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Implementation of the Namibia Senior Secondary Certificate ordinary level curriculum in Ohangwena region: lived experiences of English second language teachers
Thesis (PhD)--Stellenbosch University, 2025.
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| Format: | Thesis |
| Language: | English |
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Stellenbosch : Stellenbosch University
2025
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| _version_ | 1867614073119571968 |
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| access_status_str | Open Access |
| author | Namupala, Martha |
| author2 | Botha, Marie-Louise |
| author_browse | Botha, Marie-Louise Namupala, Martha |
| author_facet | Botha, Marie-Louise Namupala, Martha |
| author_sort | Namupala, Martha |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description | Thesis (PhD)--Stellenbosch University, 2025. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/134327 |
| institution | Stellenbosch University (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:46:13.197Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2025 |
| publishDateRange | 2025 |
| publishDateSort | 2025 |
| publisher | Stellenbosch : Stellenbosch University |
| publisherStr | Stellenbosch : Stellenbosch University |
| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/134327 Implementation of the Namibia Senior Secondary Certificate ordinary level curriculum in Ohangwena region: lived experiences of English second language teachers Namupala, Martha Botha, Marie-Louise Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies. Thesis (PhD)--Stellenbosch University, 2025. Namupala, M. 2025. Implementation of the Namibia Senior Secondary Certificate ordinary level curriculum in Ohangwena region: lived experiences of English second language teachers. Unpublished doctoral thesis. Stellenbosch: Stellenbosch University [online]. Available: https://scholar.sun.ac.za/items/d053d2d5-ae85-4d91-84bd-34e6ac521dfb This is an autobiographical qualitative narrative case study located in interpretivist paradigm. The study explored the lived experiences of English Second Language (ESL) teachers as they implemented the reformed Namibia Senior Secondary Certificate Ordinary level (NSSCO) curriculum in six schools in the Ohangwena region, northern Namibia. It sought to uncover realities and truths on implementation landscape as experienced by ESL teachers, and to develop a framework of procedures that would enhance the effectiveness of curriculum reform and its subsequent implementation iterations using the diverse narratives of ESL teachers. A purposive sampling technique was used to select participants from whom data were collected, based on their years of teaching experience, and the location and type of school at which they teach. Reflective narrative frames and document analysis were used to collect data, and the data were analysed thematically. The study was framed within Pinar’s (2004) work on curriculum theory, specifically his autobiographical Currere Method (1975). This perspective stands on the premise that curriculum and its processes are best understood through studying the educational experiences of those involved in the actual implementation of the curriculum, allowing them to do a reflection of their past, analysing their present, and imagining the future. The study was also informed by Aoki’s (1978) notion of curriculum as a ‘lived experience’ and his Multiplicity Model (1993).This calls for the embracing of curriculum multiplicity by legitimating lived curriculum, and the exploration of the lived narratives of those who dwell within the curriculum landscape. The findings revealed that even though ESL teachers had some positive experiences, the implementation process is flooded with negative encounters. Teachers’ frustrations and dissatisfactions were mainly caused by inadequate trainings, lack of appropriate instructional resources, heavy workloads and other contextual realities that make the environment unfavourable for teaching and learning. The findings further showed that ESL teachers envision future curriculum reforms and implementation as processes that will consider teachers’ needs, and their classroom realities to let these take the central position in curricular decisions and policies in order to close the gap between curriculum policy and classroom practice. A PDDIE Framework of procedures for enhancing the effectiveness of curriculum reform and its subsequent implementation was developed based on ESL teachers’ multiple narratives. The study recommends that research is done on how the Namibia Senior Secondary Certificate Ordinary (NSSCO) examinations may embrace Aoki’s notion of curriculum multiplicity by taking into account both curriculum-as-planned and curriculum-as-lived. Lastly, the study recommends that research is done, particularly through reflective narratives, on how ESL students are experiencing the reformed NSSCO curriculum, and how their socio-economic realities impact their academic performance. Doctoral 2025-11-11T07:36:38Z 2025-11-11T07:36:38Z 2025-03 Thesis https://scholar.sun.ac.za/handle/10019.1/134327 en Stellenbosch University 342 pages : ill. application/pdf Stellenbosch : Stellenbosch University |
| spellingShingle | Namupala, Martha Implementation of the Namibia Senior Secondary Certificate ordinary level curriculum in Ohangwena region: lived experiences of English second language teachers |
| title | Implementation of the Namibia Senior Secondary Certificate ordinary level curriculum in Ohangwena region: lived experiences of English second language teachers |
| title_full | Implementation of the Namibia Senior Secondary Certificate ordinary level curriculum in Ohangwena region: lived experiences of English second language teachers |
| title_fullStr | Implementation of the Namibia Senior Secondary Certificate ordinary level curriculum in Ohangwena region: lived experiences of English second language teachers |
| title_full_unstemmed | Implementation of the Namibia Senior Secondary Certificate ordinary level curriculum in Ohangwena region: lived experiences of English second language teachers |
| title_short | Implementation of the Namibia Senior Secondary Certificate ordinary level curriculum in Ohangwena region: lived experiences of English second language teachers |
| title_sort | implementation of the namibia senior secondary certificate ordinary level curriculum in ohangwena region lived experiences of english second language teachers |
| url | https://scholar.sun.ac.za/handle/10019.1/134327 |
| work_keys_str_mv | AT namupalamartha implementationofthenamibiaseniorsecondarycertificateordinarylevelcurriculuminohangwenaregionlivedexperiencesofenglishsecondlanguageteachers |