This study was conducted in order to explore the lived experiences of Grade 11 and 12
Biology teachers on the implementation of Namibian Senior Secondary Certificate (NSSC)
Biology curriculum. The research design of this study is characterised by its qualitative,
exploratory, contextual and descriptive nature. A qualitative method was adopted for this
study because it helped the researcher to create a holistic picture of the phenomenon within
the context in which it occurs. Since this study seeks to understand the lived experience of
teachers, an interpretive paradigm was adopted. The study employs a phenomenological
epistemology according to which the researcher examined records and interpreted lived
experiences through clear and detailed descriptions. Semi-structured interviews were used to
collect qualitative data from five NSSC Biology teachers from three high schools in the
Erongo region of Namibia. Data constructed through semi-structured interviews were
analysed by means of thematic analysis.
The research findings revealed that the implementation of the NSSC Biology curriculum is
influenced by social and contextual factors. It was noted during the study that educationrelated
decisions by officials at all levels of government were being influenced by a variety of
factors. For example, the pressure created by global competitiveness heightened the public’s
economic concerns and in particular those of business leaders. Hence, influential leaders who
view education as the key to a stronger economic future have promoted new accountability
initiatives and provided incentives to stimulate improvements in schools. Similarly,
corporations and their representatives have become involved in influencing education policy
at local, state and federal levels in their pursuit of employees who possess skills and
knowledge needed by a productive workforce. Furthermore, education-related decisions of
officeholders and other policy makers are also influenced by media that convey information
and shape public perceptions. The latest news stories and editorials focusing on the lack of
textbooks and laboratory facilities in rural and township Namibian schools may heighten
public awareness of inequities in the country’s education system. Similarly, media coverage
of learners’ achievement scores informs and influences communities’ views on the quality of
education in the country.
The study further revealed that lack of training and support, poor assessment policy
guidelines, language policy, workload and frequent curriculum changes are some of the
challenges teachers are experiencing in the implementation of NSSC Biology curriculum. The
research findings revealed that teachers in the Erongo region of Namibia received little or no
training at all after the implementation of NSSC Biology curriculum in 2006. Those who
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attended the training sessions argued that the training was inadequate and could not prepare
them to implement the NSSC Biology curriculum effectively. The research findings revealed
the need for aligning both teachers’ pre-service and in-service training programmes with
national curriculum policies to enable better alignment between the current educational
programmes for teachers and the focused training required for successful curriculum
implementation.
Furthermore, the research findings revealed that lack of support from subject advisors and
heads of departments caused confusion among teachers on how to implement the NSSC
Biology curriculum effectively. The study revealed that the only support Biology teachers get
from the subject advisors and heads of departments are the provision of curriculum
documents such as the syllabi and scheme of work. It was also noted that the support Biology
teachers get from the regional office is limited to mini-workshops and subject meetings.
Data constructed in this study further revealed that NSSC Biology teachers in the Erongo
region of Namibia are over-burdened. Participants expressed their stress as a result of the
workload associated with the NSSC Biology curriculum. The research finding revealed that,
unlike with International General Certificate of Secondary Education (IGCSE) and its variant
the Higher International General Certificate (HIGCSE) curriculum, teachers using NSSC
curriculum are expected to do planning and marking, create teaching aids, evaluate lessons,
attend to extramural activities and offer counselling to learners with social problems, although
they are not professional counsellors. Finally, the research findings revealed that teachers in
the Erongo region experience a lack of teaching resources because of the uneven distribution
of resources among high schools in region.