Eksamineringspraktyke in skole in Namibie is die fokuspunt van hierdie studie. 'n Historiese ondersoek is ingestel na die bree, algemene eksamenstelsels van die verlede. Op grond van die tekortkominge en gebreke van die Kaaplandse Onderwysdepartement-eksamenstelsel, is die noodsaaklikheid en wenslikheid van die herbeplanning en verbetering van die eksamenstelsel uitgelig. Daar is gefokus op die HIGHERIINl'ERNATIONAL GENERAL CERTIFICATE OF SECONDARY EDUCATION-eksamenstelsel, ten einde vas te stel of algemene erkende opvoedkundige beginsels, prosedures en werkswyses tot op datum in die eksamenstelsel vergestalt is. 'n Uitvloeisel van die bevindings in hierdie studie is dat die huidige eksamenstelsel tekortkominge weerspieel, maar dat die historiese beperkinge oorbrug kan word Die afleiding word gemaak dat alle onderwysbelanghebbendes moet saamwerk aan verbeteringstrategiee ten opsigte van die huidige eksamenstelsel. Die hoop word uitgespreek dat die hele eksamenstelsel so spoedig moontlik, maar na deeglike beplanning, volledig sal verinheems. / Examination practices in schools in Namibia is the focal point of this study. An historical research has been done into the general examination systems of the past On account of the shortcomings and constraints of the Cape Education Deparbnent examination system, the necessity and desirability of the restructuring and betterment of the examination system is highlighted. The emphasis is put on the HIGHER/ INI'ERNATIONAL GENERAL CERTIFICATE OF SECONDARY EDUCATION to determine whether generally accepted educational principles, procedures and methods have been embodied in the examination system. The present Namibian examination system is still insufficient. However, much can be done to overcome the historical constraints. The conclusion was reached that each and every stakeholder should work together to devise strategies for the betterment of the examination system. The author trusts that the whole examination system will, as soon as possible but after thorough planning, become totally indigenous. / Educational Studies / M. Ed. (Historiese Opvoedkunde)

It is widely accepted that in order for education to serve the people effectively, the school curriculum should be localised. In Namibia a high rate of failure, unemployment and a low standard of life, especially among the black section of the population, is attributed to the foreign education which the people receive. This study attempts to shed some light on the nature of school curriculum. From a comparative study of attempts of Africanisation of the school curriculum in three African countries, some universal strategies can be distilled. A short survey is given of the school curriculum in Namibia and the history of its development. Finally, on the basis of the distilled strategies, some guidelines are drawn concerning Africanisation of the school curriculum in Namibia. These guidelines could be used to make the school curriculum in Namibia more relevant / Educational Studies / M. Ed. (Comparative Education)