In Namibia, gender
disparities in academic achievement often begin in early childhood, shaped by
curriculum and classroom practices. This study reviewed education and Early Childhood
Education (ECE) policies and curriculum frameworks to determine the integration
of gender-responsive learning materials, activities, pedagogy and teaching
practices. It also examined whether the principles of academic equity are
integrated into policies and curricula. The review assessed whether ECE
policies and curriculum frameworks align with Namibia’s national development
priorities and the Sustainable Development Goals on gender equity and equality.
It further examined whether these frameworks ensure that children acquire the
foundational competencies, skills, and values needed for survival, community
participation, and contribution to the country’s social and economic
development. A gender-responsive early childhood curriculum fosters equitable
participation and promotes long-term academic success for children. Inclusive
pedagogical practices, relevant materials, and teacher training strengthen the
education system's inclusivity and resilience in addressing gender-based and
academic inequity. This study examined how strengthening a gender-responsive ECE curriculum could promote academic equity
in Namibia, focusing on learning activities, learning materials, pedagogical
approaches, classroom environments, educarer-child interactions, and educarers’
expectations of all learners. In addition, the study considered the role of
curriculum content, language use, assessment practices, and educarer training
in challenging gender stereotypes and ensuring equitable learning opportunities
for all children. Employing a qualitative research approach, this study conducted
a thematic literature review guided by inclusion criteria focusing on key
Namibian policies, including the National Integrated Early Childhood
Development Policy (2007), the Sector Policy on Inclusive Education (2013), and
curriculum frameworks for 0-2 and 3-4 years. The review also drew on recent
scholarly and empirical studies. The review identified gaps within the
policies and curriculum frameworks, particularly in curriculum content,
language use, learning activities, learning materials, pedagogical guidance,
and values, that do not align with the principles of a gender-responsive early
childhood curriculum to promote academic equity. Based on these findings, the
study recommended revising existing policies and curriculum frameworks to
strengthen the integration of gender-responsive ECE and promote equity. These revisions
address gaps, enhance curriculum coherence, and ensure equitable learning
outcomes.
