Namibia’s renewed curriculum for science education in the senior primary (grades 4-7) and junior secondary (grades 8-9) phases places strong emphasis on hands-on, inquiry-based learning. 

However, the shortage of science kits and practical equipment is preventing schools from implementing the curriculum as intended. 

This article issues a national appeal for coordinated investment by government, donors, private sector actors and local communities to ensure every learner can access quality, practical science education.

Curriculum demands, practical learning

The National Institute for Educational Development (NIED) syllabuses emphasise the crucial role of experimentation, observation and fieldwork in developing scientific understanding. 

For Natural Science and Health Education (grades 4-7), learners must observe, measure, classify and conduct simple experiments, thereby developing curiosity and linking science to their daily lives. 

Similarly, elementary agriculture requires soil testing, seed germination, plant propagation and animal-care activities. 

These experiences teach learners agricultural responsibility, sustainability and record-keeping.

In the junior secondary phase, Physical Science (grades 8-9) introduces experiments on forces, motion, heat, electricity, gases as well as acids and bases, ensuring learners engage directly with fundamental physics and chemistry concepts. 

The Life Science syllabus encourages the use of microscopy, ecology fieldwork, classification exercises and biological investigations to understand health, organisms and ecosystems. 

Collectively, these syllabuses reflect a national commitment to experiential learning that fosters the development of scientific inquiry, problem-solving and critical thinking skills.

However, these expectations are unattainable without sufficient equipment. 

Science kits containing basic tools such as beakers, thermometers, hand lenses, pH strips, microscopes and electrical circuit sets are essential to meet the minimum practical requirements. 

The challenge lies in ensuring that every school, regardless of location or income level, has access to these materials.

Funding saps, policy constraints

Although Namibia’s school grants were intended to support curriculum delivery, the per-learner allocations are insufficient. 

These grants primarily fund stationery, transport, sanitation and minor maintenance, leaving little room for science kits or lab equipment. 

Government budget briefs reveal that the majority of the education budget is allocated to salaries, with limited provision for development expenditures. 

Urban schools can sometimes meet syllabus expectations, whereas rural schools often rely on teacher demonstrations rather than learner participation. 

The result is an inequitable science education landscape that undermines national curriculum goals and learners’ long-term readiness for STEM studies.

Lessons from Southern Africa

Across Southern Africa, science education policies consistently emphasise practical work, but resource availability remains a decisive factor in successful implementation.  In South Africa, the Curriculum and Assessment Policy Statement (CAPS) explicitly integrate experiments and practical assessments into Natural and Physical Sciences. 

Publishers have created CAPS-aligned materials, and most schools have at least some laboratory infrastructures. 

Yet, deep inequalities persist between wealthy and rural schools, highlighting that sound policy must be accompanied by targeted investment in resources.

Zambia’s Integrated Science syllabus also emphasises hands-on investigations and project-based learning, utilising low-cost materials. 

While many schools use locally available items to demonstrate scientific principles, funding and teacher support remain limiting factors. Similarly, Zimbabwe and Lesotho have modernised their science curricula to include information and communication technology integration and practical learning. 

Nevertheless, the effectiveness of implementation still depends on the financial resources available and the structure of their examination systems. 

The regional trend is clear, curriculum reforms and inquiry-based teaching only succeed when governments and other role players in education ensure that practical resources are funded, distributed and supported through teacher training. 

Global best practices for practical science

Internationally, several models have successfully delivered equitable, low-cost practical science education. 

One proven approach is the centralised distribution of standardised science kits aligned with national syllabuses. 

In the United States, programmes like the Science and Technology for Children (STC) initiative ensure that all schools, regardless of geography, receive identical, safety-tested kits for core experiments. 

The United Kingdom similarly provides laboratory starter sets to all schools as part of curriculum implementation, guaranteeing nationwide consistency in science learning.

Another effective model involves local manufacture and assembly of science kits. 

In India, organisations such as Agastya International Foundation and Vigyan Prasar design low-cost, locally sourced kits that meet curriculum standards. 

This not only reduces costs but also stimulates local industries and creates employment. 

In Malaysia and Singapore, centralised procurement systems provide affordable, syllabus-aligned kits assembled domestically. 

This model ensures that all learners receive practical exposure while supporting national innovation and sustainability goals.

Teacher professional development (CPD) is another critical success factor. 

In Finland, teachers receive ongoing training in inquiry-based pedagogy and safe laboratory practices. 

In the United Arab Emirates (UAE), teacher CPD programmes include laboratory management and modern STEM pedagogy to ensure that experimentation is integral to teaching rather than an occasional activity.

Moreover, public-private partnerships (PPPs) have proven transformative. 

In the USA, corporations such as Intel, ExxonMobil and Boeing fund school laboratories, donate equipment and mentor students. 

Similarly, Germany’s Siemens and BASF collaborate with schools to supply kits and organise teacher workshops. 

In the Middle East, particularly in Qatar and Saudi Arabia, PPPs have established STEM resource centres and mobile laboratories serving multiple schools, a model that could benefit Namibia’s rural regions.

Learners in every region, from urban centres to rural schools, deserve the opportunity to explore, investigate and understand the world through hands-on science. 

Funding basic science kits is not merely an administrative duty but a national investment in innovation, problem-solving and the country’s future development.

*Costar Musunga is a chief education officer for professional development, Zambezi region. He writes in a personal capacity.