NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1020412
Record Type: Journal
Publication Date: 2013
Pages: 18
Abstractor: As Provided
ISSN: ISSN-0969-594X
Challenges Associated with Curriculum Alignment, Change and Assessment Reforms in Namibia
Iipinge, Sakaria M.; Kasanda, Choshi D.
Assessment in Education: Principles, Policy & Practice, v20 n4 spec iss p424-441 2013
Aligning curriculum change and assessment reforms has been a topic of great concern in Namibia for over the past 23 years. This is because during the pre-colonial period and continuing in post-independence Namibia, national examinations have been used mainly for the certification and selection of learners at Junior and Senior secondary school phases. Despite this, there is great need to align curriculum changes, standards and assessment in Namibia, since this is viewed as critical for the effectiveness of any education system. Hence, this paper attempts to cross-examine the challenges associated with curriculum alignment issues, changes and assessment reforms in Namibia. This was done by reviewing and analysing relevant documents such as curriculum, policies and examination results among others. Particular attention is paid to the Junior and Senior secondary school levels due to the fact that at these phases there are two major national terminal examinations.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Information Analyses; Journal Articles; Reports - Evaluative
Education Level: Junior High Schools; High Schools; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Namibia
Grant or Contract Numbers: N/A