Www.moe.gov.na
1828800-34290000MINISTRY OF EDUCATION, ARTS AND CULTUREKEYNOTE ADDRESSBY HONOURABLE KATRINA HANSE-HIMARWA, MINISTER OF EDUCATION, ARTS AND CULTUREAT THE NATIONAL INFORMATION SHARING MEETING8TH to 9TH NOVEMBER 2017Madam Monica Geingos, the First Lady of the Republic of NamibiaYour Excellency’s, AmbassadorsHonourable MinistersMembers of the Diplomatic CorpusHonourable GovernorsHonourable Esther Anna Nghipondoka, Deputy Minister of Education, Arts and CultureMs Sanet Steenkamp, Permanent Secretary of the Ministry of Education, Arts and CultureDistinguished GuestsMembers of the MediaLadies and Gentlemen The Ministry of Education, Arts and Culture would like to share with you, our stakeholders information on the revised curriculum for basic education and the critical curriculum implementation elements, integrated school programme, art programmes in Namibia, devolution readiness assessment and non-economical schools. In addition, we would like to consult you on textbook procurement, educator policy. Although my speech focuses more on the revised curriculum and its implementation, the Ministry finds it crucial to share information on other topics on the programme since these have influence on education delivery. We would like to inform you that our efforts to improve quality education are guided by a global commitment by all countries to ensure the right to quality education for all throughout life as expressed in the 2030 Agenda for Sustainable Development, an inter-governmental commitment and “a plan of action for people, planet and prosperity”, and the aspirations of Vision 2030, NDP4, Harambee Prosperity Plan and NDP 5.Ladies and Gentlemen, countries across the whole world are currently implementing the SDG4-Education 2030 and the global commitments as articulated in the Incheon Declaration and the Education 2030 Framework for Action.Education is central to the realization of the 2030 Agenda for Sustainable Development. Within the comprehensive 2030 Agenda for Sustainable Development, education is essentially articulated as a stand-alone goal (SDG 4) with its 7 outcome targets and 3 means of implementation. SDG4, and its corresponding targets, aim to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.” Countries are expected to develop policies, plans and programmes in order to implement the SDG4. Ladies and Gentlemen, the following SDG4 targets speak directly to the mandate of Basic Education:Target 4.1 is about ensuring that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes.Target 4.2 is about ensuring that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education.Target 4.5 is about eliminating gender disparities in education and ensuring equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations.Target 4.7 is about ensuring that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and nonviolence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development.Ladies and Gentlemen, the Government of the Republic of Namibia has committed itself to the implementation of the SDGs. The Ministry of Education, Arts and Culture under my leadership, launched the SDG4 last year. The revised curriculum that will be presented to you today has been aligned to the aspirations of SDG 4.Since independence, Namibian education system has undergone reforms, as a result of the government’s commitment to provide equitable quality education for all. The process of curriculum review began in 2012, starting with the reorganisation of the school phases and revision of curriculum content. The process of curriculum review was rigorous and lengthy. It has been challenging to build consensus among stakeholders, because the whole nation has a keen interest in education and reaching consensus about what learners should learn has always been complex.The curriculum was revised to give direction to Basic Education towards the realisation of the Vision 2030 and the aspirations of the National Development Plans. It ensures continuity of the foundation principles of the Namibian education system described in Toward Education for All: A Development Brief, in 1993. The goal, aims, competencies, core skills and key learning areas have been identified in relation to the Vision 2030 as a curriculum for the future. The core skills are Learning to learn, Personal skills, Social skills, Cognitive skills, Communication skills, Numeracy skills, and Information and Communication Technology skills, while the learning areas are Languages, Mathematics, Natural Sciences, Social Sciences, Technology, Commerce, Arts and Physical Education.Ladies and Gentlemen, Vision 2030 sees Namibia as developing from a literate society to a knowledge-based society, a society where knowledge is constantly being acquired and renewed, and used for innovation to improve the quality of life. A knowledge-based society requires people who are healthy, well educated, skilled, pro-active, and with a broad range of abilities.Through Basic Education, learners develop the competencies, attitudes and values needed for full participation in society by learning to use, acquire, construct, evaluate and transform knowledge. Learning to learn is at the core of this process, and in a knowledge-based society, this continues as lifelong learning. Your Excellencies, Honourable Ministers, Ladies and Gentlemen, I will know provide a detail description of the main features of the Namibian society as envisaged in Vision 2030 (complemented by Harambee Prosperity Plan and NDP 5) and how the curriculum for Basic Education aims to respond to the aspirations of the Vision 2030. The main features of that society are paraphrased as follows:A caring society: Namibia is a fair, gender-responsive, caring and committed nation, in which all citizens are able to realise their full potential. Namibians live together in harmony, sharing common values and aspirations. Those living with disability are well integrated into the mainstream of society. The aims of the curriculum in relation to developing a caring society are to foster the highest moral and ethical values, co-operation, democracy, tolerance, mutual understanding, and service to others; to develop the learner's social responsibility towards other individuals, family life, the community and the nation as a whole; to develop and enhance respect for, and understanding and tolerance of, other peoples, religions, beliefs, cultures and ways of life; and to promote equality of opportunity for males and females, enabling both genders to participate equally and fully in all spheres of society. The Social Sciences learning area is a key learning area for understanding the development of society, the mechanisms of globalisation, the importance of human rights and democracy, and environmental issues. The Social Sciences learning area comprises Environmental Learning (Pre-Primary); Environmental Studies (Grades 1-3); Social Studies (Grades 4-7); Religious and Moral Education (Pre-Primary and Grades 1-9); Life Skills (Grades 4-12); Geography (Grades 8-12); History (Grades 8-12) and Development Studies (Grades 10-11).A healthy society: Namibians live a healthy lifestyle with the highest level of responsible behavioural practices that eliminate sexually transmitted infections (STIs), HIV infection and alcohol and substance abuse.The aims of the curriculum in relation to developing a healthy society are to develop attitudes, practices, knowledge and activities which promote physical and mental health; to support and stimulate learners through childhood and youth; to promote the optimal development of the individual learner's potential, including those with special learning needs. The Natural Sciences are one of the main drivers of the transformation of society and the world. The learning area contributes to the foundation of a knowledge-based society by empowering learners with the scientific knowledge, skills and attitudes to investigate, observe, make deductions and understand the physical world in a rational scientific way. Learning Natural Sciences without positive values can be destructive. Therefore the learners develop knowledge, skills and attitudes to lead a healthy life. The Natural Sciences learning area comprises Environmental Learning (Pre-Primary); Environmental Studies (Grades 1-3); Natural Science and Health Education (Grades 4-7); Elementary Agriculture (Grades 5-7); Life Science (Grades 8-9); Physical Science (Grades 8-9); Agricultural Science (Grades 8-12); Biology (Grades 10-12); Physics (Grades 10-12) and Chemistry (Grades 10-12). The subject Health- and Social Care (Grades 10-11) is introduced in the curriculum to prepare learners who which to follow a career in a health and social care environment.Ladies and Gentlemen, we must not underestimate the importance of Physical Education subject in developing skills and right attitudes for a healthy nation. Lifelong physical activity is a crucial factor in the prevention of life-style diseases, in contributing to personal wellness, and maintaining physical fitness to be a fully productive citizen. Physical Education is the physical activity-based component of Health and Wellness Education across the curriculum. The Physical Education learning area consists of Physical Education (Pre-Primary to Grade 11).A democratic society: Namibia is a peaceful, multi-party democratic society of popular participation. The basic tenets of human rights are protected. There is true freedom of expression, speech and association, and the people make their own decisions at national, regional, local and community levels. People exercise their civic responsibilities. The aims of the curriculum 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; to promote human rights, unity, 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. As described earlier, the Social Sciences learning area is a key learning area for understanding the development of society, the mechanisms of globalisation, the importance of human rights and democracy, and environmental issues. A productive society: That has high economic growth and full employment, where manufacturing and service industries are the main sources of income, and micro-, small, and medium-sized enterprises are important. It is also envisaged that a productive society will have a diversified economy with manufacturing exporting industries, and a well-developed and modernised commercial agricultural sector, which is environmentally sustainable. Economic growth and full employment with the equitable distribution of wealth and resources eliminate poverty.The aims of the curriculum in relation to developing a productive society are to develop knowledge, understanding and values, creativity and practical skills, as a solid foundation for academic or vocational training, and for a creative, meaningful and productive adult life; to enable the learners to think scientifically, solve problems, and reflect on and apply knowledge, skills, values and attitudes; and to develop self-reliance and entrepreneurship in preparation for the world of work and self-employment. The Commerce learning area is a skills-focused area, which is central to the economic development of a knowledge-based society. Learners acquire and apply commercial knowledge in practical situations, and develop the particular communication skills, and the work attitudes and practices, which are essential in effective business life. The Commerce learning area comprises Entrepreneurial Skills (integrated in Home Ecology, Elementary Agriculture and Design & Technology in Grades 5-7); Entrepreneurship (Grades 8-12); Accounting (Grades 8-12); Business Studies (Grades 10-12); Economics (Grades 10-12) and Office Practice (Grades 8-11). Another learning area is essential for a productive society is the Arts. This learning area comprises Arts (Pre-Primary and Grades 1-11); Visual Arts (Grades 8-9); Integrated Performing Arts (Grades 8-11); and Art and Design (Grades 10-12). However, there is a dire shortage of teachers for Arts subjects in Namibia, causing challenges in the effective implementation of Arts subjects in schools. The Ministry through the Directorate of Arts has established the National Arts Extension Programme (NAEP) through which artists are employed on a part-time basis to partly address the situation of arts education in schools. NEAP was therefore established to present arts education at various schools and centres in the region in effort to address the lack of arts education at most of the schools and to promote arts at community level. The presentation on arts programme will highlight more on the National Arts Extension Programme and possible strategies to increase the number of qualified arts teachers in the country.Other subjects that are crucial for a productive society are material technologies, which include Design and Technology (Grades 5-12); Technical Studies A, Technical Studies B and Technical Studies C (Grades 8-9); Metalwork and Welding, Woodwork, Building Studies, Motor-Mechanics (Grades 10-11) and Fashion and Fabrics (Grades 8-11). In addition, other subjects that are essential for a productive society are Home Ecology (Grades 5-7); Home Economics (Grades 8-11) and Hospitality (Grades 8-11).Ladies and Gentlemen, we must not forget the Mathematics subject. Mathematics is an indispensable tool for everyday life. It is also essential for the development of science, technology and commerce. Mathematical skills, knowledge, concepts and processes enable the learner to investigate, model and interpret numerical and spatial relationships and patterns that exist in the world. The Mathematics learning area consists of Preparatory Mathematics (Pre-Primary) and Mathematics (Grades 1-12).Equally, Language is the most important tool for thinking, the most important means of communication, and one of the most important aspects of identity. A high level of communication skill in language is a prerequisite in a knowledge-based society. The Languages learning area comprises Mother Tongues/First Languages (Pre-Primary to Grade 12); Second Languages (Grades 1-12); and Foreign Languages (Grades 8-12), as well as Namibian Sign Language.An environmentally sustainable society: That has minimal atmospheric, land and water pollution from croplands and rangelands or mines, and minimal pollution from urban and industrial areas. Farms and natural ecosystems are productive and sustainable socially, economically and ecologically. The aims of the curriculum in relation to developing an environmentally sustainable society are to provide the scientific knowledge and skills, and attitudes and values needed to ensure that the environment is respected and sustained. As described earlier, both Social Sciences and Natural Sciences are key learning areas contributing to the realisation of an environmentally sustainable society. An information society: In which information technology provides improved access to information, and ICTs are used to achieve social and economic transformation in Namibia. All aspects of the manufacturing process, relationships with customers and suppliers, and the manner, in which products are marketed and sold, have been transformed through changes in production and information technology. ICTs are applied throughout society to serve development goals.The aim of the curriculum in relation to developing an information society is to develop information literacy: skills in seeking, evaluating, using and producing information and information sources appropriately. The sources include traditional and local knowledge, libraries and ICTs. Information literacy also means knowing the potential and limitations of different sources and types of information, including ICTs. The Information and Communication Technology learning area contributes to the foundation of a knowledge-based society in developing the learner's knowledge and understanding of the nature of information, the workings of ICT equipment and networks, and of information processes, skills in using ICTs to process and present information, creativity and the ability to innovate in ICTs and understanding of the importance of ICTs for development. Information and communication technologies include the following subjects: Information and Communication (Grades 5-12); Office Practice (Grades 8-11) and Computer Studies (Grades 8-11) and Computer Science (Grade 12). Your Excellencies, Honourable Ministers, Ladies and Gentlemen, the revised curriculum has been implemented in the Junior Primary phase in 2015, Senior Primary phase in 2016 and in the Junior Secondary phase in Grade 8 in 2017, followed by Grade 9 in 2018. The Ministry is busy developing the syllabuses for the Senior Secondary phase (Grades 10-12). The implementation of the senior secondary revised curriculum will take place as follows: Grade 10 in 2019, Grade 11 in 2020 and Grade 12 in 2021. The last part of my speech focuses on sharing with you the critical elements for successful implementation of the curriculum. These elements include the curriculum itself, teachers, learners, resource materials and facilities, school environment, instructional supervision, administrative support and leadership, and conditions in society at large.Let me describe each of the elements:The curriculum: It should be coherent and consistent, well articulated, meaningful and relevant to the learner, manageable by the teacher, and reflects the demands of society. The curriculum (syllabus) comprises knowledge, skills, values and attitudes of a particular subject. The development of curriculum has taken account of good research and international best practices. Inputs from experts were invited and wider consultations took place. Therefore the development of each subject syllabus has to go through different stages of screening. Teachers: Teacher factors include professional development, motivation, and beliefs about knowledge, learning and learners. Teachers who are motivated and committed, and believe in learners’ abilities, set high standards, communicate high expectations, give frequent and challenging assignments are able to support learners reach their potential. The Ministry is cognisant that teachers need supportive working conditions to maintain these positive attitudes. The presentation on the Educator Policy will highlight more on the Ministry’s effort to make the teaching profession an attractive career.Ladies and Gentlemen, the role and influence of the teachers in the curriculum implementation process is indisputable. They select and decide what to teach from the prescribed syllabus. It is imperative that teachers understand the syllabus well in order to implement it effectively. Teacher education, both pre-service and in-service supports teachers to understand the curriculum. Therefore, before each school phase or grade curriculum implementation, the Ministry conducts training workshops to enable teachers to implement the curriculum. Teachers as professionals are urged to read more about their own subjects to enrich both their subject matter and pedagogy. It is critical that the teaching of the revised curriculum should go beyond procedural knowledge. Learners should acquire relevant knowledge, skills, values, attitudes and associated capabilities and competencies that will help them to lead meaningful and productive lives.Due to the great value given to public examination certificates by communities and schools, teachers have tended to concentrate on subjects that promote academic excellence and little else. This action by teachers obviously can affect the achievement of the broad goals and objectives of the curriculum.I would like to request institutions of higher learning, especially those offer teacher education programmes, to revise their teacher education programmes and aligning them with the revised curriculum. Learners: They are also a critical element in curriculum implementation. Chaudhary (2015) emphasizes “the learner factor influences teachers in their selection of learning experiences, hence the need to consider the diverse characteristics of learners in curriculum implementation”. Home background and learner ability can determine what is actually achieved in the classroom. Other learner factors include health and nutrition, supportive and involved parents, psychosocial support to learners, learner motivation and discipline. The presentation on integrated school programme will elaborate more on different elements of school health such as nutrition, psychosocial support, physical health, infrastructure, comprehensive sexuality education, teacher well being, learner mental health just to mention a few. Good health for every school-going Namibian child is a perquisite for favourable outcomes in educationResource materials and facilities: Adequate resource materials such as textbooks, teaching aids and stationery are essential to enable teachers and learners play their role satisfactorily in the curriculum implementation process. Physical facilities such as classrooms, laboratories, workshops and libraries are critical in creating an environment in which implementation can take place. The Ministry under my leadership launched a unique initiative known as Friends of Education Special Initiative to promote public private partnerships in the provision of resource materials and facilities for schools. The resources and facilities will require considerable amount of financial resources. The Ministry is working on strategies on how to use financial resources more efficiently. The presentation on textbook procurement process and non-economical schools will highlight some of the strategies the Ministry has devised to be more efficient in resource utilisation. Furthermore, the presentation of the devolution readiness assessment will highlight the extent to which the regions are ready to take full decision-making power and management authority over financial and administrative matters. It is assumed local decision-makers to make decisions on their own without asking higher-level approval may improve the efficiency and effectiveness in the use of resources and responsiveness of public education to regional needs.School environment: One other factor that influences curriculum implementation concerns the particular circumstances of each school. School factors include peace and safe environment for learners and teachers and school discipline policies just mention a few. Schools located in rich socio-economic environments and those that have adequate human and material resources may experience minimal challenges to implement the curriculum compare to those schools in poor economic environments. Ladies and Gentlemen, instructional supervision is crucial in the curriculum implementation process. The implementation cannot be achieved unless it has been made possible through the supervisory function of school principals. The principal creates an atmosphere conducive of effective teaching and learning. The principal monitors and guides curriculum implementation through ensuring that schemes of work, lesson plans and records of marks are prepared regularly. Effective curriculum implementation does not take place in a school where the principal is incapable of executing supervisory functions.Administrative support and leadership from Directorates of Education, Arts and Culture at regional and national level is very important. I am urging all of you to support teachers and schools in their efforts to implement the curriculum. Ladies and Gentlemen, conditions in our society are ruining the future of our learners. Even if we have the best curriculum, qualified teachers and committed principals, these do not matter, if our communities where our learners come from are unethical. Violence and moral decay has increased in our society. Alcohol and substance abuse is increasing among school going children, ruining their motivation and purpose for education. Several risk factors associated with alcohol abuse among learners include easy accessibility of alcohol; alcohol promotion and economic value of alcohol just to mention a few. Availability of alcohol around school premises facilitates alcohol abuse and learners are more at risk of alcohol consumption where schools do not maintain order. The influence of mass media, unethical behaviour of some adults, family violence, poverty and social pressure derail our learners from focusing on their schoolwork.In conclusion, I would like to emphasize that education is a collective enterprise, in which all actors make a concerted effort to meet responsibilities. While those in the direct provision of education are usually considered more responsible, schools and teachers do not work in isolation. They may depend on the actions of others to fulfil their responsibilities. I thank you. ................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related download
- uk
- fernandes v minister of home affairs a117 2009 2015
- report on association for the development of education
- hiv aids prevention education
- models of inclusive education where do community
- joubert v the minister of home affairs and immigration
- open learning exchange unesco
- ministry of education home education services
- sample letter to your local minister
- na