Promoting educational change: reflections on a Namibian non-governmental educational organisation 1989 – 1992
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Date
1999
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University of the Western Cape
Abstract
In this dissertation I set out to reflect on and examine a case study of a Namibian nongovernmental educational organisation (NGEO),the Primary Teachers Project (PTP),from 1989to 1992 focusing on issuesof educational change and the role of NGEO'sin this process. My aim is to highlight some of the factors which helped and hindered the Primary Teachers Project playing a role in educational change. The study focuses on the following four aspects: The Primary Teachers Project'sin-service education and training (INSET)model. The relationship between the Namibian Ministry of Education and the PTP. Funding relationships and their influence on the project's development. Intemal dynamics within the Primary Teachers Project. The dissertation begins by locating the Primary Teachers Project within the broader geographical, political and educational context of Namibia. The PTP'sdevelopment between 1989 and 1992 is then described. The four focus areas above are highlighted within the case study. Topical reflections on each of these areas are integrated with relevant national and international literature on INSET,educational change and the role of NGEO's.Central learnings with regard to the PTPand its role in educational change in Namibia are raised. Some of the key factors which worked for and against this NGEO'sinfluence on educational change are highlighted. Finally, I make a number of general recommendations with regard to the role of NGEO'sin the Southern African context.
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Keywords
Dissertation, Namibian Nongovernmental Educational Organisation (NGEO), Primary Teachers Project (PTP), Educational Change, NGEO’sinfluence