Abstract:

Background:
The study analysed the gap created by the new curricula in the supply of secondary Mathematics and Science teachers at the University of Namibia (UNAM). This resulted from the merging of the former Colleges of Education (COE) and the Faculty of Education and Human Sciences at the University of Namibia in 2011. The challenge was that COE was focused only to train primary education teachers from grades 1-7. As a result, many combined schools as well as secondary schools were left without a direct supply of qualified teachers for secondary in Mathematics and Science.

Purpose:
The primary objective of the study was to collect data that would enable education stakeholders to analyse the current status of the supply of teachers in secondary schools in Namibia.

Design/Methodology/Approach:
This study employed a mixed approach within a phenomenological study to analyse the data collected. The significance of this approach was to compare the subjectivity and objectivity of the two mixed methods to provide in-depth data collected. In addition, this study utilised document analysis to analyse the secondary school graduation rates and staff establishments. Triangulation was used to analyse and examine the themes and patterns that emerged from semi-structured interviews and statistical data.

Results:
The research revealed a shortage of secondary school teachers, particularly in remote parts of Namibia The shortage is the result of secondary teaching positions being occupied by recent graduates from UNAM satellite campuses who are only qualified to teach in the upper primary phase. Furthermore, the study shows that the graduates lack adequate subject content knowledge to teach secondary phases. Lack of professional development in Mathematics and Science, Science laboratories, libraries, and infrastructure as well as textbooks.

Keywords:

Mathematics, science, teachers, professional development, remote area.