%0 Journal Article
%T Chronicle of Basic Education Curriculum Transformations in Pre- and Post-Independent Namibia: A Responsiveness Perspective
%A Lukas Matati Josua
%A Rehabeam Katengela Auala
%A Helena Miranda
%J Creative Education
%P 1154-1169
%@ 2151-4771
%D 2022
%I Scientific Research Publishing
%R 10.4236/ce.2022.134072
%X There ha</span><span style=\"white-space:normal;font-family:&quot;\">ve</span><span style=\"white-space:normal;font-family:&quot;\">&nbsp;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.&nbsp;<a name=\"_Hlk98605312\"></a>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.
%K Curriculum Transformation
%K Curriculum Responsiveness
%K Education Reform
%K Basic Education
%K Indigenous
%U http://www.scirp.org/journal/PaperInformation.aspx?PaperID=116426