https://www.namibiadigitalrepository.com/files/original/0edade41d06418837bbf3551109c1f4d.pdf d986f158c8408d461524e54d1c5b8af5 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Dissertations on Namibia Description An account of the resource This collection holds full length dissertations written on and/or from Namibia. Unless the dissertations are particularly dated, or the author has passed, I have obtained permission before uploading the files. There are both M.A. and PhD Dissertations uploaded. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The formalization and realization level in Namibian schools - an investigation of two countryside schools Description An account of the resource Bachelor's Thesis: Teacher Education: Linnaeus University - "The aim of this thesis is to find out if there is a gap between the formalization level and the realization level in the Namibian school system. Moreover, our aim is to figure out how we, as visiting teaching students, interpret the relationship between steering documents and the teaching in the classroom. In turn, the aim was used to formulate three different research questions: What can we experience while observing in the class room/at school? What do the interviewed teachers express concerning our asked questions? What are the main differences between the two latest steering documents? The reason why we decided to do a study about the school system in Namibia is because it is a young country, it was proclaimed independent in 1990. Therefore we think it is interesting to study how the school system and its political steering documents have developed over the years. Our theoretical framework includes the concept of curriculum, reconceptualism and cultural issues. Our focal point has been on the following three perspectives, democracy, gender and learner centred education. The method we used in this study is triangulation, in this case analyzing political steering documents, interviewing teachers and other people connected to the school and finally class room observations. The attitudes to the three above mentioned perspectives vary amongst the interviewed personnel This study as come to the conclusion that there is a gap between the formalization level and realization level." Creator An entity primarily responsible for making the resource Fanny Herdin, Helena Nilsson Publisher An entity responsible for making the resource available Linnaeus University Format The file format, physical medium, or dimensions of the resource PDF Date A point or period of time associated with an event in the lifecycle of the resource 2009 Language A language of the resource English Source A related resource from which the described resource is derived http://lnu.diva-portal.org/smash/record.jsf?pid=diva2%3A311245&dswid=5124 cultural concern education Fanny Herdin formalization level Helena Nilsson Linnaeus University Namibia realization level senior secondary school Sweden