Page 11 - NORTHERN Campuses Graduation (SESSION 4)(01Jun)

Executive Dean: Dr Alfons Mosimane
Faculty of Education & Human Sciences
SCHOOL OF EDUCATION
Associate Dean: Dr John Nyambe
DOCTOR OF PHILOSOPHY IN EDUCATION
(EDUCATIONAL MANAGEMENT AND ADMINISTRATION)

CANDIDATE: JOSUA Lukas Matati

CURRICULUM VITAE

Lukas Matati Josua was born at Omusheshe village in
Oshana region. He matriculated at Gabriel Taapopi
Secondary School, Ongwediva. He holds a Bachelor
of Education (English and Business Studies) and Master of Education (Administration
and Leadership) from the University of Namibia (UNAM). He also holds a Postgraduate
Diploma in Higher Education for Academic Developers at Rhodes University, South
Afrika. After serving as a Head of Department for languages at Oshakati Secondary
School, he joined UNAM’s Center of External Studies in March 2008, which later
transformed into the Center for Open, Distance and e-LearningHe is now a lecturer in
the Department of Higher Education and Lifelong Learning.

CANDIDATE’S DISSERTATION
CHALLENGES FACING SCHOOL TEACHERS AND PRINCIPALS IN MANAGING AND
IMPLEMENTING THE REVISED CURRICULUM IN OMPUNDJA CIRCUIT IN NAMIBIA

The doctoral study was undertaken and completed under the supervision of Prof.
Rehabeam Katengela Auala as Main-Supervisor and Dr. Helena Miranda as Co-
Supervisor from the University of Namibia.
The candidate explored the challenges experienced by teachers and principals of
public schools on in the management and implementation of the revised curriculum
for basic education (RCBE) in Ompundja Circuit, Oshana region in Namibia. Using
Social Realism and Instructional Leadership Theories, the study revealed that training
on curriculum implementation was offered, however, the received training faces a
number of obstacles including a lack of workshops for vocational subjects, science and
computer laboratories, teaching and learning resources, funding challenges, as well as
a shortage of vocational subject teachers.. The study revealed differences in teacher-
learner ratio between rural and urban schools.The new curriculum was designed in a
top-down manner; therefore, in order to receive full support and dedication from all
stakeholders, teachers and principals should be involved in all phases of curriculum
development. The study specifically recommended that stakeholders should support
schools with educational resources and that in-service training on revised curriculum
management and implementation should be enhanced and provided timely and
regularly. Furthermore, expertise-sharing and integration of the curriculum content in
teacher training programmes were recommended. Lastly, the study was concluded with
a model design for addressing challenges relating to revised curriculum management
and implementation.

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