The khomas region secondary school life skills teachers' perception of their roles and resposibilities with regard to learners development select="/dri:document/dri:meta/dri:pageMeta/dri:metadata[@element='title']/node()"/>

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Show simple item record Kandjou, Ngatjiisiue M. en_US 2014-02-07T14:08:08Z 2014-02-07T14:08:08Z 2008 en_US
dc.description.abstract Abstract provided by author en_US
dc.description.abstract In this study, the perception of secondary school Life Skills teachers in Khomas Region regarding their roles and responsibilities to promote learners' development was investigated. After independence the government wanted to bring equality in education as seen in the introduction of a policy document: "Towards education for all: A development brief of education, culture and training." In this document the government clearly states ". to provide education for all, we must expand access to our education system. For that, we need not just more schools but other educational programmes where learning is accessible to all Namibian learners". As a result, more educational programmes were introduced. Guidance and counselling was one of these educational programmes extended to all schools since 1994 through the Directorate of Special Education en_US
dc.description.abstract To implement the programme, each of the seven educational regions was provided with two professionally trained school counsellors. The regional counsellors were tasked with Life Skills teachers' training in basic counselling skills and psychometric test administration as one of their duties. Against this background, this study was conducted to investigate the Life Skills programmes in secondary schools in the Khomas Region from the teachers' perspective, delving on teachers' understanding of their guiding and counselling roles regarding learners' development en_US
dc.description.abstract A questionnaire was administered to a sample of 22 schools with 55 participants. Some of the major findings based on the Life Skills teachers' perceptions were as follows; · Life Skills teachers carried out various roles and responsibilities under the identified four broad categories; namely, personal, educational, social and vocational development. An overwhelming majority of the respondents regarded it as being important or very important for them to carry out their roles and responsibilities to promote positive learners' development. · The study further showed that the majority of the respondents felt competent enough to teach Life Skills. · The vast majority of the Life Skills teachers concurred that they are also faced with the following multiple obstacles which are a hindrance in the smooth running of this valuable programme; ü Lack of well equipped counselling rooms. ü Inadequate Life Skills periods as a result of prioritisation of promotional subjects. ü Lack of interest in the programme on the part of stakeholder's e.g. fellow teachers, learners and parents. ü Minimal support on implementation of this programme. ü Insufficient in-service training en_US
dc.description.abstract It is imperative that the Ministry of Education takes note of these findings and use them to develop and implement guidelines regarding effective guidance and counselling programmes in all schools. en_US
dc.format.extent x, 60 p en_US
dc.language.iso eng en_US
dc.source.uri abstracts/ngatjiisiue2008abs.pdf en_US
dc.source.uri en_US
dc.subject Teacher participation in educational counseling en_US
dc.subject Vocational guidance en_US
dc.subject Career development en_US
dc.subject Life skills en_US
dc.title The khomas region secondary school life skills teachers' perception of their roles and resposibilities with regard to learners development en_US
dc.type Thesis en_US
dc.identifier.isis F004-199299999999999 en_US Windhoek en_US Namibia en_US University of Namibia en_US Master of Education en_US
dc.description.status dead link : en_US
dc.masterFileNumber 3550 en_US

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