Dissertations / Theses on the topic 'Namibia'

Många av jordens fattigaste människor lever på landsbygden och är beroende av småskaligt jordbruk för sin överlevnad. Förenta nationerna anser att det är en nyckelfaktor att öka produktiviteten hos jordbruken för att minska undernäringen i världen. Under det senaste årtiondet har den akademiska litteraturen gjort framsteg kring produktutveckling för utvecklingsländer men det är fortfarande få studier om hur den bör genomföras. Målet med detta examensarbete är att redogöra för vilka framgångsfaktorer som bör beaktas vid produktutveckling för människor på landsbygden i utvecklingsländer.Den empiriska datan baseras på ett produktutvecklingsprojekt i norra Namibia samt intervjuer med experter inom området. Projektet genomfördes som ett Minor Field Study projekt, sommaren 2016, genom passiva och aktiva fältstudier. Eftersom mycket av den befintliga teorin är generell, analyseras den för hur väl den kan appliceras i Namibia. Examensarbetet resulterade i två kategorier av framgångsfaktorer, projektets organisation och produktdesign. Den första kategorin listar framgångsfaktorer för hur ett lokalt produktutvecklingsprojekt bör organiseras. Den andra kategorin listar framgångsfaktorer kopplade till själva produkten. Genom att redogöra för dessa syftar den här rapporten till att vara ett stöd för småskaliga produktutvecklingsprojekt för Namibias landsbygd utförda av icke-namibiska företag eller organisationer.Intressanta slutsatser är att rekommendationer för tillverkning skiljer sig från vad som rekommenderats i tidigare litteratur. En analys är att det grundar sig i det småskaliga perspektivet som är påtvingat av Namibias låga populationstäthet. För att styrka rapportens slutsatser bör ytterligare studier inom småskalig produktutveckling för landsbygden i utvecklingsländer genomföras.
Many of the poorest people on earth live in rural areas and are dependent on small-scale farming for their survival. The United Nations sees it as key to improve the productivity of these farms in order to reduce undernourishment in the world. Even though the literature has taken a big step forward on product development for developing countries during the past decade, there are still few studies on how to develop products for this specific group. This master thesis aims to state the success factors when developing products for people living in rural areas of Namibia.The empirical data is based on a product development project in northern Namibia as well as interviews with experts within the area. The product development project was carried out as a Minor Field Study during the summer of 2016 and the authors of this report spent two months in Namibia conducting both passive and active field studies. Since much of the existing literature claims to be general, this thesis starts off by analysing the existing literature to see how it applies in the Namibian context. The literature study together with the empirical findings are then formed into two categories of success factors when developing products for rural Namibia. The first category, project organisation, lists the success factors for how to set up a local product development project as a non-Namibian company or organisation. The second category, product design, lists the success factors linked to the actual product. By stating these success factors this thesis aims to be a support for small scale development projects carried out by a non-Namibian company or organisation targeting rural Namibia.Interesting findings are that the recommended production methods differ from what is recommended in previous literature. This report argues that the reason for this is the small scale perspective forced by Namibia’s low population density in contrast to India’s, from where most of the existing literature originates. This raise the need for further studies on small scale product development projects in rural areas to validate the findings of this report.

The thesis analysis business environment in Namibia regarding PEST analysis. That means it focuses on detail description of political, economic, socio-cultural and technological environment. Namibia gained independence in 1990 and belongs among the more developed Sub-Saharan countries. The analysis desrcibes the development of namibian economy in last 20 years with accent put on recent years.

2012 Nutrition country profile. HDI ranking: 128th out of 182 countries, Life expectancy: 61 years, Life time risk of maternal death: 1 in 1702 Under-five mortality rate: 42 per 1,000 live births, Global ranking of stunting prevalence: 56th highest out of 136 countries. Over one-third of child deaths are due to under nutrition mostly from increased severity of disease. Children who are undernourished between conception and age two are at high risk for impaired cognitive development, which adversely affects the country’s productivity and growth. Survey in 2012 shows 29% of children under the age of five are stunted, 17% are underweight, 8% are wasted and 16% of infants are born with a low birth weight.

2012 Nutrition country profile. HDI ranking: 128th out of 182 countries, Life expectancy: 61 years, Life time risk of maternal death: 1 in 1702 Under-five mortality rate: 42 per 1,000 live births, Global ranking of stunting prevalence: 56th highest out of 136 countries. Over one-third of child deaths are due to under nutrition mostly from increased severity of disease. Children who are undernourished between conception and age two are at high risk for impaired cognitive development, which adversely affects the country’s productivity and growth. Survey in 2012 shows 29% of children under the age of five are stunted, 17% are underweight, 8% are wasted and 16% of infants are born with a low birth weight.

This field guide covering 20 plants native to Namibia, located between Angola and South Africa on the Atlantic Coast, with medicinal uses by indigenous tribes, was written to help preserve the traditional knowledge that is presently passed orally from generation to generation. As indigenous tribes transition from a nomadic, pastoralist lifestyle this traditional knowledge is at risk of being lost. Thus, the purpose of this field guide is to explain the medicinal uses of 20 selected plants by the indigenous tribes of Namibia and present botanical and ecological information about these plants. It is important for members of the scientific community to help preserve this knowledge and this field guide will help in this by consolidating research. The Namibian tribes use many plants, but only 20 are covered in this field guide because these are the ones that have been seen and documented by the author, and for which information is available from multiple sources. The format will include each plant organized alphabetically by genus and accompanied by photographs taken by the author. The order of information for each entry will follow: Plant: Genus species, Family, Common names, Range, Diagnostic characteristics, Governmental protection status, and Indigenous medicinal uses.

Delaktighet är ett vanligt förekommande begrepp som bland annat används inom socialpedagogiken för att studera mänskliga relationer. Det finns dock många dimensioner av delaktighet, begreppet kan av individen upplevas ha både en subjektiv och objektiv betydelse. Enligt barnkonventionen har alla barn rätt att gå i skolan. Vidare påpekar barnkonventionen att skolan ska skapa delaktighet för barnen. Att känna sig delaktig kan således anses vara en mänsklig rättighet, men hur pass delaktiga upplever eleverna på skolan sig egentligen? Föreliggande studie har haft till syfte att studera och analysera hur elevers delaktighet framhävs i skolmiljön utifrån ett elevperspektiv, både under lektionstid med lärare och utanför lektionstid elever emellan. Arbetet har bedrivits i en kommunal namibisk skola med hjälp av deltagande observationer, semistrukturerade intervjuer och en mikroetnografisk metodologisk ansats. Resultaten av arbetet överensstämmer till viss del med tidigare forskning. Eleverna upplever mycket social och informell delaktighet mellan varandra, men skolan brister på att skapa relationell pedagogik och delaktighet i klassrummet. Bristen på inflytande över lärandet påverkar studiemotivationen, vilket i sin tur upplevs som dålig studieprestation av lärarna och leder till att eleverna bestraffas. Till skillnad från resultaten av tidigare forskning påvisades i föreliggande arbete ingen socioekonomisk påverkan på elevprestation. Detta har troligtvis att göra med att skolan kompenserar elever med lägre socioekonomisk status genom att erbjuda billigt boende, mat och skoluniform. Resultaten från arbetet kan användas för att bedriva liknande forskning.
Participation is a common concept, which is used in social pedagogy to study human relations. However, there are many dimensions of participation and the concept can be both a subjective and objective meaning. According to the Convention on the Rights of the Child (CRC), all children should have the right to go to school. Additionally, the CRC points out that the school should create participation for the children. To feel involved can thus be regarded as a human right, but how participated does the pupils experience themselves? This study aimed to study and analyze how pupils' participation is emphasized in the school environment from a pupils' perspective, both in class with teachers and outside of the classroom among the pupils themselves. The study has been conducted in a municipal Namibian school using participant observation, semi-structured interviews and a micro ethnographic methodological approach. The results of the study are consistent to some extent with previous research. Pupils experience very social and informal participation among each other, but the school fails to create relational pedagogy and participation in the classroom. The lack of influence is affecting the pupils study motivation, which in turn is perceived as bad study performance by the teachers and they therefore get punished. Unlike the results of previous research, this study shows that socio-economic status does not affect pupil performance. This probably has to do with the fact that the school compensates pupils with lower socio-economic status by providing affordable accommodation, free food and school uniforms. The results of this study can be used to conduct similar research.

The Matchless Amphibolite Belt (Damara Orogen, Namibia) hosts several volcanogenic-exhalative, sediment-hosted stratiform cupriferous pyrite deposits. These are thought to be related to submarine volcanism during the early evolutionary stages of a narrow Damaran ocean, the Matchless Trough. The mineralized bodies examined (Ongeama, Ongombo and Matchless West Extension) are deformed and metamorphosed to low-medium grade (greenschist-amphibolite facies). They are associated with metapelite and amphibolite country rocks, and crop out as prominent limonite-rich gossans. The elongated shape of the sulphide bodies suggests a structural control. The mineralization normally consists of a variably developed massive sulphide portion, either quartz-, talc- or amphibole-bearing, and a stratigraphically overlying, extensive horizon of sulphide- and baryte-bearing exhalite (magnetite quartzite and less common talc- and actinolite-bearing schists). Lateral and vertical mineralogical changes within the mineralization match with significant variations in the element distribution. A metamorphosed and deformed alteration pipe, indicating the position of the fluid conduit, can be recognized in association with some ore bodies. The formation of quartz-muscovite and chlorite alteration envelopes (Ongeama, Matchless West Extension) and the presence of subtle mineralogical changes (Ongombo) in the immediate wallrocks, accompanied by extensive redistribution, leaching and introduction of elements from outside, suggest the hydrothermal metasomatic origin of the alteration zones. Element zoning within the mineralized bodies can be related to the original position of the vent, possibly coinciding with the intersection of the axis of the alteration pipe with the sulphide body. Cu, Zn, Au (pro parte) and Mo are enriched proximal to the vent, whereas Pb, Ba, Mn, Ag, Au, Sn, Bi and W enrichment characterizes the distal facies of the mineralization. In spite of the obliterating and disrupting effects of the regional dynamo-metamorphism, the element distribution within the mineralization and alteration zones examined is comparable with the geochemical trends observed in present-day mineralizing systems in early- stage oceanic environments (e.g. Guaymas Basin). During exploration for blind volcanogenic mineralization, the detection of hydrothermally altered rocks is fundamental in indicating the proximity to the mineralization. The localization of the alteration zone is also important in the interpretation of the regional geology of the explored area: in deformed terrains the assessment of the stratigraphic position of the alteration zone, relative to the mineralization, helps in establishing the polarity of the sequence.

The late Proterozoic volcanic and sedimentary sequence in the Dordabis area SWA/Namibia has been named the Dordabis Formation and subdivided, on the basis of field, petrological and petrographic evidence, into the Opdam and Bitterwater Members. Relict phases including augite and minor plagioclase only occur in the Bitterwater metalavas, as recrystallisation is complete in the Opdam metal avas. The composition of the relict feldspars ranges from labradorite in the ophitic basalts to oligoclase in the blastoporphyritic metalavas. The feldspars in the Opdam member are albitic in composition (An content 0,0 to 1,7) . Epidote compositions are typical of those occurring in metabasic rocks. Samples with high-iron whole-rock compositions are accompanied by high concentrations of Fe3+ in concomitant epidotes. Sixty three samples were analysed using X-ray fluorescence spectrometry to determine concentrations of major and 16 trace elements. Although greenschist facies metamorphism, metasomatism and shearing have produced scatter in the more mobile element concentrations, variation trends in other elements closely resemble modelled low-pressure fractional crystallisation trends. The Dordabis metalavas are petrologically classified as sub-alkaline, tholeiitic continental basalts. Low K/Rb ratios and low ratios of less incompatible to more incompatible elements probably reflect a source that has either been metasomati ca lly enriched or that has undergone little previous partial melting. Overlapping whole-rock variation trends indicate that the generally more evolved Opdam and primitive tholeiitic Bittenwater lavas are cogenetic. A comparison of the Dordabis Formation with the Sinclair Sequence and the Koras Group shows that their ages, petrology, petrography, associ a ted sedimentary suites and depositional environments are similar. It is concluded that they may possibly be coeval equivalents.

The diploma thesis is aimed at an issue of economic growth and development of two South African countries, Namibia and Zimbabwe. Chosen postapartheid countries are compared in the terms of factors which led to economic growth, both positive and negative. The thesis monitors development of both countries esecially in the time of gained independence. First chapter deals with an overall characteristics, including historical background. Second chapter deals with the development of both countries since 1980. Third chapter is directed on political, economic and social situation in Namibia and Zimbabwe at the beginning of 21. century. Fourth chapter compares recent situatin in these economies.

Bibliography: pages 194-207.
This contextual archaeological narrative explores the relationship between material culture and social relations, with reference to social, economic, environmental and political changes taking place in Himba and Herero settlements in far north-western Namibia. A starting point is that changes in the organization of space and use of material culture cannot be understood as merely expressing changed social and economic conditions and/or changed value systems. It is necessary to examine how socio-economic conditions and cultural values and ideas work together to transform, produce and maintain cultural representations. By focusing intimately on one semi-nomadic herding community over a five-year period,(where domestic space has to be reconstituted, both physically and conceptually, each time a group relocates,} the study probes how meaning is differentially invested in the spatial order that people build and live in, how the material goods they make, borrow, lend, buy and use recursively come to have and hold meaning, and how and why this meaning changes. In mapping space and material goods at more than 100 wet season and dry season camps and homesteads, a number of discourses are tracked: changing gender relations, changing relations between different generations, people's relationships with natural resources, the spatial relations of former hunter-gatherers now living as herders, as well as material culture conformities and nonconformities between Himba and Herero households. A key concern is to re-empower social actors, past and present, in the creation of (archaeological) meaning. A number of case studies show that meaning is not inherent in space or material goods; people activate meaning by their strategic interpretations. This has implications for both method and theory in archaeology, as well as for the contemporary research and rural development process in Africa. While challenging assumptions about what is knowable from the past's material remains when such remains are, inevitably, recontextualized in a particular present, the thesis contributes to knowledge about material culture and social change and thus offers a number of research directions which could contribute to a more reflexive, dialogic and socially relevant archaeology.

Thesis (MSc)--Stellenbosch University, 2015.
ENGLISH ABSTRACT: Geological remote sensing is a powerful tool for lithological discrimination, especially in arid regions with minimal vegetative cover to obscure rock exposures. Commercial multispectral imaging satellites provide a broad spectral range with which to target specific rock types. Landsat ETM+ (7), ASTER, and SPOT 5 multispectral images were acquired and digitally processed: band ratioing, principle components analysis, and maximum likelihood supervised classification. The sensors were evaluated on the ability to discriminate between sedimentary rocks in a structurally complex setting. The study focusses on the formations of the Naukluft Nappe Complex, Namibia. Previous work of the area had to be consulted in order to identify the main target rock types. Dolomite, limestone, quartzite, and shale were determined to make up the majority of rock types in the area. Landsat, ASTER, and SPOT 5 imagery were acquired and pre-processed. Each was subjected to transform techniques: band ratios and PCA. Band ratios were tailored to highlighted target rock types as well as a number of control ratios to ensure the integrity of important ratios. PCA components were inspected to find the most useful ones which were combined into FCCs. Transform results, expert knowledge, and a geological map were consulted to identify training and accuracy samples for the supervised classifications. All three classifications made use of the same set of training and accuracy samples to facilitate useful comparisons. Transform results were promising for Landsat and ASTER images, while SPOT 5 struggled. The limited spectral resolution of SPOT 5 limited its use for identifying target rock types, with the superior spatial resolution contributing very little. Landsat benefitted from good spectral resolution. This allowed for good performance with highlighting limestone and dolomite, while being less successful with shale. Quartzite was a real problem as the spectral resolution of Landsat could not cover this range as well. ASTER, having the highest spectral resolution, could distinguish between all four target rock types. Landsat and ASTER results suffered in areas where formations were relatively thin (smaller than sensor spatial resolution). The supervised classification results were similar to the transforms in that both Landsat and ASTER provided useful results, while SPOT 5 failed to yield definitive results. Accuracy assessment determined that ASTER performed the best at 98.72%. Landsat produced an accuracy of 93.29% while SPOT 5 was 80.17% accuracy. Landsat completely overestimated the amount of quartzite present, while all results classified significant proportions Quaternary sediments as shale. Limestone was well represented in even the poorest results, while dolomite usually struggled in areas where it was in close association with quartzite. Silica yields relatively strong responses in the TIR spectrum which could lead to misclassification of dolomite, which also has strong TIR signatures.
AFRIKAANSE OPSOMMING: Geologiese afstandswaarneming is 'n kragtige tegniek vir litologiese diskriminasie, veral in droë streke met minimale plantbedekking om dagsome te verduister. Kommersiële multispektrale satelliete beelde bied 'n breë spektrale reeks waarmee spesifieke gesteentetipes geteiken kan word. Landsat ETM + (7), ASTER, en SPOT 5 multispektrale beelde was bekom en digitaal verwerk: bandverhoudings, hoofkomponente-ontleding, en maksimum waarskynlikheid klassifikasie. Die sensors is geëvalueer op hul vermoë om te onderskei tussen sedimentêre gesteentes in 'n struktureel komplekse omgewing. Die studie fokus op die formasies van die Naukluft Dekblad Kompleks, Namibië. Vorige werk van die area was geraadpleeg om die hoofgesteentetipes te identifiseer. Dit was bepaal dat dolomiet, kalksteen, kwartsiet, en skalie die oorgrote meerderheid van kliptipes in area opgemaak het. Landsat, ASTER, en SPOT 5 beelde is verkry en voorverwerk. Elke beeld was onderwerp aan transformasietegnieke: bandverhoudings en hoofkomponente-ontleding. Bandverhoudings is aangepas om teiken rotstipes uit te lig asook 'n aantal kontrole bandverhoudings om die integriteit van belangrike verhoudings te verseker. Hoofkomponente-ontleding komponente is ondersoek om die mees bruikbares te vind en dié was gekombineer in valse kleur samestellings. Transformasie resultate, deskundige kennis, en 'n geologiese kaart was geraadpleeg om opleidings- en verwysingsmonsters was verkry vanaf die beelde vir die klassifikasies. Al drie klassifikasies gebruik gemaak van dieselfde stel van die opleiding- en akkuraatheidsmonsters om sodoende betekenisvolle vergelykings te verseker. Transformasie resultate is belowend vir Landsat en ASTER beelde, terwyl SPOT 5 minder bruikbaar was. Die noue spektrale resolusie van SPOT 5 beperk die gebruik daarvan vir die identifisering van teiken gesteentetipes terwyl die hoë ruimtelike resolusie baie min bydra. Landsat het voordeel getrek uit goeie spektrale resolusie. Dit goeie resultate opgelwer met die klem op kalksteen en dolomiet, terwyl skalie aansienlik swakker resultate opgelewer het. Kwartsiet was 'n werklike probleem omdat die spektrale resolusie van Landsat nie breed genoeg was om hierdie kliptipe te onderskei nie. ASTER, met die hoogste spektrale resolusie, kon onderskei tussen al vier teiken rotstipes. Landsat en ASTER resultate was baie negatief beïnvloed in gebiede waar formasies relatief dun was (kleiner as sensor ruimtelike resolusie). Die klassifikasie resultate was soortgelyk aan die transformasies in dat beide Landsat en ASTER nuttige resultate opgelewer het, terwyl SPOT 5 misluk het. Akkuraatheids assessering het bepaal dat ASTER die beste gevaar het met 98,72%. Landsat het 'n akkuraatheid van 93,29% opgelewer, terwyl SPOT 5 80,17% akkuraat was. Landsat het die hoeveelheid kwartsiet heeltemal oorskat, terwyl al die resultate groot hoeveelhede Kwaternêre sedimente as skalie geklassifiseer het. Kalksteen is goed verteenwoordig in tot die armste resultate, terwyl resultate gewoonlik afgeneem het waar dolomiet in noue verband met kwartsiet was. Dit is moontlik asgevolg van silika se relatiewe sterk reaksies in die termiese infra-rooi spektrum wat kan lei tot die foutiewe klassifisering met dolomiet (wat ook sterk reageer in die TIR spektrum).

Die vorliegende Arbeit zeigt einerseits überblicksartig, gleichzeitig aber auch ins Detail gehend, vor allem die kartographische Entwicklung von Namibia von den Anfängen im 18. Jh. bis zur Unabhängigkeit im Jahr 1990. Dabei werden neben der eigentlichen Kartographie auch die wichtigsten damit im Zusammenhang stehenden Entwicklungen der Forschungsreisen, des Vermessungswesens, der allgemeinen Verwaltung des Landes und der Organisation des Karten- und Vermessungswesens im Gebiet des heutigen Namibia, im Deutschen Reich und in Südafrika dargestellt. Diese Ausweitung des Themas erwies sich als notwendig, um die Hintergründe und das geschichtliche und politische Umfeld mancher kartographischen Entwicklung deutlich und verständlich machen zu können. Damit liegt erstmals eine umfassende Dokumentation über die Kartographie von Namibia vor. Die Gliederung der Arbeit in die drei großen Zeitabschnitte der vorkolonialen, der deutschen Kolonial- und der südafrikanischen Mandatszeit ermöglicht die genaue Differenzierung von politischen und verwaltungstechnischen Abhängigkeiten bei der Kartenherstellung. Allerdings muss auch berücksichtigt werden, dass unterschiedliche Entwicklungsstadien nicht nur vom Herrschaftsträger abhängig waren. Der Vergleich zu anderen Kolonien des südlichen und zentralen Afrika, aber auch der weiterreichende Blick auf alle europäischen Afrikakolonien zeigt, dass Fortschritte im jeweiligen Karten- und Vermessungswesen neben der politischen und wirtschaftlichen Wertschätzung der Kolonie und der Macht des Mutterlandes (Deutschland, Portugal, Großbritannien, Frankreich) vor allem auch von der Größe, der Lage, der sehr verschiedenartigen Natur und dem Klima des entsprechenden Gebietes bestimmt wurden. Im Gegensatz zu der relativ langsamen, aber kontinuierlichen Entwicklung der Vermessungsmethoden und der kartographischen Darstellung in Europa sind in den Kolonien eher ruckartige Veränderungen zu verzeichnen, die mit dem Import der europäischen Methoden und Instrumente in infrastrukturell unterentwickelte Gebiete einhergingen. Die Entwicklung afrikanischer und im Besonderen südwestafrikanischer Karten zeigt drei Phasen: Zunächst erfolgte die Aufnahme der Küsten während der Entdeckungsreisen des 15. und 16. Jhs. und durch spezielle Forschungsreisen vor allem im 17. und beginnenden 18. Jh. Die Erforschung und kartographische Darstellung des Landesinnern begann dagegen zögernd erst Ende des 18. und Anfang des 19. Jhs. In SWA ist der Grund dafür vor allem in den schlechten Zugangsmöglichkeiten auf Grund der Wüstengebiete zu suchen. Träger dieser Aufnahmen waren hauptsächlich Missionare und Forschungsreisende. Innerhalb der nächsten 100 Jahre konnte in Südwestafrika ein grobes topographisches Grundwissen aufgebaut werden, das zur Orientierung im Land meist ausreichte. Mit der Eroberung Afrikas durch europäische Kolonialmächte Ende des 19. Jhs. begann die dritte Phase. Diese war in Südwestafrika durch die deutsche Kolonialherrschaft bestimmt und ist vor allem geprägt durch die Suche nach geeigneten Aufnahmemethoden und Darstellungswegen, um die riesigen, teilweise menschenleeren Gegenden in wirtschaftlich verantwortbarer, aber auch militärisch und verwaltungstechnisch nutzbarer Form kartographisch darzustellen. Ihren Höhepunkt erreicht diese Phase jedoch erst nach dem Zweiten Weltkrieg, in Südwestafrika sogar erst in den 1970er Jahren mit dem Einsatz moderner Aufnahmetechniken. In gleichen Phasen vollzog sich auch der Übergang von Kontinentkarten über lineare Routenaufnahmen mit stark wechselnden Maßstäben hin zu flächendeckenden topographischen Abbildungen. Mit diesen Veränderungen war auch eine Wandlung des Aussagewertes der Karten verbunden. Wie in Europa war die Kartenherstellung in Südwestafrika seit 1904 vor allem durch das Militär und dessen Bedürfnisse geprägt. Damit besaß das Land gegenüber den anderen deutschen Afrikakolonien eine Sonderstellung. Im Gegensatz zu den anderen deutschen Kolonien, aber in Anlehnung an das landschaftlich und klimatisch vergleichbare Südafrika wurde seit dem Hererokrieg 1904 eine großzügige und möglichst flächendeckende geodätische Vermessung durch Triangulation durchgeführt. Dagegen lagen die Katastervermessung und alle damit in Zusammenhang stehenden Arbeiten wie im Deutschen Reich in den Händen der zivilen Behörden. Allerdings war die Trennung der Aufgaben, bedingt durch die alleinige Zuständigkeit der Zivilverwaltung für alle Vermessungs- und Kartierungsangelegenheiten in Südwestafrika vor 1904, nicht ganz so deutlich wie im Deutschen Reich. Die dadurch bedingten regelmäßigen Kompetenzstreitigkeiten und die mangelnde Anerkennung der Arbeiten der Gegenseite verursachten die Behinderung zügiger Fortschritte in der Kartenherstellung sowie erhebliche zusätzliche Kosten. Die Koordinierung und Organisation der Arbeiten in Südwestafrika während der deutschen Kolonialzeit zeigt deutliche Mängel. Trotzdem kann das kartographisch Erreichte als positiv bewertet werden. Natürlich können aus heutiger Perspektive verschiedene Entscheidungen und Vorgehensweisen kritisiert werden. Für die damalige Zeit, die vorhandenen Mittel, Instrumente und Methoden, die Anzahl des Personals und im Wissen um die infrastrukturellen und Lebensbedingungen sind die erzielten Ergebnisse, ob das die Einzelkarten, räumlich definierte Kartenwerke oder solche des ganzen Landes betrifft, eine große Leistung. Das zeigt sich umso mehr im Vergleich zu den Nachbarstaaten, von denen beim Beginn des Ersten Weltkrieges keines so zahlreiche und gute Kartenmaterialien vorweisen konnte. Aber auch während der südafrikanischen Mandatszeit seit 1920 waren die Kompetenzen und Zuständigkeiten nicht eindeutig geregelt. Zunächst besaß Südwestafrika eine Sonderstellung gegenüber den Provinzen der Südafrikanischen Union, indem das Vermessungsamt in Windhuk für alle Vermessungs- und Kartierungsarbeiten des Landes zuständig war. Damit war das Mandatsgebiet in gewisser Weise aber auch von den methodischen und technischen Fortschritten, vor allem des Trigsurvey, abgekoppelt. Andererseits nutzte man diese Unabhängigkeit in Windhuk für eigene Wege, vor allem beim Druck der Karten in Southampton. Spätestens seit dem Beginn der Herstellung der landesweiten Kartenwerke in den Maßstäben 1:50 000, 1:250 000 und kleiner in den 1960er Jahren wurden die kartographischen Arbeiten dann aber von Südafrika bestimmt und kontrolliert. Trotz dieser Probleme lässt sich sowohl für die deutsche Kolonialzeit als auch für die südafrikanische Mandatszeit eine Vielzahl guter und von unterschiedlichen Autoren stammender Karten als Einzelwerke, als Beilage zu diversen Berichten oder als Kartenwerke feststellen. Flächendeckende Triangulationen stellen daneben eine bedeutende Entwicklung für die lagerichtige Wiedergabe der Topographie auf der Karte dar. Dass die deutsche Kolonialzeit in der vorliegenden Arbeit ein starkes Übergewicht gegenüber den anderen beiden Zeitabschnitten aufweist, liegt auch an den zahlreichen Aktivitäten und Produkten dieser Zeit, vor allem aber an der Quellenlage, die für die Zeit zwischen 1890 und 1915 qualitativ und quantitativ wesentlich umfangreicher ist, als beispielsweise für die Zeit nach 1920
This work gives an overview over the cartographic development of Namibia from the beginnings in the early 18th century up to the independence of the country in 1990. At the same time there is also a detailed view to the cartography, the maps and map series possible. Besides the most important developments of the large expeditions, the surveying, the general administration and the organization of the surveying and mapping in the area of today’s Namibia are shown. Additionally also the most important developments of surveying and mapping in the German Empire and in South Africa are presented because of there relevance for some historical and political decisions in relation to the surveying and mapping of Namibia. For the first time this work presents a comprehensive documentation about the cartography and the map-products of Namibia. Such a work does not exist for any of the neighbour countries in Southern Africa. The work is structured into three main periods, the Precolonial time up to 1884, the time of the German colony German South West Africa between 1884 and 1915/20 and the time of the South African mandatory power between 1920 and 1990. These periods allow to show in detail the different political and administrative obediences for the map making. But not only the colonial power (Germany, Great Britain, France, Portugal) is responsible for different developments. In comparison especially with other countries of Southern Africa but also with countries all over Africa it could be shown that advances in surveying and mapping also depend on the dimension, the location, the different nature, relief and the climate of an area. In contrast to the mostly slow but continuous development of the surveying methods and the cartographic design in Europe the colonies show steplike changes. This is because of the import of the European methods and instruments into areas with very low infrastructure. The development of the South West African cartography shows three main phases. During the age of discoveries in the 15th and 16th centuries but also through special expeditions in the 17th and the beginning 18th centuries the coasts were surveyed and mapped. The exploration and mapping of the inner parts of the country began late (end of 18th century) and slowly. The main reason for this are the large coastal deserts and the large waterless areas that made travelling very difficult and dangerous. The first travellers in South West Africa were missionaries and researchers. Within the next about 100 years the travellers could map an approximate topographic structure of the land. This was more or less satisfactory for an overview and the safe travelling in the country. The third phase began with the European, here German colonisation at the end of the 19th century. This phase began with the search for useful recording and mapping methods. Especially the huge but deserted areas of the colony had to be mapped in an economic arguable but also for the military and the administration usable way. The culmination of this phase was reached only after World War II, in South West Africa even only in the 1970th. At this time the modern recording methods allowed an area-wide and economic surveying and mapping of the whole country. In the same phases one can also see the change-over from maps of the continent via linear maps as results of route-mappings to area-wide topographic map series. As in Europe the surveying and mapping of German South West Africa since 1904 was affected by the military and its techniques and demands. This gave the land an exceptional position in comparison to the other German colonies. Like in the scenic and climatic similar South Africa the military survey section built up a large and area-wide geodetic survey by triangulation since the Herero-War in 1904. On the other hand the cadastral survey was in the hands of the civil administration as it was in the German Empire. But the separation of the duties and responsibilities was not that clear and precise like in Germany because the civil land surveyors were responsible for all works in the colony prior 1904 and did not wanted to give up all charges. The constant questions of authority and the partly lack of acceptance of the works of the other side caused a lot of additional costs and the relatively slow mapping progress. The coordination and organization of the surveying and mapping of the German colony South West Africa shows obvious failings. Even so the mapping of the colony can be evaluated positive. For that time, the possibilities, instruments and methods, for the small number of employees and with the knowledge of the infrastructure and the living conditions the results are quite good. Many beautiful and high quality single maps and maps series of special area and for the whole country are known. This is much more astonishing as none of the neighbour countries could reach such an high standard up to the beginning of World War I. During the time of the South African mandatory power the competences and responsibilities of the surveying and mapping were also not clearly defined. After World War I but up to the 1950th South West Africa had an exceptional position compared to the South African provinces. The surveying office in Windhuk was responsible for all surveyings and mappings in South West Africa. For this the country was partly cutted from the latest methodic and technic developments of the South African Trigsurvey. On the other hand Windhuk could use his independence for own ways. For this the SWA-maps produced in the 1930th were printed in Southampton and not at the South African Government Printer in Pretoria and show a much better printing quality than the South African maps of that time. At the latest with the beginning of the production process of the map series in 1:50 000, 1:250 000 and smaller in the 1960th the mapping process of South West Africa/Namibia was fully controlled and affected by the South African Trigsurvey. Despite a lot of problems there are both for the Precolonial period, for the German and for the South African time a lot of good maps from many different authors and for different objections produced known. An analysis of the geometric accuracy of four maps, made between 1879 and 1980 (Chapter 6) shows additionally the high importance of area-wide triangulations for high quality maps. The reason for the overweight of the German colonial time in this work depends on the one side on the many maps and other cartographic products and activities of that time but on the other side it depends also on the high quantity and quality of resources about surveying and mapping in the German time

Before Namibia's independence in 1990 educational programmes and curricula gave little attention to environmental education which was detrimental to the development of environmental literacy in Namibia. The post independence education reform process paid special attention to the inclusion of environmental education in all spheres of learning. Furthermore, Namibia became a signatory to various environmental conventions thereby raising awareness about the environment and the potential challenges to a sustainable future. The initiatives of various environmental education projects since independence have responded to the growing concern of environmental education programmes, resulting in the establishment of the Namibian Environmental Education Course (NEEC). To date few studies have been conducted examining the relevance of EE programmes in relation to the professional practice of EE providers in the non-formal sector. This study focuses on the work done by two environmental education providers and four assistant environmental education tutors in Rundu, in North-Eastern Namibia. The study adopted a qualitative approach to investigate how the NEEC has shaped and informed the practice of EE providers in the non-formal sector and also how the NEEC has responded to the Education for Sustainable Development (ESD) programme. The study employed three data collection instruments: interviews, field observations and document analysis. The findings indicated that despite the input of the NEEC programme which provided an understanding and knowledge of environmental problems to the EE providers, there are issues that continue to hamper the effective practice of these providers. The study revealed that the NEEC programme, while within the structure of ESD, does not give explicit guidelines for identifying Namibia's environmental challenges and clear strategies of how to respond to these challenges. The findings of the study have provided valuable insights into aspects of an EE programme that need to be addressed to support EE providers in responding to key environmental challenges in their regions and contribute to the decade of Education for Sustainable Development.

This study was carried out to investigate the strategies used by teachers to foster environmental learning in the Namibian Life Science curriculum in four schools in Swakopmund, Erongo Education Region. This study is a qualitative case study. I used semi-structured interviews, observation and document analysis as instruments to collect data. Two schools were selected to participate in the case study. Research participants included four teachers (two teachers from each school) of which two teachers are teaching at each school. The study was contextualised through a review of policy changes in Namibian education, which focus on learner-centred education. The study identified six strategies used by teachers to foster environmental learning in the Life Sciences curriculum. These are planning; working with information; practical, excursions and clubs; involving the learners; using visual aids and teaching materials; and choosing topics with a local focus. Through a consideration of the different strategies used by teachers, in relation to the learner-centred nature of the educational reform project in Namibia the study provides insight into the way in which teachers view learner-centred education. The study also illuminates how strategies used by teachers reflect learner-centred education principles and it outlines a number of tensions emerging in the fostering of environmental learning in learner-centred ways. The study identifies further support required by teachers, and makes recommendations which will further enhance the strategies used by teachers to foster the environmental learning focus in Life Sciences, and also enhance learner-centred teaching in Life Science.

The purpose of this research is to evaluate the implementation of the Namibian education policy with particular reference to Senior Secondary education (Grades 11-12) in order to develop analysing skills that will facilitate better understanding of my professional context and enhance my ability to operate within a research environment. The main purpose is to look at the theory that underpins the curriculum and to find out whether that theory is carried through into practice. This contextual analysis is also designed to provide baseline data as I subsequently explore my area of research. The specific objectives of the research are to: • conduct interviews with teachers and learners which may reveal ideological differences on how these various actors perceive the curriculum; • analyse specific areas within the curriculum that might reveal the type of theory underpinning the curriculum; • assess the curriculum in order to identify objectives and goals that may affect the implementation of the intended curriculum.

A central concern of this thesis is the expansion, distribution and control of 'non-standard' employment in Namibia since independence. The employment relationship has assumed various historical forms under capitalism, each of which corresponds to a specific mode of regulation with distinct structural dynamics. An attempt is made to extend the regulation approach 'downwards' to account for the problem of order in the workplace and to place the employment relationship within its own regulatory framework. The point of departure in this study of the dynamics of labour regulation is the contradictory nature of labour's incorporation, allocation, control and reproduction within the labour market. The employment relationship is never only an economic exchange, but is also mediated through an institutional framework that connects the processes of production and social reproduction, and regulates conflicting interests inside and outside the workplace. This relationship, as critical realists have pointed out, is a product of the indeterminate intersection of several generative structures. The roots of these generative structures can be traced to three sets of social processes: the processes of production and the structuring of labour demand; the processes of social reproduction and the structuring of labour supply; and the forces of regulation. Non-standard employment is viewed as a particular social and spatio-temporal 'fix' for the various regulatory dilemmas generated by the standard employment relationship. This conception underscores the fact that a national system of labour regulation decisively shapes the conditions under which employers are able to casualise a part of their workforce. The differential experience across national boundaries suggests that analytical space needs to be provided for systems of labour market regulation which may either accentuate or moderate pressures for casualisation. Segmentation on the demand side of the labour market is explored through an analysis of the types of non-standard jobs created in different economic sectors. The various forms of employment 'flexibility' tend to vary in importance according to the specific manner in which a firm chooses to compete. Consequently, non-standard employees are distributed in a complex and uneven manner across industrial sectors and the occupational hierarchy, and face a diverse range of possibilities and liabilities that shape their levels and forms of participation in the labour market. By counteracting the homogenisation effects of labour law and collective bargaining, the mobilisation of cheap and disposable labour through non-standard employment contracts allows employers much greater discretion in constructing the wage-effort bargain. With non-standard employment, social and statutory regulation is weak or underdeveloped and hence managerial control is autocratic, with a significant contractual component. Although the changing social composition of the workforce associated with employment 'flexibility' poses serious challenges to the modes of organisation that have long served the labour movement, trade unions in Namibia and elsewhere have been slow to respond to the threats of casualisation. Of concern here, is the extent to which attempts to promote the security of existing union members is compatible with attempts to organise non-standard employees. This thesis shows that the unions have developed a complex amalgam of strategies in their efforts to regulate non-standard employment relationships.

This contextual analysis is concerned with the study of the Basic Education Teacher's Diploma In-service Curriculum. It is based on the following assumptions: firstly, that the BETD (Inset and Preset) represents the Namibian Educational Reform in the realm of Teacher Education. Secondly, it is assumed that the BETD as a vehicle for reform in Teacher Education should yield teachers who are capable of change and development. Based on the above-mentioned assumptions, this analysis examines this Teacher Education course/programme against some criteria pertinent to its philosophy. A critical analysis of its curriculum in terms of some core subjects, as well as its practical implementation, will form the basis of this scrutiny. Secondary to the above, this analysis also intends to reflect this sociohistoric and economic context in which the BETD has been designed. An underlying motive in this analysis is to study the dynamics between the philosophy, which represents the heart and intention of the Namibian educational reform on the one hand and implementation which in turn delivers the end product or final outcome of the course on the other hand. This analysis should also fit into the current debate between conservatives who claim that the BETD lacks content and is therefore inferior, and those who claim that the course adequately prepares teachers for the needs of Basic Education.

This portfolio discusses various important aspects that affect teacher education. The portfolio has become an important tool for assessment in education. The research component of the masters' course that I attended is reflected in this portfolio. To complete this course several aspects were covered. The educational reform process in the Namibian context requires the use of appropriate resources, an environment conducive to learning, active involvement of the learners and teachers who should have a better understanding of the system adopted. Teacher educators are seen as important in transforming Namibian education in the sense of breaking the cycle of authoritarianism and inequities that existed in schooling prior to independence in 1990, and that still continue to exist in many Namibian schools today. Much effort has been devoted to creating conditions in colleges of education, where future teachers experience the same kind of teaching and learning that is envisioned for schools in the country. To accomplish this a great deal of effort has been devoted to the professional development of teacher educators. This masters' course was initiated to address the shortcomings of teacher education in Namibia. The preparation of teacher educators to be willing and able to prepare teachers in a manner that is consistent with national educational goals has been a neglected element of educational reform in Third World countries (Taylor and Peacock, 1997). Nahas Angula defines teachers as critical agents in creating the reform in relation to several broad principals: access, equity, quality, and democracy. As Ebbutt and Elliot (1998) point out, these principles are defined in very broad terms and provide the opportunity for teachers, teacher educators, and administrators to translate the ideals in particular contexts through practical reflection and deliberation. The Namibian reforms are underpinned by democratic ideals, the intention being to develop broad participation in defining and developing the reform tenets in specific contexts. In Namibia it has been recognized that qualitative changes in classroom practice will only occur when teachers understand them and accept them as their own. It is also recognized that because many teachers have been educated under the authoritarian system of the past, conceptual changes are needed in the minds of the teachers for the reforms to be successful. These include a shift from the belief of teachers as civil servants who are merely to "deliver" a curriculum dictated from above, to one of teachers as reflective professionals who play important roles in interpreting and defining the reforms and in giving meaning to such values as learner-centered and democratic education, continuous assessment, and critical inquiry (Swarts 1998). In the case of Namibia, we have a situation where there is an attempt to fundamentally transform an authoritarian education system that emphasized repetition and rote learning of received knowledge to one where learners are active participants in the learning process and where the curriculum is relevant to and respectful of different cultural traditions and communities. The learner-centered philosophy that guides post-independence educational reforms in Namibia calls for breaking down the authoritarian teacher-student relationships of the past. It encourages teachers to begin instruction by gaining an understanding of their learners' existing knowledge, skills, and understandings and to actively involve them in the learning process toward the goal of preparing citizens for a democratic society. The background above will help the readers to understand the sections covered in this portfolio. In the first part, the portfolio looks at a case study that analyses pre- and post-independence teacher education in Namibia. This study focuses on the Rundu College of Education and investigates the implementation of the Basic Education Teacher Diploma (BETD) Broad Curriculum in relation to the History syllabus. This paper presents information on what led to post-independence teacher education reforms in Namibia and why the reform was necessary. The BETD Broad Curriculum advocates the principles underpinning teacher education reforms in Namibia. The analysis looks at whether the History syllabus applies the principles of teacher education reform in relation to practice in the classroom. This paper addresses the historical background of a History curriculum, which shows the importance of a contextual understanding of the theoretical framework. The second paper looks at the theories underpinning the pre- and post-independence curriculum and the reform process in Namibia, how each theory views knowledge and why a decision was taken to apply them. The third paper is a literature review that links the epistemological ideals of reform to the classroom situation. This paper provides the basis for a small-scale empirical research. The research proposal included in the portfolio emerged from the earlier studies and identifies a key area for investigation within the domain of my particular area of teaching. The identified research problem investigated is presented in the final paper of the portfolio. These research findings can be applied to different situations in different schools. The portfolio is completed by the presentation of a short reflection of the role of the portfolio in this masters' course.

Thesis (MPhil)--Stellenbosch University, 2004.
ENGLISH ABSTRACT: Sunday newspapering in Namibia is non-existent from a local perspective, save for the South African newspapers Rapport and Sunday Times, which have become like household products over the years. Sunday reporting in Namibia ceased in the mid 1990s when the tabloid Tempo closed down. A more recent attempt in the form of the Namibia Sunday Express lasted for little more than a year between May 2002 and August 2003. Changing its content to feature business news only (and subsequently changing its name to Business Express) proved less successful as the newspaper only appeared once in October 2003. This was also its final appearance. This study looks at the phenomenon of Sunday newspapering in general; why people read such newspapers; the pitfalls associated with Sunday publications; the possible reasons for failure of Namibian Sunday newspapering; the future of Sunday newspapers in a country such as Namibia; and more particularly looks at the Namibia Sunday Express as a ease study.
AFRIKAANSE OPSOMMING: In Namibië bestaan daar nie iets soos die Sondagpers nie, behalwe vir die Suid-Afrikaanse koerante Rapport en Sunday Times, wat so te sê huishoudelike produkte geword het. Hierdie twee koerante vind elke Sondag hul onderskeie weë na duisende Namibiese huishoudings. Sondagverslaggewing in hierdie land is in die middel-negentigerjare gestaak toe Tempo laas verskyn het. Meer onlangs, in die vorm van die Namibia Sunday Express, is weer 'n poging aangewend om 'n Sondagblad uit te gee, helaas sonder sukses. Die Namibia Sunday Express het tussen Mei 2002 en Augustus 2003 verskyn. 'n Opvolgpoging in die vorm van 'n sake-koerant, Business Express, was ook onsuksesvol - net een uitgawe is in Oktober 2003 gepubliseer. Hierdie studie is 'n bespreking van die Sondagpers in die breë; hoekom mense dié koerante lees; die verskeie slaggate wat normaalweg met Sondagkoerante geassosieer word; die moontlike redes hoekom sodanige koerante nie die mas opkom nie; die toekoms van die Sondagpers in 'n land soos Namibië; en meer spesifiek die geval Namibia Sunday Express.

Thesis submitted in fulfillment of the requirements for the M Tech: Nursing in the Faculty of Health and Wellness Sciences at the Cape Peninsula University of Technology, Bellville Campus 2014
Recent reports suggest that there has been an alarming increase in the pregnancy rate of young adults especially in the Outjo district, the northwestern part of Namibia. No formal studies have been conducted recently to get a better understanding of this phenomenon, which is of great concern to all social and healthcare stakeholders. According to the annual report of the Outjo hospital 2009/2010, 36% of the pregnancies reported at the hospital were youth still at school (Namibian 2011). Negative health outcomes of early pregnancy and sexually transmitted infections (STIs), including HIV/AIDS (Human immunodeficiency virus infection / Acquired immunodeficiency syndrome), threaten the health of these young adults who will become the mature adults and parents of the future. This study aimed to assess factors that hinder young adults both male and female from utilizing contraceptives in Outjo district in the north-western part of the Republic of Namibia. Some of the objectives of this study were to explore the personal factors that influence the decision to use contraceptives among young adult of the Outjo district; examine socio-economic factors that influence young adult’ decision to use contraceptives, and determine pregnancy rate amongst female young adults in the Outjo district. In order to achieve the objectives of the study, a quantitative descriptive survey method and retrospective analysis of the records was used. The study population was young adults 18 to 24 years of age. A semi-structured validated questionnaire was utilized to collect data. Data was analyzed by using SPSS 19 software to generate frequency, percentage, mean and standard deviation. The findings can contribute and play a significant role in developing new strategies by all stakeholders including the Ministry of Health and Education, to approach non adherence of contraceptive use amongst the young adult population in an innovative ways, and ultimately stem the tide against the high rate of youth pregnancies in the Outjo district. Keywords: Adherence, contraceptives, young adults, youth, teenage pregnancy Namibia, Outjo district, quantitative descriptive survey

Pre-eclampsia is a multi-organ system disorder that occurs after the 20th week of gestation in pregnancy and is characterized by hypertension and proteinuria with or with out oedema. It is a major cause of morbidity and mortality for the woman and her child. Based on surveillance data, pre-eclampsia is one of the leading causes of maternal mortality in Namibia. However, there is no depth study done in Namibia that looks at the extent of confirmed pre-eclampia and its contribution to maternal and perinatal morbidity and mortality. There is also no standard management protocol currently recommended in Namibia. The aim of this study was to evaluate the outcomes and quality of care given to pre-eclamptic patients treated in Windhoek Central and Katutura referral hospitals in Namibia within the period of January 2003 to December 2004.

The purpose of this study is to investigate the contradiction between the teaching of integration in ETP and the actual practice of compartmentalisation within ETP at the Rundu College of Education. The second part of this study is to explore and examine the way teacher educators could integrate subjects into their specialisation areas at college level. It is hoped that this study will contribute to the following: • The reason (s) why there is a contradiction between the teaching in ETP and the actual practice of compartmentalisation within the ETP. • Examining and investigating factors that have contributed to the teaching in a compartmentalised way.

Thesis (MTech (Human Resource Management))--Cape Peninsula University of Technology, 2016.
The mining sector has been the backbone of the Namibian economy since Namibia attained its independence. However, the disruptive nature of the numerous strikes that are experienced in the mining sector has prompted this study that explores the perceptions held by different stakeholders on the impact of strikes on the productivity of three selected mines in Namibia. The selected mines are Langer Heinrich mine, Navachab Gold mine and Skorpion Zinc mine. Labour disputes in Namibia’s mining sector have a long history dating back to the colonial era. A myriad of factors that include, amongst others, poor remuneration, unfair labour practices, poor social and housing amenities, perceived discrimination and harsh working conditions are major triggers for mining sector strikes. Strikes are mostly conducted by employees when they fail to amicably resolve a labour dispute with their employers. Employees are normally perceived as the backbone of any organisation. Conflicts, however, are part of human nature and can only be avoided, in most cases, if people are conscious of the consequences of their actions and reactions, hence, the need to explore the perceptions of stakeholders on the impact of strikes on the productivity of the selected mines. Human perceptions are dynamic in nature. Irrespective of this fact, in this research questionnaires were administered to obtain the perceptions of mine management, miners and trade union members on the effects of strikes on the productivity of the three selected mines. A different questionnaire was designed to gather the views of the Ministry of Labour and Social Welfare (MLSW) officials since in most cases they are involved in conciliating the disputing parties. Generally, strikes have negative impacts not only on the organisation concerned, but also on the Namibian economy at large. The mines selected for this research are situated in the Khomas, Erongo and Karas regions of Namibia. Most mining companies in Namibia are located in Erongo and Karas, whereas Windhoek, which is in the Khomas region, mainly houses some of these mines headquarters. A five-point Likert scale was used to gather data in the survey. Specialised software called Statistical Program for Social Scientists (SPSS) was then used to analyse the data. Although the results indicate that in most cases the striking parties are aware of the adverse effects of strikes on productivity of the mines, they still opt to use strikes as a bargaining weapon. Since conflicts are always bound to arise where two or more parties interact, this study recommends that there should always be a conciliator who tries to amicably resolve disputes by sensitising each party on the consequences of strikes. The study also recommends a model which emphasises the need to thoroughly inform the mineworkers and the mine management on the ripple effects of strikes and on the need to achieve a win-win situation for all the parties that are involved in a conflict. The model emphasises that although the employees and the employers can individually and separately approach the official, which is the MLSW, such official should always provide open feedback to the feuding parties through a tripartite negotiation forum, otherwise any other type of covert feedback may be misinterpreted as bias by one of the feuding parties. The model further explains that at all times direct negotiations between employees and their employers must be kept open, as it is possible that agreements that can reduce strike action may be reached without necessarily engaging a third party.

This Portfolio was submitted in 2005 to Rhodes University as a Research Portfolio presented in partial fulfilment of the requirements for the degree of Master of Education in General Education Theory and Practice. The Portfolio consists of seven (7) key parts. The reader of this Portfolio is courteously informed that the structure of this portfolio is to some extent differ from the thesis structure. Thus, the reader should be attentive not to weigh against the two. Further more, I hereby declare that this portfolio is my own work and that all the sources that I have used or quoted have been indicated and acknowledged by means of references indicated at the end of each part. Part 2 and 6 are the core parts of the portfolio. The focal point of part 2 is the contextual curriculum analysis of Grade 8-10 Oshindonga Curriculum in order to investigate its implementation in four educational circuits: Oshigambo, Onathinge, Onyaanya and Omuthiya in Oshikoto Region. Based on the findings of this analysis, lack of critical inquiry and reflective practice among Oshindonga teachers was identified as one of the major obstacles that preventing the effective implementation of the curriculum. Most of these teachers are Basic Education Teacher Diploma (BETD) postgraduates. Thus, part 3 and 4 were developed as supplements to inform the main research paper (part 6) which is related to teacher's professionalism in the classroom. The focus of part 3 (literature review) was on the teacher as a reflective practitioner. This is in line with the Namibian Education Policy, which identifies reflective practice as the heart of teacher professionalism. In this part, I explored a variety of views related to the notion of professionalism in teaching. I have also focused on views related to teacher's professional development both on macro and micro levels. These views provided a clarification and an underpinning framework on which to base my analysis of reflective practice as professionalism in education. Part 4 (education theories) focused on the digging of understanding of knowledge as an important theoretical domain of behaviourist and constructivist theories. I have tried to establish how the two theories (Behaviourist and Constructivist) view knowledge and its acquisition and to gain an understanding of how the two theories have been informing the practice. Subsequently, part 6 meant to investigate and assess the extent to which Basic Education Teacher Diploma postgraduate teachers are autonomously applying the theory of critical inquiry and reflective practice in the classroom. Both part 2 and 6 have findings. There is much correlation between the issues and problems in the implementation of the curriculum as identified in part 2 and the findings of the main research paper (part 6). Though critical inquiry and reflective practice is the key journey towards a high level of reflectivity and one of the significant characters of teacher professionalism in the classroom, most issues and problems identified were related to the insufficient practice of critical inquiry and reflective practices. Low correlation was found between critical inquiry and reflective practice theory and teachers' practices in the classroom. Despite to the fact that various rationales were mentioned as to why critical inquiry and reflective practice successful implementation is not taking place, the study positioned an emphasis on team working at school, cluster and circuit base that could contributed to a great extend to making teachers more competent and supporting themselves in mastering the applicable critical inquiry and reflective practice skills.

The School Clustering System (SCS) was introduced five years after Namibia’s independence in 1990. The rationale for its implementation was to improve the quality of education in Namibian schools by enabling the sharing of resources, experience and expertise among clusters and facilitating school administration by pooling resources from several schools to be shared equally. It was piloted in Rundu and then gradually expanded to the whole country. The cluster system groups 5-7 schools that are eographically close and accessible to each other in one cluster under the leadership of one of the principals known as a Cluster Centre Principal (CCP). The purpose of this study was to investigate the perceptions of CCPs of the implementation of the SCS in two clusters of a particular circuit in the Omusati region. It is a case study involving two CCPs, one serving Inspector of Education (IE), a former Inspector of Education, several teachers, principals and parents. Data were collected through interviews, document analysis, and focus group discussions. The study found that the practice of cluster leaders is informed by contemporary leadership and management thinking. The participatory approach employed in clusterbased committees enables site-based management and collaboration. This has led to organisational learning. It was also found that a number of challenges are hampering the implementation of the SCS. These include lack of system support and inadequate resources. However, the human potential coupled with a high degree of readiness exhibited by cluster members are seen as potential drivers of further development of the system. The study recommends the adoption of a national policy that formalises the SCS as well as the strengthening of system support to build cluster capacity. It also makes suggestions for further research in organisational culture and behaviour with the aim of developing leadership and management practices in the SCS.

Thesis (MPhil)--Stellenbosch University, 2014.
ENGLISH ABSTRACT: The aim of this thesis is to establish a tangible metric by which to evaluate the impact of modern energy access on the livelihoods of rural Sub-Sahara African communities. The narrative is set in Tsumkwe, a remote rural Namibian location some 596 km north-east from the main capital city Windhoek. Initiatives aimed at rural electrification and energy provision are expected to reduce poverty as well as contribute to the community’s general wellbeing. However, determining the relationship between energy and development is quite a challenging undertaking. An analysis that is either exclusively quantitative or qualitative runs the risk of providing a skewed picture of the energy-development-poverty nexus. In this thesis, quantitative data is embedded within qualitative data as an attempt to examine the nexus and to translate how intervention programmes are transformed into outcomes in order to gauge success of a project. The transformative paradigm shaped the theoretical framework and informed the mixed-method research approach while the capability approach was used to analyse plurality and individualisation of policy impacts. Consequently, the role of place is positioned at the centre in gauging experiences of the poor vis-à-vis the importance of locating resources and capabilities to address socio-economic issues within a geographical location. The injustice of energy poverty can be viewed as unequal access to energy services (i.e. distributional injustice) as well as an intervention that failed to recognise the needs of certain groups and potentiality offered by place. From this, the concept of an energy poverty penalty is qualitatively developed. It was found that the penalty, although it is more pronounced in the low income groups, is exacerbated by choice offered in an energy basket thus affecting non-income poor households too. Therefore, the energy poor are not necessarily income-poor. It is finally concluded that while sustainable energy interventions offer the possibility to reduce energy poverty and the attendant human wellbeing index improvement they need to be grounded in a robust information base to track progress towards targets. Most existing indicators and composite indices assessing access to energy, the degree of development related to energy and deprivation of access to modern energy fail to account for the energy poverty trap.
AFRIKAANSE OPSOMMING: Die doel van hierdie tesis is om ‘n tasbare meting daar te stel om die impak to toegang to moderne energie daar te stel in landelike gebied in sub-Sahara Afrika te evalueer. Die studie is uitgevore in Tsumkwe, ‘n afgeleë landelike gebied in Namibië, sowat 596 km noordoos van die hoofstad, Windhoek. Daar word veronderstel dat inisiatiewe wat daargestel word om energie en elektrisiteit toeganglik te maak vir landelike gebiede en gemeenskappe, verarming sal teewerk en gemeenskappe kan ophef. Dit is egter moelik om die verhouding tussen energie verskaffing and vooruitgang te bepaal. ‘n Studie wat net kwalitatief of kwantitatief gebaseer is, sal nie die ware toedrag van sake uitlig nie. In hierdie tesis is kwalitatiewe data verweef met kwantitatiewe data om vas te stel presies hoe effektief programme is wat daargestel is om energie aan landelike gebiede te lewer. Die transformatiewe paradigma het die teoretiese raamwerk gevorm en gelei tot die kombinasiemetode navorsingsbenadering terwyl die moontlikheids benadering gebruik is om die pluraliteit en individualisering van die beleidsimpakte te ontleed. Gevolglik, is die rol van plek in die middelpunt van die ondervindings van die armes vis-à-vis die belangrikheid van die verkryging van hulpbronne en vermoë om sosio-ekonomiese kwessies binne ‘n geografiese ligging te hanteer. Die feit dat landelike gebiede verarm is wat energie en elektrisiteit voorsiening betref, kan toegeskryf word aan die volgende: ongelyke toegang to energie dienste, programme wat nie die behoeftes van landelike gemeenskappe aanspreek nie en die potensiaal van plek waar die program aangepak word is nie voldoende aangespreek nie. In die lig van hierdie potensiële oorsake van energie verarming is die konsep energie aarmoede boete kwaliteitsgewys ontwikkel. Dit is gevind dat die boete, wat meer van toepassing is op lae inkomste groep is, beinvloed word deur die keuse wat beskikbaar gemaak is in terme van energie voorsiening. Hierdie keuse het ook ‘n invloed op die “geen-inkomste” arm groep in ‘n gemeenskap. Dit is dus duidelik dat diegene wat energie verarm nie noodwending geldelik ook verarm is nie. Die studie, ter opsomming, het tot die slotsom gekom dat hoewel tussenkomende programme wat daar gestel word om volhoubare projekte aan te bied vir energie voorsiening in landelike gebiede, energie verarming kan verminder, dit nie effektief genoeg is tensy dit opgevolg word met duidelike doelwitte nie. Die bestaanded aanduidings vir toegang tot energie, aanduidings wat energie toegang en vooruitgang evalueer is nie werklik effektief genoeg nie.

Thesis (MTech (Town and Regional Planning))--Cape Peninsula University of Technology, 2010.
The accelerated influx of migrants into Windhoek after the attainment of independence in 1990 caused progressive settlement growth on open council-owned land as well as considerable shelter and servicing problems for the Windhoek City Council (WCC). This study analyses the spatial growth of informal settlements in Windhoek over a 10 year period from 1998 to 2008. The study use GIS as a tool to measure and analyse the spatial growth and development of informal settlements. It involves the mapping exercise to generate a sequential process of assessing the feasibility study that helped in the selection of two detailed case studies. Results of the analysis show two patterns of informal settlement development: between 1998-2003 and 2003 to 2008. The first is the acceleration of development of shanty towns immediately after independence to 1988 as associated with processes of spatial consolidation and densification in the former period and increased sprawl in the latter period. Second the study analysed the socio-economic characteristics of informal settlements. This was complemented by livelihood assessment (LA) that was used in identifying the types of livelihoods and coping mechanisms used by residents of informal settlements. The livelihoods assessment clearly shows that most of the people in informal settlements rely heavily on informal sector activities for a living. In-depth interviews were conducted with selected households to explore their coping strategies and survival mechanisms and also to determine how their earnings are being distributed. The continued growth of squalid and unplanned informal settlements is a clear indication that policies and practices need further intervention and regularization. The establishment of reception areas between 1991 and 1999 proved futile. The reception areas attracted more people instead of controlling the growth. Pit latrine toilets are provided in all the settlements but people do not use them and this is a major human and environmental threat. The study shows that the population growth has a significant impact on the growth of informal settlements in Windhoek. The study also shows that the livelihood assessment of households assist with a better understanding of household’s coping mechanisms and this will assist the city Council in making informed decisions when addressing the needs of the people. Livelihood assessment is a tool that assists with the better understanding of the affordability levels of lowincome people, therefore assisting the city Council in providing services that align with the affordability levels of the residents.

Before the attainment of independence on 21 March 1990, the people of Namibia were engaged in a protracted struggle against colonialism, racism and apartheid, all of which had denied the majority of the people democracy and development. The people of Namibia therefore did not have power to make decisions on matters that affect their lives and were also not able to determine their own destiny (Ministry of Regional Government and Housing [MoRGH]: 1998:1). After independence, the Namibian government provided for a policy of decentralization under Chapter 12 of the Constitution. After adopting decentralization as state policy in 1996 the government, under the auspices of the Ministry of Regional, Local Government and Housing, embarked upon an implementation process that began in 2003. Education decentralization was included in this process. As my research investigated participants' experience of education decentralization in the Omaheke Region, I conducted an interpretive case study. I employed semi-structured interviews as my main data collection instrument. The quality of my research lies mostly in the authenticity of my thick descriptions where I rely to a large degree on a high ratio of participant to researcher voice. The study has revealed that there is a basic understanding of what education decentralization refers to. Education decentralization is also perceived to provide for the democratization of education through the active participation of all relevant stakeholders - parents, teachers, learners and civil servants - in the education process. However, although there is a basic understanding of what education decentralization entails, there is not necessarily acceptance. The study revealed that many people in Omaheke have reservations about the process of decentralizing education services. Some regard education decentralization as central government "dumping" its responsibility on the Regions. Furthermore, neither the Regional Council, the Regional Education Office, schools, communities nor parents have the capacity to cope with decentralization. The responsibility for overseeing the implementation of decentralization in the Region lies with the Omaheke Regional Council. Education as a decentralized function ought to resort directly under the Regional Council. However, the Regional Education office does not yet operate under the Regional Council. Instead the Education Director continues to report directly to the Permanent Secretary of the Ministry of Education in the capital. In this way an important decentralization structure, the Regional Council, is bypassed and rendered toothless. The data reveal that there is only partial evidence of psychological and structural readiness for education decentralization. Consequently there is little meaningful participation and therefore no sense of ownership among parents, teachers, learners, community-based organizations and political leaders.

The research, investigating how a selected group of former BETD graduates understand and implement the theory of reflective practice, is a qualitative case study carried out in the Kavango region of Namibia. The study was shaped by one of the major policy emphases in Namibia’s post independence teacher education reform process - that of developing reflective teachers who actively participate in curriculum planning and take educational decisions based on their own judgment. A basic assumption underlying the study is that effective educational practice is dependent on practitioners thinking about what they are doing and acting on their reflections to improve practice. The study found that a fundamental problem preventing these teachers from implementing reflective practice in accordance with the Namibian educational reform process, is that the participating teachers neither understand the exact meaning of reflective practice nor do they have a common or shared view of the concept, in spite of their common qualifications. A key contributing factor to their problems with implementing reflective practice is the lack of a deep understanding of the reform epistemology and pedagogy revealed by the three former BETD graduates selected for the research. These are the teachers referred to in the first paragraph: The first teacher is Helena, a teacher at Duduva primary school, the second teacher is Kalishe, also teaching at the same school as Helena and the third teacher is Darius at Ntja Junior secondary school. The qualitative approach employed for the study served to illuminate and highlight specific issues related to the implementation of reflective practice that will be of considerable value for the researcher in her capacity as a teacher educator. These included among others: • The teacher’s need for an understanding of the key principles on which reflection is based and how to translate these into practice. • The need for teachers to have a clear understanding of the role that learners play in the reflective process. • The need to revisit the Basic Education Teacher Diploma (BETD) education programme, because for teachers to reflect they need a sound subject knowledge on which to base their judgments. These aspects, as well as the identification of the factors in the school system that contribute to the failure of reflective practice, provide a foundation for finding real solutions to the problems identified.

Thesis (MSc)--University of Stellenbosch, 2002.
ENGLISH ABSTRACT: Two key attributes of biodiversity, species richness and endemism are documented, analysed and mapped for the indigenous spermatophyte plant taxa of Namibia. A provisional diversity map is presented and transitional zones were shown to be the most significant for species richness. Distribution maps of the majority of endemic species in Namibia are shown together for the first time. Combinations of these data were used to map the overall distribution of endemic taxa, localities where significant numbers of local endemics occur, as well as the species that can be found in taxon phytogeographic centres. Recurring patterns are evident and areas of high species concentrations are catalogued. This thesis has contributed to the knowledge of the large number of plant taxa for .which Namibia is solely responsible, i.e. endemics restricted to within the political borders of Namibia. The mapping used an updateable, but permanent dataset on which future applications can be based. Examples of the uses of phytogeographic information proposed, include not only the traditional role in the identification of species in the herbarium, but also in creating a better basis for future policy especially in the development of land management strategies and conservation of Namibia's plant wealth
AFRIKAANSE OPSOMMING: Twee sleutelkenmerke van biodiversiteit, naamlik spesiesrykheid en endemisme word dokumenteer, ontleed, en karteer vir die inheemse saadplante van Namibië. 'n Voorlopige kaart van diversiteit word voorsien waaruit blyk dat oorgangsgebiede die belangrikste is vir spesiesrykheid. Verspreidingskaarte van meeste van die endemiese spesies in Namibië is word vir die eerste keer gesamentlik aangebied. Kombinasies van hierdie gegewens is gebruik om die algehele verspreiding van endemiese taksa, plekke waar betekenisvolle aantalle plaaslike endemiese taksa voorkom, sowel as die spesies wat voorkom in takson-geografiese sentrums, te karteer. Herhalende patrone is sigbaar, en gebiede met hoë specieskonsentrasies is gelys. Hierdie tesis het bygedra tot die kennis van 'n groot aantal plantsoorte waarvoor Namibië alleen verantwoordelik is, synde endemiese soorte wat beperk is tot binne die polieke grense van Namibië. Die kartering het 'n opdateerbare, maar permanente, databasis gebruik waarop toekomstige aanwendings baseer kan word. Voorbeelde van die gebruike van plantgeografiese inligting wat voorgestel is, sluit in tradisionele gebruik in die identifikasie van species in die herbarium, sowel as die skepping van 'n beter fondament vir toeskomstige beleid in veral die ontwikkeling van bestuurstrategië en bewaring van Namibia se planterykdom

The study seeks to document the development of the alternative press in Namibia from 1960 to 1990. It traces the reasons for its emergence and outlines the stated aims and objectives in order to illustrate its attempts to nurture a culture - of colonial resistance. It is argued that structural factors such as funding, distribution, advertisements and ownership enabled the alternative press to operate outside the South African apartheid hegemony. The study explains how the intellectuals used the alternative press in their attempts to mobilise and organise colonised Namibians for social change. They did this by formulating and disseminating ideologically constructed discourses (messages) which challenged the colonial discourse. These messages were produced and directed towards a specific audience, the masses to whom the intellectuals were organically linked. Their primary news definers were also drawn from the ranks of these masses. It is further argued that the alternative press came to represent the colonised masses by voicing their needs and aspirations which were marginalised by the mainstream colonial media. Finally, a relatively detailed analysis of the content, the language used and the'messages carried by the alternative press has been made to demonstrate its political agenda, which was to empower the masses to achieve their objective - the attainment of political independence. These issues are analyzed against a background of theoretical frameworks which seek to explain how subordinated groups and classes in a state of domination sought to establish alternative channels of communication in the creation of a counter hegemonic order.

Thesis (MTech (Nature Conservation))--Cape Peninsula University of Technology, 2009
Carnivore species globally are on the decline and population extinctions continue despite intensive conservation efforts. In Namibia, although 13.6 % of the country falls under the protection of national parks or game reserves, most of these protected areas are situated along the coastline and are desert habitat. The majority of Namibia's cheetah population (over 90 %), which is also the world's largest free-ranging population, occurs on privately owned farmland situated primarily in the north-central cattle-farming region of the country. Also occurring here are leopard, brown hyaena, caracal, and jackal and in some areas African wild dog, spotted hyaena and lion. Given the extensive nature of livestock and wildlife farming in Namibia, the low human density in rural areas and the persistence of wildlife outside protected areas, there is still considerable scope for carnivore conservation on the Namibian freehold farmlands, provided human-carnivore conflict can be managed. Great strides have been made in Namibia in developing strategies to address human carnivore conflict issues with formerly advantaged freehold farmers. However, since Namibia's independence in 1990, land reform has resulted in a new category of farmer entering the freehold farming sector, the emerging commercial farmer. No data has been gathered regarding emerging commercial farmers' attitudes and perceptions towards carnivores, the levels of camivore-conflict and livestock management practices in relation to livestock losses to carnivores.

One of the basic challenges that faces Namibian society as it emerges from colonial times is the issue of inequality and the oppression of women and girls. The San girl-child is no exception in this regard. San women in Namibia are subject to low socio- economic status and the poorest rates of formal education. San girls who enrolled at primary school hardly make it to secondary schools because of their significantly high dropout rate. This is prevalent among girls in particular as a result of early pregnancies, marriages and other related factors. The practice of early marriage is still prevalent, despite the Namibian government’s efforts to address the issues of inequality and oppression of women. For example, article 10 of the Namibian Constitution that stipulates that all persons are equal before the law. It also prohibits any discrimination on ground of sex, race etc. Moreover, in spite of the adoption of some National Gender legal Frameworks and the signing of various regional and international gender instruments, barriers to gender equality, equity and education attainment for the San girl child remain in place. However, in Namibia as in many developing countries researches onto early marriage has largely been neglected and data on various aspects of early marriage is minimal. Hence, the study aimed to shed light on the impact of early marriages on the education attainment of the San-girl child in particular as well as to draw the attention of policymaker and the Omaheke region community attention tothese harmful traditional and socio- economic practices, such as early marriage. For my study on the perceptions of selected respondents of the impact of early marriage on the education attainment of the San-girl child, I used aqualitative research approach and employed a semi-structured interview technique as my main data collection tool. The study revealed that early marriage impacts negatively on the education attainment of the San girl-child and that this undermines the status of San girls and constitutes a barrier to gender equality and equity attainment in their lives.

The purpose of this study is to look at English Second Language IGCSE Core Curriculum for Grades 11 and 12. The criteria that has been identified and selected for analysis as stipulated by the Ministry of Basic Education and Culture Language policy Document of 1996 reads as follows: The aim of teaching English as a language should be to enable the learners to increase their participation in the learning processes. This aim was selected as the criteria for investigation because the notion of active participation by the learners in the teaching and learning process places the learners in a different perspective. In other words, the learners are to be seen as possessors of knowledge rather than ‘empty vessels’ as depicted by the behaviourist approach (Van Harmelen 1999). This idea of a learner-centred approach as embedded in Social Constructivism approach is the foundation on which the Namibian Education Reform Process is based. The justification for selecting these particular criteria for close inspection in the English Second Language Curriculum was sparked by the professional attachment of the researcher into teaching English Second Language to Grades 11 and 12 at the Herman Gmeiner Technical School in Swakopmund. The researcher is also serving as a subject head for this particular discipline. Furthermore, evaluating and analyzing the English Second Language curriculum on this particular objective, the researcher hopes to uncover or come to an understanding of how our educational practices have moved from what was practiced under the behavioural approach and to discover the needs of teachers in terms of implementing the new curriculum in their daily practices as educators. Having the criteria stated, the study will focus on how the data was collected and the type of methodology used to gather this information.

The purpose of this research was to investigate three principals’ perceptions and experience of participative management and to gain insight into and understanding of the dimensions involved in participative management from the perspective of the three principals. The research was conducted within the interpretive paradigm, since I was interested in understanding the subjective experience and individual perceptions of three principals with regard to participative management and the meaning they attach to it in their natural settings: how they describe, interpret and make sense of participative management. Data were collected by means of questionnaires, interviews and observation. The findings indicate overwhelming support for the notion that participative management (collegiality) does have a positive influence with regard to creating a sense of common goals, shared vision, a sense of ownership, commitment and improved human relations. The respondents emphasized the critical role of the leader in facilitating the implementation of collegiality as well as an increasing awareness of the potential of participative management to improve human development through delegation. The responses revealed interesting paradoxes with regard to the tensions between leadership and leaderless organizations, as well as between autonomy and interdependence. Responses also reflect the sentiment that participative management should be selective, involving only those with the necessary skills and expertise in the decision-making process. While there is an appreciation of the benefits to be derived from collegiality, critical statements about participative management include the time-consuming nature of participative management, and the notion that participative management impinges on the authority of the principals.

Shortly after independence, Namibia embarked on a major process of educational reform. It was in this reform that the apartheid educational legacy was redressed. Namibians viewed the apartheid educational system as being irrelevant and that it did not meet their needs and expectations. One of the reform aims was to involve education in the development of knowledge and skills for self sufficiency and sustainable development, therefore Agriculture was incorporated into the school curriculum as a key area to achieve this aim. Learners taking the subject are expected to be equipped with relevant theoretical and practical skills that provide a sound foundation in this discipline. This case study was undertaken to gain a better understanding about how the participating teachers perceived and implemented the Agriculture curriculum at the senior secondary school level in their schools. In carrying out the case study a qualitative research method was employed using semi-structured interviews, observation and document analysis for data collection. It would appear from this study that Agriculture is unable to fully achieve the reform ideals at the senior secondary school level, as sixteen years after independence these teachers are still teaching the subject to learners with very limited resources and academic support. This scenario shows that there are marked inconsistencies between policy and praxis, between the stated goals and aims of the reform and the curriculum designed to achieve these. In this half-thesis I therefore argue that without well qualified teachers, suitable resources and infrastructure to implement the curriculum in these schools, the pre-vocational nature of the subject as suggested in the subject policy document will be compromised. The study concludes by proposing certain teaching strategies and possibilities for systemic development that can be used to effect quality curriculum implementation in the region where the research was situated.

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 furnished by SSEs, SDPs, and Teachers Self-Evaluations (TSEs) is unreliable, lacks credibility, and has the further ill-effect of skewing schools’ performance targets. Therefore, this problem could be addressed when the rationale of completing the SSE is clearly explained to principals and teachers.

The purpose of my research is to diagnose the organizational culture of the National Institute for Educational Development [NIED] , in particular to determine whether it is conducive to innovation, as was envisaged at the time of its inception. The diagnosis of NIED's organizational culture was done by using a hybrid qualitative and quantitative case study. A questionnaire, the Cameron and Quinn's Organizational Culture Assessment Instrument [OCAI], was given to all professional members at NIED, while six members of the NIED organization were interviewed. It emerged from the data, first, that the characteristics of the dominant NIED culture, using Cameron and Quinn's six dimensions of culture that produced an "overall culture profile" of NIED, are not likely to enhance innovativeness. Nevertheless, there is a strong preference towards a culture type favourable to innovation. Second, there are cultural factors antithetical to an innovative organizational culture. These include poor information flow and a lack of communication, negligible crossfunction interaction and freedom, and constraining hierarchical and bureaucratic structures. Third, NIED has, in the form of a "green paper," a set of critical norms, values and assumptions that characterize the culture of innovative organizations. Finally, there is evidence of the presence of cultural characteristics conducive to an innovative organizational culture. These include: learning how to learn; being pro-active in initiating change and innovativeness; and sustaining momentum, consistency and perseverance. The discrepancy between the existing organizational culture and the preferred organizational culture revealed by the overall cultural profile can be explained by the fact that the norms, values and assumptions that characterize the culture of innovative organizations and the cultural characteristics conducive to an innovative organizational culture are not fully infused into the whole organization. There is a tension between NIED's bureaucratic nature and its innovative mission. Organizational culture change, where NIED's structures and processes are aligned with its espoused vision and mission, is needed in order for it to be better placed to achieve its original pioneering mandate.

Manufacturing plays a significant role in the economy of Namibia, and yet is not performing as anticipated. In this study, the role management accounting plays in the success of a manufacturing business is explored. The research study was guided by the question of whether management accounting practices have an impact on the success of a manufacturing business through decision-making, business strategy formulation and implementation processes, as well as business performance as a whole. The research methodology used for this study is a qualitative case study of the manufacturer, Namibia Breweries Limited. This study used the insight of managers involved in the business strategy formulation and implementation, as well as in the decision-making process. The interviews focused on three themes: the contribution of management accounting practices through the business strategy and decision-making process, the influence of management accounting on business performance, and finally, the management accounting systems used in a manufacturing business. The findings of the study demonstrate that there needs to be greater awareness regarding the influence of management accounting practices on the success of a manufacturing business. Also, periodic appraisals on financial performance, quality of products and personnel performance, as well as a thorough understanding of the costing system, can be essential to the success of a manufacturing business.

Participative management, a key theme in contemporary management literature, is one of the central aims of the decentralization policy in Namibian education. Current perceptions of participative management on the part of teachers in Namibia are therefore of topical interest. This study set out to explore such perceptions among teachers in a Namibian primary school. The study is an interpretive case study focusing on six individual teachers’ understanding and experience of participative management within their place of work, a primary school in the Oshikoto region of Namibia. Semi-structured interviews, observation and document analysis were used to gather data. The study revealed a strong sense of commitment among the respondents to participative management and its accompanying practices, such as shared decision making and broad stakeholder involvement. Participative management was implemented chiefly through a committee structure for school organisation and government. Respondents also highlighted challenges facing participative management, such as the persistence of autocratic leadership, conflicts of interest in decision making, laziness and unwillingness among staff members, and a lack of understanding among parents concerning their role in the schooling of their children. HIV/AIDS was also seen to pose challenges to the free and frequent participation of stakeholders. The chief recommendation arising from these findings is that school leaders and managers’ understanding of tenets of participative management, such as site-based management and democratic management approaches, requires improvement and development.

The eastern branch of the late Proterozoic Damara Orogenic Belt of central Namibia hosts various copper, gold, manganese and uranium deposits, but in the vicinity of Steinhausen, approximately 145 km northeast of Windhoek, the Damara Belt becomes increasingly covered by recent Kalahari cover sediments resulting in little known geology and subsequent lack of discovered economic mineral deposits. Airborne magnetic and radiometric data over the Steinhausen Study Area was enhanced through image processing and filtering to accentuate characteristics of subsurface geology that, by comparing these characteristics to known geology, aided in the interpretive mapping of lithology, structure and targets for follow-up exploration. As a result, some important observations regarding the regional lithology can be drawn. An arenaceous stratigraphic unit that includes a coarse grained, glassy quartzite below the Kuiseb Formation equates to either the eastern Damaran equivalent of the Nosib Group subjected to high grade metamorphism or, alternatively, the upper part of the pre-Damaran sequence, immediately underlying the Damara. The Kuiseb Formation within the study area is uncharacteristically varied as compared to the same formation further west along the Damaran Orogen and can be subdivided into 5 separate units based on geophysical signature. Structural features evident within the study area include the prominent Kudu and Okahandja Lineaments and straddle an area of inferred uplifted stratigraphy of possibly pre-Damara age. The Ekuja Dome (Kibaran age and host to the Omitiomire copper deposit) is also clearly discernible on the airborne magnetic data and is cross-cut by an east-northeast structural zone. Direct targets for follow-up exploration include the Rodenbeck intrusion, anomalous magnetic bodies and numerous radiometric anomalies present within the study area. Identified dome-like features are considered prospective for Omitiomire-style deposits and the Okatjuru Layered Complex is considered a possible source of copper, chromite, magnetite, ilmenite, nickel and the platinum group elements.

Many midwives throughout the world experienced high stress levels when they deal with emergency childbirths. Midwifery professionals experience certain unique stressors, such as midwives being responsible for the care of women when they are giving birth. Complications of childbirth may occur during labour leading to the life of the baby and the mother being threatened. Situations such as this leave midwives experiencing high levels of stress for which they often do not have effective coping mechanisms. When the stress is not managed, it may lead to burnout. When burnout occurs the midwives present with physical and psychological symptoms of stress, grief for the loss and lack of motivation, which results in staff turnover and a fear of working in a maternity ward. Consequently, patient care may be compromised as some midwives became apathetic and develop unacceptable attitudes toward their patients. Such behavior led to poor work performances, maternity services that are not woman-friendly and women seeing the maternity ward as a place where they are treated in rude and unfriendly manner which increased the chances of adverse childbirth outcomes. The aim of the study was to explore and describe the experiences of midwives who have to cope with stress associated with emergency childbirths. This information was used to develop the guidelines to help midwives to cope with the high stress associated with emergency childbirths. The researcher used a phenomenological, qualitative approach. The study was explorative, as little was known on this topic in the Namibian context and it was also descriptive and contextual. Purposive and convenient sampling was used to select the research sample. The research population was all the midwives working in the maternity ward of a Namibian regional hospital, who met the inclusion criteria. Data gathering was done using semi-structured interviews. Once data saturation occurred, interviewing stopped. The interviews were audio-taped and transcribed verbatim. Tesch’s eight steps of data analysis were followed to create meaning from the data collected. An independent coder assisted with the coding process to ensure the trustworthiness of the findings. Literature control was done after data collection to support and strengthen the study’s findings. Trustworthiness, as suggested by using Lincoln & Guba’s model of trustworthiness, included truth-value/credibility, applicability/transferability, consistency/dependability and neutrality/conformability was implemented. Ethical principles of beneficence, non-maleficence, autonomy and justice were ensured by obtaining permission to conduct the research from relevant authorities and from University structures, obtaining consent from the participants before the interviews, voluntary participation and right to withdraw from the study, privacy, confidentiality and dissemination of the results. Three main themes and sub-themes were identified namely: Midwives experienced significant stressors associated with emergency childbirth situations. Midwives experienced mixed emotions about dealing with emergency childbirth situations Midwives shared their views regarding their support needs associated with emergency childbirth situations. Recommendations for nursing education, clinical midwifery and for further research were made. Four guidelines were developed based on the study findings as well as literature related to these findings, to help the midwives to cope with high stress levels associated with emergency childbirths.

Thesis (MTech (Human Resource Management))--Cape Peninsula University of Technology, 2011
In order for any organisation to achieve its goals, a committed workforce is essential. It has, however, become a great challenge for organisations to attract and retain employees as the power of success has shifted from organisations to employees. The organisation that is committed to attraction and retention of staff is likely to gain a competitive advantage, as staff members are satisfied and give optimum production levels. The purpose of the study was to determine and investigate factors that affect attraction and retention of staff at NIP in order to suggest possible interventions that could be employed to attract and retain staff in future. In order to obtain desired results, the researcher used a mixed-method approach. Questionnaires were distributed to all non-management NIP employees and semi-structured interviews were conducted with four (4) purposively selected NIP managers. Statistical analysis was used to analyse data, which was obtained by means of questionnaires, and content analysis was used for data that was obtained by means of semi-structured interviews. The study revealed that NIP staff members are dissatisfied with the company policies and practices, as the company does not always pay effective attention to them. Some of them indicated that they only worked as a means of survival; because of passion for their jobs; to save lives; and owing to the scarcity of jobs, since the industry is small. It is, therefore, necessary to pay attention to factors that this study has produced as obstacles in the way of NIP to employ an effective recruitment and retention strategy for its employees.

Thesis (MTech (Tourism and Hospitality)))--Cape Peninsula University of Technology, 2010.
Local communities in Namibia have few options for alternative income apart from selling crafts and livestock farming. The main objective of this study was to create an in-depth understanding of the perceptions of the local community at Twyfelfontein Uibasen Conservancy regarding community based tourism (CBT), and to develop strategies that could be used to influence these perceptions with the main goal of using CBT as a vehicle towards the improvement of local peoples' livelihoods. The study also examined structures and institutions that impact the direction of CBT development at Twyfelfontein Uibasen Conservancy. Both qualitative and quantitative methods were employed for data gathering. A survey was undertaken by means of 67 structured questionnaires among local community members and key stakeholders, which resulted in a 100% return rate. Five in-depth interviews with stakeholders from government, NGOs, the private sector and financiers were also conducted. The findings reveal that local community measure development in line with socio-economic issues since 39% strongly disagreed that their needs are being met through CBT project implementation. They feel that the infrastructure for tourist is well developed for international standards, whilst conversely, community members live in squatter camps, burn candles and live in squalid conditions. Whilst the Namibian government has recognised tourism as a potential means of poverty alleviation, issues of ownership of cultural heritage resources are still not yet in the hands of locals. The study argues that tourism development has been pursued more for economic purposes than for sustainable tourism development. Whilst the conservancies were set up as a strategy for poverty alleviation, the study concludes that development has not yet filtered down to the needy. Therefore, perceptions among the local community are negative towards CBT as a vehicle for socio-cultural and economic development. This study recommends that in order for CBT development to be meaningful, local participation through ownership, capacity building and control should have precedence over pure economic issues. Currently, the biggest beneficiaries seem to be the private tourism sector and, to some degree, foreign investors. Further research should be conducted to evaluate the impact of community perceptions on the tourist in the long - run, since tourist arrival figures continue to increase at Twyfelfontein.