Evaluation of the effectiveness in the provision of teacher in-service training for curriculum implimentation in Namibia

Abstract

Abstract provided by author:

This study tried to evaluate the effectiveness of the CIP [Curriculum implementation programme] "Cascade" INSET [in-service training of teachers] for NSHE [Natural science and health education] teachers and facilitators as it is currently practiced in Namibia. The study was done in an attempt to evaluate the effectiveness of the model as is used in the provision of INSET aimed at the implementation of the new syllabus for NSHE, at the Upper Primary School level in Namibia. The specific objectives of the study were:

Firstly, to find out how the INSET programmes were managed; Secondly, to identify factors that could have influenced the implementation of INSET through the "Cascade" model; Thirdly, to identify the extent to which the "Cascade" INSET has addressed the needs of teachers in implementing NSHE syllabus; and Fourthly to find out strategies by which teacher training for curriculum implementation could be improved

The respondents for the study included 55 NSHE Teachers drawn from Primary Schools in Katutura and Khomasdal areas within the Windhoek Educational Region, and 21 NSHE Facilitators drawn from all the seven educational regions in Namibia. The instruments for data collection were two types of questionnaires administered to the NSHE Teachers and Facilitators respectively. Data analysis was mainly descriptive statistics with a heavy reliance on frequencies done using the SPSS sub-progamme frequencies

Factors that have influenced the effectiveness of the "Cascade" INSET programmes have been identified based on the information provided by the responding teachers and facilitators involved in the programme. The identified factors are both managerial and technical factors, positive and negative

On the positive aspect the findings have revealed that the INSET for the implementation of the NSHE syllabus brought about improvements in: a. Teaching methodology, b. Practical organisation of lessons, c. Classroom management, d. Classroom interaction, e. Assessment methods and f. Learner achievement

Further more the facilitators have indicated that they were trained in relevant areas to meet their facilitating role and that there have been advantages with regard to problem solving, interaction and sharing of knowledge and skills and general acquisition of knowledge

On the negative aspect the study has revealed, among others that: a. The background of both the teachers and facilitators for the NSHE vary greatly academically, professionally and by experience to justify their teaching and facilitating in the NSHE programme, b. Even though NIED had a leading role in the provision of INSET for the NSHE syllabus not all-practicing teachers of NSHE received the INSET to enable them to effectively implement the new NSHE syllabus, c. Both teachers and facilitators have viewed the period of provision for the INSET inadequate, d. The training needs of all teachers and facilitators were not identified appropriately, e. Lack of adequate support from advisors and school principals to name but a few of the factors, have impinged on the implementation of the NSHE syllabus

Proposals for improvement have been listed and include among others: a. Increased period of training, b. Improved monitoring and evaluation procedures, c. Increased support both morally and materially, d. improved selection and appointment of facilitators

At the end of it all neither teachers nor facilitators would like the Cascade model for INSET stopped. Both teachers and Facilitators have proposed improvements based on the factors that have been named as having impinged on the implementation of the NSHE syllabus. It is hoped that efforts will be made to rectify the problems raised in this report