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NASS MODULE.Pdf M O R G A N Z I N T E C C O L L E G E D I PLOMA IN EDUCATION (P R IM AR Y) D I STA N CE EDUCATION MODULE N A T I O N A L & S T R A T E G I C S T U D I E S UNIVERSITY OF ZIMBABWE DEPARTMENT OF TEACHER EDUCATION MORGAN ZINTEC COLLEGE MODULE 01 NATIONAL STRATEGIC STUDIES DIPLOMA IN EDUCATION (PRIMARY) S. MASUNGO S. HLATYWAYO G. MUPUNGA Open and Distance Learning Module EDUCATION, PROGRESS AND SELF RELIANCE i All rights of reproduction are reserved. All material published in this module is protected, covering all exclusive rights to reproduce and distribute the material. No material published here may be reproduced or stored on microfilm or electronic, optical or magnetic form without the written permission from and authorization. © Morgan Zintec College Department of Distance Education 2018 AUTHORS: S. MASUNGO S. HLATYWAYO G. MUPUNGA Published By: Morgan Zintec College Department of Distance Education Post Office Box 1700 Acardia Harare E-mail:[email protected] Co-ordinator: Mr S.V.K Dumba Content Editor: Mr B. Ziso ii DEDICATION National and Strategic Studies is an exciting and inspiring subject as it deals with our historical past, the present situation ,thus contemporary issues and focuses our attention on the future. It inculcates in the learners the values and attitudes and patriotism to enable them to positively contribute to the development of their country. The subject also focuses on socio-economic, political and cultural relations with other organisations of the world. The module is therefore dedicated to primary school learners who will be taught and guided by teachers with the requisite skills and knowledge, the aim being to produce relevant and patriotic citizens of Zimbabwe. iii ACKNOWLEDGEMENTS The writing of open and distance learning materials at Morgan ZINTEC College was initiated by the Principal of the college, Mrs Kaseke. This was done with a view to providing critical tutorial support to student teachers undertaking Diploma in Education. This was also complimented by Mr S. V, K. Dumba who through organizing workshops on the production of distance materials ensured that a quality product was produced. iv CONTENTS UNIT 1 INTRODUCTION 1 OBJECTIVES 1 DEFINITIONS 1 CITIZENSHIP EDUCATION 2 BACKGROUND TO NASS 2 ACTIVITY 1.1 3 JUSTIFICATION OF NASS 6 ACTIVITY 1.2 7 SUMMARY 7 REFERENCES 8 UNIT 2 INTRODUCTION 9 UNIT OBJECTIVE 9 DEFINITION 9 ACTIVITY 2.1 14 GENDER IMBALANCE 14 POLICIES ON GENDERS 15 SUSTAINABLE GOAL 16 ACTIVITY 2.2 17 MEASURES BY ZIMBABWE 17 NEW GENDER POLICY 20 v ACTIVITY 2.4 22 CHALLENGES 23 STRATEGIES 24 ACTIVITY 2.5 26 RELEVANCE OF STUDY 27 SUMMARY 28 REFERENCES 29 UNIT 3 INTRODUCTION 30 OBJECT 31 DEFINITION 32 THE CONCEPT 32 ACTIVITY 3.1 34 THE DEVELOPMENT OF INCLUSIVE EDUCATION 34 ACTIVITY 3.2 36 PRINCIPLES GUIDING 38 DIFFERENCES AMONG 39 FACTORS IMPORTANT 44 ACTIVITY 3.3 45 BENEFITS 47 CHALLENGES 49 WHAT SHOULD BE DONE 51 SUMMARY 52 vi REFERENCES 53 UNIT 4 INTRODUCTION 57 AIMS 57 OBJECTIVES 57 THE RISE AND FALL 58 LIFE AND LEGACY OF MUGABE 59 ACTIVITY 4.1 62 BEHIND MUGABE’S FALL 63 A FATEFUL FIRING 65 THE FIRST LADY AND THE FALL 68 WHAT LED TO MUGABE’S FALL 72 ACTIVITY 4.2 73 THE OPERATION 74 DEFINITION OF THE ACTION 74 OUTCOMES OF OPERATION 76 MNANGANWA PRESIDENCY 80 OPERATION RESTORE LEGACY 81 PRESIDENT MNANGAGWA HISTORY 83 PRESIDENTIAL AMBITIONS 87 POWER STRUGGLE 88 ACTIVITY 4.3 91 SUMMARY 91 vii REFERENCES 92 UNIT 5 INTRODUCTION 93 AIMS 93 OBJECTIVES 93 THE CONCEPT 94 IMPORTANCE OF ENTEPRE 100 QUALITIES OF SUCCESSFUL 101 FUNCTIONS OF AN ENT 104 QUALITIES OF AN ENTRE 105 ISSUES AND PROBLEMS 106 THE ZIMBABWEAN SITUATION 108 TRAITS 110 INDIGENOUS ENTREP 116 ACTIVITY 4.4 119 HISTORY OF ENTREPRE 119 ENTREPRE AND PATRIOTISM 123 RELATIONSHIP BETWEEN ENTRE AND PATRIOTISM 124 GOVERNMENT MEASURE 125 BUSINESS PLAN 125 REFERENCES 131 UNIT 6 viii INTRODUCTION 133 AIMS 133 OBJECTIVES 133 KEY CONCEPTS 133 CHARACTERISTICS 134 SIGNIFICANCE 134 EXAMPLE 135 HISTORICAL BACKGROUND 136 ACTIVITY 6.1 137 INDIGENOUS CULTURAL 139 AFRICAN KNOWLEDGE 140 CULTURAL RENAISSANCE 141 CURRICULUM HYBRIDISATION 143 INDIGENOUS MEDIUM OF INSTRUCT 143 CONCLUSION 145 RECOMMENDATIONS 146 SUMMARY 148 REFERENCES 150 UNIT 7 INTRODUCTION 152 AIMS 152 OBJECTIVE 152 KEY CONCEPTS 154 ix GREENHOUSE GAS 155 GLOBAL WARNING VS CLIMATE 156 CAUSES OF CLIMATE CHANGE 157 WHO IS CAUSING GREENHOUSE 161 EVIDENCE FOR GLOBALISATION 162 EVIDENCE FROM TEMPERATURE 162 EVIDENCE FROM ZIMBABWE 164 RAINFALL CHANGES 167 TOURISM 172 ZIMBABWE AND MITIGATION 174 SUMMARY 180 GLOSSARY 181 REFERENCES 184 x UNIT 1 INTRODUCTION TO NATIONAL AND STRATEGIC STUDIES(NASS) HLATYWAYO S. 1.0 INTRODUCTION There is need for an education system to NASS was introduced in 2002 as part of the curriculum for all Teachers’ and Technical colleges. This unit introduces us to the study of NASS. It gives a background to the introduction on NASS in Teacher Education Curriculum. Further, the unit justifies the inclusion of NASS as a form of citizenship education. 1.1 UNIT OBJECTIVES By the end of the unit, students should be able; 1.1.1 To define and explain NASS. 1.1.2 To trace the background to the introduction of NASS. 1.1.3 To justify the inclusion of NASS in Teacher Education Curriculum. 1.2 DEFINITION OF KEY TERMS 1.2.1 NASS- National and Strategic Studies. It is a civic education designed to make students understand and appreciate the historical development of a country and contemporary issues. NASS is citizenship education designed to produce good citizenry. 1.2.2 Citizenship education It is a form of education. According to Moyo, Chinyani and Mavhunga (2011), citizenship education means an education that is concerned with the political, civic and socio-economic matters of a nation and its citizens. Consequently, the development of attributes of good citizenship is the ultimate reason for 1 citizenship education. It is the form of education concerned with transmitting values and attitudes that are relevant for the society in which one live in. 1.3 BACKGROUND TO NASS The need for an educational brand that embodies the national philosophy and promotes a people’s values, norms and beliefs has attracted efforts, commitment and resources of nations the world over (Moyo, Chinyani and Mavhunga, 2011). Every nation seeks to have an education system that is relevant to is society and that uphold the principles of the nation. According to Mbizvo (2009), an educational programme that is devoid of these fundamental underpinnings is considered irrelevant and a waste of important resources. Through education, a learner or student has to acquire all the values, beliefs norms patterns of behaviour, skills and wisdom that mould him or her into responsible citizen. Education should not be just about acquiring paper qualifications, but also about good character of an individual. It is a waste of resources to have skilled personnel with immoral behaviour. Such individuals may end up being imprisoned or being sick and thereby wasting the country’s resources. Thus, education should help develop individuals who fit well in the society. As a result, the need for various nations to have citizenship education is justified. There seems to be some general conviction among governments that citizenship education is a necessary component of the curricula in their education systems at various levels. (Moyo et al., 2011). The search for curricula interventions that can address the issue of education for citizenship in Zimbabwe has been an ongoing process since 1980. This started with the introduction of a subject called Political Economy in the secondary school curriculum in the early 1980s. This was criticised by many stakeholders including the churches who viewed it as a political strategy to protect the ruling party (ZANU) by then. In primary school it was the teaching of Social Studies. These efforts were directed at accomplishing the goal of producing socially relevant individuals with desirable values and attitudes and who would be effective role models for future generations (Moyo et al, 2011and Zvobgo, 1986). Other attempt for 2 citizenship education came in the form of National Youth Service which was popularly known as the Border Gezi. These were criticised and shunned by many as they were said to be political and took the military stance. The majority criticised them for being biased towards toward s the ruling party (ZANU PF). After the failure of Political Economy in secondary schools, citizenship education re-emerged in 2002 as National and Strategic Studies offered as a compulsory subject at tertiary institutions. To date a form of citizenship education in universities has been introduced in the name of Peace Studies. The concept of citizenship education is not peculiar to Zimbabwe. Other countries have their form of citizenship education. They may differ in names depending on the country but the aims of citizenship education are basically the same. While citizenship education is offered under different names in different countries, some common threads regarding its aims can be traced. Kymlicka (2002) says at the heart of Citizenship Education is the empowerment of the citizenry to participate and become actors rather than passive subjects in the affairs of the state. The basis of this argument is that the successful discharge of state duties requires the citizen to understand the political processes of the state and to acquire the skills of expression. Such knowledge and skills combine to give the citizen the competence that is essential for full and effective participation in society (Oster and Starkey, 2002). One can participate effectively if they are knowledgeable and skilled. It is thus, through the study of NASS that one gets relevant information and skills to participate in all sectors of the nation, whether political, economic or social.
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