Challenges associated with curriculum alignment, change and assessment reforms in Namibia

Iipinge, Sakaria M. Kasanda, Choshi D.

Abstract: 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 analyzing 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.

Key words: assessment system; continuous assessment; curriculum; education reforms; learner-centred education; reforms

总结：在过去的23年里，调整课程改革和评估改革已经成为纳米比亚非常值得关注的话题。这是因为在殖民前期和继续在独立后的纳米比亚，国家考试已被主要用于认证和选拔学生在初中和高中学校。尽管如此，在纳米比亚有很迫切的需要对进行课程的调整，制定标准和评估，因为这是对任何教育体系的有效性是至关重要的。本文试图总结与教学大纲的问题，变化和评估改革纳米比亚所带来的挑战。这是通过审查和分析相关的文件，如在其他课程，政策和考试成绩。特别值得注意的是，在初中和高中有两个主要的国家终极考试因为课程改革。

来源:Assessment in Education: Principles, Policy & Practice. Nov2013, Vol. 20 Issue 4, p424-441. 18p.