Prior to Namibia's independence in 1990, the role of the teacher in an educational environment has been defined as the transmission of information to students, and the teacher was regarded as the all-knowing person in the classroom, who slavishly followed the textbook in transmitting the subject matter to the students. In some cases, the teacher did not understand the subject matter that he/she transmitted to students. Therefore, there was no explanation of what was being taught. Students had to sit passively and listen to the teacher; learn by memorization (rote learning), and recall the transmitted information. This study explored perceptions of the role of teachers and students in learner-centered classrooms in a primary school in Namibia. Learner-centered teachers create learning environments that promote students' active engagement with learning and develop critical thinking skills.

Despite the deeply entrenched belief in and practice of corporal punishment to maintain learner control in schools, a secondary school in Namibia has for a number of years proven to be an exception to this practice. This is an interpretive account of the teachers' and learners' experiences and perceptions of the influence of their school principal's leadership on learner behaviour. In-depth individual and group interviews were held with teachers and learners. Onsite observation was conducted for 14 consecutive school days and school documents were analysed. The data reveal an engaged school leadership that has created a school culture characterized by respect, care, trust, edifying relationships, a sense of belonging, praise, acknowledgement and recognition, and collaboration. By creating a collaborative school culture the school's leadership is not located in the principal alone but in a 'web of relationships'. In the view of both teachers and learners these features of the school's leadership and culture are largely responsible for the positive learner behaviour in the school. This research reaffirms the central role played by school principals in establishing and maintaining their school's culture. It also illustrates the mediating role of school culture in learner behaviour. It is significant that this occurs in a socio-economically deprived context in a developing nation.

This chapter is an account of personal experiences of lecturers teaching large classes at an institution of higher learning where a lack of active learning skills among students was observed. A number of challenges for active learning were identified including lack of facilities and large classes. The lecture method was identified as the main delivery method at the institution that led to students becoming passive listeners and not active constructors of knowledge. Additionally, higher-order thinking skills were not evident during lectures in large classes as most of the tasks required low-level thinking skills. There was a rush to finish the course outlines and to make sure that the number of prescribed tasks was given to students, which compromised not only active learning but also the overall quality of teaching.

Prior to Namibia's independence in 1990, the role of the teacher in an educational environment has been defined as the transmission of information to students, and the teacher was regarded as the all-knowing person in the classroom, who slavishly followed the textbook in transmitting the subject matter to the students. In some cases, the teacher did not understand the subject matter that he/she transmitted to students. Therefore, there was no explanation of what was being taught. Students had to sit passively and listen to the teacher; learn by memorization (rote learning), and recall the transmitted information. This study explored perceptions of the role of teachers and students in learner-centered classrooms in a primary school in Namibia. Learner-centered teachers create learning environments that promote students' active engagement with learning and develop critical thinking skills.