The Namibia Journal of Managerial Sciences (NJMS) is a diamond open access, double-blind peer-review, multidisciplinary and interdisciplinary platform that publishes original and peer reviewed articles. NJMS serves as a platform for scholars to disseminate high-quality research and contribute valuable knowledge to society.
Experiences of Registered Nurses Regarding the Teaching of Nursing Students in a Public Hospital in Windhoek, Namibia
Teaching nursing students is a core responsibility of registered nurses working in state hospitals, particularly in contexts where clinical exposure is essential for professional development. This study aimed to explore and describe the experiences of registered nurses teaching nursing students in state hospitals in Windhoek, Namibia, and to identify factors influencing the effectiveness of clinical teaching. A qualitative, exploratory, descriptive, and contextual research design was employed. Twelve registered nurses from two state hospitals in Windhoek were selected through purposive sampling. Data were collected via in-depth interviews, guided by the central question: “What is your experience with teaching nursing students in the hospital?” Interviews continued until data saturation was reached. Audio recordings and field notes were transcribed verbatim, and data were analyzed using Tesch’s open coding method. Ethical principles were upheld throughout the study. Three key themes emerged: (1) Participants perceived supervision as important, highlighting the need for structured guidance and consistent presence during clinical teaching; (2) Participants perceived different attitudes and behaviours among students, ranging from enthusiasm and initiative to passivity and disengagement, which influenced teaching dynamics; and (3) Participants perceived a lack of knowledge on expected teaching, indicating uncertainty about their roles and expectations in clinical education. The findings revealed that clinical teaching is hindered by systemic challenges such as staff shortages, lack of formal training for nurse educators, and unclear institutional guidelines. These barriers are compounded by limited resources and high patient loads, which constrain the ability of nurses to provide effective mentorship. The study recommends formal orientation for nurses on teaching roles, improved collaboration between academic institutions and hospitals, and policy support for clinical education frameworks. This research offers practical insights for the International University of Management, the Ministry of Health and Social Services, and other stakeholders seeking to strengthen nursing education in Namibia. In resource-constrained African healthcare systems, empowering registered nurses with the tools and clarity to teach effectively is not only a pedagogical priority but a strategic investment in workforce development and patient care quality. Limitations related to sample size and geographic scope were acknowledged.
Copyright (c) 2025 Stephanie Van Der Walt & Loise T. N. Epafras https://creativecommons.org/licenses/by-nc-nd/4.0
A review on the Collection Development Practices and Use of Electronic Resources in Academic Libraries: Emerging Issues for Student Access and Learning
The advancement of technology has significantly changed collection development practices in libraries, particularly in terms of acquisition and use of electronic resources. Academic libraries aim to realise their mandate of supporting learning, teaching and research output mostly with an emphasis on student success and researcher productivity. This move has fostered a change in what to be considered in the collection development and way this information is disseminated. Pressure in building digital collection has been witnessed. This review examined emerging issues and trends in the development and use of electronic resources within Universities. The most important areas investigated included an exploration on the current collection development practices, awareness levels, usage and access methods. transfer of pressure to digital collections, challenges to resource and license accessibility, user training needs, and the role of library guidelines in supporting access. To understand the current situation regarding collection development practices and integration of e-resources in libraries, a scoping review was undertaken. Literature of this review was undertaken from well-known different databases such as: EBSCOHOST, Scopus/Web of Science, Google Scholar, Emerald Insight, Taylor & Francis) Research Gate and ProQuest Dissertations and Theses. The inclusion criteria included papers that were published between 2015 and 2025 and were written in English; focused on key aspects of collection development practices and the use of electronic resources in academic libraries. Meta-Analyses (PRISMA) guidelines to choose relevant articles with keyword searching. Findings demonstrate how strategic integration of electronic resources in the library collection can improve academic engagement and support remote and blended learning environments. In addition, the results indicated that though students were indeed aware of the availability of e-resources, the usage remained low. The study results further cited inadequate funding, lack of skills for hybrid collection management, lack of collection development policy and poor Internet connectivity etc. There is a critical part of digital resources for academic success, institutions need to address obstacles such as digital literacy gaps, insufficient infra-structure, and developing user expectations. This review highlights the need for ongoing assessments and adaptation strategies to ensure that guidelines for collection development continue to meet the changing educational environment and student information needs.
Copyright (c) 2025 Rajaratnam S. Rajkumar, & Melba Kabelele Sitwala https://creativecommons.org/licenses/by-nc-nd/4.0
Empowering Namibian Future Teachers for Integrating Interdisciplinary Approaches to Sustainability in Preservice Teacher Training
Namibia needs to prepare teachers for the future to teach in a way that combines multiple subjects for education sustainability. This study involved a review of teacher training materials to determine whether they had integrated comprehensive sustainability education plans aligned with the tenets of Sustainable Development Goal (SDG) 4. The review played a crucial role in overseeing how preservice teacher education in Namibia prepared future teachers with the skills, knowledge, and attitudes necessary to teach different subjects together in the classroom. Interdisciplinary responses were crucial for tackling the country's complex challenges, including sustainability, environmental degradation, resource management, and economic and social inequalities. This research examined the significance of combining various subjects in the teaching of sustainable education. It focused on integrating sustainability concepts, adopting hands-on teaching approaches across multiple subjects, and ensuring that curriculum content aligns with Namibia's educational requirements. Inclusion criteria reviewed, revised course content published in 2022 and implemented in 2023. It also examined whether the content complied with the national education policy, specifically the National Curriculum for Basic Education (NCBE), and whether it effectively promoted critical thinking and problem-solving skills among preservice teachers. The review identified best practices and areas where the course content, teaching methodologies, and teacher training materials did not align with the sustainability objectives. Additionally, recommendations were made to improve teacher training courses to better equip teachers with the skills to integrate sustainability across different subjects. The report identified major gaps in the integration of formalised sustainability education across qualifications, and the need for better coordination between subjects and for curriculum changes to align teacher training with the Sustainable Development Goals.
Copyright (c) 2025 Fredrika Ndeshi Immanuel & Tomas Shivolo https://creativecommons.org/licenses/by-nc-nd/4.0
The Role of Digital Literacy in Strengthening Parental Participation in Schooling
This study explored how digital literacy could enable 21st-century parents to actively participate in the education of their children and contribute significantly to improved learner performance in secondary schools, especially in a rural context. Guided by Epstein’s Framework of Six Types of Parental Involvement, the study investigates how teachers’ role of parenting, communicating, volunteering, learning at home, decision-making, and collaborating with the community, can be enhanced by modern forms of digital communications. A qualitative methodology was employed using a case study design. Data was collected using semi-structured interviews with parents, teachers and grade 12 learners across the secondary case study. Thematic analysis revealed that digital applications such as WhatsApp groups and school portals are increasingly central to school home communication, decision making and collaboration. Parents with access to digital tools and applications, as well as digital competencies, were more able to monitor academic progress and assist with learners’ assignments. However persistent barriers such as limited digital literacy, poor connectivity and work life pressures hinder many parents’ ability to participate digitally and effectively in their children’s education. The study extends the discourse on parental involvement by showing how digital platforms simultaneously enhance and limit engagement. The study further demonstrated the relevance of Epstein’s Framework of Six Types of Parental Involvement in the 21st-century, and how best the six types of parental involvement can be digitally mediated by digital tools and applications. Hence, there is a need for targeted efforts to improve parents’ digital skills and access to communication tools to enhance parental involvement in the education of their children.
Copyright (c) 2025 Immanuel Nakambale & Elock Emvula Shikalepo https://creativecommons.org/licenses/by-nc-nd/4.0
The Efficiency and Effectiveness of Secondary Schools in Namibia
This study analysed the operations of secondary schools in Namibia, with a specific focus on the challenges affecting the quality of teaching, learning, and overall learner performance in Namibian secondary schools. Despite the Namibian government’s significant investment in the education sector, the secondary education system continues to struggle with inefficiencies that hinder its effectiveness. The study adopted a qualitative research methodology to gain an in-depth understanding from key stakeholders in the education system. The population comprised school principals, teachers and learners from selected secondary schools. The sample was selected purposively and included participants with direct experience of school operations and learner performance records. Data were collected using interviews and focus group discussions, providing rich and diverse insights in understanding the subject. The data were analysed using thematic analysis and revealed that the Namibian secondary education system was confronted with numerous challenges, including high staff turnover, impact of postgraduate diploma graduates and the normalcy of limited parental involvement. These challenges have negatively affected secondary schools’ operations, resulting in reduced secondary schools’ throughput. These themes provide a comprehensive understanding of the systemic and institutional barriers limiting educational quality and learner success in Namibian secondary schools. The systemic issues have implication to both educational policy and practice, necessitating the need for various reforms within Namibia’s education system to prioritise effective teaching and learning in Namibian secondary schools.
Copyright (c) 2025 Michael Antonius Mbudje & Elock Emvula Shikalepo https://creativecommons.org/licenses/by-nc-nd/4.0
Enhancing Local Government Service Delivery in Namibia: A Case Study of Eenhana Town Council
Across the globe, local municipal authorities play a significant role in service delivery and ensuring that basic services are provided to the residents. However, over the years, town councils in Namibia have been heavily criticized for poor service delivery. This research study assessed the challenges experienced by Eenhana Town Council in the provision of service delivery to its residents, with the objectives of assessing the impacts of these challenges on the quality of service provided to the residents and recommending strategies for enhancing service delivery in the Eenhana Town Council. The study employs a qualitative research approach with a purposive sample of 7 employees of Eenhana Town Council. The study employed a semi-structured interview guide to conduct face-to-face interviews with seven (7) key Eenhana Town Council employees of Eenhana town to collect data. Content analysis is used to analyse qualitative data. The preliminary findings are such as a lack of funds due to poor revenue collection mechanisms, poor town council planning, and poor infrastructure. Other factors that contribute to poor service delivery are customers who fail or delay paying the town council bills and insufficient allocation of funds from the government. Based on the preliminary findings, it is recommended that the Eenhana town Council management should pay attention to developing council leadership, training of employees, and strengthening revenue collection policies. The Eenhana Town Council should promote effective community engagement for the inhabitants to participate in service delivery initiatives.
Copyright (c) 2025 Ilona Mpingana Iyaloo Ndapadula Ilonga, & Lukas Matati Josua https://creativecommons.org/licenses/by-nc-nd/4.0
AI in Primary Education: Insights from Teachers and School Leaders on Benefits, Barriers, and Ethical Dilemmas
Integrating Artificial Intelligence (AI) in primary education presents transformative opportunities alongside significant challenges. This study explores educators' perceptions of AI adoption in primary schools, focusing on its benefits, implementation barriers, ethical concerns, and impact on student learning outcomes. Using qualitative data from six teachers, three Heads of Departments (HODs), and three principals in Namibia’s Khomas Region, the research highlights key findings aligned with existing literature. Educators recognize AI’s potential in personalized learning, automation of administrative tasks, and enhanced student engagement. AI tools such as intelligent tutoring systems and gamified platforms provide real-time feedback, adapt to individual learning styles, and improve performance in core subjects like mathematics and reading. However, challenges such as insufficient teacher training, prohibitive costs, infrastructure limitations, and resistance to change hinder effective implementation. Ethical concerns, including algorithmic bias, data privacy risks, and the potential dehumanization of education, further complicating AI adoption. The study underscores the need for structured teacher training, regulatory frameworks, and collaborative leadership to ensure responsible AI integration. Recommendations include investing in infrastructure, enhancing professional development, and establishing ethical guidelines to balance AI’s advantages with safeguarding student welfare. The findings contribute to the discourse on AI in education by offering practical insights for policymakers, school leaders, and educators aiming to harness AI’s potential while mitigating its risks.
Artificial Intelligence (AI) in education
Copyright (c) 2025 Iyaloo N. Waiganjo & Fortune S. Mutemaringa https://creativecommons.org/licenses/by-nc-nd/4.0
Standardising Borrowed and Translated Oshindonga Literary Terminologies from English: Towards a Decolonised Standard Orthography
Languages expand their lexicons through various word formation processes, including neologism, reduplication, affixation, derivation, abbreviation, acronyms, compounding, coinage, echoism, blending, borrowing, translation, etc. This study specifically examines two of these processes: borrowing and translation. Its primary objective was to investigate how English literary terminologies are borrowed and translated into Oshindonga, with a view to understanding how these linguistic practices contribute to the development of an Oshindonga decolonised standard orthography. The study is guided by Prince and Smolensky’s (1993) Optimality Theory and Nida’s (1991) Translation Theory. Optimality Theory provided a framework for analysing the interaction between phonology and morphology, enabling the study to explore the morphophonological strategies employed in adapting English literary terminologies into Oshindonga. Nida’s translation theory facilitated an examination of the translation strategies used in translating English literary terminologies into Oshindonga. A qualitative research approach, grounded in the interpretivist paradigm, was employed in this study. Data was purposively collected from documented sources and analysed using a descriptive method within qualitative analysis in conjunction with the Optimality theory and Nida’s theory of translation. The study identified and analysed morphophonological processes such as prefixation, diminutisation, suffixation, modern trends, vowel and semi-vowel insertion, consonant substitution, consonant deletion, and consonant epenthesis/nasal insertion. Additionally, translation strategies, including formal equivalence and dynamic equivalence were examined as translation strategies through which literary terminologies are integrated into the Oshindonga sound system. The insights gained from this study have practical implications for lexicographers, lecturers, teachers, students and learners in teaching and learning. The study recommends that future research could focus on developing a comprehensive model for compiling the Oshindonga decolonised standard orthography.
Copyright (c) 2025 Johannes Shifela https://creativecommons.org/licenses/by-nc-nd/4.0
Participatory Approaches to Improving Water, Sanitation and Hygiene Conditions in Informal Settlements: A Qualitative Study of Havana, Windhoek, Namibia
Access to safe water, adequate sanitation, and improved hygiene (WASH) are essential for human health, dignity, and sustainable urban development. However, informal urban settlements in Namibia, particularly Havana in Windhoek, continue to experience severe WASH challenges such as unsafe water sources, inadequate sanitation, and poor hygiene practices despite ongoing government interventions. This qualitative study explores participatory approaches to improving WASH conditions in the Havana settlement through community engagement, behavioural change, and intersectoral collaboration. Using participatory action research (PAR) design, data was collected between 2018 and 2020 through interviews, focus group discussions, and community meetings involving 110 residents, four community leaders, and eight stakeholders. Thematic analysis, guided by Tesch’s framework and the use of ATLAS.ti software, identified key patterns and themes. A complementary systematic literature review (2020–2025) provided insights into recent WASH interventions and public health developments in informal settlements, ensuring methodological rigor through transparent inclusion and exclusion criteria. Findings show that poverty, overcrowding, insecure tenure, and poor living environments exacerbate WASH deficiencies, leading to frequent outbreaks of waterborne diseases. Participants reported irregular water supply, inadequate communal toilets, open defecation, and limited hygiene awareness. Nevertheless, strong community willingness to participate in WASH improvement initiatives emerged when supported by inclusive education, participatory governance, and adequate infrastructure. The study concludes that community-led and participatory approaches, particularly the proposed Community WASH Action Plan (COMWAP) enhance social inclusion, promote behavioural transformation, and strengthen resilience. Implementing such approaches will improve WASH conditions of informal settlements and advance Namibia’s progress toward achieving Sustainable Development Goal 6 on clean water and sanitation for all.
Copyright (c) 2025 Michael Mulondo https://creativecommons.org/licenses/by-nc-nd/4.0
Teaching Science Concepts Through Culturally Responsive to Benefit Learners
The study aimed to teach the science curriculum in a culturally relevant way to benefit learners. Teachers utilise curriculum materials as mediating tools to facilitate their teaching practices. Frequently, these materials are designed to be universally applicable, accommodating all users within the curriculum. Teachers are required to culturally translate curriculum concepts to ensure responsiveness to their specific school environments. Recognising the importance of cultural adjustments is vital for every curriculum user, as each school community has a unique culture that may differ from that of others in broader society. This process enables teachers to contextualise their teaching within their cultural framework and adapt the frame of the community of practice. How do teachers adapt materials to teach science that benefit learners? What shift did teachers demonstrate after engaging in translating the CPDP? The study examined these questions to identify ways to assist science teachers in culturally translating scientific concepts to address the needs of their learners. The research employed observations, cultural practice analysis, brainstorming sessions, and reflective practices to identify effective strategies for supporting teachers. Findings revealed that science teachers within one Namibian circuit were largely unaware of how community knowledge could facilitate cultural translation. Teachers observed that their learners’ communities encompass numerous scientific phenomena that could be leveraged for this purpose.
Copyright (c) 2025 Angelius K Liveve & Muzwa Mukwambo https://creativecommons.org/licenses/by-nc-nd/4.0
The Role of Psychological Capital and Perceived Supervisor Support on Work Stress of Secondary School Teachers in Windhoek, Namibia
Secondary school teachers in Namibia are confronted with numerous workplace issues that contribute to job stress. To identify possible measures to mitigate this issue, the study’s purpose was to investigate the role of secondary school teachers’ psychological capital and perceived supervisor support on work stress in Windhoek, Namibia. Purposive sampling technique was used to recruit a sample of 263. A quantitative approach, using a correlation research design was used. The Work Stress Questionnaire was used to measure work stress, the Compound Psychological Capital Scale was used to assess psychological capital and the Supervisor Relations subscale derived from the Antecedents Scale was used to assess perceived supervisor support. Data analysis was conducted using SPSS Version 29. The study found that psychological capital is not associated with work stress. However, subsets of psychological capital, such as hope and resilience, were found to have a significant negative correlation with work stress and its dimensions. Supervisor support was uncovered to have positive significant relationship with work stress and some of its dimensions. The study provides basis for intervention development to reduce work stress in secondary school teachers, by focusing on psychological capital and supervisor support.
Copyright (c) 2025 Basiamang Ogone, & Murangi Annelisa https://creativecommons.org/licenses/by-nc-nd/4.0
Management of Complicated Deliveries in Public Hospitals in Windhoek: The Experience of Registered Nurses
Maternal and neonatal complications during childbirth remain a major concern in Namibia, particularly in public healthcare settings where nurses often serve as the first responders in emergency obstetric care. The background of the study was rooted in Namibia’s persistent struggle with maternal mortality and morbidity rates, which are often exacerbated by delayed interventions, limited resources, and systemic constraints within the public health sector. The statement of the problem centred on the gap in knowledge regarding how registered nurses cope with these high-stress situations, the impact on their professional practice, and the implications for patient care and maternal health outcomes. The study explored the experiences of registered nurses in managing complicated deliveries in public hospitals in Windhoek, Namibia. A qualitative research design was employed to gain an in-depth understanding of the experiences of registered nurses in managing complicated deliveries. Data were collected through semi-structured interviews with a purposive sample of ten registered nurses working in maternity wards across selected public hospitals. Thematic analysis was used to analyse the data. Findings revealed that nurses encountered multiple challenges including limited resources, inadequate staffing, and high patient load, which affected the quality of care provided during complicated deliveries. Participants reported experiencing emotional stress and professional pressure due to the critical nature of obstetric emergencies. Despite these challenges, nurses demonstrated resilience and utilized teamwork, clinical skills, and ongoing professional development to manage complicated cases effectively. The study also highlighted the need for improved training, better resource allocation, and psychosocial support for nurses to enhance maternal and neonatal outcomes. The study concluded that understanding nurses’ experiences provided valuable insights for healthcare policymakers and hospital management to develop strategies aimed at improving maternal health services and supporting healthcare providers in public hospitals.
Copyright (c) 2025 Stephanie Van Der Walt& Frela Veronika https://creativecommons.org/licenses/by-nc-nd/4.0
Investigating the Significance of a Wooden Mug “Oshitenga” in the Aawambo Communities
This research focuses on Oshitenga, a wooden mug used by the Aawambo communities in Namibia. Aawambo people predominantly located in the Northern part of Namibia especially from regions such as Oshikoto, Oshana, Omusati and Ohangwena. Firstly, the purpose of the study was to investigate the significance of Oshitenga in the Aawambo communities. The research aimed to document the craftsmanship and cultural significance of Oshitenga, addressing the gap in written literature about its symbolic meaning. The significance of this artefact is explored through its cultural, historical, and social roles. One specific Oshitenga housed in the ethnographic collection of the National Museum of Namibia, prompted questions regarding its origin, use, and cultural value. This study pursued to address these questions by engaging museum staff and various Aawambo communities as informants in the study. The sample was comprised of seven (9) selected participants from the Aawambo communities. Moreover, the study used interviews and content analysis to collect data. Consequently, thematic analysis and document analysis was used to analyze the data. The study shed more light on the traditions of the Aawambo stemming from the use of Oshitenga and it revealed that Oshitenga plays a multifaceted role beyond its functional purpose as a drinking vessel. While its design and craftsmanship may vary, its significance as a cultural symbol remains constant, representing hospitality and unity. By examining the different forms of Iitenga (plural of Oshitenga) and the engravings applied, this study uncovers the traditions tied to the wooden mug and the values it represents in modern Aawambo society. Finally, the study recommends a consultative attitude that makes cultural education a priority. to promote indigenous knowledge. Museums need to continue to engage communities to remain relevant by focusing on building and contributing to the narrative of cultural preservation, identity construction, and heritage transmission.
Copyright (c) 2025 Leena Ndengu https://creativecommons.org/licenses/by-nc-nd/4.0
Learners' Attitudes and Perceptions Towards Agricultural Science Practical Investigations in Two Secondary Schools in Anamulenge Circuit, Omusati Region
A qualitative research approach study was undertaken in two secondary schools in Namibia's Anamulenge Circuit to explore learners' attitudes and perceptions of Agricultural Science practical investigations. Using a case study design, the study attempted to get a thorough knowledge of learners' and teachers' experiences with agricultural practical investigations. A purposive sampling method was utilised to select four (4) Agricultural Science teachers and six (6) learners from grades 10, 11, and 12, all of whom were actively involved in the subject. Semi-structured interviews were utilised to gather thorough and introspective information, and thematic analysis was performed to uncover emergent themes and sub-themes. The study found that most learners had good opinions towards Agricultural Science investigations, rating them as enjoyable, attractive, and applicable to real-world agricultural conditions. However, factors such as poor facilities, a lack of materials, and inconsistency in teacher supervision hampered effective learning. Teachers reported difficulties implementing practical investigations due to insufficient resources and overcrowded classrooms, which had an impact on instruction quality and learner engagement. The study also discovered that positive feedback, hands-on evaluation, and encouragement from teachers and peers greatly improved learners' motivation and performance. Moreover, community and parental involvement were highlighted as significant in encouraging long-term interest in agriculture education and eventual career goals. The study suggests that policymakers and the Ministry of Education, Innovation, Youth, Sport, Arts, and Culture should allocate enough resources, provide ongoing teacher training in practical pedagogy, and update the Agricultural Science curriculum to emphasise inquiry-based and learner-centred approaches. Strengthening these areas would not only increase learners' participation and attitudes towards practical investigations but will also help to produce competent and motivated future agricultural professionals in Namibia.
Copyright (c) 2025 Balasius Shikongo & Samuel Hamukoshi https://creativecommons.org/licenses/by-nc-nd/4.0
IoT Data Sharing Privacy for Smart Cities: Preserving Users' Personal Information and Enabling Analysis
The fast growth of Internet of Things (IoT) technologies has turned smart cities into big data ecosystems for intelligent mobility, energetic efficiency and public services. But this increasing reliance on IoT data raises significant privacy issues because of the perpetually gathered sensor readings, inter-organisational sharing and algorithmic analyses. In this paper, we focus on the state-of-the-art IoT data-sharing methods that preserve privacy and protect recent progress in preserving privacy while sharing data in the IoT personal record by preserving statistical value. It combines traditional approaches, including anonymisation, differential privacy, federated learning, secure multiparty computation and homomorphic encryption with new technologies (e.g., blockchain-enabled governance, edge intelligence or zero-knowledge proofs) (Nguyen et al., 2023; Alrawais et al., 2024; Lin & Kuo, 2025). The paper analyses the impact of hybrid architectures combining edge-cloud cooperation and decentralised access control for improving data protection, in terms of not losing performance or interoperability. Conclusions: Summary of the main findings, Barriers to Implementation. This paper identifies several ongoing barriers, including computational expense, related to past research. Personal data while preserving its analytical worth. It combines cutting-edge technologies like blockchain-enabled governance, edge intelligence, and zero-knowledge proofs with traditional strategies like anonymisation, differential privacy, federated learning, secure multiparty computation, and homomorphic encryption (Nguyen et al., 2023; Alrawais et al., 2024; Lin & Kuo, 2025). The study investigates how hybrid architectures that incorporate decentralised access control and edge-cloud collaboration can improve data security without compromising interoperability or performance. The results point to enduring obstacles, such as interoperability, computational overhead, and regulatory compliance, especially in urban settings with limited resources. In order to integrate privacy-by-design principles into IoT analytics for smart city governance, the study suggests a multi-layered conceptual framework. To maintain public confidence in urban digital transformation, this framework places a strong emphasis on open data policies, citizen consent procedures, and the incorporation of cutting-edge cryptographic techniques. The information adds to the current discussion on how to balance privacy and innovation in smart cities and provides guidance for system architects, legislators, and municipal IT leaders who want to adopt IoT responsibly.
Copyright (c) 2025 Mercy Mwangala Ziezo , & Josef Natangwe Ilonga https://creativecommons.org/licenses/by-nc-nd/4.0
Leadership as an Enabler of IT Governance in Universities: Case Study of Namibian Universities
Governance in the domain of Information Technology (IT) has gradually progressed into a strategic asset that empowers universities to synchronize and realign their technological aspirations with their institutional goals. In doing this, universities seek to maintain accountability in their decision-making processes. Within the Namibian higher education sector, the task of developing a functional IT governance framework entails more than merely applying technical tools. This is because it also requires strong leadership capabilities to ensure the relevance of such a framework. This research explored and examined how institutional leaderships facilitate IT governance within three prominent universities in Namibia. Using the mixed-methods approach, with data collected from the directors and professionals within IT departments of the universities and an amalgam of the Upper Echelon and Network Governance theories, the study explains how leadership traits, strategic institutional visions, and relational skills influence governance of IT in the universities. The findings of the study revealed that elements such as the dedicated leadership, digital proficiency, and collaboration of efforts and activities are crucial in developing an effective IT governance framework within the universities. The key conclusion of the study is that institutional leadership facilitates effective IT governance through elements such as shared vision, staff empowerment, and coordination of activities that synch structures of governance with the goals of universities. Based on this conclusion, the study recommends for upskilling of the institutional leaders, making IT governance a mandatory aspect within institutional structures, and installation of collaborative, yet, dynamic governance systems that promote accountability and innovation across institutional departments.
Leadership, IT Governance, Upper Echelon Theory, Network Governance, Higher Education, University, Universities, Namibia
Copyright (c) 2025 Josef Natangwe Ilonga, & Martin Mabeifam Ujakpa https://creativecommons.org/licenses/by-nc-nd/4.0
Lack of Skilled Human Capital in Resource-Rich Africa: The Real Paradox?
Many African countries rich in resources, like Nigeria, face a troubling paradox: despite their wealth, they experience low economic growth and high poverty rates. While some point to systemic failures as the cause, a key issue often ignored is the human capital deficiency. This paper explores the significant gap between Nigeria’s rich natural resources and its shortage of skilled human capital, arguing that this gap is the main barrier to sustainable growth and industry diversification. Nigeria heavily relies on foreign expertise and technology to manage its resource sector, alongside a constant loss of educated talent. This creates a wealth-poverty gap that harms long-term national development. This study investigates the root causes, effects, and how effective current solutions are in addressing Nigeria's human capital shortage. It suggests necessary policy changes for achieving sustainable economic growth. To conduct this research, a desk-based qualitative method was used. Through an analysis of existing studies, official documents, and reports. The data retrieval focused on major academic databases like Google Scholar and JSTOR, as well as sites from organisations like the World Bank and UNESCO. Key search terms included "Human capital development" AND "Nigeria" and "Resource curse" AND "Africa." Findings support the main idea that the shortage of human capital is central to Nigeria's resource-related problems. The results show that this shortage has many causes, mostly stemming from weak institutions and underfunded education. Education funding consistently falls below UNESCO's recommended levels, leading to a decline in quality and relevance. This leaves graduates ill-prepared for the current job market. Additionally, corruption in the education sector, involving mismanagement of funds and undervaluing academic achievement, weakens these institutions. Based on these findings, the paper suggests a shift in policy. Education should be seen not just as a social service but as an important investment with long-term returns. Recommendations include creating a national framework with strict anticorruption measures in education, forming partnerships between colleges and industries to align training with market demands, and offering attractive incentives to bring back skilled professionals to crucial academic and technical roles. This comprehensive change is essential for Nigeria to break free from the resource curse and build a strong, diverse economy.
Copyright (c) 2025 Manko James Mohajane https://creativecommons.org/licenses/by-nc-nd/4.0
Factors that constrain Science Teachers on Using Teaching and Learning Support Materials in Grade 11 Chemistry and Physics Classes
The study investigated the factors that constraints Chemistry and Physics teachers from using different Teaching and Learning Support Materials (TLSMs) for effective teaching of Grade 11 Chemistry and Physics in Kavango East Region, Namibia. Following the mixed method research design, closed-ended questionnaires, interviews, and live classroom observations were used to collect data from all the twenty-one Chemistry and Physics teachers and one Science Education Officer in the region. Thus, the participants were purposively selected. Descriptive statistics was used to analyse the quantitative data while the qualitative data was analysed thematically. Findings from the study revealed that the following factors constrained the teachers from using TLSMs for effective teaching of Grade 11 Chemistry and Physics contents: teachers’ lack of pedagogical knowledge in using TLSMs, scarcity of TLSMs, overcrowded classrooms, poor English as a Second language, lack of well-equipped school laboratories, and lack of training workshops. Therefore, the following recommendations were put forward: teachers should incorporate more practical laboratory activities with the lesson in some of the topics to expose learners to experimental techniques and handling of apparatus, SEO should convene workshops more regularly based on innovative usage of TLSMs, SEO should organize school visits to see how teachers are teaching using TLSMs and Regional Office and Ministry of Education Arts and Culture should provide adequate relevant TLSMs as well as equip Chemistry and Physics school laboratories in school to avail teachers the needed TLSMs for effective teaching of Chemistry and Physics in the study area.
Copyright (c) 2025 Andreas Muronga Shifafure1, Haufiku Isidor & Angelius Kanyanga Liveve https://creativecommons.org/licenses/by-nc-nd/4.0
Practices of Corporate Social Responsibility in the Namibian Fishing Industry and their Impact on Community Development
The Ministry of Agriculture, Fisheries, Water and Land Reform in Namibia considers Corporate Social Responsibility (CSR) activities as a major criterion for the allocation of fishing quotas, encouraging all fishing rights holders to implement sound CSR strategies for benefit-sharing with communities. Despite this encouragement, CSR remains voluntary, leading to concerns about the social implications of these initiatives on local communities and limited evidence of how fishing rights holders integrate CSR into their business operations. This study investigated the practices of CSR among fishing companies operating in Walvis Bay, Namibia, aiming to determine their contribution to voluntary regulatory compliance, the incorporation of CSR practices into business operations, and their engagement with locals to support community development initiatives. The research employed a descriptive mixed-methods approach, utilising open ended questionnaires completed by 31 respondents from fishing companies and interviews with 20 community members. Findings indicated that most CSR initiatives by fishing companies primarily promote social, philanthropic, and ethical considerations. Companies utilize various strategies, such as having clear plans and guidelines for CSR activity planning but face major challenges such as financial constraints and a lack of expertise during implementation. Major finding revealed that support provided by these companies to communities is largely short-term and not sustainable to meet the growing needs of the community. The study recommends that fishing companies involve communities at all levels of CSR planning and implementation to enhance effectiveness and sustainability.
Copyright (c) 2025 Festus Panduleni Nashima & Mirjam Zucky Bauleth https://creativecommons.org/licenses/by-nc-nd/4.0
Assessing the Impact of Firm Age and Location on SME Growth Potential in Namibian Markets
This study investigates the impact of business age and location on the growth of small and medium-sized enterprises (SMEs) in Namibia. Using a cross-sectional survey design and descriptive-analytical approach, data were collected from SMEs operating in five key towns. A stratified sampling technique ensured robust representation, yielding a high response rate of 94.5% from 189 questionnaires. The findings reveal that a substantial majority of SMEs are in their early stages, with 66% of firms operating for less than five years, indicating limited operational experience and resource bases that may hinder their rapid growth. Favourable environmental conditions, including proximity to customers, safe neighbourhoods, and advantageous lease terms, were identified as key enablers of operational efficiency and competitive advantage. These insights highlight the need for targeted policy interventions and innovative management practices that support young SMEs and leverage locational benefits to foster sustainable growth. This study contributes to the understanding of SME dynamics in emerging markets and offers actionable strategies for enhancing business performance in a competitive landscape.
Copyright (c) 2025 Mary Onjefu, Shihaleni Ndjaba, & Adetunji Anthony Adeyanju https://creativecommons.org/licenses/by-nc-nd/4.0
The Price of Safety: An Integrated Analysis of Driver Remuneration and Public Transport Fatalities Across National Contexts
Traffic deaths disproportionately burden low- and middle-income countries, a disparity inadequately explained by motorisation levels alone. This study investigates the fundamental, but relatively understudied, hypothesis that poor driver remuneration is a structural force that fuels fatal crashes through measurable psychosocial and behavioural pathways. Theoretically grounded on an integrated theoretical framework combining the Effort-Reward Imbalance (ERI) model and rational-choice theory, the research employs a comparative, cross-sectional design integrating secondary national-level data (2018-2022) for 30 countries and primary survey data from 1,200 public transport drivers. The study employs multivariate regression (log-OLS, negative binomial), bootstrap mediation analysis, and tests of moderation. Findings support a strong negative relationship between PPP-adjusted driver remuneration and standardised fatality rates (β = -0.47, p < .001), moderated by strong mediation by extended working hours/fatigue (indirect effect = -0.098) and risky income-maximising activities (indirect effect = -0.075). The relationship is considerably significant in developing countries and is attenuated by stricter traffic enforcement and newer motor vehicle fleets. The study makes a novel contribution in providing the first large-scale, cross-national test of the mechanistic processes linking pay to safety and thereby reconciling occupational health and economic perspectives. Theoretically, it validates and elaborates on the ERI and rational-choice models in the transportation sector. Practically, it orders a paradigm shift in road safety policy, positing that living wage regulations, enforced working hour limitations, and replacement of the fleets are not labour issues but cost-saving public safety measures. Socially, the realignment is needed to reduce the global incidence of unnecessary death and encourage fair, sustainable transport systems.
Copyright (c) 2025 Pardon J. Muzondo https://creativecommons.org/licenses/by-nc-nd/4.0
Managing Inclusivity in the Public Transportation System Through Accessibility and Safety Education for Persons with Disabilities in Windhoek, Namibia
The rights of people with disabilities require social inclusion in transportation and mobility. The purpose of this paper is to assess the management inclusivity of the public transport systems for persons with disabilities in the City of Windhoek, Namibia. The paper addresses these objectives: 1) to identify the accessibility and safety measures in the public transportation system of the City of Windhoek for persons with disabilities, and 2) to establish the available educational information on accessibility and safety for persons with disabilities in the City of Windhoek’s transportation system. A qualitative approach was employed to explore the management of inclusivity in the public transport system of the City of Windhoek, Namibia. Purposeful and referral-sampling techniques were used to select participants. Purposeful sampling was used to select managers who work in the transportation department in the City of Windhoek. A referral sampling was used to select five persons with disabilities representing various impairments: three disability representatives from the Organisations of Persons with Disabilities, two municipal bus drivers, and two taxi drivers. A sample of 15 people participated in the study. Data was collected using the interview guide and document analysis. Face-to-face interviews were used to source data from the respondents. A content analysis strategy was used to make meaning out of the raw data. The study found that there is a significant gap in public awareness and education regarding transportation accessibility and safety for persons with disability. There is also a lack of access to relevant information, highlighting the need for educational resources tailored to their needs. The study recommends that drivers’ training programmes should be enhanced. It is further recommended that the transportation system should improve signage and information. Lastly, further research is recommended to examine the impact of public awareness campaigns and targeted training programmes for transportation staff.
Copyright (c) 2025 Josua Amukwaya, Lukas Matati Josua, & John Nyambe https://creativecommons.org/licenses/by-nc-nd/4.0
Export Performance Enablers in Africa’s Emerging Green Hydrogen Sector: A Capabilities-Based Analysis
Fossil fuels continue to dominate the global energy sector, leading to high greenhouse gas emissions and environmental deterioration. As climate change concerns intensify, transitioning to renewable energy has become crucial. Green hydrogen, capable of long-term energy storage and mitigating the intermittent nature of solar and wind power, stands out as a promising solution. While developed countries are regarded as proponents of green hydrogen due to their substantial investments in green hydrogen initiatives, six developing African countries - Egypt, Namibia, South Africa, Mauritania, Djibouti, and Morocco, possess abundant natural sources of renewable energy. However, the question remains as to whether these African countries with immense potential, have the capability to benefit from the green hydrogen value chain despite the challenges associated with the adoption of renewable energy. Using data from the UNCTAD stands for the United Nations Conference on Trade and Development (UNCTAD) and WDI (World Development Index) across six African countries, this paper analyses technological and productive capabilities conceptualised as production capabilities as crucial drivers for global value chain participation and export performance in the green hydrogen sector. The findings indicate that innovation, infrastructure and technical capacity drives participation in the green hydrogen value chain. Furthermore, trade openness highlights the importance of conducive trade agreements while exchange rates are a major determinant of export performance. The findings further revel that Green Hydrogen might be less attractive to African countries. This paper contributes to renewable energy transition literature, offering policy implications to enhance Africa's participation in the green hydrogen economy, aiming for a sustainable future with reduced emissions and improved living standards.
Copyright (c) 2025 Ruth Eegunjobi, Anthony Adeyanju, & Blessing Tafirenyika https://creativecommons.org/licenses/by-nc-nd/4.0
Investigating the Impact of Emotional Intelligence and Job Satisfaction on Burnout of Public Sector Employees
The Namibian government’s main aim is to transform the public service to be able to achieve targets set in Vision 2030, the national planning and the Harambee Prosperity Plan. The public service in Namibia has been experiencing difficulties because of poor service delivery, and the capacity for good service delivery lies with the employees. Stress and burnout are some of the main variables that inhibit work engagement and productivity of employees. The purpose of this study was to identify whether emotional intelligence and job satisfaction have an impact on public service employees’ burnout levels. This study made use of the non-experimental research design, utilising a questionnaire to collect the data. Three state-owned enterprises were targeted in Windhoek, and a sample of n=130 completed the questionnaire. Emotional intelligence (self-awareness, social skills) reported a positive relationship with job satisfaction. Emotional intelligence (self-awareness, social skills) and job satisfaction reported a positive relationship with burnout. This study recommends emotional intelligence training, stress management training, employee assistance programs and further research to understand the stressors that employees face. This study adds to the understanding of burnout within the Namibian context and the field of Psychology.
Copyright (c) 2025 Ingo Selma, & Wesley Reginald Pieters https://creativecommons.org/licenses/by-nc-nd/4.0
Exploring Inclusive Education Strategies at the University of Namibia: A Case Study of the Khomasdal Campus
This research employs a comprehensive survey design to investigate strategies for inclusive education in higher education institutions, focusing on the University of Namibia (UNAM)’s Khomasdal campus. The population for this study comprised 47 educationally marginalised students from diverse ethnic backgrounds, including the Kwe, Hai-dom, Joehansi, Khu, Himba, Zemba, Ovatue, and other Ovahimba communities. Utilising a purposive sampling method, 22 students from the UNAM’s Khomasdal campus were selected for an in-depth exploration of their experiences. The research methodology involved a collaborative effort with Student Affairs and relevant university offices, aiming to identify the challenges faced by educationally marginalised students. Data was collected by combining surveys for quantitative and qualitative insights with a policy review to contextualise findings within the institutional framework. The findings of this study contribute valuable understandings for the development of new targeted strategies to adopt inclusive education at the University of Namibia and potentially inform practices in Higher Education institutions globally.
Copyright (c) 2025 Johannes I. Shivute, Mirjam Sheyapo, & Faustina K. Neshila https://creativecommons.org/licenses/by-nc-nd/4.0
The Nexus Between Macroeconomic Indicators and Economic Growth in Namibia
The incidence of unrelated factors led to negative global economic shocks on two key macroeconomic indicators: unemployment and inflation. As a participant in the global economic market, Namibia was not isolated from negative external shocks. The Namibian government used macroeconomic and fiscal policies to stabilise inflation and reduce unemployment. However, there is a time lag before these policies can have a significant effect on Namibia’s economic situation. This study aims to predict unemployment and inflation trends and their impact on economic growth and explore the relationship and direction of causality among the variables. This study applied a cointegration test followed by a Vector Error Correction Model (VECM) to test the nexus between the dependent variable, real GDP, and the independent variables, inflation and unemployment. Time series data spanning 2000 – 2021 on all variables were used for the study. The results showed a positive relationship between real GDP and inflation, with a change of 0.07% in the long run, but an inverse relationship between real GDP and unemployment, with a change of 3.2% in the long run. These findings imply that less concern should be given to rising prices in Namibia in the short run, as an increase in economic growth will have a positive impact on reducing unemployment in the long run.
Copyright (c) 2025 Blessing Tafirenyika, Ruth Eegunjobi, Anthony Adeyanju and Ndaumbwa Victory https://creativecommons.org/licenses/by-nc-nd/4.0
Indigenous Traditional Festivals: Survival of the Oshipe Festival Post-Colonial Era
This qualitative study explores the transformation and survival of the Oshipe festival among the Aawambo people of Northern Namibia in the face of Westernisation, Christianity, and urbanisation. Once a deeply spiritual and communal event rooted in indigenous knowledge systems, the Oshipe festival has undergone signific ant changes that threaten its continuity. Using a qualitative narrative inquiry approach and a non-probability snowball sampling method, the study collected data from 30 community members through focus groups and individual interviews. It explored the decline in traditional practices and identified current efforts toward cultural preservation. Data was analysed using thematic analysis. The findings revealed a complex interplay between cultural erosion and adaptation, with emerging strategies such as documentation, cultural education, and digital dissemination offering hope for the festival's revitalisation. The study recommended the integration of indigenous knowledge into formal education and heritage policy to ensure the survival of cultural identity in modern Namibia.
Copyright (c) 2025 Salomo Ndeyamunye Ndeshimona https://creativecommons.org/licenses/by-nc-nd/4.0
An Analysis of Drama-in-Education as an Effective Teaching and Learning Methodology in Early Childhood Education: A case of Mogoditshane Child Development Centre
This research is a critical analysis of drama-in-education as an effective teaching methodology in early childhood education in Botswana. The target group was 15 pre-school learners and three ECD teachers from Mogoditshane Child Development Centre. The theoretical framework of this study is underpinned by Drama-in-Education (Heathcote, 1982), Theatre for Development (Boal, 1982) and Social Cognitive (Bandura, 1986) theories. These theories consider the use of theatre elements as essential in achieving both its pedagogical and artistic objective (Bolton, 1993). The study used a participatory case study approach within the qualitative action research paradigm. Data was gathered through focus group discussion and participant observation. Research instruments included in-depth open-ended interviews, an observation checklist, and data was also digitally recorded. The literature survey included books, journals, newspapers and organizational records on internet reports. Teacher-in-role and freeze-frame/tableau were the overarching drama-in-education teaching techniques essential for pre-school learners to be able to understand concepts in class. This research showed how the safety of drama through the creation of dramatic elsewhere, distancing, framing and role playing, works towards a deeper understanding by pre-schoolers in class. The research noted that if ECD learners are told something, they tend to forget. If they are shown something, they remember, but if they are involved practically, they understand. Findings call for efforts to conduct lessons in early childhood education experientially through drama-in-education as a teaching strategy. This research recommends early childhood schools and education authorities in Botswana to explicitly consider drama-in-education as an effective early childhood teaching methodology in the 21st century. This paper concludes with a strong plea for the inclusion of accredited drama and theatre pedagogical courses in pre-school teacher-training colleges.
Copyright (c) 2025 Isaac Chidaura https://creativecommons.org/licenses/by-nc-nd/4.0
The Role of Indigenous Knowledge Systems (IKS) in Political Rhetoric for Sustainable Development: A Case Study of Namibia
Namibia’s political leadership discourse intertwines indigenous knowledge systems and traditional values with the country’s sustainable rural development agenda. This study examines two landmark speeches – the 34th Independence Anniversary address (2024) and the Presidential Inaugural speech (2025) – to illustrate how Indigenous Knowledge Systems (IKS) and cultural values are woven into nation-building rhetoric. The analysis reveals that, even when not explicitly named, indigenous values underpin themes of national unity, resilience, and communal participation. Both speeches emphasise working together “with one heart and one mind,” portraying traditional authorities and local communities as vital partners in development. Key rural initiatives – from electrification and road infrastructure to agricultural projects – are framed as efforts to empower communities and ensure shared prosperity for current and future generations. This participatory approach reflects a form of environmental stewardship rooted in local knowledge, aligning with global sustainability efforts. Notably, Namibia’s leaders link these indigenous and communal principles to the Sustainable Development Goals, particularly SDG 15: Life on Land, by promoting sustainable land use, agriculture, and the protection of natural heritage. The integration of IKS and traditional leadership in political discourse thus highlight an inclusive vision of rural sustainability, where unity in diversity and cultural heritage are seen as foundations for achieving long-term development and “prosperity for all.”
Copyright (c) 2025 Frieda Nanyeni-Kanyemba https://creativecommons.org/licenses/by-nc-nd/4.0
An Investigation into Strategies to Promote Co-operatives Growth and Resilience to Environmental Risks in Namibia
The co-operatives are faced with various challenges and uncertain environmental risks that limit their abilities to succeed and grow. Even though co-operatives are considered the most effective private sector approach to poverty reduction, employment creation, wealth distribution, and economic inclusion of less privileged community members; a slow growth in the number of co-operatives registered in Namibia is observed. This study sought to explore the business environment risks commonly faced by cooperatives in Khomas, Otjozondjupa, and the Northern Central Regions (Oshikoto, Oshana, Omusati, and Ohangwena) and develop strategies to help them build long-term resilience to business environmental risks. The study adopted an interpretivism philosophy, embraced a qualitative research approach, and used a phenomenological research design. Purposive non-probability sampling technique was used in identifying and selecting the participants for the interviews. The collected data was analysed thematically. It was found that co-operatives are faced with financial constraints, lack of knowledge among co-operative members about the co-operative concept and seven principles of co-operatives, lack of conflict management, lack of access to land, insufficient potable water supply in the rural areas, and an increase in theft of co-operative assets in the study areas. Drought, disease outbreaks (Covid-19 and Foot and Mouth Disease), natural disasters (flood and wildfire), credit default, and locust outbreaks were found to be the common Business Environmental Risks experienced by co-operatives in Namibia. It was established that a lot needs to be done by both the Regulator and co-operatives themselves as they are both failing each other. To promote the growth of co-operatives, enhance their sustainability, and strengthen their resilience to crises, the study recommends that co-operative members should be encouraged to attend courses related to conflict management, risk management, and study the co-operative concept to master the seven principles of co-operatives. The government should continue rehabilitating, constructing, and excavating boreholes and earth dams to address water shortages. Financial providers should make their funds affordable and accessible to co-operatives. It further recommends co-operatives to develop and implement various strategies for coping with crises and promote growth.
Copyright (c) 2025 Fares Nghilundilwa Nghilukilwa and Blessing Tafirenyika https://creativecommons.org/licenses/by-nc-nd/4.0