Faculty of Commerce, Human Sciences and Education

Permanent URI for this community

http://196.216.167.205/handle/10628/50

Browse

Now showing 1 - 20 of 319

A contrastive error analysis on the English essays of Oshiwambo speaking students: A case study
(European Journal of Linguistics, 2024) Haimbodi, Kandishi-Omupika Ndeshipandula; Woldemariam, Haileleul Zeleke
Purpose: The aim of this study was to thoroughly analyze and evaluate the grammatical errors found in essays written by second-year students, with a particular focus on Oshiwambo-speaking students. By contrasting the errors made by these students in their English essay writing, the study employs contrastive error analysis to examine how the mother tongue, Oshiwambo, influences the acquisition of English as a second language. The research delves into various linguistic levels, including lexical, morphological, syntactic, and grammatical aspects, to identify patterns of interference from the students' native language. This detailed exploration not only highlights the specific challenges faced by Oshiwambo-speaking learners but also provides a nuanced understanding of how native language structures shape second language learning. The findings offer valuable insights into common areas of difficulty, which can be used to improve language teaching strategies and support more effective learning outcomes for bilingual students. Methodology: The research initially involved 317 students, employing a qualitative exploratory design. From this group, 54 Oshiwambo-speaking students from NUST's Department of Agriculture and Natural Resources Sciences were purposively selected to complete a standardized assessment script. The evaluations focused on three key objectives: word formation processes (prefixation, suffixation, insertion, reduplication, and verb structure), syntactic errors (noun and verb tense errors, subject-verb agreement), and grammatical competence (comparative analysis of Oshiwambo and English structures, syntactic differences, and sentence constructions). Findings: The evaluation of the assessment scripts yielded significant insights aligned with the research objectives. First, the analysis of word formation processes revealed a detailed understanding of prefixation, suffixation, insertion, reduplication, and verb structure, underscoring their fundamental role in linguistic construction. Secondly, the identification and analysis of syntactic errors provided critical findings on common mistakes, particularly in noun tense, verb tense, and subject-verb agreement, highlighting recurring patterns of error. Lastly, the examination of grammatical competence facilitated a comparative analysis between Oshiwambo and English language structures, revealing notable syntactic differences and variations in sentence construction. These findings not only emphasize key contrasts between the two languages but also reinforce the importance of targeted linguistic interventions for improved language acquisition and proficiency. Unique contribution to theory policy and practice: This study makes a distinctive contribution to linguistic theory, policy, and educational practice by deepening the understanding of word formation processes and their variations between languages. By analyzing prefixation, suffixation, insertion, and reduplication, it offers fresh insights into the mechanics of language structure, enriching theoretical perspectives on language formation and bilingualism. The identification of common syntactic errors, particularly in noun and verb tense, as well as subject-verb agreement provides crucial data that can shape language education policies. This knowledge equips policymakers with the ability to design targeted interventions that address specific linguistic challenges, particularly in multilingual contexts. Furthermore, the comparative analysis of Oshiwambo and English language structures offers practical guidance for educators, enabling them to tailor teaching strategies to address the unique syntactic challenges faced by bilingual learners. This research, therefore, serves as a vital resource for both theoretical development and the practical enhancement of language instruction and policy formulation.
A forensic linguistics investigation of threat text messages addressed to gender-based violence (GBV) victims reported to the Namibian Police Force, Windhoek
(Namibia University of Science and Technology, 2025-04-29) Heita, Rachel Mwayola
Although police investigators and criminal detectives work diligently to identify perpetrators, they frequently encounter difficulties, especially when dealing with cases involving linguistic elements, thus they request forensic linguists to assist them in finding or minimising the culprits. Forensic linguistics is an investigative tool that allows linguists to study legal documents and spoken language to uncover motivations behind actions and identify culprits. This study investigated the threat text messages addressed to victims of gender-based violence (GBV) reported to the Namibian Police Force in Windhoek. The main objectives of this study were to examine the linguistic evidence, features, and choices within threat text messages, investigate the discourse structures of these threat messages, as well as describe the sociolinguistic profiles of the perpetrators of these threat messages. The study adopted a qualitative research approach and used a content checklist analysis to gather data, as well as Linguistic Variation theory to analyse the threatening messages. The results demonstrate a strong link between education, language use, and the propensity for violence, with youth more frequently using informal digital communication to issue threats. Through the identification of linguistic markers and sociolinguistic profiles, this research offers insights into the prevention of gender-based violence by informing law enforcement, legal professionals, and policymakers about the role of language in GBV-related threats and aiding in more effective threat assessment and intervention strategies.
A functional stylistics interpretation of “Losing Out” by Mutaleni Nadimi
(Voice of the Publisher, 2024) Salom, Susana Ndapewa; Woldemariam, Haileleul Zeleke
The paper presents a Functional Stylistics interpretation of a short story “Losing Out” written by a Namibian author Mutaleni Nadimi. The study followed a Systematic Functional Linguistic framework in which it recognises the three metafunctions of language: ideational metafunction, interpersonal metafunction and textual metafunction. These components were used to analyse how the writer used language to create meaning. The study used a content analysis method to gather findings, present and analyse findings. The findings show that Mutaleni has used elements of the three metafunctions of language as per the Functional Linguistic theory. The study concludes that there are many Namibian writers who emerged after independence and their work needs recognition. Literary and linguistic studies should be utilized to encourage contemporary and aspiring writers, as well as readers to understand local literary work.
A pedagogical stylistic evaluation of creative writing studies in the Department of Communication and Languages at NUST
(Namibia University of Science and Technology, 2025-04-29) Kalimbo, Sonio Haitangomwene
This study was driven by the critical need for creative writing skills through creative writing studies. The current literature teaching methods do not contribute to the enhancement of students’ creative writing skills, as a result, most students are unable to enhance their creative writing skills through literature studies. The Namibia University of Science and Technology main campus in Windhoek conducted a study, which focused on evaluating stylistic pedagogical approaches typically used in literature classrooms to improve students’ creative writing skills. The current study used a mixed research approach following a concurrent triangulation mixed method design through a pragmatic paradigm, which allowed the researcher to interpret the collected data objectively. A questionnaire was utilised to collect data from twenty-three (23) English third-year students and two (2) undergraduate literature course facilitators. Furthermore, a classroom checklist, students’ tests, and review of the current literature syllabus were also used as part of the data collection tools. The collected data were analysed in line with the study objectives following a thematic analysis method. The key findings of the study specified the significant role of pedagogical stylistic approaches towards the enhancement of students’ creative writing skills through literature studies. Creative writing skills enhance students’ abilities to develop character, enrich their vocabulary, understand language context, deepen their thematic knowledge, and improve their sentence constructing and structuring skills, their reading, writing, and imagination skills. Indeed, it also enhances students’ second language acquisition. The results suggested that there are several challenges impeding students from enhancing their creative writing skills through literature studies. These challenges include poor literature teaching methods, failure to use technology for creative writing, and being a creative writing beginner. The study further shed light on the several linguistic strategies that could be implemented in order to enhance students’ creative writing skills through literature studies, namely using technology for creative writing, introducing creative writing courses, reviewing and updating the current curriculum, as well as teaching literature with specific goals targeting some linguistic aspects that would contribute towards language learning.
A Study of the level of endangerment of !Kung as spoken in Namibia.
(Aisthesis Verlag, 2025) Woldemariam, Haileleul Zeleke
This study investigated the level of endangerment of !Kung (San language variant) as spoken in Corridor 17, Aranos and Amenuis localities of Namibia. The aim of the study was to protect, preserve and promote !Kung as an indigenous Namibian language and the cultural practices of its users. The study team conducted in-depth interviews, focus groups and distributed questionnaires and collected and later digitized 39 cultural expressions at the Namibian University of Science and Technology (NUST) library. The study team managed to study 41 households in !Kung speaking settlement areas only. The study concluded that !Kung is vulnerable, meaning although most children speak the language, it has been restricted to home domains. Outside these localities, there are noticeable indicators that !Kung is endangered, meaning children no longer learn the language as a ‘mother tongue’ at school level and the number of its users has dwindled. In order to revitalise !Kung and the culture, this study recommends seven strategies: 1) revitalizing !Kung and the culture through teaching !Kung folklore, 2) training !Kung speaking research assistants and teachers to utilise the existing San research outcomes, 3) contextualising and teaching !Kung historical narratives in the context of primary instruction, 4) introducing and promoting !Kung indigenous knowledge systems (IKS) and herbal life in !Kung classes; 5) organising !Kung story telling events at Chief Sofia Jakobs Primary School, 6) integrating !Kung folk art, folk songs, and traditional games in the !Kung instruction; 7) transforming !Kung endangered cultural practices into theatrical productions. In line with these linguistic and ethnographic strategies, the study also strongly recommends that the Namibian Ministry of Education introduce !Kung as a medium of primary instruction and as a subject in Corridor 17, 18, Amenues and Aranos localities of Namibia. The language can be accorded with the status of endangered Namibian language which can be preserved, protected, promoted and revitalized.
Advancing entrepreneurship education in Namibia: A practical approach.
(NUST & Tshwane University of Technology, South Africa., 2007) Mbaziira, S.; Oyedokun, Comfort
This paper is a qualitative analytical study of competences in entrepreneurial education. It is based on an initiative which analyzed various approaches to entrepreneurial education in Namibia. In the recent past, promoting entrepreneurial education at local, regional and national levels has become a high priority in public policy. The Namibia educational systems have expanded dramatically while the graduate job market is declining tremendously. Entrepreneurial education which can lead to job creation is a sinequo non. The different approaches to entrepreneurial education in Namibia are analyzed. The differences in conceptual, contextual, design and delivery impact both positively and negatively on entrepreneurial eduaction in Namibia. A number of actual and perceived barriers need to be overcome to facilitate a better understanding of entrepreneurial education. The conclusion and recommendations could offer valuable insight into the important aspects of entrepreneurial education in Namibia. Various stakeholders could also derive some benefits including policy makers, educators, government agencies and students. A further study on entrepreneurship education and curricula practices is highly recommended.
African hybrids: Exploring Afropolitanism in 'Ghana Must Go'.
(NUST, Department of Communication, 2014) Ucham, Emelda
This article explores the representation of Afropolitanism in Taiye Selasi’s debut novel Ghana must go (2013). The purpose of the article is to explore Afropolitanism using Selasi’s (2005) essay “Who is an Afropolitan?” as a benchmark. Selasi blends the words ‘Africa’ and ‘cosmopolitan’ in her essay, which discusses the fashion, dance style, and nationality of the Afropolitan, but she does not discuss themes in literature. She coined the term because she was never satisfied with the answers she gave when she was questioned about her identity. This article draws on two main theoretical approaches, the first being the diaspora and transnationalism theory, addressing concerns of people who have re-patriated in search of self-development through work or studies; the second theoretical approach is the hybridity as creolisation theory, which addresses the concerns of people born in Europe or the West to purely African ancestors or with one of the parents of a different ethnicity. The article reveals the following themes that pertain to Afropolitanism in Ghana must go (2013): cultural hybridity, careers, identity formation and an African bond, thus demonstrating that Afropolitanism does not relate only to fashion, dance style and art, but its exploration is also relevant in literature. This article contributes to knowledge of the world as a global village, but more specifically the international integration of cultures as expressed in literature, not only in the African diaspora, but in Africa as well.
African proverbs and conflict management: A study of selected Shona, Oshiwambo, Yoruba and Swahili proverbial expressions.
(2013) Makamani, Rewai
This study employs a Dialectical – Relational Approach to analyse selected Shona, Oshivambo, Yoruba and Swahili proverbs in a bid to show that African proverbs have vast potential in mitigating and possibly preventing conflict that has ravaged the continent thus almost threatening to reverse gains made in economic, political, educational and social spheres in recent years on the continent. Informed by Ubutuism, the study argues that African proverbs have a role to play not only in the economic development of the continent, but also in maintaining positive social relations with the rest of the world as is demanded by modern diplomacy and the quest for dignified social existence. In the study, I reveal that the Aristotelian three proofs of ethos, pathos and logos are inherent in African proverbs and can be used in all spheres of life in modern Africa to add value in education, commerce, politics and socialization systems both for the youth and adults. The study makes a critical analysis of proverbial expressions that deal with love, respect, endurance, care, goodwill and humility to reveal not only how proverbs should inform African education systems, but that their incorporation in many spheres of life would provide answers to vices such as greed, brutality (e.g. killing of people for various reasons), lack of ethical conduct, lack of respect for adults, sexual promiscuity and corruption. A purposive sampling of proverbs has been employed in this study.
Ambivalence in Parts Unknown and The Lie of the Land: a post colonial approach
(Namibia University of Science and Technology, 2021-03) Masiziani, David Masene
Africa was colonised and subjected to brutal colonial rule. Namibia, is no exception, in fact, the country went through two brutal colonial powers; imperial Germany, and the South African regime, which subjected Namibia to an apartheid rule, a localised form of colonialism fitted to oppress Africans. Between the two, the imperial German rule was crueler, resulting in genocide. The 1904-1908 genocide by the Germans against the Ovaherero and Nama people of Namibia is a horrible and unforgettable history. This dark history, forgotten and ignored by the Germany government for over a hundred years, has seen much criticism over the resent past year. Many critiques argue that the Germany army committed acts of annihilation, which the current Germany government need to pay reparations for. This history has seen four novels published about it, and hundreds of articles and research papers interrogating the genocide. This thesis explores ambivalence in two of the four published Namibian literary works on this history: Zirk van der Berg’s Parts Unknown (2018) and Jaspar Utley’s The Lie of the Land (2017). These works of literature explore acts of rape against black women by the German army, acts of discrimination and inferiority complex painted on the natives by ‘superior’ Germany. They record acts of annihilation aimed at depopulating the country of its natives. They record a slaughter of innocent women and children, and unarmed surrendered men. The study explores the shifting nature of the relationship between the coloniser and the colonised. It traces the ambiguities by examining the language used by the characters, and the cruel descriptions of the colonial war. The aim of this research is to enable the reader to understand how colonisation impacted the relationship between blacks and whites. This is a qualitative, desktop study grounded on Homi Bhabha’s postcolonial concept of ambivalence as its theoretical framework.
An analysis of cognitive metaphors in contemporary Namibian Literature on the Nama-Herero Genocide of 1904-1908
(Aisthesis Verlag, 2025) Hafeni, Linus. N.; Sabao, Collen; Woldemariam, Haileleul Zeleke
The study sought to undertake a cognitive analysis of the Nama-Herero genocide in Jaspar David Utley’s The Lie of the Land (2017) through the theoretical explications of cognitive metaphor. Through examining a Namibian fictional imaginary from a cognitive metaphor perspective (Sperber & Wilson, 1986), the themes and styles of the text were explored to understand how cognitive tools and processes influence linguistic choices in the construction of collective memory and collective experience. The study analyses the selected text using the cognitive stylistics framework. The selected novel was chosen because it presents the Nama-Herero genocide which took place from 1904 to1908 where over 65,000 Ovaherero and 10,000 Nama people died in what is known as the first genocide of the twentieth century. The study promotes new discourses on cognitive stylistics studies of Namibian literary works. The study is significant to researchers and readers as it is a useful reference tool for students, politicians and researchers conducting studies in the field of cognitive stylistics. Cognitive linguistics argues that a particular situation in a literary text can be interpreted in different ways. Observations from nuanced readings of the text indicated that theme in the selected text largely centres on the natives’ experiences of the genocide during this period of colonial occupation and encounter. This was achieved through the examination of literary creativity through the use of cognitive metaphor referring to genocidal trauma as well as to mental and physical oppression. It was concluded that reading, analysing and schematising genocidal fictional work can reflect a negative past for current world citizens to understand and adopt ways that can be used to prevent genocide.
An error analysis of grade 11 learners' blog entries at Ella du Plessis High School in Windhoek, Namibia
(Namibia University of Science and Technology, 2025-04-29) Waandja, Kronelia Tulonga
This study investigated the grammatical errors made by Grade 11 learners at Ella du Plessis High School in Windhoek in their blog entries. A qualitative research design was used to identify the learners’ written errors from a sample size of 118 assessment-based blog entries. The study population covered a total population of 178 Grade 11 learners studying English as a Second Language (ESL) and two English teachers. Learners' written tests, interviews, and a content analysis checklist were used to gather data. Grammatical errors such as punctuation errors, subject-verb agreement challenges, tense inconsistencies, sentence fragments, and article misuse, were found to be highly prevalent. These errors were connected to native language interference, limited exposure to actual English usage, and the influence of informal communication patterns. It was discovered that blogging encourages participation, creativity, and peer interaction while offering a forum for real-world language use. However, its effectiveness was impeded by issues like poor grammar education, a lack of technological resources, and a lack of revision chances. According to the study, teaching ESL should incorporate focused grammar training that focuses on topics like article usage, subject-verb agreement, and verb tenses. Peer review sessions and writing workshops are also suggested as ways to strengthen students' abilities through group projects and cooperative learning. Additionally, it is recommended that learners be exposed to more authentic language use, such as blogs, newspapers, and online platforms, in order to contextualise better and apply grammatical principles. Schools should make investments in technology infrastructure and give teachers the training they need to oversee technology-enhanced learning environments in order to maximise blogging as a teaching tool.
An evaluation of literature learning strategies at three selected secondary schools Grootfontein circuit, Namibia
(Namibia University of Science and Technology, 2024-07-31) Haupindi, Paulina Ndeshihafela
This study evaluated literature learning strategies at three selected secondary schools in Grootfontein Circuit. The study aimed to investigate the challenges caused by written literature as a non-examinable component in Grades 10, 11, and 12 English Second Language. It evaluated literature learning strategies currently being used in Grootfontein Circuit and determined the pedagogical relevance of studying literature. A mixed approach data was gathered using both qualitative and quantitative methods. The study used pragmatism as a paradigm since it involves research designs that made operational decisions based on ‘what will work best’. The study's sample consisted of 270 learners’ participants from grade 10-12 selected using systematic random sampling, and nine (9) English teachers were selected through purposive sampling. Data collection involved interviewing teachers with structured guides, administering questionnaires to learners, and corroborating qualitative data by observing English lessons and examining learners' books. The researcher gathered 270 questionnaires from learners at three selected secondary schools, held nine interviews with teachers, and observed one lesson from each of the nine interviewed teachers, resulting in a total of nine lesson observations. Thematic analysis was employed for qualitative data, while quantitative data were analysed statistically. The findings indicate that teaching and learning literature does not adhere to a uniform approach. Teachers employ various methods to teach literature in the three selected secondary schools in Grootfontein Circuit, the strategies that were used most are language model approach and cultural model. In addition, they encounter significant hurdles, notably that literature is not assessed in grades 10 to 12, leading to a decline in interest among teachers and learners. Additional challenges include a scarcity of literature resources. Despite data indicating that the majority of teachers incorporate literature into their ESL (English as a Second Language) lessons, their methodologies are at odds with feminist, pedagogical, semantic, pragmatic, and other stylistic approaches. Additionally, the study revealed the intrinsic worth of integrating literature into the study of English as a second language (ESL), with advantages such as improved literary abilities, personal engagement, cultural enrichment, and language growth. ii According to the report, curriculum designers should reconsider their current approach and consider conducting a formal assessment of literature for learners in grades 10 through 12. It also suggests that literature be taught in schools as a stand-alone subject as opposed to only an ESL focus. It is advised that teachers of literature use a stylistic approach since it strengthens readers' interpretive abilities and helps them deduce meaning on their own instead of relying just on explanations.
An exploration into the pragmatic competence of the TVET workforce at the National Youth Service
(Namibia University of Science and Technology, 2024-10-31) Shilemba, Elias Opena
This thesis explored the pragmatic competence of the Technical and Vocational Education and Training (TVET) workforce at the National Youth Service (NYS) by emphasising the problems of the lack successful communication in a multicultural and multilingual workforce. The study addressed the issue of communication discrepancies, a lack of clarity in instructions, and insufficient feedback mechanisms, which impede workforce performance and reduce organisational efficiency. The study is significant because it emphasised the need for enhanced communication tactics to increase productivity and cooperation in the workplace, hence contributing to the efficiency of NYS training programmes. This is a qualitative study and a semi-structured interview guide. A Pragmatic Competence Discourse Completion Tests were used to collect data, with three primary objectives: analysing pragmatic competence, investigating politeness principles, and measuring the consequences of pragmatic failure. The findings indicate modest levels of pragmatic competence, with politeness methods being helpful in conflict resolution and collaboration. However, the workforce faces considerable hurdles due to communication breakdowns and pragmatic failures, which cause operational disruptions and reduced team cohesion. The findings further reveal that the TVET workforce at the NYS has moderate pragmatic competence, with politeness strategies enhancing collaboration and reducing conflict. However, challenges like unclear instructions and delayed feedback lead to inefficiencies and lowered team cohesion. The study concluded that structured communication and regular feedback are essential to enhance productivity, morale, and teamwork at NYS.
An interlanguage study of fossilisation in a multilingual Namibian classroom: A case study of Karundu Secondary School in Otjozondjupa Region
(Namibia University of Science and Technology, 2024-11) Moshana, Anna Lineekela
The study sought to investigate the interlanguage fossilisation phenomenon in a multilingual Namibian classroom. English language performance has consistently been among the lowest in Namibia’s National Senior Secondary School leaving examinations, highlighting persistent challenges. In multilingual classrooms, learners often develop an interlanguage that is transition linguistic system shaped by their first language(s) and the target language. However, this interlanguage can become fossilised, where certain linguistic errors persist despite exposure to and practice with the target language. The objectives of the study were to investigate the causes of lexical interlanguage fossilisation in a Namibian multilingual high school classroom, to analyse interlanguage fossilisation at the level of sentences as well as to examine grammatical interlanguage fossilisation in the high school learners’ essays. The study adopted an explanatory research design, and data were collected through a Focus Group Discussion with English teachers, as well as through documentation by conducting an Error Analysis of the errors that the learners committed in the essays. Through the stratified sampling method 68 learners’ essays were analysed for errors. Data was analysed qualitatively, and through a thematic analysis approach, as well as through explications of Corder’s (1976) Error Analysis Theory. The study observes that lexical interlanguage fossilisation results from the mispronunciation of words, mother tongue influence, overgeneralisation of the target language rules, lack of appropriate feedback and lack of interest to learn appropriate language rules. The results from the Error Analysis (EA) conducted on the learners’ essays evinced that learners fossilised errors of lexical, grammatical and syntactical aspects such as spelling, omission, auxiliaries, word order, verb tense, word choice,punctuation, concord, fragmentation, coherence, and cohesion. The study concludes by submitting that interferences from mother tongue, overgeneralisation of TL rules, developmental issues, ignorance of TL rules and limited vocabulary prompted error fossilisation in learners’ writing. Therefore, these findings underscore the need for target instruction strategies to address fossilised errors in multilingual classrooms.
An investigation into factors affecting the sustainability of agricultural cooperatives in Namibia: A case study of Onghalulu farmers' cooperative, Ohangwena region, Namibia
(2024-02) Kadhikwa, Wilikeni, Nampala
The aim of the study was to investigate factors affecting the sustainability of agricultural cooperatives in Namibia, with the Onghalulu Farmers’ Cooperative being a case study. The study addressed external and internal factors that primarily affect the sustainability of agricultural cooperatives in Namibia and that of the Onghalulu Farmers’ Cooperative specifically. The problems identified in the study include those related to the market, finances, collaboration, governance, leadership, stakeholder engagement, environmental factors, compliance, mentorship and training programmes, infrastructure development, adoption of advanced technology, investments in research and development, and other issues influencing the sustainability of agricultural cooperatives in Namibia. The study noted that the emphasised problems still plague some Namibian agricultural cooperatives, primarily due to cooperative stakeholders' poor commitment to resolving the issues that they face and their resistance to accepting change. Moreover, some traditional beliefs hinder the commercial operations of agricultural cooperatives, as well as their capacity to follow rules and regulations, and the cooperatives' continued dependence on government support and donors. Additionally, due to the lack of political will, the government regularly allocates insufficient funds for agricultural projects that support cooperative initiatives, thereby financially starving the sector. In addition, climate change continuously impacts cooperative farmers' productivity, and as a result, the marginalised community members, youth, and women are underrepresented in cooperative initiatives. Using a case study design and a qualitative research methodology, the study collected primary data from 15 participants using open-ended questionnaires and semi-structured interviews. A purposive sampling method was used to choose participants as cases with rich and thorough insights about the study constructs. The study was guided by a theoretical framework including collective action and signalling theory to highlight cooperative principles, environmental sustainability governance (ESG), and economic sustainability performance (ESP). The study findings revealed that Onghalulu Farmers’ Cooperative practices mixed farming, combining agribusiness with different farming activities. It was found that some internal and external factors impact Namibia's agricultural cooperative’s survival ability. Besides, it was determined that efficiently run agricultural cooperatives improve members' quality of life and significantly advance the sustainable growth of the cooperative. The study offered some recommendations to minimise the obstacles identified and enhance the sustainability of agricultural cooperatives in Namibia. As such, the study findings enrich the existing literature about agricultural cooperatives and provide valuable information to cooperative stakeholders about supporting the resilience and sustainability of agricultural cooperatives in Namibia.
An investigation into the factors affecting strategic change in the Ministry of Labour, Industrial Relations and Employment creation, Namibia
(2024-03) Sheehama, Veneranda Kandekeleni
The purpose of the study was to look into the variables influencing the Ministry of Labour, Industrial Relations and Employment Creation in Windhoek as it implements a strategic change. The investigation was conducted using a qualitative research methodology. Only sixty-five (65) employees from Windhoek's Ministry of Labour, Industrial Relations, and Employment Creation made up the study’s population. The Office of the Labour Commissioner, Planning and Administration, and Labour Services were the three (3) Directorates from which the sample for this study was drawn. The study’s ten (10) participants were selected through the use of a purposeful sampling technique. Semi-structured interviews were used as the data gathering tool in this study. Data analysis was done using the ATLAS.ti application suite. The outcomes demonstrated that the implementation of strategic change processes can be impacted by employee attitudes. This is due to the fact that each employee has a unique temperament, set of sentiments, and perspective on change, all of which affect how they feel about change and how change procedures affect them. The findings of this study also established the existence of significant influence of leadership visibility on and strategic change management within the Ministry of Labour, Industrial Relations and Employment Creation in Windhoek. This implies that leadership is crucial for change projects within a company to be successful. The study has shown that organizational culture has a big impact on managing strategic change, which is especially true in a world in which there are several complex cultures and subcultures. It was believed that articulating the necessity and justification for the change was essential for its successful implementation. The study has shown that realistic goal-setting is crucial and must be based on striking a realistic balance between the project's strategic goals and the necessary resources that are within the Ministry's capacity. The Government of Namibia should conduct organizational diagnosis through the Ministry of Labour, Industrial Relations and Employment Creation in order to institutionalize change techniques in the public sector, according to the findings. The public sector's organizational structure should be firmly rooted in strategic change management techniques. The public sector should treat each aspect influencing change management techniques as a temporary fix.
An investigation into the interlanguage pragmatic competence of learners at Eenhana Secondary School
(Namibia University of Science and Technology, 2025-04-08) Namundjebo, Ndeutila Uunyuni
The purpose of this study was to investigate the interlanguage pragmatic competence of learners at Eenhana Secondary School. The study sought to analyse the strategies employed by learners when performing the speech acts of request, apologising and refusal, as they interact with their teachers and fellow learners. The causes of interlanguage pragmatic failure among the learners were examined, and the different strategies to enhance the learners’ pragmatic competence were also assessed using the interlanguage pragmatics theoretical framework. A mixed method approach was used for data collection and analysis. The study made use of a random sampling method to collect quantitative data, while purposive sampling was employed to gather qualitative data. The study employed two instruments for the data collection process; A Written Discourse Completion Test which was administered to a study sample of 165 Grade 11 learners, and an interview guide containing structured questions was given to 7 English teachers to elicit data for the factors of interlanguage pragmatic failure and the linguistic strategies to enhance pragmatic competence. The findings of the investigation revealed that interlanguage pragmatic failure is present at Eenhana Secondary School, as learners tend to use direct strategies when formulating the speech acts of request and refusal. Moreover, the findings showed that learners are able to offer expressions of apologies, however, they tend to overuse one particular strategy the most. Furthermore, the study demonstrated that there is a limitation of pragmalinguistic and sociopragmatic knowledge as well as a lack of sociocultural awareness among the learners, resulting from ineffective language teaching and limited exposure to the target language. The study concluded that for effective interactions to take place, then the learners need to develop a culture of reading English literature, as it reflects real life interactions, incorporate pragmatic content into the four English language skills and to use multimedia content, as they offer authentic instructional input.
An analysis of English errors made by NUST students.
(NUST, Department of Communication, 2010) Krishnamurthy, Sarala; Kangira, Jairos; Tjiramanga, Alexandra; Beukes, Bronwen
The focus of this study is errors made by students using English at the NUST. An investigation into errors and their causes peculiar to Namibia is significant insofar as it enables the researchers to develop a methodology in teaching to help students avoid committing mistakes that they make normally. This study, therefore, has far reaching implications in English language teaching and pedagogy in the country.
An analysis of the influences of discourse in the anthology: 'Zimbabwean Poetry in English'.
(2010) Makamani, Rewai
This article reviews the book "Zimbabwean Poetry in English", compiled and introduced by Kizito Muchemwa.
An analysis of the strategies used to communicate human rights to women in the informal settlement of Greenwell Matongo in Windhoek
(Namibia University of Science & Technology, Faculty of Human Sciences, 2017-06) Tjiramanga, Alexandra; Newaka, I M
This paper examines the communication of human rights by the Ministry of Gender Equality and Child Welfare to women. It presents the communication channels used and assesses the women's knowledge and awareness level of human rights in the community of the informal settlement Greenwell Matongo in Windhoek, Namibia. Namibia's statistics regarding violation of women in Africa are high. Therefore, the violation of human rights of women in marginalised areas has become a major concern. We argue that it is important for every woman to know their basic human rights regardless of where they live and their level of formal education. As such, it is important that the most appropriate media of communication be engaged in order to disseminate the messages effectively to its intended audience. The study posits that relevant communication channels and information are vital in addressing and subsequently combating violation of human rights. This necessitates the need to educate the victims about where to go and what action to take should one be violated. Finally, this study advocates the best approaches to communicate issues on human rights to the most marginalised in an effort to reach and educate every citizen.

Browse

Browsing Faculty of Commerce, Human Sciences and Education by Title

Results Per Page

Sort Options