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Title:The academic achievement in liberal arts and science subjects of a fragmented Namibian secondary school system prior to independence
Author:Mkandawire, D.S.J.ISNI
Periodical:Zimbabwe Journal of Educational Research (ISSN 1013-3445)
Notes:biblio. refs., ills.
Geographic terms:Namibia
Southern Africa
Subjects:science education
literary education
geography education
secondary education
academic achievement
Secondary schools
educational systems
Racial segregation
Abstract:Prior to independence in 1990, Namibia had a fragmented educational system with separate secondary schools for whites, blacks and mixed races. This study examines the academic achievement in selected liberal arts (Afrikaans, English, geography) and science (mathematics, physical science, biology) subjects in the three types of schools. Although subject syllabuses and external examinations were the same for all schools, the outcome varied considerably because of severe disparities in the inputs and educational processes. The findings indicate that white schools performed significantly better than other types of schools in both science and art subjects. Mixed schools performed better in liberal arts subjects than black schools, but there was no significant difference in academic achievement between black and mixed schools in science subjects. Bibliogr.