The experiences of Namibian senior primary school teachers in curriculum design: The case of Khomas region
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Date
2020
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Publisher
University of Namibia
Abstract
This study aimed to investigate the experiences of Namibian senior primary school teachers in curriculum design in the Khomas region, with emphasises mainly being placed on roles and responsibilities of teachers in curriculum design. The involvement of teachers in curriculum design is one of the most important aspects that ensure the successful implementation of the curriculum and effective pedagogy in schools. The study sought to answer the following questions: (1) What are the roles and responsibilities of senior primary school teachers in curriculum design in the Khomas region? (2) Why is it important to involve senior primary school teachers in curriculum design? (3) To what extent are teachers influential in curriculum design? (4) What challenges are faced by senior primary school teachers in exercising their roles in curriculum design in the Khomas region? (5) Which strategies can be employed to enable the effective participation of senior primary school teachers in curriculum design in the Khomas region? The study employed a qualitative research design where seven (7) senior primary school teachers from the Khomas region who were involved in curriculum design were selected by means of a purposive sampling strategy. The study also included four (4) members of the Programme Quality Assurance (PQA) and four (4) curriculum developers to represent National Institute NIED. Data were collected by means of in-depth, face-to-face interviews with the participants. The findings of the study show that senior primary school teachers are essential, and assume different roles and responsibilities at NIED during the curriculum design process but only the teachers that are part of the curriculum panels, therefore not all the senior primary school teachers are involved. The research findings also show that there are challenges for senior primary school teachers in the curriculum design process, and the participants have suggested a few strategies to overcome those challenges. From the findings, the following recommendations were made: more senior primary school teachers should be involved in the curriculum design process, the selection of the participants for curriculum panels at NIED should remain fair and transparent, curriculum developers and other stakeholders should create an inclusive environment for teachers to become fully involved, and their opinions should be regarded as of equal importance as those of other participants. Therefore, as much as senior primary school teachers are the curriculum implementers, they should be equally involved in curriculum design. This study contributes to the academic literature in the field and raises awareness of the significant roles that senior primary school teachers play in the curriculum design process.
Description
Research submitted in partial fulfilment of the requirements for the Degree of Master of Education (Curriculum and Assessment Studies)
Keywords
Curriculum design