Social defects as a result of the basic education curriculum
Many may not fully grasp the consequences of the new Advance Subsidiary (AS) curriculum implemented over the past five years. This curriculum has resulted in the generation of socially, economically disoriented learners who lack clear literacy and numeracy skills, despite being promoted automatically. This system confuses learners and leads to detachment and frustration. Consequently, it is creating an unstable and frustrated youth, amounting to nearly a tenth of a generation annually.
To illustrate, observe the comprehension skills of 70% of grade seven learners in reading, writing, and numeracy, which are comparable to those of students two to three grades below them. Similarly, assess the academic aptitude and confidence of current grade 10 and 11 students. It is revealed by gaps in their understanding and ownership of their studies.
It is crucial to recognise that the graduates of the past three years, from primary to secondary school, must be reintegrated into society consciously (mindfully) and effectively. This reintegration should guide our nation towards a progressive future, fulfilling the promise of our great heritage.
In light of these issues, this analys support and promote the Landless People’s Movement and its Youth Element Command’s position that the current basic education curriculum is a national disaster. It represents a degradation of critical resources and a misuse/mismanagement of significant national funds. Therefore, immediate action is necessary to terminate it and replace it with a more technologically and socially enriched, globally experiential, and competitive curriculum.
The current curriculum was defective from its inception for several reasons:
1: The objectives were conceived at a misguided conference that overlooked the evolving industrial landscape, including the SDGs and advancements in green and blue energy.
2: It was developed without adequate input from learners, teachers and the community, lacking a holistic approach.
3: The curriculum was not synchronised with the tertiary education sector, leading to the separation of the basic and higher education ministries.
Furthermore, the National Basic Education Curriculum (NBEC), known as the Advanced Subsidiary (AS) Curriculum, does not align with the National Senior Secondary Certification System. This discrepancy suggests that it falls under the mandate of the Ministry of Higher Education.
Moreover, the curriculum lacks depth and relevance, focusing excessively on outdated industrialisation concepts.
Additionally, inadequate training materials, particularly the grade 10 and 11 economics textbooks, further undermine its effectiveness.
In summary, this critique contradicts the justifications for the current governance and administration of the national education programme and the government’s segmentation of youth development across multiple ministries. The Landless People’s Movement’s policies emphasise youth empowerment and advocate for streamlining government ministries, including those related to education.
*Andries Indongo is a social development analyst and project coordinator.
To illustrate, observe the comprehension skills of 70% of grade seven learners in reading, writing, and numeracy, which are comparable to those of students two to three grades below them. Similarly, assess the academic aptitude and confidence of current grade 10 and 11 students. It is revealed by gaps in their understanding and ownership of their studies.
It is crucial to recognise that the graduates of the past three years, from primary to secondary school, must be reintegrated into society consciously (mindfully) and effectively. This reintegration should guide our nation towards a progressive future, fulfilling the promise of our great heritage.
In light of these issues, this analys support and promote the Landless People’s Movement and its Youth Element Command’s position that the current basic education curriculum is a national disaster. It represents a degradation of critical resources and a misuse/mismanagement of significant national funds. Therefore, immediate action is necessary to terminate it and replace it with a more technologically and socially enriched, globally experiential, and competitive curriculum.
The current curriculum was defective from its inception for several reasons:
1: The objectives were conceived at a misguided conference that overlooked the evolving industrial landscape, including the SDGs and advancements in green and blue energy.
2: It was developed without adequate input from learners, teachers and the community, lacking a holistic approach.
3: The curriculum was not synchronised with the tertiary education sector, leading to the separation of the basic and higher education ministries.
Furthermore, the National Basic Education Curriculum (NBEC), known as the Advanced Subsidiary (AS) Curriculum, does not align with the National Senior Secondary Certification System. This discrepancy suggests that it falls under the mandate of the Ministry of Higher Education.
Moreover, the curriculum lacks depth and relevance, focusing excessively on outdated industrialisation concepts.
Additionally, inadequate training materials, particularly the grade 10 and 11 economics textbooks, further undermine its effectiveness.
In summary, this critique contradicts the justifications for the current governance and administration of the national education programme and the government’s segmentation of youth development across multiple ministries. The Landless People’s Movement’s policies emphasise youth empowerment and advocate for streamlining government ministries, including those related to education.
*Andries Indongo is a social development analyst and project coordinator.
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