Exploring Curriculum Implementation Challenges in the Teaching of Subsidiary Mathematics in Oshakati Circuit, Oshana Region: A Phenomenological Study

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.