Mathematics teachers’ preparedness in implementing the Namibia Senior Secondary Certificate Advanced Subsidiary curriculum level
| dc.contributor.advisor | Nghipandulwa, L.L.T. | |
| dc.contributor.author | Kambonde, Inamutila N.N. | |
| dc.date.accessioned | 2025-10-15T09:14:20Z | |
| dc.date.available | 2025-10-15T09:14:20Z | |
| dc.date.issued | 2025 | |
| dc.description | A thesis submitted in partial fulfilment of the requirements for the Degree of Master of Education (Mathematics Education) | |
| dc.description.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 | |
| dc.identifier.uri | http://hdl.handle.net/11070/4165 | |
| dc.language.iso | en | |
| dc.publisher | University of Namibia | |
| dc.subject | Mathematics teachers | |
| dc.subject | Preparedness | |
| dc.subject | Curriculum | |
| dc.subject | Implementation | |
| dc.subject | NSSCAS | |
| dc.subject | Secondary education | |
| dc.subject | Namibia | |
| dc.subject | University of Namibia | |
| dc.title | Mathematics teachers’ preparedness in implementing the Namibia Senior Secondary Certificate Advanced Subsidiary curriculum level | |
| dc.type | Thesis |