Chronicle of Basic Education Curriculum Transformations in Pre- and Post-Independent Namibia: A Responsiveness Perspective
- 1 Department of Higher Education and Lifelong Learning, University of Namibia, Oshakati, Namibia
- 2 Emeritus Professor of Educational Management and Administration, University of Namibia, Windhoek, Namibia
- 3 Department of Applied Educational Studies, University of Namibia, Rundu, Namibia
Abstract
There ha ve been a number of curricular changes in the basic education in pre- and post-independent Namibia. These curricula transformations have been dictated by contextual purposes. The purpose of this paper is to discuss the changes in curriculum while exploring the responsive reasons for those curricular changes. The researchers used a desktop review of literature to extract the reasons for the curricular responsiveness and transformation in Namibia’s basic education before and after independence. The review established that curriculum changes have been driven by socio-economic, cultural as well as political reasons. This can be aligned to curriculum responsiveness. In a nutshell, curriculum is used in different social contexts to respond to economic, political and cultural needs in a particular context.
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