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Hailombe, O. (2011). Education Equity and Quality in Namibia: A Case Study of Mobile Schools in the Kunene Region. Doctor of Philosophy in Education Policy, University of Pretoria, Department of Education Management and Policy Studies.

has been cited by the following article:

• TITLE: Chronicle of Basic Education Curriculum Transformations in Pre- and Post-Independent Namibia: A Responsiveness Perspective

  AUTHORS: Lukas Matati Josua, Rehabeam Katengela Auala, Helena Miranda

  KEYWORDS: Curriculum Transformation, Curriculum Responsiveness, Education Reform, Basic Education, Indigenous

  JOURNAL NAME: Creative Education, Vol.13 No.4, April 8, 2022

  ABSTRACT: There havebeen 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.