The study was conducted in order to assess the issues affecting the implementation of inclusive education practices in selected secondary schools in the Omaheke region of Namibia.To achieve the objective, a quantitative research approach was followed. The population of the study was made up of secondary school teachers in the Omaheke region. Data was collected using questionnaires which were administered to a stratified sample of 90 secondary school teachers. The data was analysed by means of descriptive statistics in the form of frequencies and percentages. The results indicated that the implementation of inclusive education was hampered by various issues such as  inappropriate policy development issues, teacher attitudes, lack of teacher training, inadequate support and resources, as well as curriculum issues.

The study aimed to establish teacher counsellors’ views on the factors impacting the implementation of guidance and counselling services in the Ohangwena region of Namibia. The study was quantitative in nature and used a non experimental design that involved a survey. The population of the study comprised of teacher counsellors in all senior secondary schools in Ohangwena region. Data were collected using questionnaires which were administered to a sample of twenty six (26) teacher counsellors. Teacher counsellors were purposively sampled. The data was analysed by use of descriptive statistics using The Statistical Package for the Social Sciences (SPSS). Based on the findings of this study teacher counsellors viewed inadequate training, high teaching loads and time constraints, lack of support given to teacher counsellors and lack of resources and facilities as key factors impacting the successful implementation ofschool guidance and counselling. It was thus recommended that the training of teacher counsellors in school guidance and counselling be improved, reduced workload for teacher counsellors, better resources and facilities for guidance and counselling, and for teacher counsellors to be supported in order for guidance and counselling to be successfully implemented in schools.

This paper explored teacher counsellors' views regarding the support needed in senior secondary schools in Ohangwena region of Namibia. The study was quantitative in nature and a non-experimental design that involved a survey was used. The population of the study comprised of the teacher counsellors in all the senior secondary schools in Ohangwena region. Data was collected using questionnaires which were administered to a sample of twenty-six (26) teacher counsellors. Teacher counsellors were purposively sampled. The data was analysed by use of descriptive statistics in the form of frequencies and percentages. Results indicated that teacher counsellors needed to be supported by parents, teachers, school principals, Inspectors of Education, Regional School Counsellors, and other teacher counsellors, in order to improve the quality of School Guidance and Counselling services in that region of the country. The study recommended that principals, teachers and Inspectors of Education should be educated about the importance of guidance and counselling in schools and their role in the implementation of it. It was also recommended that the number of Regional School Counsellors should be increased to enable them to support the schools in the implementation of guidance and counselling.

The oral defence is an opportunity for a doctoral candidate to defend his or her dissertation. This paper attempts to develop an insight into the preparations that a doctoral candidate needs to make before he or she is going to defend the dissertation. The advantage of oral preparation is that it promotes confidence among the students who are going to defend their work. The paper further looks at the defence procedure involved when an oral examination is conducted. A number of institutions have rules governing the conduct of the examination. This is followed by a discussion of the questioning criteria for oral examinations. A variety of questions both general and specific could be asked.

This qualitative study was designed to investigate the experiences, feelings and views of families with intellectually impaired children at the Dagbreek and Môreson Centres in the Khomas Education region of Namibia. For the purpose of this study, a qualitative approach was adopted. Semi-structured interviews were carried out to collect data with a sample of ten families whose children attended school at the aforementioned Centre’s. The data collected was analyzed using thematic content analysis. Four sub- themes were identified and from them it was discovered that the ‘overall experience of their children’s impairment’ by parents and guardians was unique since they had mixed feelings (both positive and negative) and had different reactions to the diagnosis of their children’s impairment. The study noted that the existence of an intellectually impaired child in the family has a major impact on family members, the relationships of parents, separation of parents, extended families as well as on the public or community members.