Preparedness on the implementation of the new Grade 8 Life Science curriculum in Oshikoto region, Namibia: Teachers’ perspectives

Abstract

This article investigated the teachers’ preparedness on the implementation of the new Grade 8 Life Science curriculum in the Oshikoto region, Namibia. It utilized a qualitative approach, following a narrative case study design, where semi-structured interviews, observations, and document analysis were conducted with Junior Secondary School teachers. Six teachers were purposefully selected. The data were thematically analysed. The main finding revealed that Life Science teachers were insufficiently prepared to implement the new Life Science curriculum for Grade 8. The paper concluded that Life Science teachers demonstrated a positive perception towards the implementation of the new curriculum notwithstanding their insufficient preparedness to implement the new curriculum. The paper recommends that teachers should be provided with appropriate textbooks for both learners and teachers, trained, supported and engaged in debates regarding the implementation of new curriculum. Teachers’ involvement and consultation during planning and development should be considered as a crucial factor.