1,720,973 research outputs found
Heritage education in the school curriculum: A critical reflection
No full textThis chapter critically highlights the importance of heritage education in the school
curriculum in Namibia. It does so in relation to John Patrick’s five pitfalls that heritage educators must avoid in the process of designing a heritage education school curriculum or infusing the right content into existing curriculum, namely: elitism, extreme pluralism, localism, romanticism and anti-intellectualism (Patrick, 1989). The chapter links this perspective by Patrick of heritage education infusion and integration in the school curriculum to the on-going reform process in education in Namibia. Debates have loomed on how the integration or infusion could be done. While some proponents propose the creation of an entirely new curriculum for heritage education in schools, others argue for the infusion of heritage education content into the current school curriculum by drawing on many disciplines such as history, geography, the natural and social sciences, the arts and literature as the best approach
Views and attitudes of adult literacy learners, adult educators and policy makers regarding the adult literacy programme in the Caprivi region of Namibia
No full textA dissertaion submitted in partial fulfilment of the requirements for the degree of Doctor of Philosophy(Adult Education)Abstract provided by author:This study investigated views and attitudes of adult literacy learners, adult educators and policy makers regarding the adult literacy programme in the Caprivi Region of Namibia. It aimed at addressing four major questions that were regarded as pertinent in understanding the significance of the National Literacy Programme in Namibia (NLPN) in the lives of the participants. These questions looked at the views of adult literacy learners and adult educators regarding the following: curriculum content, the skills and knowledge needed to function effectively and efficiently, the barriers to literacy learning, educators' training needs, conditionsof service, and the policy makers' views on the effectiveness of the policy guidelines of the NLPNA stratified sample of 100 adult literacy learners from four districts in the Caprivi Region, plus a purposeful stratified sample of 30 adult educators and 5 policy makers (on a national level) were selected. Three research instruments in the form of an adult literacy learners' interview schedule, an educators' questionnaire and a policy makers' questionnaire were used after a pilot study was carried outThe findings exposed the following, first that the perceptions regarding NLPN in the Caprivi Region were related to the benefits derived from the programme. Second, the majority of the adult educators lacked training in both theory and practice. Their inadequate training contributed to lack of technical skills to handle certain topics and adapt local materials when teaching literacy. Third, poor conditions of service, the lack of classrooms and proper learning materials all contributed to the learners' and educators' negative perceptions regarding NLPN in the regionThe study also compared two models of literacy and presented the inadequacies of the traditional (autonomous) model in Namibia and other developing countries on how benefits derived from literacy can be conceptualised. It advocated a paradigm shift from the need to learn, to the value of learning and the use of acquired skills as a measure of progress in the NLPN. The study offered an alternative to suggest a new integrated approach to literacy learning and identified the deficiency of a conventional approach that sees literacy as a pre-requisite for national development. Thus, an Integrated Model of Literacy was proposed to help the programme evaluators to conceptualise the significance of literacy education in the lives of the participants, to give direction on how the programme could be revamped, and make it responsive to the needs of the participants.WindhoekNamibiaUniversity of NamibiaDoctor of Philosophy(Adult Education)Successfully Downloaded file :http://wwwisis.unam.na/theses/likando2008.pd
Conceptualizing the benefits of adult literacy education in Namibia: A case of the Caprivi Region
No full textThe print journal is available at the University of Namibia Call No; SCP 370.96881 NERThis article aims to examine how adult literacy learners and policy makers conceptualise the benefits derived from adult literacy leaning in Namibia, using the Caprivi region as a case study to understand how community’s needs can be addressed through adult literacy. Both qualitative and quantitative designs were used in the process of data collection and analysis. A stratified sample of 100 adult literacy learners and purposive sample of five policy makers participated in the study. The findings revealed that there is a narrow conception of the benefits derived from adult literacy as participants conceived literacy as a neutral skill, other than a social practice embedded in socially constructed epistemological principles. The article concludes by making recommendation that due to this narrow conception of the benefits derived from adult literacy learning, there is a need to revisit the relationship between policy, practice and outcomes in the exiting National Literacy Programme in Namibia (NLPN)
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Mission Education in the Eastern Caprivi Stripi during the Colonial Times, c1920s – ca1964
No full textThe historiography of the nineteenth century Christian mission in Southern Africa focused mainly on South Africa and then spread to Southern Rhodesia. The above assessment by (Oermanns, 1999, p.19) resulted in the cases of Mozambique and Namibia to be less known in the English-speaking world, and barely integrated in the overall debate. While there is ‘veritable renaissance’ (in Ranger’s words) of Namibian historical studies, the historiography of Christian mission in Namibia neglects, mildly put, the role of missionaries in the conquest and subsequent colonial administration of the Caprivi Strip. Focus is put on south, central and north-central Namibia, examining the role of the Rhenish Missionary Society (RMS), the Finnish Missionary Society (FMS), the London Missionary Society (LMS) and the Roman Catholic Orders, and still in the case of the latter, their involvement in the Eastern Caprivi Strip (now Zambezi Region) is often not discussed in any major significant detail
Mission Education in the Eastern Caprivi Stripi during the Colonial Times, c1920s – ca1964
No full textThe historiography of the nineteenth century Christian mission in Southern Africa focused mainly on South Africa and then spread to Southern Rhodesia. The above assessment by (Oermanns, 1999, p.19) resulted in the cases of Mozambique and Namibia to be less known in the English-speaking world, and barely integrated in the overall debate. While there is ‘veritable renaissance’ (in Ranger’s words) of Namibian historical studies, the historiography of Christian mission in Namibia neglects, mildly put, the role of missionaries in the conquest and subsequent colonial administration of the Caprivi Strip. Focus is put on south, central
and north-central Namibia, examining the role of the Rhenish Missionary Society (RMS), the Finnish Missionary Society (FMS), the London Missionary Society (LMS) and the Roman Catholic Orders, and still in the case of the latter, their involvement in the Eastern Caprivi Strip (now Zambezi Region) is often not discussed in any major significant detail
The role of a policy brief in policy formulation and review: Bringing evidence to bear
No full textApplying scientific evidence in policy making is a complex, yet crucial issue that policy makers need to embrace at all times. Evidence-based policy making helps in filling the gap between academic research and practice. A policy brief is perceived in this review paper as a neutral synopsis that makes research findings easily digestible with a sole purpose to succinctly evaluate policy options regarding a specific issue, for a policy-maker audience. Unlike the general recommendations from findings of an academic research, a policy brief is a ‘professional’ concise report that ensures the impact of research in addressing problems and challenges facing society. Using document analysis as a methodological approach, this review paper discusses the importance of a policy brief in facilitating policy formulation and review. In addition, it critically examines, what a persuasive policy brief entails, and what steps to consider in de-signing actionable policy brief. The paper also provides a critical analysis of the current status-quo in terms of the development and use of policy briefs in policy formulation in Namibia
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