Equity and Best Practices in Curriculum Implementation: A Multi-Case Study of Namibian Junior Secondary Schools

Abstract

Background:
The effective implementation of the Physical Science curriculum in Namibian junior secondary schools faces numerous challenges, especially in under-resourced contexts. Despite curricular reforms aimed at equity and quality, systemic inequalities and contextual barriers persist, potentially undermining educational outcomes for learners in Grades 8 and 9.

Methodology:
This study employed a qualitative multi-case design, grounded in a critical hermeneutic interpretive framework, to investigate the factors shaping curriculum implementation. Data were collected through interview guides, focus groups, and classroom observations. Participants included curriculum developers, elected policy makers, education inspectors, senior education officers, teachers, parents, and learners.

Results:
Findings reveal that resource limitations and curriculum overload are prominent obstacles to equitable curriculum delivery. However, the research also identifies effective localized strategies such as collaborative lesson planning, adaptive teaching approaches, and responsive school leadership that enhance curriculum enactment. The study highlights the importance of recognizing teachers as co-developers in shaping curricular meaning and practice.

Conclusion:
The research recommends policy reforms and professional development models that empower teachers and encourage the integration of experiments, simulations, and AI tools into science lessons. Such context-specific and participatory approaches are crucial for achieving equitable and effective curriculum implementation. The study contributes to discussions on educational justice and curriculum development and provides actionable insights for improving physical science education in Namibia’s junior secondary schools.