The implementation of the new curriculum in Namibia, with an emphasis on the Junior Secondary Accounting Sallybus (JSAS) and its uptake by teachers

The focus of this study is an examination of (i) the extent to which teachers are implementing the 2006 Junior Secondary Accounting Syllabus (JSAS) in five Namibian schools; (ii) the influence of sense-making process on teachers' classroom practice and pedagogical understanding of the new JSAS descriptors. The study hopes to add to the information about the importance of the teacher in the process of policymaking and policy implementation.

Grantor dc:publisher.institution

School of Education

Year dc:date.issued

2009

Author dc:creator

• Ndeunyema, Alpha

Advisor dc:contributor.advisor

• Soudien, Crain

Language dc:language.iso

eng

Handle dc:identifier.uri

http://hdl.handle.net/11427/11029

OAI identifier oai:identifier

oai:open.uct.ac.za:11427/11029