TITLE:
Exploring Curriculum Implementation Challenges in the Teaching of Subsidiary Mathematics in Oshakati Circuit, Oshana Region: A Phenomenological Study
AUTHORS:
Chirimbana Moses, Laya Leeana Nghipandulwa, Kaundjwa O. Abed
KEYWORDS:
Namibian Senior Secondary Certificate Ordinary (NSSCO), Mathematics Cur-riculum, Curriculum Implementation
JOURNAL NAME:
Open Journal of Social Sciences,
Vol.12 No.2,
February
29,
2024
ABSTRACT: The research assessed the challenges faced by mathematics educators in
applying the revised curriculum for the Namibian Senior Secondary Certificate
Ordinary (NSSCO) within the Oshakati Circuit, Oshana Region. The study aimed to
achieve the following objectives: Identify the obstacles encountered by
mathematics teachers in implementing the updated NSSCO curriculum in the
specified region. The research employed a qualitative methodology, gathering
data through in-depth face-to-face interviews with 15 participants, including
four Heads of Departments (HODs) for mathematics and eight mathematics teachers
from selected secondary schools in Oshakati Circuit, Oshana Region.
Participants expressed a lack of essential resources, such as textbooks,
library facilities, and dedicated Mathematics study rooms, hindering the
effective implementation of the new mathematics curriculum in NSSCO-selected
secondary schools in Oshakati Circuit. The study revealed that existing
policies inadequately address the provision of resources and educational
facilities, particularly in schools situated in rural areas. Participants
recommended the development of policies specifically tailored to ensure the
sufficient supply of essential resources to schools in rural locations, emphasizing
the need for easy implementation.