Junior Certificate Syllabus: development · PDF fileJUNIOR CERTIFICATE SYLLABUS ... Rights and...

MINISTRY OF EDUCATION AND TRAtNlNG MOHLOLING OA THUTO

2004

PRINTED AT THE NATIONAL CURRICULUM DEVELOPMENT CENTRE, PO BOX 1126, MASERU 100, LESOTHO

JUNIOR CERTIFICATE SYLLABUS

DEVELOPMENT STUDIES

Development Studies Syllabus

Karabo

Malimpho

Hazel

Matseliso

Evodia

Nketu

Maisang

Lintle

Thamae

Seotsanyane

Tsatsane

Motsu

Lephoto

Mosanteli

Phasumane

Pitso

Noangelina Debeshe

Motlatsi NtSala

Setsoto Tlali

Maureen Ntlatlapa

'Mathakane Ntlaloe

Violet Moeti

Lineo Letsoela

0 National Curriculum Development Centre, 2004 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otheiwise, without the prior permission of the copyright owner.

GENERAL INFORMATION ON DEVELOPMENT STUDIES

INTRODUCTION

Development Studies is a multi-disciplinary subject that is development oriented. It borrows, from other disciplines, ideas which have an impact on the process of: development. It is geared towards promoting awareness of local, national, regional and international issues, which have a bearing oil development, so that students will make informed decisions and choices to address issues and problems of development in their own country.

The main themes pertaining to Development Studies are: Development and Underdevelopment Social Groups Gender Issues ~

Rights and Responsibilities Resources Production and Consumption Industrialisation Trade Urbanisation Government

Integrated in these themes are POP/FLE and Environmental Education as these also have implications for development. It is strongly emphasised that pll the themes must be taught in relation to development and sustainable use of resources.

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The subject comprises theory and practical activities. In fulfillment of the Junior Secondary Development Studies Examinations, students are expected to know the content (theory) and participate in development projects of students’ choice. The practical projects should be carried out within the school and community surrounding the school. Practical activities should be encouraged from Form A to Form C.

MISSION STATEMENT Development Studies aims at increasing students knowledge and understanding of the process of development and problems therein. It intends to develop positive attitudes, intellectual, social and other skills conducive for effective participation in community and national development. Furthermore it seeks to promote social harmony, unity and economic progress. It develops students’ ability to analyse and judge socio-economic developmental issues in developed and developing countries and participate effectively in the future planning of their country with a more informed choice hnd decision-making.

Approaches Effective teaching and learning of Development Studies requires teachers to employ a participatory approach especially student centred approach. This method deiiands that teachers should plan their work well in advance. This means that a teacher should study the syllabus, allocation of time, and decide on resources to be used, and then work out hidher plan of work. If the work is successfully planned, the teaching and learning exercise will be effectively and efficiently done. Emphasis should be put, at all times, on methods which involve students a great deal. Students should be engagkd in cooperative group-work and discussions, role-play, debate, quizzes and competitions, simulation games, mini-researches, and individual learning tasks. Teachers are expected to guide students during class activities. It is recommendqd that the subject should be allocated five (5) periods a week.

ASSESSMENT: At the end of the three years the examination will test candidates’ ability to:

1. 2. 3. 4. 5 .

recall, reproduce, mention and present relevant factual information relating to the process of development, explain development concepts, terms, strategies and issues derived from the process of development, interpret data about development presented in various forms i.e. statistics, diagrams, pictograms, graphs, tables etc, analyse, synthesise and evaluate information relating to development issues studied, participate in the planning, implementation and evaluation of a group development project.

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THE EXAMINATION

The junior secondary examination will consist of two papers whose total marks will be 100 marks:

Paper 1 (1 % hours) carries 50% of the total mark for the subject. This paper will contain four sections as follows:

Section A ten ( I 0) one wordphrase questions Section B one structured question (a table, diagram, graph or statistical data etc) which relate to topics in the syllahs (10 marks) Section C one structured (a table, diagram, graph or statistical data etc) which relate to topics in the syllabus Section D six short answer questions, out of which a candidate will be required to answer four questions (20 marks)

Paper 2:

(10 Marks)

(10 <narks)

(1 '/zhours) carrying 50% of the total marks for the subject. This paper will contain two sections.

Section A -This see.tion will have only one compulsory question based on the group development project. It will test the candidates ability to plan,

implement and evaluate the project in which candidates' have participated. (20 marks)

Section B -There will be six (6) essay questions, out of which candidates will be expected to answer three (3). Each question will carry. (30 marks).

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OBJECTlVES

At the end of the five-year secondary education programme, students should:

General Objectives: Specific Objectives

1.1.1

1.1.2

1.2.1

1.3.1

2.2.1

3.1.1

3.2.1

3.3.1

demonstrate knowledge and understanding of the socio-economic 1.1.1.1 use knowledge and understanding of the socio-economic structures of their structures of their country in relation to other countries country to compare to other countries

have developed awareness and appreciation of socio-economic 1,1.2.1 show awareness and appreciation of socio-economic and technological and technological changes changes

demonstrate knowledge, skills and attitudes to solve problems emanating from the socio-economic and technological changes

1.2.1.1 apply knowledge, skills and attitudes to pddress socio- economic and technological developments

demonstrate knowledge, skills and attitudes to address socio- economic and technological developments.

1.3.1.1 apply knowledge, skills and attitudes to address socio- economic and technological developments

demonstrate cojifidence and responsibility for self-directed 2.1.1.1 show confidence and responsibility for self-directed learning for learning in learning and for learning in all situations all situations

have acquired knowledge, and understanding of the environment

have developed skills for interacting appropriately with the environment

3.1.1.1 use acquired knowledge and understanding to address environment issues

3.2.1.1 apply relevant skills for interacting with the environment.

have acquired knowledge, skills and attitudes to apply in response to environmental changes and disasters

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3.3.1.2 show preparedness to protect environment at large 3.3.1.1 apply acquired knowledge, skills and attitudes to respond to environmental changes and disasters.

3.4.1

4.1.1

7.1.1

7.2.1

7.3.1

8.1.1

8.2.1

demonstrate knowledge and understanding of population management and-,its implication

3.4.1.1 show readiness to apply acquired knowlcdge and skills to address population issues and their implications.

acquire skills and attitudes for self-reliance and self employment "

4.1.1.1 demonstrate skills and attitudes for self-reliance and self-employment

acquire knowledge and understanding of cultural values, norms and practices * social harmony.

7.1.1.1 apply knowledge of cultural values, norms and practices conducive for

demonstrate knowledge, skills and attitudes for effective participation in social events and activities

7.2.1.1 use knowledge, skills and attitudes acqujred for effective participation in social activities and events

demonstrate knowledge and understanding of Law and Human 7.3.1.1 show understanding, respect and observance of Law and Human Rights Rights locally and globally locally and internationally

demonstrate knowledge of scientific method of inquiry in order to adapt to scientific, technological and socio- economic changes.

show understanding of scientific methods to develop new ideas, 8.2.1.1 apply acquired knowledge of scientific method of inquiry to develop new solve developmehtal problems, design and produce material.

8.1.1.1 apply knowledge of scientific method ol'inquiry to respond to scientific, technological and socio-economic chanies.

ideas, solve problems, design and produce materials.

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SCOPE & SEQUENCE CHART:- FORM A-C

THEMES DEVELOPMENT AND UNDERDEVELOPMENT

SOCIAL GROUPS

FORM A ~- Introduction to development

-Development -Underdevelopment -North, South Countries -Characteristics of the South countries -Characteristics of North countries

-Types of families -Difference between types of families -Socio-economic functions of a family -other social groups school, village -Nation as a social group -cultural identity -Social-economic functions of a nation.

Social groups and why people belong to them

- FORM B - -

Measuring development Health

-Infant mortality -child mortality -Life expectancy rates. -Energy use -Production (GDP, GNP) -Food supply intake Services -Nonmaterial indicators Limitations of indicators of development

-Justice, freedom, energy use -GNP and GDP

0 Lesotho in the regional organization:

-SACU and SADC -Aims -Structure -Member countries -Responsibilities

FORM C 4

Problems of development -Economic -Social -political

Strategies for solving problems of development -economic strategies -Social strategies -Political strategies

Aims of: -0AU -Commonwealth -UNO -UN agencies, organizations and funds and their role in the development of Lesotho.

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THEMES

1 GENDER ISSUES

RIGHTS AND RESPONSIBII IITIES

FORM A

Roles of family members -Factors influencing changes in the roles of males and females in the modern society.

Citizenship -Acquisition of citizenship -Rights and responsibilities in a family and school.

FORM B

Gender and sex roles Gender equality and equity Culture and its influence on gender roles, participation involvement and decision making in social, economic and political Modern life and its influence on gender roles. Basic Human Rights Rights and Responsibilities of marginalized people Role of duty bearers Rights and Responsibilities over environment and its conservation and protection

FORM C Participation in development UN and gender equality and equity Women’s contribution in development Measures to empower women

Lesotho Courts and Human Rights

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THEMES RESOURCE8

FORM A Types of resources Four features of resources

PRODUCTION AND CONSUMPTION

Basic needs and wants(sec0ndary) -Production, consumption, investment -goods and services

FORM B Identification of resources for economic development in Lesotho. -Physical resources -Human resources -Man-made resources -People as an important resource -Characteristics of population

resources Problems of developing

0 Factors of production -land -labour -capital -entreprenuer -the use in production of goods and services -specialization -division of labour -business units and their characteristics Bank and production

FORM C Resources for economic development in L'esotho -craps -livestock -tourism -water and minerals -people

Source of foreign aid Examples of kinds of aid Examples of aid in Lesotho Advantages and disadvantages of foreign aid in Lesotho

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URBANIS ATION

GOVERNMENT

FORM A Types of industries -Primary -Secondary -Tertiary -Linkage between industries -Scarcity and needs satisfaction

Type of trade -Internal -External -Imports and exports Aids to trade Functions of money Urbanisation -rural and urban areas

Types of migration -problems of rural-urban migration -comparison between urban and rural areas

-Democracy -Aristocracy -Dictatorship -Military rule

Types of government

FORM B Factors promoting industrialization

*Types of technology Factors determining appropriateness

LNDC and industrial development

Problem of industrial development BEDCO and promotion of trade Imports and exports Case studies SACU

of technology

in Lesotho

Causes of urbanisation Problems of urbanisation

Democracy in Lesotho -Elections and voting -Characteristics of democracy -Constitution

Functions of government: -local and central

FORM C .Strategies industrialization

industrialisation in selected countries -Botswana -Japan

Regional Trade -SADC

-Kole of aid in promotion of trade.

;-Effects of urbanisation on environment and health Solutions to curb rapid urbanisation

Strategies for sustainable Human Development in Lesotho

NCDCN112004

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FORM A At the end of Form A - siudents should be able to:

END OF LEVEL OBJECTIVES

1. I Identify North and South countries in the worlds

1.2 Explain the characteristics of the North and the South Countries

CONTENT 1. DEVELOPMENT AND UNDERVELOPMENT

Concepts: development, underdevelopment, developed

Division of the world into North and South Countries and developing

Characteristics range from: -levels of living -levels of productivity -population growth -health -education -life expectancy -income -industry -diseases .

NOTES/HINTS - * It is important to define these concepts first so

that this Objective could be achieved. Avoid complicated definitions, use terms students are familiar with. Intropuce other terms used in place of developed and developing countries: North South Developed Developing

-Rich -Poor -Third Wor 1 d

Remember to show a map classifying the

Note that the characteristics are based on similar world into North and South countries.

items, the difference i s in the levels at which countries are. A comparative exercise could be done here to draw difference between North and South countries.

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At the end of Form A - studgnts should be able to:

2.2 Identify four types of families. Family as a social group. Types of families e.g. nuclear, extended, single

-family trees. parented and polygamous.

2.3 Differentiate between types of Differences between types of families families. -size

-relationships -generations.

NOTES/HINTS

It is important to start with social groyps students belong to and why they beking to these, then expand to larger groups.

These social groups can be dramatised to make the lesson interesting.

Let students draw any family tree not necessarily their own. The idea is tp make them understand how family trees are drawn and the relationship therein.

Refer to the family tree done earlier.

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At the end of Form A - students should be able to: END OF LEVEL OBJECTIVES

I 2.4 List the Socio-economic functions

2.5 Identify the symbols of identity of the Basotho nation ’

2.6 Explain the socio-economic functions of a nation

CONTENT

Socio-economic functions of a family -social functions -building relationships between family members. -socialisation of family members.

-creating wealth to meet basic needs. Economic functions

Symbols of identity of Basotho -culture: dress, language, land, food, national currency, songs

-national symbols and identity: e.g. MokorotZo (Basotho hat), flag and coat of arms, national anthem.

Socio-economic functions of a nation.

NOTESMINTS

Students could role-play a family to demonstrate how each member particiilates in meeting the socio- economic functions j f the family.

Display the collection of the symbols by

Students could draw any of these symbols.. Emphasise community involvement in development

students

activities

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At the end of Form A - students should be able to: END OF LEVEL QBJECTIVES

3. Outline the roles of different members of the family in a traditional life.

3.2 Explain factors influencing changes in the rolgs of family members in modern life

CONTENT

3 GENDER ISSUES

Definition of a role Roles of family members in traditional Sotho family.

Factors influencing changes in the roles of family members -socio-economic environment -education -technology -information

PJOTES/HINTS

Several methods can be employed to demonstrate roles, in a family, for example, a playhouse.

During the discussion and analysis of modern roles emphasise the impcirtance of these roles in relation to a change for a better life.

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At the end of Form A - siudents should be able to: 1

I END OF LEVEL OBJECTIVES

4.1 Discuss ways of acquiring citizenship !

4.2 Discuss rights andresponsibilities of people in a family

4.3 Discuss rights and,responsibilities of members of difierent social groum in a school

I

Definition of citizenship I Students could be provided with simple forms to fill I Definition of a citizen Ways of acquiring citizenship -birth: law of soil, law of blood -naturalisation: marriage, politics

Dual citizenship Definition of: -rights -responsibilities Rights and responsibilities in the family Rights and responsibilities different social groups in a school

their details e.g. passport forms, entry and departure forms obtained at Border posts, Affidavit, Birth Certificate then develop the content from these exercises.

of naturalisation Solicit information from appropriate office about terms

Give examples of rights of students or children

Rights & responsibilities go The pyramid of Authority in made and rights and responsibilities be indicated.

I 1 5. RESOURCES

Definition of a resource Classification of resources

-natural: rocks, vegetation, soil, animals etc. -human: people and their abilities -man-made: e.g. infrastructure

Remember to start off the lesson by drawing examples from students’ own environment. Assign them work to collect resources or pictures of resources to display and classify in class.

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At the end of Form A - students should be able to: I END OF LEVEL OBJECTIVES

P

5.2 Discuss the four features of resources

6.1 Discuss how resources are used to produce goods and services in order to satisfy human needs.

I 6.2 Differentiate between goods and

CONTENT

Features of resources -potential and actual -renewable and non-renewable

6. PRODUCTION AND CONSUMPTION Definition of production, consumption, savings

Basic needs -material needs, food, shelter,

-non-material needs - love, peace.

Secondary needs - luxury needs or (wants)

Goods and services. 7. INDUSTRIALISATION

Definition of an industry Types of industries

and investment.

clothing,

-primary: extractive e.g. mining, fishing -secondary :-processing, manufacturing, canning. building & construction

-tertiary: services (distribution).

NOTESMINTS 1

The classification and examples given in the earlier lesson could be used to discuss these features.

Always guide students through an exercise that will make it easier for you to define terms e.g. students could make a list of their needs and later classify these into those of utmost importance and less importance. Then lead them into definition of basic and secondary needs. Interrelate with Business Education

A field trip to an industry can be arranged and if possible students should be able to see all the processes and linkages between industries

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At the end of Form A - stddents should be able to: END OF LEVEL OB~~ECTIVES

c

7.2 Trace linkages between types of industries

7.3. Analyse how scarciiy of resources influence2 needs satisfaction

8.1 Differentiate between internal and external trade. ’

5.2 Differentiate between Lesotho’s exports and imports ~

CONTENT

Linkages between industries: primary industries extract raw resources to supply manufacturing and tertiary as support services for other industries e.g. finance, equipment, transport and communication

Definition of scarcity

Supply and demand -making choices for needs satisfaction

8. TRADE Definition of trade Internal trade External trade

*Lesotho’s -exports and -imports

NOTESMINTS

Notes from the field trip also be used in the development of the lesson. Make sure students note everything they saw in the industrial premises.

make note of the important processes.

both primary and manufacturing industries to function.

Students could identify as many needs as possible, then a

- by designing a set of questions that could enable them to

Transport and communication should be stressed for

limited source of resources be provided then students could be asked to prioritise on the needs and explain why their choices are affected.

As the definition of trade is done remember to briefly talk about

Introduce other terms such as local, domestic as internal, and

Could tie topics on production, industrialisation and trade Refer to Business Education for more information Students could research on the exports and imports of Lesotho

barter and cash trade.

foreign, regional as extenal.

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At the end of Form A - students should be able to:

8.3 Discuss how the follpwing factors promote trade.

Aids to trade

-transport and communication

8.4 Discuss the functions of money

9.1 Differentiate betweeii rural and urban areas

0 Definition of money Functions of money in modern trade

-medium of exchange etc .

9. URBANISATION

0 Definition of urbanisation -rural and urban areas

NOTESEIINTS - Ideas could be borrowed from Business Education. This should be introduced in a very simple brief way.

0 Aids to trade are also referred to as supportive services.

6 Refer to Business Education

0 The comparison and contrast between rural and urban could be done in a debate

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At the end of Form A - students should be able to: END OF LEVEL O~JECTIVES

L

9.2 Differentiate between types of migration.

9.3. Discuss problems o f rural - urban migration .

10.1. Differentiate between types of government

CONTENT

Internal migration Seasonal migration

0 International migration

Rural-urban migration -manpower moves to towns and neglects rural areas -family ties break. -unhealthy life styles- diseases, HIV and

AIDS and others.

10. GOVERNMENT

Definition of government Types of government -democracy -aristocracy -dictatorship -military rule

NOTESEIINTS P

Students could research on whether these types of migration happen in Lesotho

A population distribution map of Lesotho could be used. Geography texts also could be referred to for these objectives Information could be obtained from Ministry of Health about diseases.

Could invite a resource person to address students. It is important to give such a person guidelines on what has to be done.

can promote or retard development of a country Let students discuss how these types of government

NCDUIROOI

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FORM B At the end of Form B-Students should be able to:

ective P

1.1 Discuss indicators used to measure development

t------ 1.2 Discuss limitations of some

indicators in measuring development :

1. DEVELOPMENT 0 Indicators used in measuring development

-Gross National Product (GNP) -Gross National Product per capita (head) -Gross Domestic Product -infant mortality rate -child mortality rate -life expectancy

Provide charts, tables, graphs and any other information which

Let students compare as many countries as possible to realize

Use other indicators such 9s production, provision of social

might stimulate students.

that levels of development differ.

services like health and education and many more.

Limitations of some indicators -Gross National Product [GNP] and GNP per head -Gross Domestic Product -justice, freedom, security -satisfaction of human rights -environment quality

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At the end of Form B-Students should be able to: End of Level Objective

3

2.1 Discuss the aims of the regional organisatiorls of which Lesotho is a member.

2.2 Outline the responsibilities of SADC member countries

2. SOCIAL GROUPS

Lesotho in the regional organisations Aims of: -Southern African Customs Union (SACU) demands of the syllabus. -Southern African Development Community

Materials could be sought @om the Transformation Resource Centre, SADC office in Leiotho, Customs and Excise. Guest speaker could be invited but should be furnished with the

Consult the History Dept. tp get more information.

Responsibilities of SADC member countries Note that the responsibilities change with time. It would be research on these changes.

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At the end of Form B-Students should be able to: End of Level Objeqtive

3.1 Differentiate between gender and sex roles

3.2 Compare how traditional and modem lifes influence gender roles in Lesotho

3.3 Differentiate between gender equality and equity

Con tent

3. GENDER ISSUES Gender roles Sex roles

Participation, involvement and decision-making in: -social activities -economic activities -political activities

Gender equality Gender equity

Notes

Invite resource persons from thc Ministry of Gender, Youth Affairs and Sports.

It is very important to avoid bias when treating topics

The main task should be to eradicate bias and under this theme.

misconceptions about gender.

Remember the focus is between male

For 3.3 and 3.4 a comparison could be drawn or

It is important to identify areas within social,

and female persons.

students asked to debate.

economic and political activities which students are familiar with.

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4.1 Discuss Basic Human Rights and the responsibiliiies therein

4.2 Explain rights and responsibilities of marginalised people in the community

4.3 Explain the role of cluty- bearers in the satisfaction of the rights of marginalised people

Content

4. RIGHTS AND RESPONSIBILITIES

Basic Human Rights -right to life -right to education -right to freedom of expression

Rights and responsibilities of marginalized people -women’s rights and responsibilities -children’s rights and responsibilities -rights of victims of HIV and AIDS, other diseases

disasters -rights of herdboys, working children.

and

The role of duty-bearers (people responsible making marginalised people enjoy their rights, the state, parents, community, relatives, churches, NGOs’)

Notes

.UN Information Centre, Transformation Resource Centre, UNICEF have up-to-date information on Basic Human Rights and Responsibilities

Stress that these people should be given chance to enjoy their rights but they also have responsibilities to carry. Basically their rights are similar to other people’s rights .

UNICEF. Information could be obtained from UNIC and

UNICEF could help with materials and resource persons on the issue of duty-bearers.

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At the end of Form B-Students should be able to:

-water -man-made resources and infrastructure

0 Conservation and protection of the environment -donga reclamation -soil conservation -suitable farming practices -management of afforestation practices

End of Level Objective ;

The UNIC could also have materials on the state of the environment

It is strongly recommended that students should be encouraged to suggest practical ways of conserving the environment

Environment to get more information. Contact the Ministry of Tourism, Culture and

responsibilities of people over the use of the physical

I environment in Lesotho

4.5 Discuss ways of caring for and protection of the environment in Lesbtho

environment -vegetation -forests -land and rocks

Policy to study the strategies and efforts to conserve the environment.

Tourism, Culture and Environment. Policy could be obtained from The Ministry of

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5.1 Identi@ resources in Lesotho

Content

5. RESOURCES

Resources in Lesotho (a) Physical resources

-land -minerals -vegetation -water -rocks -tourist attractions: historical places, rivers, rock paintings, physical structure, culture, lodges.

(b) Human resource (c) Man-made resources and infrastructure

Notes

Resource persons could be invited from departments dealing with identified resources e.g. tourism, agriculture, water.

utilised could be undertaken. Excursions to places where these resources are fully

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At the end of Form B-Students should be able to: End of Level Objective ~~ ..

5.2 Discuss the characteristics of population.

5.3 Explain problems encoplntered in the development of resources.

6.1 Identify factors of production.

Content Characheristics of population:

- - -

-de facto, de jure -density -birth and death rates -population pyramid -infant and child mortalities -life expectancy.

Problemsof -location -viability -accessibility -market -climate influences -limitation of human resources

6. PRODUCTION AND CONSUMPTION 0 Factors of production

-land -labour -capital -entreprenueship

Notes Use the Ministry of Planning & Population data sheet to treat population and related terms (provide explanations of these terms). .

0 Other sources of information include Dept. of statistics, and Central Bank reports. This content must be treated in relation to development.

0 Use information from Geography texts. 0 Remember to urovide reasons for the characteristics given.

A population distribution map or climate map of

0 Reference could be made to Geography and Business Lesotho could be used for this work.

Education.

A brief introduction of the factors af production in relation to economic systems:- capitalist, socialist and mixed economy could be given. Interrelate with Business Education.

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production are used to produce goods and services

6.3 Identify forms of business and their characteristics

b

1 6.4 Discuss the characteristics of business units

6.5 Discuss the role of banks in promoting production

I

Content Combining factors of production to make goods and services. -specialisation -division of labour

-sole trade -partnership -limited liability company -parastatah -cooperatives -transnationals

Forms of business and their characteristics

Characteristics of business units

0 The role of banks in facilitating production of goods and services -loans and savings

Notes ;

labour.

More information could be obtained from Business Education texts.

0 Highlight characteristics of all the business units in 6.3

Could indicate commercial and development banks.

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7.1 Identify factors pron'ioting industrialisation.

appropriateness of technology in industrial development

I

Content 7. INDUSTRIALISATION

0 Definition of industrialisation 0 Factors promoting industrialisation

-natural resources-raw materials, energy supply etc. -capital -labour supply -government actiordassistance -market -infrastructure - transport -technological capability

-simple -intermediate -cornpledadvanced

0 Types of technology and how they facilitate production

0 Factors determining appropriateness of technology -economical affordability -social acceptability -physical availability -environmental sustainability -standard and quality

Notes

Brief*explanation of; these factors is essential, no need to be very detailcid and complicated.

)1(

This can be done in B comparative way to draw out similarities and differences, or advantages and disadvantages

8

*These factors must bg treated simply so the big terms given need not̂ be introduced at this stage.

29


7.4 Discuss how LNDC promotes establishment of industries in Lesotho.

7.5 Analyse how manufacturing industries benefit Lesotho.

3

7.6 Discuss problems facing industrial development in Lesotho

8.1 Explain the role of BEDCO in promoting trade in Lesotho.

- Content

-industrial estates with factory buildings -government policy to attract industries -privatisation -joint venture arrangement,

LNDC and establishment of industries in Lesotho

Benefits of manufacturing industries in Lesotho. -contribution to Gross Domestic Product -import substitution -employment and income generation. Problems facing industrial development -competition -investment environment state -funding constraints -entrepreneurial culture

8. TRADE

The role of BEDCO in the promotion of trade -establishment of BEDCO sites -construction of production shelters -provision of loans for facilitation of production .

~ ~-

Nates

Objectives. If possible combine Forms B and C at this

I__-*--

* A resource person could blinvited to address these

presentation.

0 Encourage students to research on industries found in Lesotho, the goods made and where the goods are sold.

A resource person from LNDC could also treat this objective

Note that goods produced by BEDCO small scale entrepreneurs are sold internally and regionally.

30


local production enterprises in promoting trade in Lesotho.

8.3 Explain the role of SACU in the promotion of trade between Lesotho and other member

Content - 0 Case studies of local production enterprises

-private enterprises -company/association enterprises e.g. Lesotho Manufacturers Association

0 SACU and trade between Lesotho and other member states

At least make sure students are exposed to both private and group/conipany production enterprises.

0 A field trip is essential for both 8.1 and 8.2. Also find out which trade is more promoted.

The themes of Production, lndustrialisation and Trade are closely related, so use their learning outcomes to reinforce one another.

0 Guest speakers can be invited to address these objectives.

0 teachers may obtain information from Lesotho Revenue Authority and Ministry of Trade and Industry to address this learning outcome.

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~

9.1 Discuss causes of urbanisation

9.2 Discuss problems of urbanisation

10.1 Describe types of democracy in Lesotho

102 Discuss the characteristics of democracy

9. URBANISATION

Reference could be made to “Development in context ” in Book 1 and Geography texts.

0 Causes of urbanisation -push -pull factors

-overcrowding urbanisation. -s anitation -unemployment -crime -population growth -poor health

0 Problems of urbanization Highlight that these problems can be accelerated by rapid

Let students survey towns and identify these problems. Note that expansion of villages due to population

Relate these problems to their impact on the environment growth creates some of these problems

10 GOVERNMENT

0 Democracy in Lesotho More information could be obtained from History -direct democracy -representative or parliamentary democracy

0 Elections and voting 0 Characteristics of democracy More information could he obtained from TRC. -Transparency A visit to parliament could also be informative -Accountability -Free and fair elections -Freedom of expression etc. -Periodic elections

text, TRC and IEC

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10.2 Explain the role of tbe constitution in development

0 Constitution Expose students to the ma@- elements of the constitution.

10.3 Differentiate between local And central government

10.4 Outline the main functions of both the local and central governments.

Let students read the simplified constitution of Lesotho.

0 Local government 0 Central government

Functions of:

Resource persons or guest Speakers could be invited to present on local and central government.

Remember to emphasise these functions in relation to -local government development. -central government

NCDC/IWI 1/2003

33

FORM C At the end of Form C Students should be able to:

End of Level Objective

1.1 Discuss deveiopment problems !

pontent

1. DEVELOPMENT

Development Problems Economic problems

-low food production -shortage of capital and skills -dependence on primary products -unemployment and underemployment -dependence on external aid -Soil erosion, land degradation and desertification -problems of rural development

-uncontrolled population growth -problems of rapid educational expansion -limited educational opportunities -diseases (infectious diseases) such as HJV and AIDS and others -limited knowledge on health issues -pollution -poverty -urban social problems

Social problems

Notes __.

It is important to introduce students to various types of data to indicate these problems. Comparative data on developed and deveiobing countries could be used. Data should range from stalistics, pictures, graphs, tables etc. The following places could provide information. UN Information Office, TKC, Bureau of statistics, Ministry of Economic Planning and Development, Central Bank, Ministries of Health, Agriculture, Trade and Industry

It is also advisable to seek assistance of resource persons knowledgeable in different areas, make sure that the resource person is provided with the content of the syllabus for the particular area, e.g. Ministry of Health to assist in HIV and AIDS and other diseases.

:tc.

34

At the end of Form C Students should be able to: End of Level Objective

I

1.2 Discuss strategies for solving problems of development

Content Political problems

-violation of Human Rights and peace -political instability -limited participation in decision-making at local and national levels -dependence on and dominance by international powers/bodies

Strategies for solving problems of development Economic strategies

-increase production through: -application of improved farming methods -creation of income generating projects -land reform measures. -availability of credit facilities and markets -provision of training and education -establishment of manufacturing industries -creation of employment opportunities -reduction of reliance on aid (towards self-reliance and self-sufficiency)

Notes This could be linked to'the topic on democracy.

Reference to Lesotho's National Development plans is important.

It is also important that resource persons are invited for this end of level objective

Refer to government policies to get more strategies for the problems treated e. g. population policy, environment policy etg.

More information could also be solicited from government ministries.

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At the end of Form C Students should be able to: End of Level Objective Content

-soil conservation and environmental care and protection -establishment of rural development activities -participation of rural population in development 0 social strategies -provision of education on health facilities and their uses e.g. family planning methods, measures to curb infectious diseases and HIV and AIDS

-preventive and curative measures -expansion of educational opportunities -provision of relevant education for a country’s development.

-provision of resources for education -training and provision of skills and knowledge for both rural and urban development -environmental conservation -activities aimed at poverty alleviation

Notes It could also be interesting to present information in this regard in interpretation exercises.

Use also “empowerment of women” strategy as aiming at women involvement and participation in development.

36

it the end of Form C Students should be able to: End of Level Obiective

2.1 State the aims of the international Organisations of which Lesotho is a member.

2.3 Discuss the impact of international organizations in the Lesotho

2.4 Explain the role of United Nations specialised agencies, programmes and funds in the development of Lesotho.

Content Political strategies Civic education

-conflict resolution -political tolerance -good governance -education and awareness about respect and observance of Human Rights -maintenance of peace, order and stability -Political freedom and participation in decision-making.

2 SOCIAL GROUPS 9 Aims, structures and functions of: African Unity - formerly OAU. -Commonwealth of Nations -United Nations Organisation (UNO).

Economic, social and political impact

United Nations specialized agencies, programmes and

(a) Organisations: funds

-International Labour Organisation (ILO) -World Health Organisation (WHO)

Notes Try to tie this part to democracy as a type of government giving people participation in development.

Transformation Resource Centre has information on civic education

Information on UN can be obtained from UN Information CCntre. An educational trip to the UN House in Maseru is highly recommeiided. Government Minipies can also provide information on W’s involvement in Lesotho’s development e.g. Ministry of Health, Employment, Agriculture, Education, Tourism, Cultre and Environment.

37

__

At the end of Form C Students should be able to: Content

-Food and Agriculture Organisation (FAO) -World Trade Organisation (WTO) -United Nations Educational Scientific -Cultural Organisation (UNESCO) (b) Programmes: -United Nations Development Programme (UNDP) -United Nations Environment Programme (UNEP) -World Food Programme (WFP) (c) Funds: -United Nations Population Fund (UNFPA) -United Nations Development Fund for Women (UNIFEM) -International Fund for Agricultural Development (IFAD) -United Nations Children’s Fund (UNICEF)

3 GENDER ISSUES Local NGO’s and social groups in promotion of gender equality and equity

I

I 3.1 Explain how local NGO’s and other

social groups promote gender equality and equity in Lesotho

Notes

Use any NGOS or spcial group in your area. Could invite resource persons from NGOS and other social groups

38


3.2 Explain how United Nations promotes gender equality and equity in development.

3.3 Discuss the contribution of women in development activities in Lesotho.

3.4 Discuss measures taken to empower women.

Content United nations and gender equality and equity - HumanRights - UNIFEM

Women’s contribution to development in Lesotho - economic - social - political

Measures to empower women -constitution and other forms of legislation -government policies -education and information -improvement of nutrition -access to health services and facilities -protection of women’s rights -access to economic and financial resources.

Notes The text “Basic Facts About UN” has more

information. Copies of this text can be obtained from UN information Centre. (UN House). Learning objective on problems of indicators of develop&ent could be tied to this one to show how a lot of what women contribute to development is left out in the GNP. *It is also important to note the tasks of women from within the family to local and national level. Examples of development projects and activities organized by women should be used.

Encourage students to read the simplified constitution of Lesotho obtainable from TRC. Solicit more information from several offices which address gender issues e.g. Selibeng, FIDA, Transformation Resource Centre etc. Convention on Elimination of all forms of Discrimination agaiast Women (CEDAW) could also be used for this objective.

39

End of Level Objective

4.1 Discuss how courts in Lesotho promote enjoyment of Human Rights.

5.1 Identifjr resources for socio- economic development of Lesotho

- ~~

Content 4. RIGHTS AND RESPONSIBILITIES

Lesotho Courts and Human Rights -The Court of Appeal -The High Court -Subordinate Courts-Special Courts and Courts associated with customary law etc. -Tribunals

5. RESOURCES

Resources for socio-economic development in Lesotho -crops -livestock -tourism -industry -water and minerals -people

Ny tes

Simplified constitution of L.esotho treats the roles of these courts.

Other subordinate courts are Traffic courts, Labour courts, Martial courts, Family Law courts, Commercial Law courts. *

Organise a visit to court for students to listen to the proceedings.

A simulation game on court proceedings could be done.

It is important to show students the physical map of Lesotho e.g. physical regions, and potentials in these regions.

Invite resource persons to present on these potentials

40

I End of Level Obiective

farming to the socio- economic development of

livestock farming to the socio- economic development of

tourism to Lesotho’s socio- economic development.

5.5 Discuss the disadvantages of tourism in the socio-economic development in Lesotho.

Content * Major crops; maize, sorghum, wheat peas, beans and vegetables. -ways of improving crop-farming -subsistence -commercial

Livestock; cattle, sheep, goats, pigs, horses, donkeys, yard animals and poultry Ways of improving livestock farming.

Benefits of tourism -handicrafts market -creation of employment -foreign exchange -licences + levies -sales tax -Preservation of local customs and heritage

Disadvantages of tourism in Lesotho -cultural infiltration -cause of soil erosion -destruction of flora and fauna -pollution of the environment -spread of diseases -Increase in prostitution -lack of respect for local customs and religious beliefs

Notes --_ Briefly indicate the concept of permaculture

Solicit information from Bureau of Statistics and Ministry of Agriculture. Remember to mentiqn the products derived from these livestock. Students could find @ut what handicrafts are sold to tourists, it would also be important to note women’s contribution to this sector.

It is important to discourage the begging “behaviour” commonly done to tdurists.

41


5.6 Explain ways of improving tourism in Lesotho.

5.7 Discuss the contribution of industry to the socio- economic development of Lesotho

5.8 Discuss the contribution of Lesotho Highlands Water Project to the socio-economic development of Lesotho.

Content Ways of improving tourism

-improvement of accommodation facilities -conscientisation of the public about tourism -advertising tourist attractions in Lesotho etc. 0 Contribution of industry to the socio-

economic development of Lesotho Types of industries in Lesotho -extractive Industries -manufacturing Industries -tertiary Industries

Contribution of Lesotho Highlands Water project to the socio-economic development of Lesotho.

-water for sale to RSA. -generation of hydro-electricity -employment opportunities -promotion of tourism -accessibility of the mountain areas (Improvement of transport and communication, to mountain areas) -small-scale income generating projects -accessibility of education and health services -Development Fund.

Notes

It is important to give examples of industries in Lesotho.

As this Objective is treated remember to indicate Refer also to work done in Form B

problems of industrial development done in Form B i

Remember to locate the project on the map of Lesotho and also Muela Ahydroelectricity station

More information could be obtained from LHDA Information Office

42


5.9 Discuss the socio-economic problems arising from the Lesotho Highlands Water Project.

- - -

5.10 Discuss solutions to the problems caused by the Lesotho Highlands water Project

Content b - -

Socio-economic problems arising from the Lesotho Highlands water Project -Displacement of villages -destruction of the villages and cultural heritage -resettlement problems -transition into a different lifestyle

Environmental problems

Solutions to the problems caused by the Lesotho Highlands water project. -resettlement scheme -self-help projects -compensation -conservation and protection of the environment.

Notes Highlight relocation of families displaced by the project and implicatisms therein

*Emphasise how the environment has been affected.

Invite guest speaker from tlfe Project or solicit relevant

Students could research on relocation of the displaced

Reference could also be made to Lesotho’s Environment

information from the project offices in Maseru.

people and the new lifestyles they lead.

Policy to address conservation and protection of the environment.

environment could be conserved. *Students could also suggest ways in which the

43


5.1 1 Discuss ways of improving the human resource of Lesotho

6.1, Describe sources of foreign aid

6.2. Explain kinds of foreign aid

Content Ways of improving the human resource in Lesotho -Provision of and accessability of educational services and opportunities health services-preventivead curative facilities. -empowerment of the productive human resource in Lesotho.

6. PRODUCTION AND CONSUMPTION

Sources of foreign aid -bi-lateral -multi-lateral -charitable

-loans -grants donations (Food Aid & clothing)

Examples of kinds of aid

Examples of aid to Lesotho

Nutes Guest speakers could be invited to discuss health related improvements . Refer to measures to empower women under gender issues Remember the issue of free primary education as a strategy to equip people with knowledge and skills. Could tie this objective to eender issues. Reference should be made to Lesotho’s Population Policy

Explain and give examples of sources of aid Students could gather information on aid from newspapers and radio. Please encourage students to carry out this exercise.

Encourage students to research on foreign aid to Lesotho.

44


6.3. Discuss the advantages and disadvantages of foreign aid in Lesotho

7.1 Discuss strategies for Industrialisation

Content Advantages of foreign aid to Lesotho -promotion of development -development of Human Resources -poverty alleviation Disadvantages of foreign aid to Lesotho

-strings (conditions attached to aid) -training and its relevance -type of technology and its relevance.

Strategies for Industrialisation -market oriented strategy -centrally planned strategy -dispersion -import substitution -export promotion -basic needs -mega projects

7. INDUSTRIALISATION

Ngtes Students could debate on this learning outcome and point out the advantages and disadvantages and disadvantage.

z

Reference could be made to the text “Development in context .”

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8.1

8.2

9.1

Explain the regional trade terms between SADC members

Discuss how foreign aid promotes trade

Analyse the effects of urbanisation on environment and human health

Content 8 TRADE

SADC - trade terms -aims

Aid in promotion of SADC trade -International aid agencies: IMF, World Bank, UN agencies

9. URBANISATION 0 Effects on environment

-depopulation of rural areas -over population of urban areas -pollution-land, air, water, destruction of the landscape etc.

unemployment etc. Overcrowding, diseases, crime,

Nvtes

Information could be sort from SADC office in Lesotho and Ministry of Trade and Industry.

6 Note that the push from rural areas-leaves the burden on women, children and old people, breakdown of families, diseases. Also note the pull factors-luad to over-population, shanty settlements, crime. Lesotho could be used as an immediate case study. A field trip to industries could also incorporate issues on urbanisation and environment.

46


9.2 Suggest practical ways to solve the effects of urbanisation on the environment.

9.3 Discuss ways of curbing rapid urbanisation in developing countries.

Content

Ways to solve environmental problems -education health services and facilities -awareness campaigns -enforcement of law and environmental policy. -practical projects at school and community levels.

Ways of curbing rapid urbanization in developing countries. -decentralization -land entitlement -provision of job opportunities -crime prevention units -provision of services

Notes P -

Students could be encouraged to carry out projects of their own initiative to protect and care for the environment.

not only confined to urban’areas, so they must be addressed even in the rural areas. Environmental problems can also be addressed in other themes.

It must be noted also that epvironmental problems are

0 Ministry of Local Government, Ministry of Rural Development and other institutions could be invited to present on these.

0 Students could be asked to research on these. 0 Remember to refer to population and environment

0 use examples from Lesotho as an immediate country policies.

students are familiar with.

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At the en d of Form C Students should be able to: End Level Objective

10.1 Discuss government strategies for development in Lesotho.

1 1. Discuss ways in which government raises its revenue

Content - 10. GOVERNMENT

Strategies for sustainable Human Development (SHD). -sound macro economic management -commercialisation, privatization and private sector development -regional economic integration -improvement in the effectiveness of the Public Service. -creation of an environment of semi-formal and informal sectors -promotion of labour intensive community development projects -measure to reduce environment degradation 4rnDrovement of agriculture. Sources of government revenue -different kinds of tax -remittances

-loans and grants -Water sales revenue

-SACU

Notes _a_

Study Lesotho’s Development Plans

0 Students could be divided into different government ministry and plan how the ministries could work to meet these strategieg.

0 Budgeting could also be included in the exercise.

.It is important for the students to understand that a decline in the collechon of revenue affects the process of development.

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At the en d of Form C Students should be able to: End Level Objective

12. Discuss ways in which government spends its revenue

0 National Budget -budget allocations to government ministries -reasons for different allocations to government ministries

Students could be divided into groups as government Ministries and discuss how they will spend money to develop the country.'

NCDC//1/2004

49

DEVELOPMENT STUDIES PROJECT

0 soil erosion

addressing any identified -Title selection development related problem

SUGGESTED ACTIVITIES Students should be allowed to brainstorm as many problems as possible. Bring in revision Gf theory. Encourage students to make plans in

groups [assist them to classify into the content given for planning a project.

using the aims set for.the project, time and resources availability

Encourage students to evaluate the project

Can be done in groups However you can start encouraging

students to also present individual.

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