International Journal of Arts and Social Science www.ijassjournal.com ISSN: 2581-7922, Volume 6 Issue 6, June 2023 Irmgard Moyo Page 70 Towards Implementation Strategies of the Grade 6 Rumanyo Curriculum In Namibia’s Kavango East Region Irmgard Moyo 1 , Natalia S. Intja 2 ,Anna Frugintta Mangundu 3 1 department Of Intermediate And Vocational Education, University Of Namibia, Namibia 2 department Of Intermediate And Vocational Education, University Of Namibia, Namibia 3 department Of Early Childhood Education And Care, University Of Namibia, Namibia Abstract : A Substantial Body Of Empirical Evidence Indicates That Educational Change And Curriculum Implementation Have Been A Hot Topic For Many Years, Not Only In Namibia, But Also Globally. The Purpose Of This Study Was To Establish Factors That Hinder Teachers From Implementing The Grade 6 Rumanyo Curriculum Effectively In Classrooms Of The Kavango East Region Of Namibia And Sought For Implementation Strategies To Ensure That Rumanyo Teachers Are Able To Implement The Curriculum With Ease. A Qualitative Research Approach Was Adopted For This Study Rooted In The Interpretivist Research Paradigm And A Case Study As A Research Design. The Study Used Semi-Structured Interview Guide, Focus Group Discussions Protocols And Classroom Observation Checklists As Data Gathering Tools. 10 (N=10) Rumanyo First Language Teachers From Rundu And Ndiyona Circuit Of The Kavango East Region Were Purposively Selected. Biographic Data Were Presented In Tables, Whereas Interview Data Are Presented Verbatim And In Themes And Analysed Thematically, And Themes Were Deduced From The Emerging Findings.The Findings Indicate That Teachers Adapt And Implement The Rumanyo Language Curriculum. Teachers’ Capacity To Implement A New Curriculum Are Influenced By Factors Such As Availability Of Time Allocation, The Curriculum, And The Availability Of Resources. Keywords-Curriculum Implementation, Kavango East Region, Namibia, Rumanyo, Rundu And Ndiyona I. INTRODUCTION A Substantial Body Of Empirical Evidence Indicates That Educational Change And Curriculum Implementation Have Been A Hot Topic For Many Years, Not Only In Namibia, But Also Globally (Amadhila& Guest, 2022; Chirimbana Et Al., 2022; Deveaux Et Al., 2022;Josua, 2022; Josua EtAl., 2022a;Josua Et Al., 2022b; Hakutumbulwa&Kadhila, 2022; Hamunyela Et Al., 2022; Haufiku Eta Al., 2022; Hidiwakusha, 2022; Maswabi, 2022; Mungunda, 2023; Nuumbo Et Al., 2022; But There Seems To Be A Dearth Of Literature In Indigenous Languages Of Namibia, Especially The Rumanyo First Language About Factors That Influence Teachers’ Ability To Implement The Rumanyo Language Curriculum In Grade 6 In The Rundu And Ndiyona Circuit Of The Kavango East Region Of Namibia. Namibia Underwent Through A Variety Of Curriculum Transformations; Starting From The Bantu Curriculum During The Pre-Independence Era And The Learner-Centered Curriculum During The Post- Independence Era (Ministry Of Education, Sports, And Culture, 2004). The Bantu Curriculum Advocated For Teacher-Centered Education Where Learners Were Regarded As Empty Vessels And The Teachers Are The Sole Possessor Of All The Subject Matter. Whereas The Learner-Centered Curriculum Advocated For Teachers To Be The Facilitators Of Learning While Learners Are Active Participants In Their Own Learning. More Work Is Done By The Learners And The Teachers Take On The Scaffolding Role. Scholars And Policymakers Have