Theses and Dissertations

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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 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.
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 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 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 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.
Evaluation of the linguistic relevance of Namibian literature through technology-enhanced language learning at Oupumako Combined School
(Namibia University of Science and Technology, 2024-11-18) Evalistu, Mirjam N. N.
This study examines the effectiveness of integrating Namibian literature with technology-enhanced language learning (TELL) tools to improve language skills at Oupumako Combined School in northern Namibia. This study provides the significance of using TELL tools and literature in language learning and further investigates the challenges that are encountered by language teachers and learners when using TELL tools. For data collection, the research utilised a mixed-methods approach. Quantitative data were collected through pre-and post-tests, completed by 44 Grade 9 learners, while qualitative data were collected from three English teachers at the school. The pre-and post-tests were used to assess the impact of integrating literature on a TELL tool to improve learners' vocabulary knowledge. The integration of literature on the TELL tool was only exercised during the post-test while the pre-tests were completed in the absence of the integration. A paired t-test of the findings confirmed that post-test scores (M = 13.11/20, SD = 3.50) were significantly higher than pre-test scores (M = 6.18/20, SD = 2.75), t (43) = 14.62, p < .001, d = 2.20, this was gained after the TELL-based literature intervention. The results that integrating literature on TELL tools can be effective in improving vocabulary. The qualitative result collected from interviews with 3 English teachers presented that literature provides a meaningful context for language learning through which learners can learn through exposure to real-life situations. Apart from that the interviews also presented challenges experienced by learners such as a lack of technological resources for learners to use, and a lack of digital literacy skills, they experienced difficulties with listening comprehension due to various accents used on digital platforms for language learning. Apart from that, the results also show challenges experienced by teachers such as insufficient educational resources, and limited training opportunities for teachers. The study recommends teachers to strengthen teaching language skills using literature context, implementation of programmes enhancing both learners' and teachers' digital literacy skills and schools to be assisted with technological infrastructure and ICT training for teachers. The researcher concluded that using literature on TELL tools can be effective in improving vocabulary.
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.
Contested identities, race and culture: An analysis of The Last Resort: A Memoir of Zimbabwe by Roger Douglas, Born a Crime: Stories from a South African Childhood by Trevor Noah and Negro Land: A Memeoir by Margo Jefferson
(Namibia University of Science and Technology, 2022-01) Namakasa, Sesilia Kasiku
This study analyses contested identities, race, and culture in The Last Resort: A Memoir of Zimbabwe by Douglas Rogers, Born a Crime: Stories from a South African Childhood by Trevor Noah and Negroland: A Memoir by Margo Jefferson through the lens of the postcolonial theory. One of the main focuses of the postcolonial theory is identity, and it is identity crises which give rise to multiple and fluid identities. Through the postcolonial theory the themes of race, culture, hybridity, and double consciousness are addressed. The study is a desktop qualitative research, and it uses content analysis to interpret and analyse the chosen autobiographies. The purpose of the study was to explore, the construction and contention of identity, race, and culture, as presented in the three selected text, through the lens of the postcolonial theory. The study found that all the three texts that were analysed are testament to how identities were constructed during apartheid, slavery, or colonisation and how identities were contested in postcolonial societies. The aftermath of all forms of colonisation led to the rise in identity problems being faced by individuals in contemporary societies. The study also found that, colonisation impacted identities of both the colonised and the colonisers to a great extent. The study recommends that more studies analysing identities in autobiographies using the post-colonial lens are conducted especially in African countries not covered in this study and that the black man’s identity be analysed in other genres of literature such as poetry and drama using the postcolonial theory. Lastly, the study also recommends that more studies are conducted, analysing Namibian autobiographies to scrutinise the Namibian identity.
The concept of leadership in two autobiographies, Where others waivered and Long walk to freedom: A postcolonial reading
(Namibia University of Science and Technology, 2022-10) Munkuli, Richard
The study sought to establish the concept of Leadership in two autobiographies, Where Others Wavered and Long Walk to Freedom, autobiographies of Nelson Mandela and Sam Nujoma, respectively. The study utilised secondary research in the form of qualitative desktop research in order to establish leadership roles, leadership styles and leadership concepts of these two African leaders. Content analysis was used to analyse research text and subsequent themes were generated. In terms of leadership concept, they shared the same values, as indicated that leadership is defined by commitment, training and observation, representing rights of the oppressed and responsibility. It was established that leadership is defined by commitment, training and observation, representing rights of the oppressed and responsibility. These concepts were shared by both Nelson Mandela and Sam Nujoma. Nelson Mandela was defined as a largely transformational leader who debatably demonstrated charismatic leadership style as presented in Long Walk to Freedom. Sam Nujoma hugely demonstrated an authoritarian leadership style as outlined in Where Others Wavered. Equally, Nelson Mandela had several roles such as supporting, planning, networking and advocating for change through the activities of the African National Congress (ANC) Youth League. The study established that Sam Nujoma had several leadership roles which included networking, planning and problem-solving roles as the front-line leader for South- West African People’s Organisation (SWAPO) in the fight for independence for Namibia. The study concluded that their leadership concepts differed but they share some similarities in networking, planning and problem-solving roles for pursuit of their country’s independence. The study recommends that future studies can compare countries that share regional boundaries such as Southern African Development Community (SADC) and Economic Community of West- African States (ECOWAS) in order to bring out an enhanced picture of African leadership.
The determinants of effective and efficient land development and delivery system in Windhoek.
(2014) Amadhila, Hendrik
The main aim of this thesis was to find out the determinants of effective and efficient land development system in Windhoek. With increased movement of population in search for better settlement and employment, more people tend to be concentrated in urban areas. This thesis identifies the dynamics of land for urban housing in Namibia with specific reference to the city of Windhoek. The thesis remarks on one hand, weaknesses in the existing institutional framework for urban planning and delivery of land services, unnecessary prolonged procedure and actors in the process with overlapping authorities, roles and lines of accountabilities has been identified as contributing factors to such dynamics, on the other hand, lack of technical capacity, limited financial resources embedded with cumbersome procedures in the whole process of preparation and approval of detailed plans as prepared by land experts has been a catalyst for the low capacity of the municipality in allocating land for housing development to the developers. With the increasing influx of population towards the city of Windhoek, land servicing and delivery models need to be reformed to take into account the rapid population dynamics within the society. Municipalities need to be empowered with both technical and financial capacity to facilitate in provision of effective and efficiency services of providing land for housing.
Exploring the effectiveness of management communication from and within the Ministry of Education Head Office, Namibia.
(2014) Kanime, Frieda Ndapewa
Purpose – the purpose of this mini-thesis is to explore the Effectiveness of Management Communication from and within the Ministry of Education Head Office in Namibia. The Ministry of Education has an important role to play in the education of the Namibian people. According to Ministry of Education (2012), the mandate is to educate and train for citizens for national development. To this end, the study aims at identifying and examining factors that contribute to poor management communication in the Ministry of Education Head Office, and how this impact on staff performance and service delivery to the public. Design and methodology - the study is a qualitative research, which used a narrative design. Data was collected from staff members and members of the public who have/had a relation with the Ministry of Education. Data was collected through interviews and questionnaire. A desk research was also used. Findings – An efficient structure is indispensable for a high performance organization. The findings of the study show that the structure of the Ministry of Education is inefficient and does not enhance high performance of the staff, nor does it provide employee growth. Another significant finding of the study indicates that the communication style of the management cadre is aggressive and authoritative, and impact negatively on service delivery. Key benefits – The study was very important for the Ministry of Education as it identified reasons why the Mandate of the Ministry of Education has not been implemented as required. Furthermore, the study identified challenges faced by the Ministry, and offered recommendations on how these challenges could be addressed. Key words – Communication Styles, Communication Skills, Leadership Skills, Management Skills, Organizational Structure, Teamwork, Internal Communication, Interpersonal Relations.
An assessment of the impact of ethical practices in the public procurement process on Namibia's socio-economic objectives.
(2014) Hamutenya, Fransiska Kandambo
Discussions around the public procurement system in the local media have been largely negative. Many articles have revealed mismanagement in the system. The emphasis of these articles has been on the need to uphold transparency and accountability in the way public procurement is conducted in Namibia. The Namibian experience is that the tendering process seems transparent on the surface, especially in connection with the sending out of tender invitations. However, the process becomes less transparent during the awarding process, which has in some instances necessitated recourse to the courts. As a result of these course cases, it could be said that the Namibian community has reached a point where the weaknesses in the current public procurement system can no longer be ignored. This study sought to address some of the flaws in the public procurement system, by interviewing people who have some knowledge of the system. Findings of the study confirm that there are weaknesses in the current system which needs to be addressed. The results further show that the control mechanisms that have been put in place are seriously ineffective. After reviewing the control mechanisms in place, suggestions are made to strenghten them. In terms of socioeconomic development, the findings indicate that the public procurement system could contribute to job creation and poverty reduction. The study also reveals that there is no comprehensive code of ethical conduct for Board Members and staff in the public procurement establishment. The researcher suggests that further research be conducted on areas that were not touched on in this study, such as the practice of exemptions, to evaluate the impact of exemptions on the image of the Tender Board, on the Secretariat, and on the tender process – in the context and spirit of anti-corruption.
Investigating reasons for failing to implement strategic plans in the Ministry of Regional and Local Government, Housing and Rural Development.
(2014) Yambwa, Florah Kahimbi
The main purpose of this study was to investigate the factors influencing the ineffective implementation of strategic plans in the MRLGHRD and identify possible remedies to improve the situation. The study was guided by four objectives and data were collected to answer the research questions. An administered questionnaire were used, both descriptive (qualitative) and quantitative data were collected and analysed in order to answer the questions of the study. The study also used a combination of both primary and secondary data to evaluate the MRLGHRD’ strategic plan implementation. A randomly study was conducted from a total of 247 identified staff members on the Ministry’s staff establishment (MRLGHRD, 2012). The focus of the study was mainly the operational staff members in the MRLGHRD such as: Permanent Secretary, Deputy Permanent Secretary, DiVice Chancellors, Deputy DiVice Chancellors, Middle Managers/Chiefs and Non- supervisors. The accessibility population was made up of 127 people selected at randomly. The study revealed the response rate and the nonresponse rate of 69% and 31% respectively (table 8). This turnout was good because the researcher managed to achieve the objectives of the study. Based on the findings, the study found out that strategic plan implementation is influenced by the following major factors as indicated on table 12. The study revealed that 68% of the respondents strongly agreed that lack of commitment and teamwork is one of the major factors affecting the strategic plan implementation in the Ministry. Followed by 63% respondents strongly agreed that the organisational structure and culture are not aligned to strategy and 59% strongly agreed that employee’s performance not measured meaning no appraisal system (reward system) in the Ministry to motivate staff members to deliver quality services. 51% of respondents strongly agreed that the budget for the ministry is not enough to execute its programmes/projects as set in the strategic plans, and the budget is not allocated accordingly to where it needed mostly; inadequate leadership to direct strategy implementation; organizational culture; lack of appropriate technology to support the implementation; shortage of staff to implement strategic plan and poor involvement of key stakeholders. However, based on the research findings the following are the major key recommendations that were made for the MRLGHRD consider: There is a need to conduct an urgent skills audit within the Ministry and revise the organisational structure. All those in management level should be equipped with the necessary leadership skills, which will help in the successful implementation of the Ministry’s strategic plans. Allocation of funds including donor funded programmes should be in line with the set strategies (priorities), thus help the Ministry to be focused and implement the strategies to achieve desired results. Bureaucracy should be minimised because it destroys the whole concept of strategic plan especially when one does not understand the subject matter, then the whole system will collapse since there is none to explain it better. Government to create strong monitoring and evaluation systems and effective strategic plan implementation teams to coordinate and monitor the implementation process in all O/M/As. Finally, strategic plan implementation and reward system cannot be treated separately, therefore the study suggested that there is a need to introduce and implement the reward system in the Public Service of Namibia to motivate staff members to deliver quality services to its customers.
The impact of Namibian reclassification as an upper-middle income country on Official Development Assistance.
(2014) Kazauana, Bertha
The aim of the study was to analyse the impact of Namibian reclassification as an Upper Middle Income Country on Official Development Assistance (ODA). This study was prompted by the negative perception that was going on in the country about the reclassification and how it reduces ODA while on the contrary having the knowledge that Namibia is striving to become an Industrialised country with a high income status by 2030. In order to address the issue of the negative perception about the eclassification as the contributor to reducing ODA, the research approach selected was a descriptive qualitative interpretivist approach. A mix of primary and secondary data analysis was employed to gather information on the subject matter. Interviews were conducted with experts in the field of foreign aid to obtain views and feelings on the reclassification and how Namibia could better manage ODA. However the study revealed that although there were some donors who phased out traditional assistance to Namibia, the reason is not necessarily because of the reclassification. Hence the perception that the reclassification reduces ODA could not be proven, since ODA flows to Namibia after the reclassification were even higher than before. Given that ODA will eventually reduce because of global changes in the ODA architecture, the study recommended that Namibia start positioning herself to influence the ODA architecture in her favour. It is also recommended that the National Planning Commission (NPC) prepares an ODA strategy that will be aligned to the National Planning and Budgeting system to guide policy makers and to avoid donors to drive the development cooperation agenda in Namibia. It was further recommended that timely communication and proper consultations be held with donors in preparation of donor exits.
The effectiveness of third party logistics providers in the public health sector.
(2014) Beukes, Hendricus Christianus Ralph
The main function of the Ministry of Health and Social Services (MOHSS) in Namibia is to provide health care services to population of Namibia. A large portion of the budget is usually spent on issues relating to logistics. This Ministry makes use of in-house logistics services. The current trends of many facilities are to make use of Third Party Logistics Providers (3PL’s). The main objective of the research is to investigate the possibility of using 3PL’s for the provision of logistics services in an attempt to improve healthcare services. This research identified six logistics activities: procurement, transport, warehousing, ordering, inventory and information technology, which form the main aspects of logistics in the MOHSS. The methodology used was a mixed method whereby data was collected through the survey of literature and the use of a questionnaire. Staff members from three (3) referral hospitals and eight (8) National level diVice Chancellorates from the MOHSS completed the questionnaires. The data obtained was, therefore, both qualitative and quantitative. The survey results illustrated that the health care system is complex and unique and thus requires a very good logistics system. They further revealed that information technology plays a huge role in a proper logistics setup. Based on the analysis done, a conclusion was made that there are still some areas that need to be improved and some area that are still problematic. Procurement and ordering were identified as logistics activities that have more positive outcomes. The other four activities: 1) Transport, 2) Warehousing, 3) Inventory and 4) Information Technology were identified as areas of concern in which some interventions are necessary. Furthermore, many of these activities are done mainly manually with limited use of Information Technology or computerized systems. These areas were also identified as possible areas for outsourcing. The key recommendations were fivefold and are summarised as follows: Firstly, 3PL providers can be used to provide logistics activities. Secondly, information technology must form the main basis on which logistics services must be done. Thirdly, the training of officials in the logistics set up is an important aspect that needs attention. Fourthly, logistics strategies need to be developed. Finally, inventory management must get special attention as it is the core activity of the logistics function.
An empirical study of the planning and implementation of competency based education and training in vocational education training centres in Namibia: The case of Namibia Training Authority.
(2014) Bock, Lukas
Namibia is currently undergoing a dramatic reform of its overall development strategy through its national statement, Vision 2030. As part of the response to make Vision 2030 a reality, the government came up with an Education and Training Sector Improvement Programme (ETSIP), which represents the education and training sector’s response to the call of Vision 2030. Its key purpose is to substantially enhance the sector’s contribution to the attainment of strategic national developmental goals and to facilitate the transition to a knowledge-based economy. The emphasis, according ETSIP, is on enhancing the quality of life for all and that calls for the intended rapid economic growth to be accompanied by equitable social development, according to Vision 2030. These twin goals of growth with equity are to be pursued within a broader strategic framework of transforming the economy into a knowledge-based economy (ETSIP, 2006). However, a critical impediment to the acceleration of growth, according to ETSIP, is the sluggish and sometimes even declining productivity in some of the sectors. This could be ascribed to the shortage of skilled workers on various levels and of various areas within industry. Without acceleration of economic growth, it is difficult for Namibia to create jobs to curb the current 51% unemployment rate, especially jobs that signal productivity growth, reduce poverty and attain equitable social development. Employers note the shortage of qualified artisans and technical staff as a constraint on increasing their productivity (ETSIP, 2006). One way of addressing this burning issue of skills shortages and unemployment, by the Namibian government, was the establishment of The Namibian Training Authority (NTA) under the Vocational, Education and Training Act (2008), with the aim of taking over management and direction of Vocational Education Training (VET) in Namibia. One of the strategic objectives for the restructuring is to improve the quality of VET, by establishing a Competency Based Education and Training (CBET) Programme (NAMCOL, 2011). The purpose of this case study was thus, to uncover the perceived (understood) effectiveness, of the transformation process of developing and implementing the CBET Program as a method of training in vocational training centres in Namibia by the NTA. An interpretive philosophical overview with a qualitative approach was found suitable for this study. The research design was a case study; and the specific research method for data collection was semi- structured interviews that were conducted at the research site; the NTA. A non-probability sampling technique was chosen and participants were selected purposively. The unit of analysis were those managers directly involved in the transformation process. Data were organised, categorised and interpreted in such a way that it would reflect the issues covered by the data obtained from the six subjects, which can then be adequately summarised in order to draw conclusions, for the purpose of making relevant recommendations. Looking at the change management strategies utilised (or not) by NTA in the transformation process, will hopefully, promote an understanding or inform practice in similar situations. It could, furthermore, be useful for investigating how an individual or programme changes over time, perhaps as the result of certain circumstances or interventions. The results could be used as a guiding tool to inform others of some of the realities that could be expected and how these realities can be dealt with when going through a process of change. It could also put other change agents at ease knowing that, there are companies out there experiencing similar obstacles as those faced by them and yet they were able to pull through successfully. The effectiveness could only be determined in terms of the research questions formulated by the main research question. From the findings, it can be deduced that the implementation of the new system was not totally ineffective, but also not a hundred percent effective. Research question four was not achieved at all, meaning that in the absence of a proper change management model or strategic plan the implementation was not really successful. Recommendations were given by the participants themselves on how to improve the effectiveness there off.
The impact of organisational culture on the performance of junior secondary schools in Oshikoto Education Region.
(2014) Iindombo, Gothard Uugwanga
The possibility of a school’s culture influencing school performance has triggered wide spread research in recent years, with the introduction of organisational culture as a field of management studying the 1970s. This topic gained the wide interest of scholars’ attention by 1980. Building from sociological and anthropological perspectives, scholars have argued that organisations could possess a culture-which is the taken-for-granted assumptions and behaviour that makes sense of the people’s organisational context and therefore contributing to how groups of people respond and behave in relation to the issues they face. Cultural influences on organisational life can be good or bad. An ideal culture should be that which promotes school effectiveness and efficiency as these are the most important deliverables of performance. As can be discerned from the definition by Johnson above, researchers have found that culture influences performance ,attitudes and behaviour of both teachers and learners and thus builds the identity of a school. School culture is therefore a significant component of school life that fuels the school excellence or failure. It is thus of utmost importance for school principals and their staff to understand their school culture and strive towards developing an exemplary and yet inspiring culture-a culture that promotes and signifies teaching and learning through effective school management practices. The challenge remains with the school leadership to embrace the heterogeneous manifestation of culture among its school inhabitants and take cognisance of the fact that culture is volatile. The later implies that an effective organisation needs to develop a culture that has an “intrinsic ability to adopt to changing circumstances”. The reason behind this reasoning is that this type of culture embraces fast changing trends in performance enhancement in the dynamic world with the available resources, thus ensuring consistency or improvement despite the unstable situations. Amidst hard economic times and the stiff competition evident in the education sector in the twenty first century, any institution that endeavours to survive must justify its existence through its performance. As a result this research tries to take a range of approaches to understand school culture, from exploring the forces that may create and change culture, to measurements of the characteristics of a school culture and examining it as a driver of school performance.

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