Prof. Taukeni is a former post-doctorate fellow in the Faculty of Health Sciences at the University of Fort Hare. He is a Full Professor of Educational and Health Psychology at the University of Namibia. Also, he teaches Research Methodology on a part time basis at the Namibia University of Science and Technology. His research interests are mainly in Educational and Health Psychology and Public Health. Prof. Taukeni has authored and edited a number of academic books in the areas of Educational and Health Psychology as well as Public Health. Supervisors: Prof. S Rembe, Prof. D Goon, Dr. LRN Mlisa, Dr. CK Haihambo, Prof. M Chitiyo, and Prof. K Maree
Kinship care is one of the most prevalent forms of placement that is used for children affected a... more Kinship care is one of the most prevalent forms of placement that is used for children affected and/or infected by HIV and AIDS in Namibia. However, the literature lacks a systematic theory-informed understanding with respect to what is currently known about caregivers generally and specifically, elderly caregivers of orphans, and vulnerable children (OVC) in sub-Saharan Africa. This foundational chapter attempts to provide readers with content to assist in their understanding of the characteristics, role, and experiences of kinship elderly caregivers of children affected and/or infected by HIV and AIDS. In addition, the chapter highlights what is known about children living with HIV in Namibia. Finally, the chapter offers suggestions for policy and practice.
Advances in early childhood and K-12 education, 2019
Violence is a common occurrence in schools and poses a threat to education as a vehicle of econom... more Violence is a common occurrence in schools and poses a threat to education as a vehicle of economic development and economic freedom. The chapter aims at discussing factors that can promote the development of a culture of non-violence in schools. However, it is important that causes of violence in schools be understood before making suggestions on how to make schools safe for our children. There are numerous factors that contribute to school violence such as the curriculum, poverty, teachers, students' home life, the external environment of the school, and socio-economic factors. The authors argue that collaboration between different stakeholders is important if schools wish to reclaim their former glory of being centers of excellence and agents of social change. This chapter suggests that it is through education and empowering children, parents, teachers, and the community at large that we can achieve a culture of peace and non-violence in schools.
Advances in Psychology, Mental Health, and Behavioral Studies, 2022
As confirmed by organizations such as UNAIDS, UNICEF, NGOs, and various authors, the psychologica... more As confirmed by organizations such as UNAIDS, UNICEF, NGOs, and various authors, the psychological, social, physical, and emotional turmoil caused by varying degrees of violence, abuse, neglect, abandonment, and bereavement have negatively impacted orphans and vulnerable children's education. However, very few studies have been conducted to document the psychosocial support provided to OVC in public schools. Psychosocial support is rarely available to vulnerable children around the world despite the fact that it is a fundamental right for children who have largely gone unacknowledged. Despite signing the United Nations Convention on the Rights of the Child, many governments pay lip service to them; thus, the purpose of this chapter is to contextualize them. Educational stakeholders must pay close attention and contribute to the provision of inclusive education that meets the needs of all children. This chapter contributes to a better understanding of the difficulties teachers fa...
African Journal for Physical, Health Education, Recreation and Dance, 2015
The aim of study was to identify the support mechanisms provided to teachers by the circuit and s... more The aim of study was to identify the support mechanisms provided to teachers by the circuit and school principals to implement the Physical Education syllabus in the Lower Primary Phase in the Oshana region, Namibia. The study adopted a descriptive design and used interviews to collect data. Twelve primary schools both urban and rural in the Oshakati circuit were purposively selected to form the sample of the study. Participants were the circuit Inspector, Advisory teacher, school Principals and teachers. Results indicated a lack of support in terms of specific workshops and training opportunities, teacher guide, textbooks and facilities and equipment. Participants suggested the government and local communities to support PE subject in Lower Primary Phase so that learners would enjoy physical activities and gain healthy benefits outlined in the syllabus.
Journal of International Special Needs Education, 2021
Since challenging behaviors are present in classrooms, it is imperative to understand how teacher... more Since challenging behaviors are present in classrooms, it is imperative to understand how teachers acknowledge and respond to these unwanted actions within their schools. The overarching purpose of this study is to understand schoolteachers' perspectives on the causes of students' unwanted behaviors and their responses in the classroom. The study was also designed to explore schoolteachers' perspectives on the relationship between the students' challenging behavior and disability. A total of 1,056 Ghanaian (n = 502) and Namibian (n = 554) schoolteachers were surveyed to identify their understanding of causes of their students' challenging behavior and how they addressed the behaviors. Results of the study indicated that the teachers perceived challenging behavior as related to discipline and not disability. Most teachers also believed that both home and school environmental factors influenced challenging behavior. Furthermore, most schoolteachers from both countr...
African Journal for Physical, Health Education, Recreation and Dance, 2015
The aim of the study was to find out whether Physical Education was meeting the expected learning... more The aim of the study was to find out whether Physical Education was meeting the expected learning outcomes in the Namibian Lower Primary Phase as outlined in the syllabus. The study adopted qualitative approach and used face to face interviews and document analysis to collect data. The circuit Inspector, Advisory teacher, four Principals, and ten class teachers were interviewed. Results demonstrated that teachers were frustrated and had given up teaching PE in schools due to a lack of equipment and facilities. In some cases, learners were left on their own without a teacher during PE periods and important activities in the syllabus were not being taught. There was no clear evidence that PE was meeting the expected learning outcomes in the Namibian Lower Primary Phase.
Addressing Multicultural Needs in School Guidance and Counseling
This chapter foregrounds the Lab-On-Line project, a technological innovation developed to enhance... more This chapter foregrounds the Lab-On-Line project, a technological innovation developed to enhance visual processing skills, improve memory and vocabulary, and increase reading fluency with the explicit aim of improving comprehension. Thirty (30) 3rd year students at one of the University of Namibia campuses participated in the pilot study. A pre-test was conducted for placement purpose. Subsequently, the selected sample commenced with the Lab-On-Line program that consists of 20 lessons that were carried out twice a week over a period of five months. Thereafter a Standardized Reading Evaluation was performed to determine their language proficiency, reading speed per minute and comprehension ability. Results show that the majority of participating students had improved their perceptual development and reading speed (VPF), cognitive development and comprehension skills (CDF), and relative reading efficiency (AIUF).
In this comparative paper we interrogate the access of social grants to meet orphan children scho... more In this comparative paper we interrogate the access of social grants to meet orphan children school needs in Namibia and South Africa. We noted that the two governments are committed to provide orphan children with social grants to enable them to meet the school needs. However, accessing social grant to benefit most vulnerable orphan children raised many questions than answers in the recent times. We reviewed published and unpublished documents to examine the access of social grant to orphan children in both Namibia and South Africa. We discuss how orphan children access the social grants and the challenges facing them and their caregivers to meet their school needs such as paying school fees.
Cultivating a Culture of Nonviolence in Early Childhood Development Centers and Schools, 2019
The effects of superheroes on school violence has not been given adequate attention in research e... more The effects of superheroes on school violence has not been given adequate attention in research even though superhero movies, games, and characters are becoming increasingly popular worldwide. In addition, very little has been known particularly on the role of superheroes toward building children's nonviolent character and personality. This chapter focuses on how the effects of superheroes contribute to the learning process by examining both positive and negative effects. The chapter concludes with recommendations that map out practical implications for learning in schools.
Kinship care is one of the most prevalent forms of placement that is used for children affected a... more Kinship care is one of the most prevalent forms of placement that is used for children affected and/or infected by HIV and AIDS in Namibia. However, the literature lacks a systematic theory-informed understanding with respect to what is currently known about caregivers generally and specifically, elderly caregivers of orphans, and vulnerable children (OVC) in sub-Saharan Africa. This foundational chapter attempts to provide readers with content to assist in their understanding of the characteristics, role, and experiences of kinship elderly caregivers of children affected and/or infected by HIV and AIDS. In addition, the chapter highlights what is known about children living with HIV in Namibia. Finally, the chapter offers suggestions for policy and practice.
Advances in early childhood and K-12 education, 2019
Violence is a common occurrence in schools and poses a threat to education as a vehicle of econom... more Violence is a common occurrence in schools and poses a threat to education as a vehicle of economic development and economic freedom. The chapter aims at discussing factors that can promote the development of a culture of non-violence in schools. However, it is important that causes of violence in schools be understood before making suggestions on how to make schools safe for our children. There are numerous factors that contribute to school violence such as the curriculum, poverty, teachers, students' home life, the external environment of the school, and socio-economic factors. The authors argue that collaboration between different stakeholders is important if schools wish to reclaim their former glory of being centers of excellence and agents of social change. This chapter suggests that it is through education and empowering children, parents, teachers, and the community at large that we can achieve a culture of peace and non-violence in schools.
Advances in Psychology, Mental Health, and Behavioral Studies, 2022
As confirmed by organizations such as UNAIDS, UNICEF, NGOs, and various authors, the psychologica... more As confirmed by organizations such as UNAIDS, UNICEF, NGOs, and various authors, the psychological, social, physical, and emotional turmoil caused by varying degrees of violence, abuse, neglect, abandonment, and bereavement have negatively impacted orphans and vulnerable children's education. However, very few studies have been conducted to document the psychosocial support provided to OVC in public schools. Psychosocial support is rarely available to vulnerable children around the world despite the fact that it is a fundamental right for children who have largely gone unacknowledged. Despite signing the United Nations Convention on the Rights of the Child, many governments pay lip service to them; thus, the purpose of this chapter is to contextualize them. Educational stakeholders must pay close attention and contribute to the provision of inclusive education that meets the needs of all children. This chapter contributes to a better understanding of the difficulties teachers fa...
African Journal for Physical, Health Education, Recreation and Dance, 2015
The aim of study was to identify the support mechanisms provided to teachers by the circuit and s... more The aim of study was to identify the support mechanisms provided to teachers by the circuit and school principals to implement the Physical Education syllabus in the Lower Primary Phase in the Oshana region, Namibia. The study adopted a descriptive design and used interviews to collect data. Twelve primary schools both urban and rural in the Oshakati circuit were purposively selected to form the sample of the study. Participants were the circuit Inspector, Advisory teacher, school Principals and teachers. Results indicated a lack of support in terms of specific workshops and training opportunities, teacher guide, textbooks and facilities and equipment. Participants suggested the government and local communities to support PE subject in Lower Primary Phase so that learners would enjoy physical activities and gain healthy benefits outlined in the syllabus.
Journal of International Special Needs Education, 2021
Since challenging behaviors are present in classrooms, it is imperative to understand how teacher... more Since challenging behaviors are present in classrooms, it is imperative to understand how teachers acknowledge and respond to these unwanted actions within their schools. The overarching purpose of this study is to understand schoolteachers' perspectives on the causes of students' unwanted behaviors and their responses in the classroom. The study was also designed to explore schoolteachers' perspectives on the relationship between the students' challenging behavior and disability. A total of 1,056 Ghanaian (n = 502) and Namibian (n = 554) schoolteachers were surveyed to identify their understanding of causes of their students' challenging behavior and how they addressed the behaviors. Results of the study indicated that the teachers perceived challenging behavior as related to discipline and not disability. Most teachers also believed that both home and school environmental factors influenced challenging behavior. Furthermore, most schoolteachers from both countr...
African Journal for Physical, Health Education, Recreation and Dance, 2015
The aim of the study was to find out whether Physical Education was meeting the expected learning... more The aim of the study was to find out whether Physical Education was meeting the expected learning outcomes in the Namibian Lower Primary Phase as outlined in the syllabus. The study adopted qualitative approach and used face to face interviews and document analysis to collect data. The circuit Inspector, Advisory teacher, four Principals, and ten class teachers were interviewed. Results demonstrated that teachers were frustrated and had given up teaching PE in schools due to a lack of equipment and facilities. In some cases, learners were left on their own without a teacher during PE periods and important activities in the syllabus were not being taught. There was no clear evidence that PE was meeting the expected learning outcomes in the Namibian Lower Primary Phase.
Addressing Multicultural Needs in School Guidance and Counseling
This chapter foregrounds the Lab-On-Line project, a technological innovation developed to enhance... more This chapter foregrounds the Lab-On-Line project, a technological innovation developed to enhance visual processing skills, improve memory and vocabulary, and increase reading fluency with the explicit aim of improving comprehension. Thirty (30) 3rd year students at one of the University of Namibia campuses participated in the pilot study. A pre-test was conducted for placement purpose. Subsequently, the selected sample commenced with the Lab-On-Line program that consists of 20 lessons that were carried out twice a week over a period of five months. Thereafter a Standardized Reading Evaluation was performed to determine their language proficiency, reading speed per minute and comprehension ability. Results show that the majority of participating students had improved their perceptual development and reading speed (VPF), cognitive development and comprehension skills (CDF), and relative reading efficiency (AIUF).
In this comparative paper we interrogate the access of social grants to meet orphan children scho... more In this comparative paper we interrogate the access of social grants to meet orphan children school needs in Namibia and South Africa. We noted that the two governments are committed to provide orphan children with social grants to enable them to meet the school needs. However, accessing social grant to benefit most vulnerable orphan children raised many questions than answers in the recent times. We reviewed published and unpublished documents to examine the access of social grant to orphan children in both Namibia and South Africa. We discuss how orphan children access the social grants and the challenges facing them and their caregivers to meet their school needs such as paying school fees.
Cultivating a Culture of Nonviolence in Early Childhood Development Centers and Schools, 2019
The effects of superheroes on school violence has not been given adequate attention in research e... more The effects of superheroes on school violence has not been given adequate attention in research even though superhero movies, games, and characters are becoming increasingly popular worldwide. In addition, very little has been known particularly on the role of superheroes toward building children's nonviolent character and personality. This chapter focuses on how the effects of superheroes contribute to the learning process by examining both positive and negative effects. The chapter concludes with recommendations that map out practical implications for learning in schools.
This is an autobiography book of Dr. Simon George Taukeni. He is a Namibian writer, academic and ... more This is an autobiography book of Dr. Simon George Taukeni. He is a Namibian writer, academic and international scholar.
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