This descriptive quantitative study investigated the performance of the Science Foundation Programme (SFP) graduates in their 1 st year of the degree programmes at the University of Namibia (UNAM) from 2005 to 2016. The population of the study consisted of 1298 all the former students who went through the SFP from 2005 to 2016 at the Oshakati campus and a sample of 100 (n = 100) students was randomly selected from the population (N = 1298). The researchers analysed the University Integrated Tertiary System (ITS) database to extract students' records to find out how many former SFP students had registered for degree courses; and also to find out the performance of these students in their courses of study at UNAM. The findings of the study showed that since the establishment of the SFP in 2005 at the Oshakati campus in 2005, the SFP has been growing and attracting more students within Namibia. The findings also indicated that the SFP was meeting its mandate and achieving its goal and objectives of preparing students for the first year of their studies at tertiary institutions because each year, more students have passed their 1 st year and have progressed into their second year of studies at UNAM. The study recommended that a longitudinal study should be carried out to shed light on the performance of SFP graduates throughout their studies: from first year to their final year of studies.

287Open Journal of Social Sciences stacles to the adoption of the digital technology policy in the teaching and learning process at some secondary schools in Rundu Circuit, Kavango East area Namibia, was a lack of pedagogical training. It may also be inferred that another significant barrier to teachers implementing the digital technology strategy in the classrooms was a lack of digital technology resources. According to the study's findings, the Kavango East region saw a rise in burglaries. The study suggested that the Ministry of Education needs to significantly increase its involvement in the process of implementing digital technology policies by offering both material and human support, providing oversight, and conducting regular reviews or assessments. Teachers must receive ongoing training in digital technology skills in order for them to be fully prepared and knowledgeable of how to use these tools for the benefit of Namibian children.

Abstract This study investigated Biology teachers’ perceptions of the importance of practical work in selected secondary schools in the Oshana Education Region (OER) in Namibia. This study was situated in both the qualitative and quantitative research paradigms. The population of this study consisted of all Biology teachers of Grade 11 and 12 students. Eight secondary schools in the OER were purposely selected to take part in the study. A sample comprising of 23 Biology teachers was then chosen purposively from the eight secondary schools. A questionnaire and an observation schedule were used to collect the data. Descriptive statistics was used to analyse the quantitative data while the qualitative data were categorised into themes. The findings showed that the 69.9% of the Biology teachers did not have a laboratory specifically for conducting Biology practical work and they carried out their practical work in a common laboratory used for both Physical Science and Biology or in their classrooms. Two out of the nine observed teachers did not bother to carry out practical work at all and they taught Biology as a completely theoretical subject. The study recommends that Biology teachers should be encouraged to source materials necessary for conducting practical work from private schools in cases where their schools do not have the necessary resources for conducting practicals in Biology.