The purpose of this study is to investigate strategies to enhance the implementation of the revised Biology curriculum in Ompundja Circuit in Namibia. The study employed a descriptive case study design. In this research study, the researchers decided to employ a qualitative approach because it provided a better understanding in depth of the topic at hand, by examining the teachers’ experiences and roles and responsibilities in the implementation of the Biology revised curriculum. The population of this study consisted of all Biology teachers teaching in the Secondary schools of Ompundja Circuit in Namibia. A sample of ten teachers and five Heads of Departments (HODs) were purposively selected from five (5) secondary schools in Ompundja Circuit in Namibia to participate in this study. The study used the semi-structured face-to-face interview schedules as a research instrument, as they are advantageous in that they have the capacity to acquire a large amount of relevant data. The collected data were analysed qualitatively and were transcribed and coded for theme identification and analysis. Participants were able to propose different strategies to ensure effective implementation of the revised Biology curriculum in Ompundja Circuit. The study suggested the provision of adequate Biology classrooms, remedial teaching of Biology or learning, provision of adequate educational infrastructures, parental involvement, as well as motivation of teachers and learners, as some of the strategies that can be used to ensure effective implementation of the revised Biology curriculum in the Ompundja Circuit, Namibia.
Vatileni et al. (Sun,) studied this question.