This study focused on the implementation of the updated Biology curriculum in Namibia, particularly the junior secondary (grade 8 - 9) Biology curriculum. The revised Biology curriculum places emphasis on learner-centred instruction, problem-solving approach and critical thinking. However, since its implementation in 2015, teachers reported inconsistencies between the planned Biology curriculum and its implementation. Reported inconsistencies were attributed to a shortage of instructional resources and a lack of motivation. A qualitative study was carried out with nine Biology teachers purposively selected from three rural secondary schools to understand how they implemented the learner-centred curriculum. The participants responded to semi-structured interviews. Results indicated that whilst the updated Biology curriculum had some good intentions, its implementation was limited by challenges of mainly pedagogical and content knowledge amongst teachers and inadequate instructional resources. The results validate previous research and suggest that adequate training and instructional resources should be considered when designing a new curriculum.
KeywordsChallengesRevised Biology CurriculumRural Secondary SchoolsPedagogic and Content KnowledgeEffective Implementation
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