Transitioning from Secondary Level (8 – 12) To Higher Institution Entry Towards Enhancing Curriculum Design: A Case of The Namibian Education System

Authors

  • Hilma Nangula Hamunyela Philippine Christian University, Manila, Philippine
  • William Mafelelezo Kakambi Philippine Christian University Manila, Philippine

DOI:

https://doi.org/10.14738/assrj.117.17267

Keywords:

Transition, Secondary Education, Higher Institution Entry, Curriculum Design, Student Transition

Abstract

This study examines the critical transition from secondary education to higher institutions in Namibia, focusing on grades 8-12 and entry into higher education. It uses a framework that highlights the interplay between Senior High School (SHS) profiles, entry requirements, transitioning, and curriculum redesign. The research addresses key issues, such as public universities' entry criteria, SHS graduates' preparedness for university life, and the relationship between entry requirements and transitioning readiness. Additionally, it explores how SHS profiles influence this transition and its implications for curriculum redesign. By reviewing existing literature and collecting quantitative and qualitative data, the study aims to offer insights that inform interventions and policy reforms. The findings are intended to guide educational stakeholders, policymakers, and practitioners in improving the transition process, promoting academic success and overall development for Namibian students.

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Published

2024-07-13

How to Cite

Hamunyela, H. N., & Kakambi, W. M. (2024). Transitioning from Secondary Level (8 – 12) To Higher Institution Entry Towards Enhancing Curriculum Design: A Case of The Namibian Education System. Advances in Social Sciences Research Journal, 11(7), 42–57. https://doi.org/10.14738/assrj.117.17267

Issue

Vol. 11 No. 7 (2024): Advances in Social Sciences Research Journal

Section

Articles

License

Copyright (c) 2024 Hilma Nangula Hamunyela, William Mafelelezo Kakambi

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