Document Type

Open Access Capstone

Publication Date



This study was conducted over a period of three and a half months in two Stage One literacy classes. The main aim of the study was to determine whether the National Literacy Program in Namibia is addressing the specific literacy needs of these two classes. The case study covers 35 learners in Windhoek. The study concluded that some learning did take place in the classes, if the results of final examination is something to go by. The attendance and dedication of the learners and the promoters was outstanding. However, this study noted that the learners came with a broader expectation to the class, than what the program had to offer. They did not only come to the class to learn how to read, write and count. They wanted to learn specific literacy skills that would help them to cope with specific situation in their daily lives. They also felt that they had something to contribute to the program, instead of only receiving. The teachers, who received a three week training course, used mostly the so-called "lecture method" to teach the primers. More than half of the content in the two primers deals with rural area issues. These learners found them inappropriate in their urban situation. This study concluded that the learners and teachers should be given more ownership and responsibility in the creation of text. This does not mean that the primers should be abolished. It only means that irrelevant parts could be supplemented with learner-generated and other existing materials.



Included in

Education Commons