As an assistant teacher, I worked closely with the lead teacher to prepare lesson plans, teaching materials, and classroom activities, ensuring an engaging and effective learning environment for students. I provided one-on-one and small group support to help students better understand key concepts and overcome learning challenges. My role also involved maintaining a positive and disciplined classroom atmosphere, supervising students during lessons and extracurricular activities, and ensuring their safety and well-being. Additionally, I handled various administrative tasks such as organizing assignments, maintaining student records, and communicating with parents. Collaborating with the teaching staff, I contributed to creating a supportive and dynamic educational experience for all students.

As an Admin Officer at Shashi Engineering Consultants, I played a key role in ensuring the smooth operation of the office through effective coordination, communication, and administrative support. My responsibilities included managing daily office activities, organizing and maintaining records, and overseeing internal and external correspondence to ensure clear and professional communication. I coordinated and facilitated meetings, prepared detailed reports, and handled scheduling to support the management team effectively. Additionally, I contributed to presentations by compiling data, creating visual materials, and delivering information to stakeholders when required. I also managed office supplies, processed invoices, and maintained financial and administrative documentation. By streamlining processes, enhancing communication, and supporting the team, I played a pivotal role in promoting efficiency and professionalism within the organization.

**Project Title**: The Benefits and Achievements of Feeding Programs on the Academic Performance of Learners: A Case Study of Olof Primary School **Project Overview**: This research investigated the impact of feeding programs on the academic performance of learners at Olof Primary School. The study focused on evaluating whether providing students with nutritious meals during school hours contributed to improved concentration, participation, and overall academic achievement. The project explored the relationship between nutrition and cognitive function, with an emphasis on understanding the benefits that feeding programs brought to the educational outcomes of students. **Objectives**: - Assessed the academic performance of learners before and after the introduction of the feeding program. - Determined the specific benefits of feeding programs in relation to students’ health, focus, and classroom behavior. - Analyzed whether improved academic performance correlated with the provision of meals during school hours. - Explored the perceptions of teachers, students, and school administrators regarding the effectiveness of the feeding program. **Scope**: The study focused on Olof Primary School, with an emphasis on learners who participated in the school’s feeding program. Data was collected over a specified period to ensure accurate assessment of academic performance and behavioral changes. The research primarily involved the observation of students and the analysis of academic records, surveys, and interviews with teachers and school staff. **Methodology**: This research used a mixed-methods approach. Quantitative data was collected through academic records, comparing performance metrics before and after the implementation of the feeding program. Qualitative data was gathered through surveys and interviews with teachers, students, and school administrators to understand their perspectives on the feeding program’s impact. The research was conducted from September 2022 to February 2023 to capture comprehensive data. **Expected Outcomes**: The study demonstrated a positive correlation between the provision of feeding programs and improved academic performance among learners. It showed that proper nutrition enhanced cognitive function, leading to better concentration, participation, and overall school performance. The research also provided insights into the broader benefits of feeding programs in improving students’ health and classroom engagement. **Timeline**: - **September 2022**: Conducted a literature review and prepared data collection tools (surveys, interview guides). - **October 2022 – December 2022**: Collected quantitative data (academic performance records) and conducted qualitative interviews. - **January 2023**: Analyzed collected data and prepared results. - **February 2023**: Compiled findings, discussed implications, and finalized the thesis. **Significance**: This study contributed to the understanding of the link between nutrition and academic performance, specifically within the context of primary education. It provided evidence-based recommendations for educational policymakers and school administrators, advocating for the importance of feeding programs in enhancing the learning experience and academic success of students. The findings may also serve as a basis for further research on the broader impacts of nutrition on education. **Resources Needed**: - Access to academic records and performance data of Olof Primary School learners. - Permission from school administration to conduct surveys and interviews. - Survey and interview materials (questionnaires, recording devices). - Data analysis software (e.g., SPSS or Excel).

I hold a **TEFL (Teaching English as a Foreign Language) certificate**, which qualifies me to teach English to non-native speakers. This certification provided me with essential skills in lesson planning, classroom management, and instructional techniques, focusing on the four key language skills: listening, speaking, reading, and writing. It has equipped me with the knowledge to effectively teach English in diverse cultural settings, using interactive and engaging methods to meet the learning needs of students. The TEFL certification has strengthened my ability to create an inclusive and supportive learning environment for learners of all backgrounds.

I hold a **German A1 certificate**, which demonstrates my foundational proficiency in the German language. This certification reflects my ability to understand and use basic expressions and phrases for everyday situations. I can introduce myself and others, ask and answer questions about personal details, and interact in a simple way if the other person speaks slowly and clearly. My A1 level allows me to communicate in basic German, which serves as a solid foundation for further language learning and development.

I hold a Bachelor of Education Honours in Senior Primary, where I majored in Mathematics and Science. Throughout my studies, I also had pre-majors in Agriculture, Religious and Moral Education (RME), and Guidance and Counselling. This degree provided me with a solid foundation in teaching methodologies and pedagogical skills, equipping me to design and implement effective learning experiences for primary school learners. I developed a deep understanding of how to teach Mathematics and Science, along with integrating subjects like Agriculture, RME, and Guidance and Counselling into my approach. It also gave me the skills to support students academically, socially, and emotionally, preparing me to create inclusive and engaging learning environments in the classroom.

I completed my Namibian Junior Secondary Certificate (Grade 10) with subjects including Mathematics, Life Science, Physical Science, History, Geography, English, Accounting, Home Science, and Afrikaans. This stage of my education provided me with a broad range of knowledge in both sciences and humanities, laying the foundation for my further studies. For my Namibian Senior Secondary Certificate (Grade 12), I focused on Mathematics, Physical Science, Biology, Accounting, English, and Afrikaans, with some subjects taken at the higher level and others at the extended level. This helped me deepen my understanding of key subjects and prepared me for higher education and career opportunities.