A historical analysis of educational supervision in the United States of America and its implications for Namibia

Abstract

Abstract taken from Dissertation Abstract International Vol 47 No 07 January 1987, p. 2380-A:

The suggested model for Namibia has examined the integration of White, Colored, and African educational systems in Namibia and the pre-service preparation and in-service training for supervisors. Some major supervisory approaches applicable to educational supervision in Namibia were presented. Some major roles of educational supervisors also were presented

The recommendations for educational supervision in Namibia include: (1) To achieve credibility, educational supervisors must be selected from educators who have received major and specialized training in that field. (2) Supervisors, administrators, and those in leadership roles should encourage the establishment of a university in Namibia and compulsory education for all the Namibian pupils. Elimination of all discriminatory and apartheid structures in Namibia is desirable. (3) Teacher education should be given top priority. Professional development and in-service training for the staff should be emphasized. Recruitment of teachers from abroad and exchange of scholars should be encouraged. An Association for Supervision and Curriculum Development should be established. (Abstract shortened with permission of author.)

While recognizing the differences between the United States and Namibia, the approach and theoretical basis of American educational supervision offers a useful foundation for educational supervision for Namibia