This paper presents the experiences and lessons learned from the curriculum transformation of the programmes offered in the Department of Higher Education and Lifelong Learning at the University of Namibia (UNAM). Like other universities across the globe, UNAM has been challenged by the rapid changes in the world of work and the emergency of the remote virtual mode of deliveries in teaching and learning. At the same time the curriculum was not pertinent and receptive to the requirements of the business world. The paper used the phenomenological approach to describe, understand and interpret the meanings of curriculum transformation process. The researchers collected data by recording their lived experiences during the university curriculum transformation process. The data was analysed thematically. The findings alluded to the fact that the curriculum would fit the intra and inter disciplines to ensure multiple career pathways, as well as progression and articulation between disciplines. The relevance and responsiveness is anchored on the innovative teaching and learning methods and the diversified assessment strategies. The consultations contributed to the relevance of knowledge, skills, values and attitudes, and interpersonal skills required by the real world.