Primary School Teachers’ Participation in The National Curriculum Development in Namibia

The subject of this investigation was the extent to which primary school teachers in Onamutai Circuit in Oshana region of Namibia participate in national curriculum development. The research objective for this study was to determine the roles primary school teachers in Onamutai circuit play in the development of the national curriculum as well as identify factors that inhibit their participation in the national curriculum development. The study was framed within an interpretivist research paradigm, emphasizing the subjective experiences of primary school teachers in Onamutai circuit. It adopted a qualitative research design, specifically a case study approach, to provide a detailed and contextually rich exploration of primary school teachers' participation in national curriculum development. The population included all primary school teachers in the Onamutai circuit and all 12 senior education officers in Oshana region, with a sample of 20 primary school teachers and 2 senior education officers selected through purposive sampling. The primary research instrument was semi-structured interviews. Data analysis was conducted using thematic analysis. The research findings revealed that primary school teachers in the Onamutai circuit of Oshana region have varying levels of involvement in the national curriculum development. While some primary school teachers participate directly in national curriculum committees and working groups, others feel marginalized and excluded from the process of national curriculum development. This disparity suggests a significant gap between the intentions of inclusive national curriculum development policies and their practical implementation. The study highlighted the need for more structured and inclusive approaches to ensure that all primary school teachers in Onamutai circuit of Oshana region can contribute meaningfully to national curriculum development.