention model. Herzberg two factor theory and job embeddedness theory informed this paper and a mixed design approach specifically an embedded correlational model was utilized. The research sample comprised 600 participants and 10 informants. Sampling was done using multistage sampling and snowball sampling techniques. To collect quantitative and qualitative data, self-administered questionnaires and semi-structured interview guides were used respectively. Quantitative data was analysed using multiple regression analysis whilst qualitative data were analysed using both a qualitative interpretative approach and Moustakas’s Modified Stevick-Colaizzi-Keen (SCK) method. Findings suggested that among the three independent variables, only leadership style had a positive significant relationship with teacher retention. The findings further suggested that school administrators should avoid the use of coercive power, value both production and human resource, and be given foundational training before being ushered in an office. Findings further revealed that teachers’ salary should be increased, and their salary scale should be commensurate with their qualifications. And at 95% confidence interval, the three H0 hypotheses were all rejected. These findings put together gave birth to the Leadership, Training and Rewards (LTR) model of Teacher Retention. Based on the findings the researchers recommend that school managers should avoid the use of coercive power and teachers with higher qualifications than the first degree should have a salary scale commensurate with their qualification.
Exploring the determinants of substandard academic performance in English as a second language among Grade 11 students in the Oshakati educational circuit, Oshana region, Namibia
This study utilized a qualitative methodology and a case study design to investigate the factors contributing to poor performance in English as a Second Language (ESL) among Grade 11 learners in the Oshakati circuit, Oshana region of Namibia. Data were collected through interviews with sixteen participants, including teachers, school principals, Heads of Departments (HODs), learners, and Board members. The study aimed at identifying school environmental factors and home environmental factors that contributed to poor performance in ESL, and to provide recommendations for improving performance in ESL. The findings of the study, derived from thematic analysis, revealed several key themes and sub-themes. Theme identified home environmental factors that affected learners' performance in ESL in the Oshakati circuit. Sub-themes included lack of parental support, parents' education level, marital statuses of parents, home language of the learner, and gender roles. Theme 2 identified school environmental factors affecting learners' performance in ESL, encompassing the following sub-themes: learner attitudes, medium of instruction, school location, peer pressure, lack of resources, and the need to strengthen market information systems. Theme 3 identified strategies to mitigate poor performance in ESL in the Oshakati circuit, including sub-themes such as enhancing language instruction, code switching, parental involvement, individualized support, collaboration and support, and professional development for teachers. These findings provided valuable insights into the factors influencing poor performance in ESL among Grade 11 learners in the Oshakati circuit. The study highlighted the importance of addressing both home and school environmental factors to improve learners' performance in ESL. The study recommends that educational authorities enhance resources such as language labs and libraries, invest in teacher training for effective ESL instruction, and strengthen parental involvement through workshops to support students at home. Additionally, it suggests adapting the ESL curriculum to be culturally relevant and aligned with students' experiences while fostering positive student attitudes through initiatives like language clubs and competitions to boost engagement and enthusiasm for learning English.
Saving teenage mother learners through adaptation of civic engagement strategies in Zambian secondary schools: Challenges and possible solutions
Managing teenage mother learners in a school environment can be a challenging task. Their school attendance and active involvement in Civic Engagement (CE) activities is often associated with numerous disruptions because of their dual responsibilities of schooling and motherhood. Therefore, this article investigated the challenges faced by the policy makers, administrators, subject teachers, guidance and counselling teachers, and parents in employing CE strategies with the teen mother learners and suggested possible solutions to these challenges, in selected secondary schools of Chongwe District, Zambia. The article employed a qualitative exploratory research design with 18 participants purposively sampled from two schools of Chongwe District of Zambia. Some findings included compromised levels of concentration on the part of the teenage mother learners; failure to obey teachers by teenage mother learners; stigma and discrimination from the communities and school environment; inferiority complex and disassociation and non-involvement in extra classroom activities. Some possible solutions suggested include academic engagement of teen mothers during maternal leave; sensitization of teen mothers on the importance of education; full support of the re-entry policy and provision of decent boarding facilities for the learners. The article concludes that the challenges faced by the policy makers, administrators, subject teachers, guidance and counselling teachers, and parents in executing CE pedagogies had great potential of impeding the full comprehension of CE knowledge by the teen mother learners. Despite this potential likelihood, the re-entry policy provides the teen mother learners with an opportunity of education. It was recommended that the policy makers, administrators, subject teachers, guidance and counselling teachers, and parents should provide sexual reproductive health education; provide out of school teen mothers with educational opportunities and the policy makers, administrators, subject teachers, guidance and counseling teachers, and parents should receive occasional trainings on how to handle teen mother learners.
Mathematics teachers’ perceptions on Information and Communication Technology integration in teaching and learning
This study explored Grade 12 mathematics teachers’ perceptions of using ICT tools in teaching and learning. Adopting a qualitative approach with an exploratory design, the study purposively selected four participants who were interviewed using semi-structured interviews. Data were analysed thematically through coding and categorization. The findings revealed several challenges hindering effective ICT integration, including insufficient training, overcrowded classrooms, limited ICT resources, and inadequate institutional and national support. While ICT tools were available, teachers struggled to utilize them fully. Some viewed ICT as time-consuming and complex, whereas others recognized its potential to enhance cross-curricular competence and learner engagement. Despite these challenges, teachers acknowledged the motivational impact of ICT integration. The study concluded that merely deploying ICT tools does not guarantee their effective use. To enhance ICT adoption, policymakers should align national education standards with teachers’ expectations and provide targeted support to ensure meaningful integration into mathematics education.
Student teachers’ perceptions of teaching listening and responding during COVID-19: A case of Junior Primary Oshindonga and Oshikwanyama languages at a selected campus of the University of Namibia
Teaching strategies for listening and responding skills online can be difficult for teachers, student teachers, and learners, as each is expected to contribute in a practical and relevant way. The purpose of this study was to explore Junior Primary (JP) student teachers’ perceptions of teaching listening and responding through online or blended mode during COVID-19 pandemic. This was a qualitative case study which utilized the focus group interview and document analysis (students’ assignments). The data were gathered from the Bachelor of Education (Honours) second, third and fourth year Junior Primary student teachers at one of the University of Namibia campuses. The results revealed that teaching online was doable but there were several challenges which needed attention such as teachers’, learners’ and parents’ ICT skills, availability of internet infrastructures, access to compatible gadgets, insufficient funds to data loading, unmanageable number of learners per teacher (teacher-learner ratio) and many more. In addition, some participants were pleased with the teaching and learning activities during COVID-19 lockdown, such as the videos, audios, and others that might be used repeatedly depending on the needs of the learners. The study recommended that computer literacy subject should be made mandatory in schools from Junior Primary phase to Secondary phase. In order to promote the integration of technology into teaching and learning, the Ministry of Education should make sure that all institutions of higher education and the teachers in the system receive training on how to use different technological tools to teach listening and responding.
Systematic review of effective teaching methods in accounting education in African secondary schools
This systematic review explored the diverse landscape of teaching methods within accounting education and synthesized the existing research on their effectiveness. Accounting education plays a pivotal role in preparing future professionals and optimizing teaching methods is crucial for enhancing the learning experience and outcomes. The review employed a rigorous methodology involving comprehensive database searches, strict inclusion/exclusion criteria, and quality assessment of identified studies. The findings revealed a range of teaching methods used in accounting education, including collaboration, discussions, role playing, case studies, simulations, and online learning. The review highlighted teaching methods that had shown significant effectiveness in enhancing learner learning, retention, and engagement. These findings provided valuable insights for accounting educators, institutions, and researchers to optimize pedagogical approaches in the field. The review also identified gaps in the existing literature and offered recommendations for future research, emphasizing the need for ongoing investigation into innovative and impactful teaching methods in accounting education.
Effects of authentic learning activities on Grade 7 learners’ achievements in Natural Science
The effects of authentic learning activities on achievements in Natural Science among Grade 7 learners in the Khomas and Omusati regions were investigated. This study used a quantitative research approach and deployed the quasi-experimental design. The targeted population consisted of 716 Grade 7 classes comprising of 180 classes (5 400 learners) in the Khomas region and 536 (16 080 learners) in the Omusati region with a total of 21 480 learners from the public senior primary schools offering Natural Science. The pre-test and post-test non-equivalent control group design was used. Numerical data collected from both experimental and control groups were compiled using SPSS. A T-test was used to analyse both pre- and post-tests’ scores to determine whether learners’ achievement scores from experimental and control groups were different at probability (p) level of 0.05. The experimental groups mean scores on the pre-test and post-test were 18.91 and 31.72 respectively; while the control groups had mean scores of 17.28 and 23.07correspondingly. These results indicated significant differences in the performance of the experimental groups and proved that authentic learning activities improve learners’ achievements in Natural Science. Based on the study findings, it concludes that authentic learning activities given to the Grade 7 learners positively affect their achievements in Natural Science. We therefore recommend that schools should procure appropriate authentic materials for the effective teaching and learning of science concepts.
Factors affecting effective implementation of vocational subjects among Grade 10 and 11 learners in the Khomas region, Namibia
This study aimed to find factors affecting effective implementation of vocational subjects. Qualitative research was employed. The three data generating instruments used were semi structured interview, observation guides as well as document analysis. Purposive sampling method was used. The sample consisted of three secondary schools. The study revealed that, the teachers were not qualified and experienced to teach the grades understudy, inadequacy of resources such as textbooks, equipment and facilities were factors affecting poor implementation of vocational subjects. Furthermore, lack of technology usage, lack of finance and the learners’ negative attitudes toward vocational education were also among the factors. The study recommended that educational administrators must ensure that teachers were teaching in the specialized phase of study and in addition, the management must ensure compliance to the curriculum implementation were learners take two field study subjects and one vocational subject of their choice.
Perceptions of secondary school history teachers towards the revised history curriculum: A case study of two schools in the Oshikoto region, Onankali circuit
This qualitative case study, grounded in an interpretive research paradigm, delved into the perceptions of secondary school history teachers in the Onankali circuit, Oshikoto region, Namibia, regarding the revised history curriculum of 2015. The study attempted to fill a significant research gap by shedding light on the underexplored views of teachers within the Namibian context. It investigated the relationship between history curriculum reform and the attitudes of teachers. Data collection employed semi-structured interviews and a focused group discussion with a purposive sample of six teachers and two heads of department. Findings unveiled a negative disposition among secondary school history teachers toward the revised curriculum, reflecting myriads of challenges associated with implementation. Some teachers were optimistic about the curriculum's assessment, fostering critical thinking and discouraging rote memorization. The challenges identified encompassed resource scarcity, inadequate teaching and learning materials, evolving educational trends, performance-related pressures on teachers, and overpopulated classrooms. The study presented practical solutions to address these issues, including the establishment of additional schools to alleviate classroom overcrowding, the organization of subject-based symposiums to assist struggling teachers, and the development of regional guides to facilitate collaborative learning. The study advocates the engagement of professionals to inspire learners to voluntarily choose history as a subject of study in secondary schools, emphasizing the importance of genuine interest over compulsory enrolment, often driven by admission committees. This study contributes to the discourse on curriculum development, educational challenges, and teacher attitudes. The study also offers valuable insights for teachers, policymakers, and educational institutions in Namibia and beyond. The study recommends the provision of continuous professional development, while roping in all stakeholders such as Namibia National Teachers’ Union and the Ministry of Education, Arts and Culture in the allocation of adequate resources to support teachers during the implementation of the revised history curriculum, and further studies to be conducted on the phenomenon for a greater understanding.
Copyright (c) 2024 https://creativecommons.org/licenses/by/4.0
Challenges faced by Namibian school principals and heads of departments in the professional development of school teachers
School leadership members play an important role in influencing teacher practices through teacher professional development. However, school leaders often face challenges in their efforts to successfully develop teachers professionally. Therefore, the purpose of this article was to present the challenges faced by the Namibian principals and heads of departments in their quest to support their teachers’ professional development for improved subject knowledge and pedagogy. The findings presented in this article were obtained during the qualitative phase of a mixed method study conducted in the Otjiwarongo’s education circuit of the Otjozondjupa region in Namibia. Semi-structured interviews were conducted with 14 participants comprising school principals and heads of departments. The findings revealed that Namibian principals and heads of departments faced challenges such as inadequate resources; lack of or insufficient time; multiple responsibilities; resistance from teachers; lack of or poor governmental support; and poor subject knowledge and pedagogies. To address the challenges of inadequate resources and poor governmental support, it is recommended that the Ministry of Education, Arts and Culture increases funding and logistical support for professional development programs. To combat the issue of insufficient time and multiple responsibilities, it is recommended that schools should integrate dedicated professional development periods into the regular school schedule. This would ensure that teachers had consistent and focused time for professional growth, minimizing conflicts with their teaching and administrative duties.
Educational research’s influence on educational policy: A lens through the Namibian secondary school mathematics curriculum
There is a growing demand to strengthen the link between research and educational policies such as curriculum policies to provide evidence-informed decisions and enhance the quality of teaching and learning content. Through the microscopic lens of the mathematics curriculum, this study explored the extent to which educational research shapes Mathematics curriculum policy decisions. Through the Policy of Convergence as an analytical frame, the adopted a single-embedded case study design. In addition to conducting a document analysis, the data were triangulated by sampling Mathematics curriculum policymaker at the curriculum development institute and curriculum researcher at a premier institution of higher learning. These participants were purposively selected since they led Mathematics curriculum development activities in the country for more than a decade. The first set of data were collected by analysing the mathematics national curriculum policy documents to determine the visibility of research referencing. Second, a questionnaire was used to obtain perspectives of Mathematics curriculum policymaker and curriculum researcher on the accessibility, and relevance of research, challenges, and collaboration between educational researchers and practitioners, and to suggest measures for ensuring evidence-informed Mathematics curriculum policies. The findings revealed limited collaboration between researchers, curriculum policymakers, and decision-makers primarily due to inadequate communication platforms and differing interests. Based on the findings, there is a great need for improved collaboration between educational researchers and potential research findings users. The study recommends creation of regular platforms such as forums and national subject specific conferences to facilitate collaboration and improve the accessibility and timeliness of research findings. The conclusions of this study offer researchers and policymakers insights to consider value-addition and constraints afforded by research data to enhance the link between educational research and practitioners.