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Introduction
Modern states, especially under conditions of globalization are continuously engaged in reforming their education systems. These reforms aim to address improved teaching and learning outcomes, quality of education, equity in education, the internal efficiency and effectiveness of the education systems, and global competitiveness.
They set out to make the education systems more relevant and responsive to the current challenges and future needs of nation-states. With the attainment of independence in Namibia in 1990, the Ministry of Education embarked upon major educational reforms. These included the reorganization of the management and administration of the education system to reflect the changed political context, reform of the curriculum, the implementation of a new language policy for Namibian schools, introduction of a new examination and assessment system, and introduction of a new basic education teacher diploma. These reforms were comprehensive, and covered all aspects and levels of education. They were mostly implemented during the period 1990 to 1999.
The focus of this study is, firstly, to understand and explain the shifting roles of teacher unions in both pre-and post-independence Namibia. Secondly, I want to understand and explain the contextual factors which shaped the roles of teacher unions in these two periods. I will use the activities of the teacher unions in pre – and post-independence Namibia as the lenses through which to und
Research purpose
The purpose of the research is twofold. Firstly, I want to understand and explain the shifting roles of teacher unions in Namibia. I will focus on the roles of these unions during two distinct political phases in the country‟s history namely, the periods before and after independence, in order to understand and explain their shifting roles. The objective of focusing on the two periods is to understand the roles of teacher unions in different political contexts, and to explain why these roles in Namibia have shifted over a period of time.
Secondly, I wish to understand and explain the contextual factors which shaped the roles of teacher unions in pre- and post-independence Namibia. Through the study, I want to show the different roles played by these unions in different political contexts, and explain why the roles played in pre-independence Namibia have shifted in the context of post-independence.
Thus the thesis statement which guides this study is that the roles played by teacher unions in the context of pre-independence Namibia have shifted in the after independence period. I suggest that these unions play different roles in different political contexts, and that the roles they play in particular conditions are shaped and influenced by prevailing contextual political and social factors.
Research questions
The following research questions guide the study: Main research question How can we understand and explain the shifting roles played by teacher unions in Namibia pre- and post-independence?
Sub-questions
What were the roles of teacher unions in pre-and post-independence Namibia?
What institutional frameworks and modalities in pre-and postindependence Namibia facilitated the participation of teacher unions?
What contextual factors shaped the roles of teacher unions in Namibia pre-and post-independence?
How do we explain the changed roles of teacher unions in postindependence Namibia?
Background and rationale for the study
In January 1990, after the first democratic election in Namibia in 1989, but prior to independence on 21st March 1990, the shadow Minister for Education, Culture, Youth and Sport initiated public dialogue in education (Angula, 2000).The Minister published a discussion document titled: “The national integrated education system for emergent Namibia: Draft proposal for education reform and renewal.”
According to Angula (2000:14), the document was published in recognition of the critical importance of education to both individuals and communities. It outlined the national education goals, proposing a structure for a new national education system, suggested possible content of general education at various levels, and outlined the administrative and organizational structure of the proposed national education system in an independent Namibia. The shadow Minister for Education invited the public, including teacher unions, to comment on the document, make proposals, and participate in the education reform and renewal.
One of the demands of teacher unions in pre-independence Namibia, particularly during the transition from apartheid to independence, had been for the democratization of education, and the involvement and participation of teacher unions both in education and in educational decision-making processes (Labour Resource and Research Institute (LaRRI) (2000). Before the attainment of independence, teacher unions in Namibia were excluded from participation and involvement in education and educational policy-making processes.
Chapter 1 . Introduction and background to the study
1.1 Introduction.
1.2 Research purpose
1.3 Research questions
1.4 Background and rationale for the study
1.5 Organization of the thesis
Chapter 2 . What the literature says about teacher unions
2.1 Introduction
2.2 The roles and functions of trade unions
2.3 Teacher unions and education reforms
2.4 Trade unions in post-revolutionary contexts
2.5 Brief overview of education in pre-independence Namibia and the context of post-independence education reforms
2.6 Brief overview of teacher unions in Namibia
2.7 Key role-players during the education reforms in Namibia postindependence
2.8 Conclusion
Chapter 3 Who to choose and how? The Methodology
3.1 Introduction
3.2 Research design and approach
3.3 Finding the key participants for the study
3.4 Sample and sampling frame.
3.5 Data collection tools
3.6 Core questions
3.7 Conducting the interviews
3.8 Data analysis
3.9 Validity and ethical considerations
3.10 Challenges encountered during the research
3.11 Limitations of the study
Chapter 4 Shifting roles of teacher unions in Namibia
4.1 Introduction
4.2 Pre-independence roles of teacher unions in Namibia.
4.3 Roles of teacher unions in Namibia on the eve of independence, 1988 to 1989
4.4 Post-independence roles of teacher unions in Namibia, 1990 to 1999
4.5 Roles of teacher unions during the education reforms, 1990 to 1999.
4.6 Current roles of teacher unions in Namibia , 2000 to date
4.7 Assessing the influence of teacher unions on the education reforms
4.8 Conclusion
Chapter 5 Institutional frameworks and modalities for teacher union participation
Chapter 6 Contextual factors and the roles of teacher unions in Namibia
Chapter 7 How do we explain the changed roles of teacher unions in post-independence Namibia?
BIBLIOGRAPHY
