John Nyambe is Senior Lecturer and Associate Dean, School of Education, University of Namibia, Namibia. Sakaria M. Iipinge is Associate Professor in Curriculum, Instruction, and Assessment Studies, University of Namibia, Namibia. Joanne M. Marshall is Professor, School of Education, Iowa State University, USA.

'This book is a powerful and timely contribution to rethinking teacher education in Namibia. It critically explores the legacy of colonialism, challenges exclusionary practices, and offers grounded, context-specific alternatives. With insights on curriculum, pedagogy, community engagement, and professional development, it will resonate with educators across the Global South and beyond.'- Riyad A. Shahjahan, Professor, Michigan State University, USA'Decolonisation and Democratisation of Namibian Teacher Education examines the lasting: impacts of colonialism on teacher education, highlighting the need to transform curriculum and pedagogy. By exploring historical legacies and contemporary reforms, this book offers vital insights for educators, policymakers, and researchers striving to build an inclusive, culturally responsive, and democratic system that empowers learners and strengthens Namibia's educational future.'- Hon. Hofni Alugodhi Iipinge, Governor, Oshana Region'The book is unique in its focus on Namibian teacher education and is an important contribution to its scholarship and practice. It focuses on the decolonisation and development of a quality educational system by educating its teachers before and after they enter the classroom via curriculum, pedagogy, epistemology, and policymaking.'- Professor Dr Kenneth Kamwi Matengu, Vice Chancellor, University of Namibia; President Pan African University (PAAU); President of the Governing Board of the Association of African Universities (AAU); Council member of the Association of Commonwealth Universities (ACU); International Honorary Fellow of Cardiff University

• Section A: Structural Changes toward DecolonisationJohn Nyambe, Sakaria M. Iipinge, Joanne M. MarshallChapter 1: Decolonisation and democratisation in Namibian teacher education: Setting the sceneJohn Nyambe, Sakaria M. Iipinge, Joanne M. MarshallChapter 2: Namibian teacher education reform in the global context: Towards decolonisation and democratisationMuzwa Mukwambo, Kenneth Nzwala, Cecilia SibukuChapter 3: Transformation of basic education and pre-service teacher education in post-apartheid Namibia: Reflections on challenges in the decolonisation driveShiwana T. NaukushuChapter 4: Post-apartheid Teacher Education transformation in Namibia: A move towards a progressive curriculum in teacher educationMeameno A. Shiweda, Liisa N. Kaapanda, Anneli N. Haufiku Chapter 5: Exploring the decolonisation approach of Teaching Mathematical problem-solving skills in rural farm schools of Kunene Region, NamibiaErastus Kleopas, Sakaria M. Iipinge, Elina I. TobiasChapter 6: Promoting positive school culture: An interpretive account of school principals in the Oshana region of NamibiaAnna N. Hako, Petrus D. Shipalanga, Sakaria M. Iipinge Chapter 7: Principles of administrative justice as applied by school boards in Ongha Educational Circuit of the Ohangwena region: Moving towards a decolonised approachSakaria M. Iipinge Chapter 8: Continuous Professional Development for teachers in Namibia (1990–2020): A document reviewAnna N. Hako Chapter 9: Teacher evaluations in post-independence Namibia: A critical policy analysisUua Tjazapi , Rachel N. Shanyanana-Amaambo Section B: Towards decolonising pedagogyJoanne M. Marshall, John Nyambe, Sakaria M. IipingeChapter 10: How a website supports reading acquisition: eTALE Africa, a tool for postcolonial Namibian teachers, inclusive education teachers, and teacher educatorsPamela J. February Chapter 11: Maximising professional learning for educators to unlock teachers’ potential in pursuit of decolonised quality educationAnnaly M. Strauss Chapter 12: Improving teacher education in Namibia through establishing pre-service teachers’ existing mathematics content knowledge upon entering universityLuiya Luwango Chapter 13: Exploring primary school teachers’ understanding of mental arithmetic. A case of the Oshana region, NamibiaFrans N. Haimbodi, Herbert B. KhuzwayoChapter 14: Weighing in on strategies to address learners’ needs in overcrowded classrooms Annaly M. Strauss, Jatjinda KamuhangaChapter 15: Decolonising teacher education through integrating Education for Sustainable Development into the Social Studies Curriculum Eveline O. Anyolo, Suama P. Nantanga ,Sakaria M. Iipinge Section C: Resilience despite crises Sakaria M. Iipinge, John Nyambe, Joanne M. MarshallChapter 16: A bird's-eye view on the use of e-portfolio of evidence in Open Distance E-learning: Implications for post-apartheid Namibia Ncediswa M. ZukaniChapter 17: The democratisation of education through the use of technology during COVID-19: Decolonisation in retrospect Eveline O. Anyolo, Marja N. Mushaandja-Mufeti, Elina I. Tobias Chapter 18: The impact of online teaching and learning practices on future teacher education curriculum after COVID-19, with decolonising considerations Perien J. Boer, Joanne M. Marshall Chapter 19: No student left behind? Education for All, decolonisation, democratisation and the COVID-19 pandemic: A case of Namibia’s teacher educationJohn Nyambe, Anna-Marie Biwa Chapter 20: Decolonisation and democratisation in Namibian teacher education: Lessons learned and concluding reflections John Nyambe, Sakaria M. Iipinge, Joanne M. Marshall

John Nyambe is Senior Lecturer and Associate Dean, School of Education, University of Namibia, Namibia. Sakaria M. Iipinge is Associate Professor in Curriculum, Instruction, and Assessment Studies, University of Namibia, Namibia. Joanne M. Marshall is Professor, School of Education, Iowa State University, USA.

'This book is a powerful and timely contribution to rethinking teacher education in Namibia. It critically explores the legacy of colonialism, challenges exclusionary practices, and offers grounded, context-specific alternatives. With insights on curriculum, pedagogy, community engagement, and professional development, it will resonate with educators across the Global South and beyond.'- Riyad A. Shahjahan, Professor, Michigan State University, USA'Decolonisation and Democratisation of Namibian Teacher Education examines the lasting: impacts of colonialism on teacher education, highlighting the need to transform curriculum and pedagogy. By exploring historical legacies and contemporary reforms, this book offers vital insights for educators, policymakers, and researchers striving to build an inclusive, culturally responsive, and democratic system that empowers learners and strengthens Namibia's educational future.'- Hon. Hofni Alugodhi Iipinge, Governor, Oshana Region'The book is unique in its focus on Namibian teacher education and is an important contribution to its scholarship and practice. It focuses on the decolonisation and development of a quality educational system by educating its teachers before and after they enter the classroom via curriculum, pedagogy, epistemology, and policymaking.'- Professor Dr Kenneth Kamwi Matengu, Vice Chancellor, University of Namibia; President Pan African University (PAAU); President of the Governing Board of the Association of African Universities (AAU); Council member of the Association of Commonwealth Universities (ACU); International Honorary Fellow of Cardiff University

• Section A: Structural Changes toward DecolonisationJohn Nyambe, Sakaria M. Iipinge, Joanne M. MarshallChapter 1: Decolonisation and democratisation in Namibian teacher education: Setting the sceneJohn Nyambe, Sakaria M. Iipinge, Joanne M. MarshallChapter 2: Namibian teacher education reform in the global context: Towards decolonisation and democratisationMuzwa Mukwambo, Kenneth Nzwala, Cecilia SibukuChapter 3: Transformation of basic education and pre-service teacher education in post-apartheid Namibia: Reflections on challenges in the decolonisation driveShiwana T. NaukushuChapter 4: Post-apartheid Teacher Education transformation in Namibia: A move towards a progressive curriculum in teacher educationMeameno A. Shiweda, Liisa N. Kaapanda, Anneli N. Haufiku Chapter 5: Exploring the decolonisation approach of Teaching Mathematical problem-solving skills in rural farm schools of Kunene Region, NamibiaErastus Kleopas, Sakaria M. Iipinge, Elina I. TobiasChapter 6: Promoting positive school culture: An interpretive account of school principals in the Oshana region of NamibiaAnna N. Hako, Petrus D. Shipalanga, Sakaria M. Iipinge Chapter 7: Principles of administrative justice as applied by school boards in Ongha Educational Circuit of the Ohangwena region: Moving towards a decolonised approachSakaria M. Iipinge Chapter 8: Continuous Professional Development for teachers in Namibia (1990–2020): A document reviewAnna N. Hako Chapter 9: Teacher evaluations in post-independence Namibia: A critical policy analysisUua Tjazapi , Rachel N. Shanyanana-Amaambo Section B: Towards decolonising pedagogyJoanne M. Marshall, John Nyambe, Sakaria M. IipingeChapter 10: How a website supports reading acquisition: eTALE Africa, a tool for postcolonial Namibian teachers, inclusive education teachers, and teacher educatorsPamela J. February Chapter 11: Maximising professional learning for educators to unlock teachers’ potential in pursuit of decolonised quality educationAnnaly M. Strauss Chapter 12: Improving teacher education in Namibia through establishing pre-service teachers’ existing mathematics content knowledge upon entering universityLuiya Luwango Chapter 13: Exploring primary school teachers’ understanding of mental arithmetic. A case of the Oshana region, NamibiaFrans N. Haimbodi, Herbert B. KhuzwayoChapter 14: Weighing in on strategies to address learners’ needs in overcrowded classrooms Annaly M. Strauss, Jatjinda KamuhangaChapter 15: Decolonising teacher education through integrating Education for Sustainable Development into the Social Studies Curriculum Eveline O. Anyolo, Suama P. Nantanga ,Sakaria M. Iipinge Section C: Resilience despite crises Sakaria M. Iipinge, John Nyambe, Joanne M. MarshallChapter 16: A bird's-eye view on the use of e-portfolio of evidence in Open Distance E-learning: Implications for post-apartheid Namibia Ncediswa M. ZukaniChapter 17: The democratisation of education through the use of technology during COVID-19: Decolonisation in retrospect Eveline O. Anyolo, Marja N. Mushaandja-Mufeti, Elina I. Tobias Chapter 18: The impact of online teaching and learning practices on future teacher education curriculum after COVID-19, with decolonising considerations Perien J. Boer, Joanne M. Marshall Chapter 19: No student left behind? Education for All, decolonisation, democratisation and the COVID-19 pandemic: A case of Namibia’s teacher educationJohn Nyambe, Anna-Marie Biwa Chapter 20: Decolonisation and democratisation in Namibian teacher education: Lessons learned and concluding reflections John Nyambe, Sakaria M. Iipinge, Joanne M. Marshall

John Nyambe is Senior Lecturer and Associate Dean, School of Education, University of Namibia, Namibia. Sakaria M. Iipinge is Associate Professor in Curriculum, Instruction, and Assessment Studies, University of Namibia, Namibia. Joanne M. Marshall is Professor, School of Education, Iowa State University, USA.

'This book is a powerful and timely contribution to rethinking teacher education in Namibia. It critically explores the legacy of colonialism, challenges exclusionary practices, and offers grounded, context-specific alternatives. With insights on curriculum, pedagogy, community engagement, and professional development, it will resonate with educators across the Global South and beyond.'- Riyad A. Shahjahan, Professor, Michigan State University, USA'Decolonisation and Democratisation of Namibian Teacher Education examines the lasting: impacts of colonialism on teacher education, highlighting the need to transform curriculum and pedagogy. By exploring historical legacies and contemporary reforms, this book offers vital insights for educators, policymakers, and researchers striving to build an inclusive, culturally responsive, and democratic system that empowers learners and strengthens Namibia's educational future.'- Hon. Hofni Alugodhi Iipinge, Governor, Oshana Region'The book is unique in its focus on Namibian teacher education and is an important contribution to its scholarship and practice. It focuses on the decolonisation and development of a quality educational system by educating its teachers before and after they enter the classroom via curriculum, pedagogy, epistemology, and policymaking.'- Professor Dr Kenneth Kamwi Matengu, Vice Chancellor, University of Namibia; President Pan African University (PAAU); President of the Governing Board of the Association of African Universities (AAU); Council member of the Association of Commonwealth Universities (ACU); International Honorary Fellow of Cardiff University

• Section A: Structural Changes toward DecolonisationJohn Nyambe, Sakaria M. Iipinge, Joanne M. MarshallChapter 1: Decolonisation and democratisation in Namibian teacher education: Setting the sceneJohn Nyambe, Sakaria M. Iipinge, Joanne M. MarshallChapter 2: Namibian teacher education reform in the global context: Towards decolonisation and democratisationMuzwa Mukwambo, Kenneth Nzwala, Cecilia SibukuChapter 3: Transformation of basic education and pre-service teacher education in post-apartheid Namibia: Reflections on challenges in the decolonisation driveShiwana T. NaukushuChapter 4: Post-apartheid Teacher Education transformation in Namibia: A move towards a progressive curriculum in teacher educationMeameno A. Shiweda, Liisa N. Kaapanda, Anneli N. Haufiku Chapter 5: Exploring the decolonisation approach of Teaching Mathematical problem-solving skills in rural farm schools of Kunene Region, NamibiaErastus Kleopas, Sakaria M. Iipinge, Elina I. TobiasChapter 6: Promoting positive school culture: An interpretive account of school principals in the Oshana region of NamibiaAnna N. Hako, Petrus D. Shipalanga, Sakaria M. Iipinge Chapter 7: Principles of administrative justice as applied by school boards in Ongha Educational Circuit of the Ohangwena region: Moving towards a decolonised approachSakaria M. Iipinge Chapter 8: Continuous Professional Development for teachers in Namibia (1990–2020): A document reviewAnna N. Hako Chapter 9: Teacher evaluations in post-independence Namibia: A critical policy analysisUua Tjazapi , Rachel N. Shanyanana-Amaambo Section B: Towards decolonising pedagogyJoanne M. Marshall, John Nyambe, Sakaria M. IipingeChapter 10: How a website supports reading acquisition: eTALE Africa, a tool for postcolonial Namibian teachers, inclusive education teachers, and teacher educatorsPamela J. February Chapter 11: Maximising professional learning for educators to unlock teachers’ potential in pursuit of decolonised quality educationAnnaly M. Strauss Chapter 12: Improving teacher education in Namibia through establishing pre-service teachers’ existing mathematics content knowledge upon entering universityLuiya Luwango Chapter 13: Exploring primary school teachers’ understanding of mental arithmetic. A case of the Oshana region, NamibiaFrans N. Haimbodi, Herbert B. KhuzwayoChapter 14: Weighing in on strategies to address learners’ needs in overcrowded classrooms Annaly M. Strauss, Jatjinda KamuhangaChapter 15: Decolonising teacher education through integrating Education for Sustainable Development into the Social Studies Curriculum Eveline O. Anyolo, Suama P. Nantanga ,Sakaria M. Iipinge Section C: Resilience despite crises Sakaria M. Iipinge, John Nyambe, Joanne M. MarshallChapter 16: A bird's-eye view on the use of e-portfolio of evidence in Open Distance E-learning: Implications for post-apartheid Namibia Ncediswa M. ZukaniChapter 17: The democratisation of education through the use of technology during COVID-19: Decolonisation in retrospect Eveline O. Anyolo, Marja N. Mushaandja-Mufeti, Elina I. Tobias Chapter 18: The impact of online teaching and learning practices on future teacher education curriculum after COVID-19, with decolonising considerations Perien J. Boer, Joanne M. Marshall Chapter 19: No student left behind? Education for All, decolonisation, democratisation and the COVID-19 pandemic: A case of Namibia’s teacher educationJohn Nyambe, Anna-Marie Biwa Chapter 20: Decolonisation and democratisation in Namibian teacher education: Lessons learned and concluding reflections John Nyambe, Sakaria M. Iipinge, Joanne M. Marshall