Teachers’ perceptions are that currently dissemination in schools is ineffective and must change. The tensions that surround the dissemination of the reports are late arrival of Examiners’ reports which clash with preparation of learners for the first term examinations. Furthermore, the time the Examiners’ reports get into teachers’ hands are late and thus result in teachers rushing through it to incorporate the recommendations given in it in the second term or in some instances teachers do not attend to it at all. The number of copies of the Examiners’ reports provided to schools appears to be inadequate. HODs still having to duplicate reports before disseminating them add to their work load and further delay dissemination of the reports to individual subject teachers. Although the teaching and learning approach in Namibian classrooms should be based on LCE, dissemination of the actual physical reports are currently restricted to teachers only with them only verbally communicating feedback given in the reports to their learners. Support in dissemination of Examiners’ reports from peers and superiors in the majority of the schools appear to be lacking. Changes would like to be seen in the timing the Examiners’ reports are available at schools, the number of hard copies provided to schools and exploring and embarking on alternative ways of disseminating the reports. The percentage of utilization of the Examiners’ reports is relatively high, yet still not the optimum. A reasonable number of Namibian learners are disadvantaged and not exposed to a source of information that can make their Biology learning more efficient because some of their teachers are not using Examiners’ reports in their teaching. The main reason for non-utilization of the reports by Biology teachers is a result of inefficient dissemination at individual schools. The argument being that if the reports are not given to the teachers they and especially novice teachers will not know about the existence of this useful teaching and learning resource. Examiners’ reports are an important and systematic impartial source of high quality data on learning in the Namibian education system. Therefore, effective dissemination and utilization of the reports must be advocated and strengthened. DNEA and the Khomas regional office should embark on tapping into available development in information technology by doing research into the possibility of disseminating the Examiners’ reports electronically. A pilot in this regard should be conducted in the Khomas region as a measure to ensure dissemination can become more efficient in the future. To ensure that teachers optimally utilize the Examiners’ reports, they should be provided to schools when the school first term commences. The Khomas regional office should strengthen their involvement in utilization by arranging annual workshops where the content of the reports can be discussed to ensure that the feedback given in the reports can aid in developing and strengthening Biology teachers’ subject content knowledge as well as pedagogical content knowledge. Optimal utilization of Examiners’ reports can enable mediation in learners which can ensure effective learning and mastery of Biology by learners which can ultimately lead to an improvement in pass rate in Biology. Therefore, appropriate support to aid teachers’ professional development can enhance maximum utilization. Furthermore, an area for future research could be to give the Examiners’ reports to learners to determine the impact it has on their learning.

Thesis (MEd)--Stellenbosch University, 2013. / Bibliography / ENGLISH ABSTRACT: The focus of this study is on Biology teachers in selected Namibian schools. The researcher seeks to understand how Biology teachers implement Environmental Education (EE) as part of the Biology curriculum as is mandated in the curriculum policy. Literature indicates that the EE curriculum and the science curriculum are underpinned by different philosophical and pedagogical perspectives. This prompts the research questions, and the subsequent research reported on in this thesis. During a case study guided by a qualitative interpretive paradigm, Biology teachers and Biology advisory teachers are interviewed about their experiences and actions and invited to make suggestions. In addition curriculum document analysis and observation are used. The data point to the aspects that can facilitate the implementation of EE in the curriculum, However the implementation of EE is associated with many obstacles and challenges. Teachers struggle to implement EE because of an inadequate understanding of EE and its underlying philosophy. Further enhancement of EE will also require the reduction of tensions between policy and practice, logistic barriers, and the gap between EE and science, while increasing the involvement of teachers in curriculum development, collegiality among teachers and principals, teachers and advisory teachers’ knowledge of EE, teachers and advisory teachers’ curriculum understanding and professional support. Teachers cannot achieve the objectives of EE unaided; therefore the establishment of EE co-coordinators in schools is suggested, since schools have failed to implement EE without such support. In addition, it is suggested that activity systems be studied in totality and that boundaries be crossed to enrich the outcome of EE. . Subject advisors are mandated by the government to support teachers experiencing problems, and it is suggested that ideas linked to the activity systems and activity theory be investigated and implemented to solve the problems. This should improve the implementation of EE as part of science teaching in the schools where the study was conducted and in other schools. / AFRIKAANSE OPSOMMING: Die fokus van hierdie studie was op biologie-onderwysers in geselekteerde Namibiese skole. Die navorser probeer om te verstaan hoe biologie-onderwysers Environmental Education (EE) implementeer as deel van die biologie van die kurrikulum wat in die kurrikulum beleid mandaat. Literatuur dui daarop dat die EE kurrikulum en die wetenskap kurrikulum word ondersteun deur "anders" filosofiese en pedagogiese perspektiewe wat die navorsing vrae gevra, en die daaropvolgende projek berig in hierdie tesis. Het egter Biologie-onderwysers se pre-diens onderwys sluit nie EE. Tydens 'n gevallestudie gelei deur 'n kwalitatiewe interpretatiewe paradigma, is biologie-onderwysers en biologie raadgewende onderwysers ondervra oor hul ervarings, aksies en voorstelle. Kurrikulum dokumente is ontleed en waarnemings van onderwysers in klaskamers in Benewens onderhoude en dokument-analise is gebruik. Data dui daarop dat die implementering word omring deur baie struikelblokke en uitdagings. EE is beperk tot opvoeding oor die omgewing en word gelei deur wetenskapsfilosofie. Dit lyk asof daar 'n gebrek aan begrip van EE en sy onderliggende filosofie deur onderwysers. Die meeste onderwysers noem baie struikelblokke as struikelblokke tot die implementering en dit sluit in logistieke hindernisse, en die gaping tussen EE en wetenskap, 'n gebrek van die betrokkenheid van onderwysers in kurrikulumontwikkeling, 'n gebrek van kollegialiteit onder onderwysers en skoolhoofde, gebrek aan onderwysers en raadgewende onderwysers se kurrikulum begrip en professionele ondersteuning. Terwyl, dokument-analise het gewys op die spanning tussen beleid en praktyk. Verdere data wys na die aspekte wat kan ondersteun as die inlywing van EE in die kurrikulum EE implementering, Biologie word gesien as 'n goeie voertuig vir EE, onderwysers benaderings is kennis van leerder, onderwysers se houding teenoor die implementering is positief. Advisory onderwysers kennis van hul algemene verantwoordelikhede, maar hulle lyk nie te verstaan hoe dit is van toepassing in EE weens gebrek aan EE kennis. Onderwysers kan nie die doel bereik sonder hulp, dus die vestiging van EE mede-koördineerders in skole word voorgestel, aangesien skole het misluk EE te implementeer sonder ondersteuning. Daarbenewens word dit voorgestel dat die aktiwiteit stelsels in totaliteit bestudeer word en dat die grense oorgesteek om die uitkoms te verryk. In hierdie verband, vakadviseurs mandaat deur die regering om onderwysers te ondersteun wat hindernisse ervaar, en daar word voorgestel dat die idees gekoppel aan die aktiwiteit en aktiwiteit-teorie ondersoek word en geïmplementeer word om die hindernisse aan te pak. Dit moet EE implementering te verbeter as deel van die wetenskap-onderrig in die skole waar die studie gedoen is.