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Title: | Maintaining and comparing standards of academic performance of learners in an integrated Namibian senior secondary school system |
Author: | Mkandawire, Donton S.J. |
Year: | 1993 |
Periodical: | Zimbabwe Journal of Educational Research (ISSN 1013-3445) |
Volume: | 5 |
Issue: | 3 |
Period: | November |
Pages: | 231-250 |
Language: | English |
Notes: | biblio. refs. |
Geographic terms: | Namibia Southern Africa |
Subjects: | race relations educational reform teachers secondary education education educational systems Secondary schools Standard performance |
Abstract: | At independence in 1990, Namibia inherited an educational system which was very much fragmented along racial and ethnic lines. One major education reform implemented soon after independence was that all schools to be integrated and were opened to all learners under a unified educational system. One of the goals to be achieved was equity in the distribution of educational resources and services, which would result in better performance of learners previously denied enrolment in white schools. One of the concerns of the white principals, teachers and parents was that the academic standards established before independence would not be maintained. This study empirically appraises this concern by examining how academic standards have been affected during the two years of school integration. It compares the academic performance of nonwhite and white learners in the externally administered certificate exit examinations at the end of grade 12, which is currently the last year of senior secondary schooling in Namibia. The results of the study do not produce evidence to suggest that academic standards in grade 12 have fallen as a result of schools being racially integrated. Bibliogr., sum. |