M.Ed. / Namibia with its new education system, is confronted like other multicultural countries, by a multicultural education dilemma. For the maintenance of effective education in Namibia, the exigencies of reality, of which multiculturalism is one, should be accommodated in the education system. There are obviously various views of multicultural education. This study attempts on the basis of derived criteria from these various views, to ascertain whether the education system of Namibia satisfies the requirement of multicultural sensitivity. The multicultural education dilemma is presented initial!y, followed by an investigation of the theoretic basis of various society models. Chapter 3 presents a short exposition of the education system before and after the independence of the country. In chapter 4 the new education system is investigated on the basis of the derived criteria and it is concluded that the education system does not meet the requirement of multicultural sensitivity. The final chapter suggests for the sake of curriculum relevance and for improving education practice, broad recommendations in respect of a multicultural sensitive curriculum.

This study focuses on the implementation of a thematic approach in the Namibian Lower Primary Phase of schooling. The purpose of the study is to investigate teachers’ perceptions and understanding of the thematic approach and also to explore how teachers plan and implement a thematic approach in their classrooms. It is argued that a thematic approach allows for a combination of subjects that integrate content across the curriculum in such a way that learners can see the relations among concepts and so build up their knowledge in a more meaningful way. The work was done in a qualitative paradigm using a case study approach. Findings reveal that the majority of teachers have a shallow conceptual understanding of the principles of a thematic approach and this causes difficulties in their practice. The investigation concludes that in order for teachers to deepen their conceptual understanding of the thematic approach, follow-up workshops are necessary to help them develop appropriate strategies for their classrooms.