Transitioning from Secondary Level (8 – 12) To Higher Institution Entry Towards Enhancing Curriculum Design: A Case of The Namibian Education System
DOI:
https://doi.org/10.14738/assrj.117.17267Keywords:
Transition, Secondary Education, Higher Institution Entry, Curriculum Design, Student TransitionAbstract
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.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Hilma Nangula Hamunyela, William Mafelelezo Kakambi
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors wishing to include figures, tables, or text passages that have already been published elsewhere are required to obtain permission from the copyright owner(s) for both the print and online format and to include evidence that such permission has been granted when submitting their papers. Any material received without such evidence will be assumed to originate from the authors.