Mathematics teachers’ preparedness in implementing the Namibia Senior Secondary Certificate Advanced Subsidiary curriculum level
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Date
2025
Authors
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Journal ISSN
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Publisher
University of Namibia
Abstract
Since Namibia's independence in 1990, the education system has undergone significant
reforms including the implementation of the Namibia Senior Secondary Certificate
Advanced Subsidiary (NSSCAS) curriculum in 2021. Despite these reforms, Mathematics
performance in the Ohangwena region remains notably poor. This study investigated the
preparedness of Advanced Subsidiary (AS) Mathematics teachers in implementing the
NSSCAS curriculum in five selected secondary schools within Ohangwena region,
focusing on three research questions: 1) What is the level of readiness of AS Mathematics
teachers in implementing the NSSCAS curriculum? 2) What factors influence the
teacher’s preparedness? 3) What strategies can enhance teachers’ effectiveness? Using a
qualitative research approach with a descriptive case study design, the study involved a
focus group discussion with 16 participants, supplemented by non-participant
observations and document analysis for data triangulation. The findings reveal that,
although teachers have a general understanding of the NSSCAS curriculum, they
encounter significant challenges such as inadequate training, insufficient teaching
resources, limited lesson time, and the lack of continuous professional development. To
address these issues, the study recommends comprehensive training programs, improved
resource allocation, curriculum adjustments to better align lesson time with curriculum
demands, and the establishment of a robust monitoring and evaluation framework. These
recommendations are crucial for enhancing teacher readiness, ensuring effective
implementation of the NSSCAS Mathematics curriculum, and improving Mathematics
education quality and student learning outcomes
Description
A thesis submitted in partial fulfilment of the requirements for the Degree of Master of Education (Mathematics Education)
Keywords
Mathematics teachers, Preparedness, Curriculum, Implementation, NSSCAS, Secondary education, Namibia, University of Namibia