MINISTRY OF EDUCATION, ARTS AND CULTURE

[Pages:22]REPUBLIC OF NAMIBIA

MINISTRY OF EDUCATION, ARTS AND CULTURE

Tel: +264 61 -2933 278 Fax: +264 61- 2933 922 Email: ayeshawentworth@

Private Bag 13186 Windhoek Namibia

MIDTERM PROGRESS REPORT ON THE IMPLEMENTATION OF THE THIRD PHASE OF THE WORLD PROGRAMME

FOR HUMAN RIGHTS EDUCATION: MINISTRY OF EDUCATION, ARTS AND CULTURE (MoEAC)

1. CURRICULUM AND TRAINING

1.1 Life Skills

Ministry of Education, Arts and Culture is in the process of revising the Life Skills Curriculum.

The aims of the curriculum in Namibia in relation to developing a democratic society are to promote moral development, awareness of one's own beliefs and opinions, and respect for others; to promote democratic principles and practices at school level in the educational system; to promote human rights, unity, liberty, justice and democracy; to extend national unity to promote regional, African and international understanding, co-operation and peace; to enable the learners to contribute to the development of culture in Namibia; and to promote wider inter-cultural understanding. International Human Rights instruments (treaties and protocols) are embedded into the curriculum.

Life Skills promotes the following aims in the curriculum: emphasise career guidance, holistic wellness and civic affairs; prepare the learner holistically for life and their future; promote and foster the highest moral and ethical values; develop and enhance respect and tolerance towards other people in all spheres of life; encourage the teaching of crosscurricular topics; and provide orientation, exploration and skills development through selfawareness and a positive self-image. (Revised syllabuses for Senior Primary Grade 4 ? 7, implemented in 2016 while Junior Secondary, Grade 8 in 2017 and Grade 9 will be implemented in 2018)

There are various topics that are covered in the syllabus and also cross-curricular issues that are dealt with in Life Skills as well as other subjects. The cross-curricular issues include Environmental Learning; HIV and AIDS; Population Education; Education for Human Rights and Democracy (EHRD), Information and Communication Technology (ICT) and Road Safety.

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Table 1: Cross-curricular Topics

Grad e 4 5

6

7

Environmenta l Learning Personal hygiene Healthy living habits Cruelty towards animals Inhalants Recycling

Smoking

Vandalism Conservation

HIV and AIDS Good touch, bad touch Spread and treatment of HIV and AIDS

Positive behaviour towards Someone who is living with HIV and AIDS The influence of modern society Fact and myths about HIV and AIDS Stigmatisati on and Discriminati on towards people living with HIV and AIDS Universal safety precautions Care and support towards people living with HIV and AIDS Alcohol abuse

Population Education Puberty Values

Gender and sex Sexual reproductive health Self-identity

Peer pressure and values Abstinence Risky sexual behaviour

Learner pregnancy

EHRD Freedom

ICT Choices

Abuse and neglect

The influence of technology on society Child pornograph y

Rights and Responsibili -ties Genderbased violence

Budget

Human trafficking Child labour

Saving and spending

Road Safety Pedestrians Cyclists

Passengers

Public transport

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The Senior Primary Curriculum also includes various topics relating to the development of social, emotional and relational skills. Table 2: Syllabus content Senior Primary Phase

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TOPICS GRADE 4

CAREER GUIDANCE

? Conduct in class ? Motivation and goals ? Homework ? Importance of work

TOPICS GRADE 5

? Reading ? Study time ? Study ? Tests and examination skills

TOPICS GRADE 6

? Motivation ? Goal setting ? Study skills ? Personal strengths and

weaknesses ? Listening skills

HOLISTIC WELLNESS

TOPICS GRADE 7

? Leadership ? Time Management ? Learning styles ? Examination skills and

strategies ? Subject choices and careers ? Apply to the right school ? Entrepreneurial skills

MIDTERM PROGRESS REPORT THIRD PHASE OF WORLD PROGRAMME FOR HUMAN RIGHTS: MINISTRY OF EDUCAITON, ARTS AND CULTURE 4

? Puberty ? Good touch, bad touch ? Spread and treatment of HIV

and AIDS

? Personal hygiene ? Healthy living habits ? Skin cancer ? Household responsibilities ? Friendship ? Respect ? Choices ? Success and disappointment ? Values

? Positive behaviour towards

? Fact and myths about HIV and ? Care and support towards

someone who is living with HIV AIDS

people living with HIV and

and AIDS

? Stigmatisation and

AIDS

? Gender and sex

discrimination towards people ? Learner pregnancy

? Sexual reproductive health

living with HIV and AIDS ? Human trafficking

? Self-identity

? Universal safety precautions ? Child labour

? Initiating a friendship

? Assertive behaviour

? Bullying

? The influence of technology on ? Rights and responsibilities ? Crises

society

? Abuse and neglect ? Child pornography ? Bullying ? Medication ? Inhalants ? Borrowing

within a friendship

? Peer pressure and values ? Abstinence ? Risky sexual behaviour ? Smoking ? Lung cancer ? Budget

? Grief/Bereavement ? Separation and divorce ? Alternative health practices ? Alcohol abuse ? Alcohol induced cancer ? Saving and spending

CIVIC AFFAIRS

? Cruelty towards animals ? Freedom ? Road safety (Pedestrians)

? Recycling ? Volunteerism ? Road safety (Cyclists)

? Child rights and responsibilities

? Senior citizens ? Road safety (Passengers)

? Vandalism ? Conservation ? Road safety (Public transport)

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Similarly the Junior Secondary Syllabus has been revised for implementation in 2017 and 2018. This syllabus also looks at cross curricular issues.

Table 3: Cross-curricular issues Junior Secondary Phase

Cross-curricular issues Grade 8

Grade 9

Environmental Learning Cultural identities

HIV and AIDS

Breaking the HIV chain

HIV and AIDS counselling and testing

Support for people living with HIV and AIDS

ICT

Bank services

Sexuality and the media

Basic financial records

EHRD Population education

Road safety

Gangs

Gender-based violence

Criminal behaviour

Witness in court

Defamation of Character Freedom of speech

Child-headed households Values and sexual behaviour

Sexual harassment

Sexual abuse

Contraceptives

Intergenerational sex

Tuberculosis

Baby dumping

Malaria

Motorists

Road accidents

The Junior Secondary Curriculum also includes various topics that relate to the holistic development of learners.

Table 4: Syllabus Content Junior Secondary Phase

DOMAINS/TOPICS GRADE 8

CAREER GUIDANCE

? Motivation ? Goal setting ? Homework versus study ? Study methods ? Problem solving skills

DOMAINS/TOPICS GRADE 9

? Learning styles ? Positive study attitude ? Study plan ? Concentration ? Competition

HOLISTIC WELLNESS

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? Breaking the HIV chain ? HIV and AIDS counselling and testing ? Child-headed households ? Personal sexuality ? Sexual risky behaviour ? Contraceptives ? Sexual harassment ? Peer pressure ? Gangs ? Conflict ? Stress ? Tuberculosis ? Malaria ? Medicine abuse ? Cultural identity ? Bank services

CIVIC AFFAIRS ? Criminal behaviour ? Defamation of character/crimen injuria ? Road safety (Motorists)

? Support for people living with HIV and AIDS

? Sexual values ? Sexuality and the media ? Dating ? Sustaining a relationship ? Sexual abuse ? Intergenerational sex ? Baby dumping ? Healthy lifestyle ? Lifestyle diseases ? Cervical and testicular cancers ? Self-respect ? Discipline ? Depression ? Drugs ? Gender-based violence ? Weapons ? Basic financial records

? Witness in court ? Freedom of speech ? Road safety (Road accidents)

The Senior Secondary Syllabus (Grade 10 and 11) is currently being reviewed for implementation in 2019 and 2020. The draft also looks at cross-curricular issues.

Table 5: Cross-curricular issues Senior Secondary Phase

Cross-curricular issues Grade 10

Grade 11

Environmental Learning Lifestyle diseases

Personal values and behaviour

HIV and AIDS

Living positively with HIV

Pre-natal care

ICT

Gambling

Electronic social networking

Pornography

EHRD

Patriotism

Patriotism

Registration of birth and death

Identification documents and passports

The roles and responsibilities of the Anti-Corruption Commission and the Ombudsman

Speak out

Population education

Family planning

Pregnancy

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Road safety

Responsible parenthood Marriage

Driver's license

Abortion Pre-natal care Infant care Single parenthood Marriage under customary law Sexual communication Roadworthiness

Although Life Skills is a non-promotional subject, it is a compulsory subject that must be included in the timetable of the school. Life Skills is continually assessed, and these assessment marks must be indicated on the report card of all learners. There are basic competencies that are assessed at each phase and learners are required to meet these competencies.

In-service training has been provided for Life-Skills teachers on the implementation of the new curriculum and training will continue with the finalisation of the rest of the curriculum.

1.2 Religious and Moral Education

Religions and Moral Education (RME) is within the spiritual and the moral and ethical areas of learning within the curriculum, but has thematic links to other subjects across the curriculum. The aim of Religious and Moral Education is to enable learners to understand their religious beliefs and practices, and to accept other groups whose values and traditions are different from their own. Religious and Moral Education enables learners to better understand themselves and the changing multicultural world in which they are growing up.

In Namibia, Religious and Moral Education is offered as a school subject from Grades 1-9. Revised syllabuses for Religious and Moral Education for Junior Primary (Pre-Primary to Grade 3) was implemented in 2015, Senior Primary (Grade 4 ? 7) was implemented in 2016, while Junior Secondary Grade 8 will be implemented in 2017 and Grade 9 will be implemented in 2018. Religious and Moral Education has a layered syllabus with competencies on different achievement levels to cater for learners with learning difficulties. This will empower learners to achieve and extend their personal potential to contribute positively to society and to cope with and respond to the challenges in their world.

On completing the Senior Primary Phase in Religious and Moral Education, learners are expected to be able to:

? understand the diversity of religious beliefs and practices in the wider community, and be tolerant for other's beliefs and practices

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