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Investigating Mathematics Teachers' Preparedness in Implementing the Namibia Senior Secondary Certificate Advanced Subsidiary Curriculum.

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Title: Investigating Mathematics Teachers' Preparedness in Implementing the Namibia Senior Secondary Certificate Advanced Subsidiary Curriculum.
Authors: Kambonde, Inamutila N. N.1, Nghipandulwa, Leena Lahja1, Mushaandja-Mufeti, Ndeyapo M.1
Source: International Forum of Teaching & Studies. 2026, Vol. 22 Issue 1, p43-58. 16p.
Subject Terms: *Curriculum implementation, *Teacher education, *Mathematics education, *Academic qualifications, *Educational resources, *Curriculum, *Qualitative research, *Continuing education
Geographic Terms: Namibia
Abstract: Since Namibia's independence in 1990, the education system has experienced substantial reforms, notably the introduction of the Namibia Senior Secondary Certificate Advanced Subsidiary (NSSCAS) curriculum in 2021. Notwithstanding these reforms, Mathematics performance in the Ohangwena region continues to be markedly inadequate. This study examined the readiness of Advanced Subsidiary (AS) Mathematics educators to implement the NSSCAS curriculum in five selected secondary schools in the Ohangwena region, concentrating on the research question: How are the mathematics teachers prepared for the implementation of the Advanced Subsidiary Level Mathematics curriculum? The study employed a qualitative research methodology utilizing a descriptive case study design, incorporating a focus group discussion with 16 participants. The findings indicated that, while teachers possess a fundamental comprehension of the NSSCAS curriculum, they face considerable obstacles including inadequate training, insufficient teaching tools, restricted lesson time, and a deficiency in ongoing professional development. The report advocates for extensive training programs, enhanced resource distribution, curriculum modifications to align session duration with curriculum requirements, and the creation of a strong monitoring and assessment framework. These recommendations are essential for augmenting teacher preparedness, facilitating the effective execution of the NSSCAS Mathematics curriculum, and elevating the quality of Mathematics education and student learning results. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
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Abstract:Since Namibia's independence in 1990, the education system has experienced substantial reforms, notably the introduction of the Namibia Senior Secondary Certificate Advanced Subsidiary (NSSCAS) curriculum in 2021. Notwithstanding these reforms, Mathematics performance in the Ohangwena region continues to be markedly inadequate. This study examined the readiness of Advanced Subsidiary (AS) Mathematics educators to implement the NSSCAS curriculum in five selected secondary schools in the Ohangwena region, concentrating on the research question: How are the mathematics teachers prepared for the implementation of the Advanced Subsidiary Level Mathematics curriculum? The study employed a qualitative research methodology utilizing a descriptive case study design, incorporating a focus group discussion with 16 participants. The findings indicated that, while teachers possess a fundamental comprehension of the NSSCAS curriculum, they face considerable obstacles including inadequate training, insufficient teaching tools, restricted lesson time, and a deficiency in ongoing professional development. The report advocates for extensive training programs, enhanced resource distribution, curriculum modifications to align session duration with curriculum requirements, and the creation of a strong monitoring and assessment framework. These recommendations are essential for augmenting teacher preparedness, facilitating the effective execution of the NSSCAS Mathematics curriculum, and elevating the quality of Mathematics education and student learning results. [ABSTRACT FROM AUTHOR]
ISSN:1555872X