An investigation into the implementation of the Bachelor of Education (pre-primary and lower primary) curriculum in Namibia

Mwala, Maria Elizabeth (2019-12)

Thesis (PhD)--Stellenbosch University, 2019.

Thesis

ENGLISH SUMMARY : This study investigated the factors that enabled and constrained the implementation of the newly introduced B.Ed. Pre-and Lower Primary curriculum in Namibian teacher education. The theoretical framework of the study derives from critical social realism. The study looked at the structural, cultural and agential conditions of implementation and explored how these conditions interacted to support or constrain the implementation of the curriculum. Data was gathered through Ministerial and University documentary analysis as well as interviews with teacher educators in four former colleges of education in Namibia. The analysis of the data showed that the implementation of the newly introduced B. Ed Pre- and Lower Primary curriculum was influenced by various structural and cultural factors. The structural conditions identified were: lack of teaching materials, lack of mother tongue expertise, and inadequate classrooms. The analysis indicated that teacher educators made some decisions in response to the structural challenges, for example the translation of teaching materials from English to mother tongue which was contrary to the pedagogy underpinning the language policy for Pre-and Lower Primary education and was time consuming on the side of the teacher educators . The analysis of interview data also revealed some of the cultural influences constraining curriculum implementation such as power and control and an unfavorable environment/atmosphere in the campuses. The analysis further indicated that despite the structural and cultural constraints the teacher educators experienced, the teacher educators showed agency by taking decisions and actions in response to these constraints that enabled to some degree the implementation of the curriculum, for example collaboration with colleagues from other campuses and upgrading of qualifications, specifically in the area of Pre-and Lower Primary education. The study adds to knowledge on curriculum implementation through insight into the enabling and constraining effects of various structural, cultural and agential mechanisms and on the ability of teacher educators to implement the curriculum successfully. This understanding contributes to knowledge that could be used by the Ministry of Education in Namibia, the University of Namibia and elsewhere to inform future decision making in relation to curriculum planning and implementation.

AFRIKAANSE OPSOMMING : Geen opsomming beskikbaar.

Please refer to this item in SUNScholar by using the following persistent URL: http://hdl.handle.net/10019.1/107198
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