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] |
| Copyright of International Forum of Teaching & Studies is the property of American Scholars Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 192710439 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Investigating Mathematics Teachers' Preparedness in Implementing the Namibia Senior Secondary Certificate Advanced Subsidiary Curriculum. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Kambonde%2C+Inamutila+N%2E+N%2E%22">Kambonde, Inamutila N. N.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Nghipandulwa%2C+Leena+Lahja%22">Nghipandulwa, Leena Lahja</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Mushaandja-Mufeti%2C+Ndeyapo+M%2E%22">Mushaandja-Mufeti, Ndeyapo M.</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Forum+of+Teaching+%26+Studies%22">International Forum of Teaching & Studies</searchLink>. 2026, Vol. 22 Issue 1, p43-58. 16p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Curriculum+implementation%22">Curriculum implementation</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+education%22">Mathematics education</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+qualifications%22">Academic qualifications</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+resources%22">Educational resources</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink><br />*<searchLink fieldCode="DE" term="%22Qualitative+research%22">Qualitative research</searchLink><br />*<searchLink fieldCode="DE" term="%22Continuing+education%22">Continuing education</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Namibia%22">Namibia</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Forum of Teaching & Studies is the property of American Scholars Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 16 StartPage: 43 Subjects: – SubjectFull: Curriculum implementation Type: general – SubjectFull: Teacher education Type: general – SubjectFull: Mathematics education Type: general – SubjectFull: Academic qualifications Type: general – SubjectFull: Educational resources Type: general – SubjectFull: Curriculum Type: general – SubjectFull: Qualitative research Type: general – SubjectFull: Continuing education Type: general – SubjectFull: Namibia Type: general Titles: – TitleFull: Investigating Mathematics Teachers' Preparedness in Implementing the Namibia Senior Secondary Certificate Advanced Subsidiary Curriculum. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Kambonde, Inamutila N. N. – PersonEntity: Name: NameFull: Nghipandulwa, Leena Lahja – PersonEntity: Name: NameFull: Mushaandja-Mufeti, Ndeyapo M. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 1555872X Numbering: – Type: volume Value: 22 – Type: issue Value: 1 Titles: – TitleFull: International Forum of Teaching & Studies Type: main |
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