lndigenising life skills education for learners in rural schools of Malamulele Central Circuit in the Limpopo Province - South Africa : a Social Work Perspective

Abstract

The study aimed at exploring the relevance of indigenising life skills education in alleviating health and social pathologies among learners in rural areas and to assess the impact of Eurocentric life skills education on learners in rural areas and to investigate the role of parents, social workers and life skills educators in indigenising life skills education. With regard to methodology, explorative-qualitative design was used as it facilitated the observation and studying of subjects, providing them with information and learning from them about their needs and problems. Exploratory research design was also used as it enabled preliminary investigations into relatively unknown areas of research. It is an open, flexible and inductive approach of research to explore the appropriateness and relevance of indigenous knowledge systems in relation to life skills education in rural areas. Probability-sampling design was used to select a sample from each category of the population groups which were learners, life skills educators, parents and social workers. Literature review, focus group interviews and individual interviews using interview schedule which contained open-ended questions were used to obtain qualitative data. Literature review includes identifying relevant sources of information, assessment of these sources and the application of subject literature in the text. It involves insight and comprehension, the ability to argue a point, synthesis, and the ability to distinguish important study materials from less important materials. The data is presented, analysed and interpreted in such a way that true expressions of research participants are revealed and explained according to their beliefs and experiences. The study revealed that there is consensus on indigenising life skills education and it also showed that the research subjects had common understanding of

what life skills education is. A concern was raised on the way current life skills education is presented as well as the need to use local language (mother tongue) in the teaching of life skills education. Further, a concern was raised that life skills education should not be examined and that its reading materials should be indigenised. Suggested methods to be used in indigenising life skills education entailed that custodians, holders and vessels of cultural practices, values, beliefs and customs who are parents, community leaders and indigenous knowledge holders should in partnership with life skills educators be actively involved in presenting life skills education. As a method, indigenous knowledge needs to be researched and be brought to the school level. Factors which contribute to the failure of life skills education such as the thorny issue of life skills educators' sexual involvement with learners surfaced. Learners' performance appraisal on life skills education should not be on quantitative results but on learners' participation and behavioural changes. The study recommended that western methods, paradigms, theories, perspectives and models should be adapted to fit the local conditions of people. The teaching of life skills education should be in mother tongue to facilitate effective teaching and learning. Indigenous life skills education reading materials must be developed to complement the use of mother tongue. There should be a paradigm shift from edu-centric and Eurocentric methods of teaching and learning to Afro-centric methods of teaching and learning. The method should stress learner-centredness and oriented with equal emphasis on social cultural knowledge on the total up-bringing of children.