INSTITUTE OF ADULT EDUCATION - iae.ac.tz · institute of adult education enhancing access and equity to secondary education through open and distance learning (odl) civics syllabus

INSTITUTE OF ADULT EDUCATION

ENHANCING ACCESS AND EQUITY TO SECONDARY EDUCATION THROUGH

OPEN AND DISTANCE LEARNING (ODL)

CIVICS SYLLABUS STAGE I AND II (FORM I-IV)

2015

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Designed and prepared by;The Department of Distance EducationInstitute of Adult EducationDar es SalaamTanzania

© Institute of Adult Education, 2015

All rights reserved. No part of this publication may be reproduced reported, stored in any system or transmitted in any form or by any means

electronic, mechanical, photocopying, recording or otherwise without the permission of the copyright owner.

Preamble

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Education provision in Tanzania has been equipping learners with skills and knowledge for individual growth. Apparently, researches show that

some learners do not acquire adequate skills in the world of work. Secondary school graduates have been over dependent and fail to engage in

formal and informal employment. Consequently, learners are found losing national identity and patriotism. This has resulted into incompetence

in professionalism, as the syllabi do not carter for the learners’ immediate needs, instead they them equipped mostly with theories. Hence,

creating a gap between school life and the world of work.

Competence Based Education and Training (CBET) approach is being integrated into the syllabi. Different institutions including the National

Council for Technical Education (NACTE) in Tanzania advocate the CBET approach.

Competence is a process of integrating knowledge, skills and attitudes, which are associated with the ability to carry out some occupational

activities as, described in the syllabi. The competencies are applicable in wider attributes and evaluated by oral tests, written and practical tasks.

Introduction

This Civics syllabus for Ordinary level Secondary school comprises of subject matter (topics) from form one to form four and the topics are

written in a modular format. It has integrated components that originate from the formal education syllabus and the identified needs obtained

from the baseline survey study conducted in 2008.

The integrated syllabus has been prepared to allow a learner to complete the course within the period of two years. It is intended for learners

outside the formal school system to enable them sit for Certificate for Secondary Education Examinations. The syllabus uses Competence Based

Education and Training (CBET) approach which is result based indicating what a learner is expected to do after completion of the ordinary level

secondary school studies.

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Objectives of Education in Tanzania

The education system in Tanzania has four objectives including:

1. To guide the development and improvement of the personalities of the citizens of Tanzania, their human resources and effective utilization

of their resources in bringing about individual and national development;

2. To promote the acquisition and appreciation of culture, customs and traditions of the people of Tanzania;

3. To promote the acquisition and appropriate use of literary, social, scientific, vocational, technological, professional and other forms of

knowledge, skills and understanding for the development and improvement of man and society;

4. To develop and promote self-confidence and an inquiring mind; an understanding and respect for human dignity and human rights and

readiness to work hard for self advancement and national improvement .

Aims and Objectives of Secondary Education in Tanzania

The aims and objectives of Secondary Education in Tanzania are to:

consolidate and broaden the scope of baseline ideas, knowledge, skills and principles acquired and developed at primary education level;

enhance further development and appreciation of national unity, identity and ethical personal integrity, respect for and readiness to work,

human rights, cultural and moral values, customs, traditions and civic responsibilities and obligations;

promote the development of competency in linguistic ability and effective use of communication skills in Kiswahili and at least one foreign

language;

provide opportunities for the acquisition of knowledge, skills, attitudes and understanding in prescribed or selected fields of study;

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prepare students for tertiary and higher education; vocational, technical and professional training;

inculcate a sense and ability for self-study, self-reliance and self-advancement in new frontiers of science and technology, academic and

occupational knowledge and skills, and

Prepare the student to join the world of work.

NON-FORMAL EDUCATION (NFE) IN TANZANIA

Non-Formal Education is any intentional and systematic education enterprise (usually outside traditional schooling) in which content, media,

time, units, admission criteria, staff, facilities and other system components are selected and/or adapted for particular students, populations or

situations in order to maximize attainment of the learning mission and minimize maintenance constraints of the system.

Characteristics of Non-Formal Education

Non-Formal Education has many variations each with its unique characteristics. Those characteristics include:-

1. It occurs outside the schools and concerned with immediate and practical missions in any situation which affords appropriate experiences

may be employed as the learning site.

2. It involves minimal but highly organized content, staff or structure and voluntary participation.

3. It is a part-time activity, sequential and seldom graded

4. It does not involve institutional on credentials and voluntary leaders are frequently involved.

5. It is not restricted to any particular organizational curricula or personnel classification and it has great promise for renewing.

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6. It has potential for multiplier effect economy and efficiency because of its openness to utilize appropriate personnel and media.

7. It serves time and learning materials.

General Objectives of Non-Formal Education

General objectives of Non Formal Education are:

1. To provide quality life through education that is functional, for example, occupational education aimed at developing particular knowledge

and skills associated with various economic activities and in making a living.

2. To solve the problems of equity and access to education and promotion of effective citizens’ participation in national development (URT:

1995).

Specific Competence of Non-Formal Education

Specific Competence of Non-Formal Education are:

1. To fulfil the realization of the basic human rights of education for all, and to complement formal education.

2. To promote the acquisition and development of basic knowledge and functional skills relevant to personal development and life in the

community.

3. To eradicate illiteracy and sustain post literacy programmes.

4. To provide a second chance education, for those who are not reached by the formal school system and drop-outs (URT: 1995).

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Objectives of Adult and Non-Formal Education Tanzania

Non–Formal Education (NFE) is any organized and systematic, educational activity carried outside the framework of the formal education

system to provide selected types of learning to particular sub groups in the population including adults, youth and children. NFE is characterized

by having flexible and diversified curriculum which is responsive to learner and environmental needs. Its structure has flexible points of entry

and exit, re-entry and re-exit. The evaluation is validated by learners’ experience of success and the delivery is environmental based, community

related, learner centred, resource serving, self governing and democratic.

The objectives of Adult and Non-Formal Education in Tanzania are to:

1. provide alternative education to those who lack opportunity to acquire formal schooling;

2. extend formal schooling for those who need additional training or to become self employed;

3. update skills for those who are already employed;

4. counter balance some of the distortions created by formal education; and

5. provide greater opportunity for innovation and creativity for self employment and entrepreneurship.

General Competence for the Subject

By the end of this course the learner will demonstrate ability to:

1. Talk about our nation, promotion of life skills and human rights, family life, work and road safety and responsible citizenship.

2. Express proper behaviour and responsible decision making, government of Tanzania, democracy and gender.

3. Understanding of promotion of life skills, social and economic development.

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4. Analyze poverty, our culture and globalization

Structure of the Syllabus

The syllabus for Civics subject comprises the following:

ModuleImply set of separate units that can be joined together to form a part of a subject course of study

Principle learning outcomes

Principle learning outcomes imply what learners do after the completion of the subject course.

TopicImply area of interest of subject that is learned about.

SubtopicThese are sub area of interests of subject which if combined together they form a topic

Specific objectives

Specific objectives imply what learners have to do after completion of each module. Therefore it is assessed basing on the outcomes.

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Learning Activities

These are the observable tasks to be done by learners in realizing the specific learning objectives.

Learning/facilitation strategies

The column of facilitation and learning strategies indicates what the facilitator and learners are expected to do in the process of facilitation

and learning. This includes self conceptualization, self learning and face to face session.

Facilitation/learning Aids

Some learning/facilitation aids such as areal things and Braille machines for visual disabled students have been proposed. However, the

facilitator/learner can use other relevant/available aids.

Estimated time of study

Under this column self study and face to face facilitation, time has been proposed in hours. However, it is expected that in self study a total

of one hour will be spent in a day for every subject.

Number of modules

This syllabus contains five modules namely;

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Module 1: Understanding our nation, promotion of life skills and human rights, family life, work and road safety and responsible citizenship,

Module 2: Understanding proper behaviour and responsible decision making,

Module 3: Understanding the Government of Tanzania, democracy and gender,

Module 4: Understanding of promotion of life skills, social and economic development, and

Module 5: Understanding poverty, our culture and globalization.

STAGE I

OBJECTIVES

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At the end of Civics Stage I the leaner should be able to:-

1. Develop a sense of responsible citizen and respect human dignity and national unity

2. Demonstrate and understanding of the government and issues related to defence, security, union and non union matters and how to

prevent abuse of public powers.

3. Explain what is democracy, good governance and participate in democratic activities

4. Promote knowledge and practice gender equality society.

5. Sit for qualifying test /form II National Examinations

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STAGE I (FORM I AND II )

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1.UNDERSTANDING OUR NATION, PROMOTION OF LIFE SKILLS AND HUMAN RIGHTS, FAMILY LIFE,WORK AND ROAD SAFETY AND RESPONSIBLE CITIZENSHIP

Upon completion ofthe module learners will be able to: explain our nation,

explain the meaning of life skills and apply them in their lives and

.demonstrate the ability to recognize,

1.1 Our nation

a)The component ofour nation

Learners should beable to identify components that make up our nation

1. Explain the historical background of Tanzania

2.Explain the components that make up our nation

1.Self study of events of nationalism and independence struggle

2.to conduct self studyof history of Tanzania

i) Self conceptualization of the components that make up our nation

ii)Library search on the components of our nation

iii)Internet search on the components of our nations.

-discussion peer groups on events of nationalism and independence struggle Brainstorming Discussion Role play Question and

answers Case studies

Lectures

Recorded materialsof independence struggle

Map/tactile map ofTanzania

Copies of written text on the components of our nations

8Hours 1Hours

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FACE TO FACESELF LEARNING FACE TO FACE

respect human rights and dignity, family life skills, show appreciation of work for self development and of the nation and road safety and explaining their civic responsibilities

b) The national symbols

Learners shouldable to identifynational symbols

-Identify national symbols

-Respect national symbols

i)Field work

ii)Conduct library search

-Case studies

-Facilitationmethods likequestion andanswers

Samples ofnational flag, coatof arm, national

currencyconstitution andnational anthem

3 Hours 1 Hours

c) National unity (integrity)

Learners should beable to: -Explainthe meaning ofnational unity

(integrity)

- identify thefactors promoting

national unity

-Explain themeaning of national

integrity

-discuss the factorspromoting national

integrity

-Conduct library search

-Group discussions

Case studies

Facilitation

Question and answers

Copies of written text on the national integrity

4Hours 1Hours

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1.2 Promotion of Life Skills

a) Meaning and types of life skills

Learners should be able to:a) Explain meaning

and types of life skills

b) Learners should be able to illustrate the importance of life skills

Explain the meaning and types of life skills

-Facilitation Library search Internet search Field work

Facilitation

-question and answers

IAE ModuleWritten sources on life skillsCivics books

6 Hours 2 Hours

b)Social problem solving Techniques

Learners should able to:1.Explain and importance of applying problem solving techniques

-Define problem solving techniques-Explain the importance of problem solving techniques.

Library /written sources search on the problem solving techniques


To brain storm on the meaning of problem solving techniques

The facilitator to use the role play to discuss the importance of using problem solving techniques

IAE ModuleWritten sources on the problem solving techniques

Civics books

5Hours 1Hours

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2. Identify steps in problem solving process

Mentions the steps in problem solving process

Self reading Case study to identify and list down the following steps in problem solving process Initiation mediation Gathering

information Defining the

problem Generating

alternatives Agreeing in

solution Following through

to see if that plan iscarried out


To brain storm on the process of problem solving technique

The facilitator to guide learners in their groups to have a role play and finally identify then discuss the following steps in problem solving process;

Initiation mediation

Gathering information

Defining the problem

Generating alternatives

Agreeing in solution

Following through to see if that plan is carried out

A copy of case study on the application of problem solving techniques

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6Hours 1Hours

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3.Effective problem solving

Explain the effective problem solving

Read written materialsThe learners to use his/ her problem and try to solve it effectively consideringsteps used to solve the problem


The facilitator to use the learner real life problem/conflictin a class or at homein the groups and guide them on steps taken to solve their problem

Written sources in problem solving techniques

5 Hours 1Hours

1.3 Human Rights

a)Aspects of human rights

-Learner should beable to i)define human rightsii)explain various aspects of human rightsiii) Importance of human rightsiv) explain the rights and needs ofspecial groups

Define the aspects of human rights

Explain various aspects of human rights

Describe the importance of human rights

Explain the rights and needs of special group

-Conduct self study-Library search -Field work

-Group discussion


Facilitation

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Universal declaration of human rightsCopies of the constitutions of theUnited of TanzaniaIAE Module Handouts of human rightsWritten case studies

4Hours 2Hours

b)Limitations of individual human rights

Learners should beable to: explain themeaning and purposes of limitations of human rights

Explain the limitations of individual human rights

Library searchReading of written materials on limitations of individual human rights

Brainstorming

Questions and answers

IAE moduleCivics book

4 Hours 1Hour

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c) Human rights abuse

Learners Should be able to explain meaning and effects of human rights abuse

Explain the meaningand effects of human rights abuse

Conduct the meaning of human rights abuse Role play on human rights abuse


Discussions

Facilitation sessionsof human rights abuse in Tanzania

Article picture on the abuse of human rights

3 Hour 1 Hour

1.4 Family Life

a) Courtship and marriage

Learners should beable to:1.Explain the meaning and importance of courtship and marriage

-Explain the meaning of courtship

Self study, internet search and library search-Reading of materials related to courtship and marriage

Brain storming

-Question and answers

Facilitation

Civics textbookOther related materials

10Hours

4Hours

2. Explain relationship between courtship and marriage

Explain the relationship between courtship and marriage

Reading of materials and textbook on the meaning and importance of courtship and marriage

Brain storming


Facilitation

IAE ModuleCivics textbookPictures

3.Identify customs and beliefs that encourage early marriage

Identify customs and beliefs that encourage early marriage

Reading on the subtopic-Observes problems associated to pre mature marriages in the community

Brain storming


Facilitation

-Group discussions

Copies of case study on early marriagesResource person from the community

4. Identify foundations of stable marriage

Explain foundation of stable marriage

-Readings

Library and internet search

Brain storming


Facilitation

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b) The Concept of Family

Learners should beable to :1.Explain the meaning of family and Identify types of families and their importance

Identify and explaintypes of families and their importance

Readings of text booksLibrary and internet search

Brain storming


Facilitation

-Group discussions

Diagrams and pictures of family types

8Hours 3 Hours

2.Identify special needs for each special group

2. Identify factors contributing family stability

Find out pillars for family stability e.g love, peace, proper morals, respect and cooperation

Brain storming on the importance of family stability

-Questions and answers on family stability on

Members of the family

Community

Nation

Bailers/ written text on pillars for family stability

c)Rights and responsibilities of family members

Learners should be able to:1.Analyse rights andresponsibilities of each member of the family

Explain the rights and responsibilities of eachmember of the family

-Reading of writtensources

Library/internet search on the rights and responsibilities of family members

-Brain storming

-Role play

-Group discussions

-Question and answersTactile diagram s/pictures of families at different activities

6 Hours 2 Hours

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1.5 .1Work 2.Assess the consequences of failures by family members to carry out the responsibilities

Discuss the consequences of failures by family members to carry out the responsibilities

Reading of written sourcesLibrary/internet search on consequences of thefailures by family members to carry out responsibilities of the family membersTo carry out family responsibilities

Brain storming

-Role play on family rights and responsibilities

Debate on whetherit is important to participate on family responsibilities

-Group discussions


7 Hours 2Hours

b)Importance of Work

Learners should beable to:1.Explain the importance of work for self development

-Explain the importance of work

-Reading of materialsLibrary search on the importance of work

-Brain storming


Group discussions

Pictures on the importance of workWritten sources

2.Relate work for national development

Relate work for national development

-Self study on relation of work to the development of a nation-Listen to radio/watch TV on programs on work projects- Internet search on thework for national development

-Brain storming


Facilitation

Radios, TV,

Pictures on work for national development

6 Hours 2Hours

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1.5.2 Road safety education

a)Importance of road/trafficsigns

Learners should beable to: 1. Explain meaning and importance of roadtraffic signs

- Explain importance of road traffic signs

-Conduct self study onbrailed extract of newspapers caring messaging on road safety-Reading of text-Field work

Guide learners to identify different road traffic signs and their meaning

Charts of road traffic signs

6 Hours 2Hours

2. Give correct interpretations of road traffic signs

-Give correct interpretations of road traffic signs

Reading written sources on road traffic signs


Discussions

Guiding learners to interpret road trafficaccidents

Written text and Traffic reports on road accidents

3. Explain the importance of obeying road traffic signs

Explain the importance of obeying road traffic signs

Reading text booksLibrary and internet search on the sub topicField work


Group discussions

Guiding learners to importance of obeying road traffic signs

Sketches of different road traffic signs

4. Explain consequences of failure to observe road traffic signs

Explain consequences of failure to observe road traffic signs

Conduct a case studyon consequences andpreventing means of road acc


Group discussions

Guiding learners to importance of obeying road traffic signs

Sketches of different road traffic signs

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b)Causes of road accidents

Learners should beable to;1.Identify causes of road accidents

Identify the causes of road accidents

-Reading of materials related to road safety -Conduct field study on the causes of road accidents.


Group discussions

Guiding learners identify the causes of road accidents

Reading text Sketches of different causes ofroad accidents

4hours 1hour

c)Prevention of road accidents

2. Assess magnitude of road accidents in Tanzania

Assess the magnitude of road accidents in Tanzania

Reading of materials related to road safety -Conduct field study on the causes of road accidents


Group discussions

Guiding learners to assess the magnitude of road accidents in Tanzania

IAE moduleCivics booksTraffic reports on road accidents in Tanzania or at yourlocalityResource person

4Hours 2Hours

Learners should beable to:1.Explain ways of preventing road accidents

Define ways of prevent road accidents

Conduct library searchon how you can prevent road accidents

i. Conduct field study on measures to prevent road accidents


Group discussions

Guiding learners identify the preventions measures of road accidents

Traffic reports on road accidents in Tanzania or at yourlocalityResource person

2.Help the disabledchildren and elderly to cross roads

How you can help disabled children and elderly to cross roads

Practice on how to help children and elderly to cross roadsRead text on the related sub topic

-Brain storming


Guiding learners on how to help disabled and children to cross roads

Written materials

Resource person

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2.UNDERSTANDING PROPER BEHAVIOUR AND RESPONSIBLE DECISION MAKING

AND STRUCTURE OF THE GOVERNMNET

Upon completion this module learners should be ableto; demonstrate the importance ofproper behaviour, apply problem solving techniques in real life situations,

2.1 Proper behaviour

a) Concept of proper behaviour

Learners should beable:-1. Explain the meaning and importance of proper behaviour

- Explain the meaning proper behaviour-List the importanceof proper behaviour

Read written text on the meaning and forms of proper behaviour

Learners to brain storming meaning of proper behaviour

IAE moduleWritten materials

6Hours 2Hours

2.Identify elementsor indicators of proper behaviour

Mention the indicators of proper behaviour in the society

Read written text on the indicators of proper behaviour

Facilitator to explain the elementsof proper behaviour

Different pictures showing the properbehaviour

3. Analyse the consequences of improper behaviour

Outline the consequences of improper behaviour to the individual andsociety

Discuss in groups on the consequences of improper behaviour to the individual or society


Different pictures showing improperbehaviour

2.2Responsible decision making Techniques

b) The concept of decision making

Learners should beable to:-Explain the concept of decision making

Explain the meaningof decision making

Read written text on the indicators of gooddecision making

Facilitator to explain the meaning and techniques of decision making

Different pictures showing the properdecision making

6 Hours 2Hours

Explain the techniques of decision making

Outline the consequences of improper behaviour to the individual andsociety

Discuss in groups on the consequences of improper behaviour to the individual or society


Different pictures showing improperbehaviour

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3. UNDERSTANDING DEMOCRACYAND GENDER

Upon completion this module learners should be ableto: demonstrate an understandingthe government of Tanzania, knowledge of democratic principles, gender and economic andsocial development

3.1 Government of Tanzania

a)Government

Learners should beable to: 1.Explain meaning and types of government

-Explain meaning ofgovernment-Mention types of government

Read written text on types and forms of government

Learners to Brain storming meaning of government

-Group discussion on types and forms of government

6 Hours 2Hours

2.Illustrate the importance of Government

Outline the importance of government

To pay a visit on the nearby type of government e.g. the village government

Learners to Brain storming meaning of government

-Group discussion/debate on the importance of government

IAE moduleWritten materials

b)The constitutions

Learners should beable:1.Explain the meaning and structure of national Constitutions

Explain the meaningof constitution -National constitutions

Make a self study on the constitutions provisions

Brainstorming of the meaning of national constitutions

6Hours 1Hour

2. Explain the importance of national constitutions and indentify the main provision of the Tanzania constitutions

Explain the importance of national constitutions

Record from printed material/ notes

-Group discussion on the importance of national constitutions and indentifying provisions of

Brailed copies of national constitutions

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3.Explain how the constitutions is made and safeguarded

Describe how constitutions is madeExplain how the constitution is safeguarded

Pay visit to an officer who is knowledgeable about national constitutions: How the

constitutions is related to the Tanzania

How to safeguard and amend the constitutions

Brainstorming, questions and answers

Guide the learners in group to present their findings from their discussion on how the constitutions is related and safeguarded

Brailed handouts 6Hours 2 Hours

c)Local Government

Learners should beable to: 1. Define local government.

Define local government

Self study from m written sources on themeaning of local government

Brain storming the meaning of local government

-Learners in peer groups to discuss the definition of local government toread and discuss

Transcribed/written text on the meaning of local government

12Hours

3Hours

2. Describe the structure of local government.

Explain the meaningof local government

Make self study and find questions on the structure of local government


Reading of text

Group discussion onthe structure of localgovernment

National constitutions

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3.Identfify the function of local government

Explain the functionof local government

Self study on the function of local government Library search and find journals which extracts the functions of local government


Group discussions on the functions of local government

Invite guest speaker to facilitator the lesson about function of local government

Resource person

4.Explain sources of local government

Identify sources of local government in Tanzania

Listen form the Radio and watch TV or computer programs orrecorded parliamentary debate during budget session


Reading of text

Group discussion onthe sources of local government

Computer, DVDsTVs cassettes Manila paper

5. Explain how local government spends revenues

Explain how local government spend revenues

Pay visit to the nearby local government and record how its spends its revenues


Learners in group work to work out the local governments spendsits revenue

Written text on local government expenditure

d)Central Government

Learners should beable to :1.Meaning of central government

Define central government

Self study on the meaning of central government Library search and find journals which extracts the meaning and branches of centralgovernment

Brainstorming on the meaning of central government

Tactile chart of the central governmentshowing the three branches of centralgovernment

8 Hours 2 Hours

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2. Describe the structure of centralgovernment

Explain the structure of central government

Pay visit to the nearby central government about the structure and identify three arms of central government record how its spends its revenues

Questions and answers on the structure of central government

Learners in group work to work out the local governments spendsits revenue

Resource person Charts showing thestructure of centralgovernment

10Hours

2Hours

3. Explain the function of central government

Explain the functionof central government

Conduct self study on the functions of centralgovernment Library search and find journals which extracts the functions of central government

Brainstorming on the meaning of distribution of powers in central government

Peer group discussions on the powers of central government

A chart showing the distribution of powers in the central government

4. Differentiate between local and central government

Give/ list down the differences between local and central government

Conduct self study andgather information from the written sources on local and central government Library/internet search and find the differences between local and central government

Brainstorming on the differences on central and local government

Peer group to read and discuss on the differences between local and central government

Transcribed of the national constitutions

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5.Identify sources of central government revenues

List sources of central government revenues

Listen to the radio/ watch TV computer programmes and budget speeches on thesources of central government revenues

Learners in the Peer group to read written text and discuss on the sources of central government revenues

Written sources of the central government revenues

6. Explain the central governmentexpenditure

List the sources of central government expenditures

Library/internet search and find out thecentral government expenditureRead written materialson the central government expenditures


Group discussion onthe central government expenditure

Written sources of the central government revenues

6 Hours 2 Hours

e)The reasonsfor and importance ofTanganyika and Zanzibar Union

1. Explain the reasons for importance of Tanganyika and Zanzibar

Give the reasons forTanganyika and union of ZanzibarOutline the importance of union

Conduct self study on the transcribed or written sources on the Tanganyika and Zanzibar union and its importanceLibrary/internet search about the topic

Learners in the Peer group to read written text and discuss on the sources of central government revenues

Written text on theTanganyika and Zanzibar union

6Hours 2Hours

f) Union affairs in the central government

Learners should beable to: 1. Identify the union matters in the government of the united republic of Tanzania

List down union matter of the united republic of Tanzania

Collect information onunion matters from government matters from government official in the community

Brain storming


Group discussions on the union mattersin the united republic of Tanzania.

Flash cards on union mattersNational constitutionsVIPP cards

6Hours 2 Hours

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2.Suggest strategies for improving the union stability

Explain the strategies for improving the union’s stability

Find out information on the factors that maycause instability in the union

Group discussion on the factors and proposes ways of improving the unionstability

News paper cuttings and other relevant documents

g)National Defence and Security

Learners should beable to: 1. Explain the meaning of national defence and security

Define the term-National defence, Security

Read written materialson national defence and securityConduct an case study on the meaning of national defence and security

The facilitator to lead the learners brain storm on the meaning of national defence and security

Transcribed materials on the meaning of national defence and security

4 Hours 1Hour

2. Explain the importance of national defence and security and

Outline the importance of national defence andsecurity

Library search on the importance of national defence and securityRead relevant materials

Facilitator guide thelearners in peer groups to discuss the and debate on the importance of national defence andsecurity

Radio TV programs showing the importance of national defence and security

4 Hours 2 Hours

g)The role of Tanzania Lawenforcing organs

Learners should beable to:1;Identidy the security organsin Tanzania

Mentions the enforcing law organs in Tanzania

Conduct an case study and on the organs on enforcing laws in Tanzania

Facilitator guide thelearners to brain storm on the types/organs of the security

BrailedManila paperThermo –forming machine

4 Hours 2Hours

2. Identify the roles of each instrument of security in Tanzania

Explain the role of security organs in Tanzania

Library search on the role of organs of defence and security organs

Facilitator guide thelearners to brain storm on the role of defence and security organs in Tanzania

Written materials on the role of defence and security organs

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h) Abuse of power in the Public Service

Learners should beable to:1.Explain abuse of power

Define abuse of power

Read written materialson the abuse of powerField study on the abuse of power

The facilitator to assist learners to explain the meaningof the abuse of power

Written reports on the corruption, extracts of journalsand news paper on the of abuse of power

6 Hours 1Hour

Explain how power can be abused

Explain the abuse ofpower

Conduct a self study on written sources on power abuse different sectorsWatch singed message on corruption from TVprogrammes

The facilitator to assist learners to explain abuse of power and show different cases

Written reports on the corruption events extracts of journals and news paper on the meaning of abuse of power

Identify various organs which prevent abuse of powers

List the organs which prevent the abuse of power in Tanzania

To conduct self study on the functions of organs in the prevention of corruption events

The facilitator to guide learners in peer groups to discuss the role of PCCB and NGOs which prevent abuseof power

Guest speakers from PCCB, NGOs dealing withCorruptions

6 Hours 2Hours

3.2 Democracy

a) Types of Democracy

Learners should beable to :1.Explain the meaning of democracy and types of democracy

Explain the meaning of democracyTypes of democracy

Find out meaning of democracy from written sources including types of democracyRead text book on democracy

Brainstorming on the definition and types of democracy

Brailed posters showing democracy characteristics

6Hours 2Hours

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2.Analyse principles of democracy

Analyse principles of democracy

Find out principles of democracy from written sources including Read text book on democracy

Discuss and write down the principles of democracy

Written text on the principles of democracy

b)Analyse theprinciples of democracy

Learners should beable to: Analyse the principles of democracy

Analyse the principles of democracy

Find out principles of democracy from written sources including Read text book on democracy

Discuss and write down the principles of democracy

Written text on the principles of democracy

13hours 3hour

3.Differentiate types of democracy

Outline the differenttypes of democracy

Read from the written sources the different types of democracy


Learners in their group discussion identify to identify and discuss the different types of democracy

Written text on types of democracy

4. Assess whether Tanzania implements democracy in accordance with the principles of democracy

Assess the practice of democracy in Tanzania

Pay visit and gather information on how Tanzania implements democracy according to principles of democracy

Using jig saw methods learners to read fundamental principles of democracy show how it operates in Tanzania

Written sources on the fundamentals of principles of democracy

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5.Differentiate democratic from non democratic government

Give the different ofdemocratic government and nondemocratic government

Carry out field work on the community and read the written documents on the democratic and non democratic government

Learners to brain storm the features of democratic government

Group discussion onthe democratic from non democratic government

Written text on the democratic and democratic government

6.Some common features of multiparty democracy

Mention features of multiparty democracy

To find out from different text on the features of multiparty democracy Library and internet search on the features of multiparty democracy

-Learners to brain storm the features of multiparty democracy

-Group discussion on the features of multiparty democratic government

Written text on the common features of multiparty democracy

7.Explain how learners can participate in democratic activities in the society

Give democratic activities which youcan participate in the society

To practice in taking part in democratic activities such as; Voting leaders or

issues Discuss public

issues Join in politics party

Brainstorm on how they can participate in democratic activities in the community

Question and answers method to discuss the importance of citizens to participate in democratic activities

Written text on the common features of multiparty democracy

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b)Democraticelections

Learners should beable to: 1.Explain the meaning and indicators of democratic elections

Explain the meaningof democratic electionsExplain the indicators of democratic elections

Read different written sources on the meaning and indicators of democratic elections

Group discussion onthe indicators of democratic elections in Tanzania government

News paper cuttingsElection postersWritten text on the democratic elections

12hours 2hours

2.Explain the importance of democratic elections

Describe the importance of democratic election

Read and use written materials on the importance of democratic elections

Role play on the importance of democratic elections

Copies of written text on importance of democratic elections

3. Assess whether there are free and fair election in Tanzania

Assess the election of Tanzania if is freeand fairGive the characteristics of free and fair elections

Visit to an office to get information on how free and fair elections are ensured in democratic societies

Facilitator to invite a guest who can explain how free and fair election is conducted in the society

Guest speaker

4.Demonstrate the spirit of tolerance by accepting constructive criticism and defeat

Analyse how you can demonstrate the spirit of t-tolerance

Watch or listen to the recorded events concerning the spirit of the tolerance by accepting criticism anddefeat

Design role play on the spirit of tolerance by accepting constructive criticism and defeat

Brailed written or written handouts

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3.3 Gender a)The conceptof gender

Learners should beto:1.Identify the meaning of gender and identify the different concepts of gender

-Define gender-Identify gender concepts

Find out notes on gender such as genderbalance, gender roles, gender blind, gender stereotyping, gender discrimination, gender analysis and gender mainstreaming


Discussion

Guide learners and provide them with VIPP cards to discuss and writes down about each concept

Text on gender issuesVIPP cards

10hours 2hours

2.Identify gender issues in the society

Mention gender issues in the societyDiscuss gender issues in the society

Read written materialsListen or watch recorded notes

Group discussion ongender issues

Brailed handoutsRadio/TV programmes with messages on gender

3.Describe social cultural properties that hinder gender equal participation between men and women in society

Explain social cultural propertiesHow those properties hinder equal participation between men and women

Investigate social cultural properties that hinder equal participation between men and women

Group discussion

Facilitator guide the discussion and suggest the solution to the problem

Pictures, charts depicting different social cultural practices

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4. Suggest corrective measures against negative socio-cultural practices

Identify those measuresExplain corrective measures against negative social cultural practices

Self study through video TV or Radio to curb the negative sociocultural practices. Wifeinheritance, female genital mutilation, pre mature marriage

Facilitator guide the learners in their groups to discuss effects of negative socio cultural practices to individuals in the society

Pictures and chartsdepicting bad socio cultural practices TV Video

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STAGE II

OBJECTIVES

At the end of the Stage II the learner should be able to:-

1. Analyse factors and indicators of social and economic development of Tanzania and suggest the best alternatives

2. Demonstrate knowledge on the scope of the problem of poverty in Tanzania, work hard using appropriate strategies in endeavour to reduce poverty

3. Understand and respect positive national cultural values and cultivate a culture of property maintenance

4. Understand issues and effects of globalization on political, social and economic aspects in developing societies.

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STAGE II (FORM III AND IV)

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G FACE TO FACESELF LEARNING FACE TO FACE

4. UNDERSTANDING OF PROMOTION OF LIFE SKILLS, SOCIAL AND ECONOMIC DEVELOPMENT

Up on completion this module learners will be able to explain the importance ofgood leadership, team work, positive relationships self worth andconfidence qualities and indicators of economic andsocial development of our country

4.1 Promotion of Life Skills

a)Good leadership, Teamwork, Positive relationship, self work and confidence

Learners should beable to: 1.Define good leadershipExplain the importance of good leadership,Team work positive relationship, self worth and confidence qualities

-Give the meaning of good leadership-Team work -Positive relationship - Confidence qualities

Field work on the importance of each of the following-good leadership-Team work -Positive relationship - Confidence qualities-Self worth


Group discussion oneach of the following

-Good leadership-Team work -Positive relationship - Confidence qualities-Self worth

Civics book 8 Hours 2 Hours

2. DemonstrateGood leadership,Team work positive relationship, self worth and confidence

Demonstrate and practicegood leadership,Team work positive relationship, self worth and confidence

Make a visit to the nearby office to observe Good leadership,Team work positive relationship, self worthand confidence including their qualities

Form a role play, discuss and present skills or qualities -good leadership,

Team work positive relationship, self worth and confidence

Themes in Civics book IIIBy B. MasatuCivics for Secondary School book III by G.R Bakagire and Z.Manzi

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Civics for Secondary Schoolsby Oxford

4.2 Economic and Social Development

a)The conceptof economic development

Learners should beable to :1.Explain meaningof development and identify types and levels of development

Define developmentIdentify the levels of development

ReadingsFind out meaning and types of development and levels of development

Question and answersFacilitator to guide learners to explain the meaning and levels of development

Written/ brailed documents on social and economic development

6hours 2hours

b)Indicators of economic development

Learners should beable to identify indicators of economic development

Indentify indicatorsof economic development

Make self study on theindicators of economicdevelopment

BrainstormingQuestions and answers on economic development

Different pictures showing indicatorsof economic development/ activities

8 Hours 2Hours

2. Appraise indicators for economic development to Tanzania

Discuss indicators for economic development to Tanzania

To use TV or Radio program to relate economic development of Tanzania with other countries in the World.

Conduct/hold debate on indicatorsfor economic development in relation to Tanzania

Tactile illustration on economic development

b)Indicators of economic development

Learners should beable to identify indicators of economic development

Indentify indicatorsof economic development

Make self study on theindicators of economicdevelopment

BrainstormingQuestions and answers on economic development

Different pictures showing indicatorsof economic development/ activities

8 Hours 2Hours

2. Appraise indicators for economic development to Tanzania

Discuss indicators for economic development to Tanzania

To use TV or Radio program to relate economic development of Tanzania with other

Conduct/hold debate on indicatorsfor economic development in relation to Tanzania

Tactile illustration on economic development

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countries in the World

c)Factors for economic development

Learners should beable to: Identify factors for economic

Explain factors for economic development

Library searchReading of written factors for economic development

Question and answers Reading of text on the factors for economic development

Written text on thefactors fro economic development

8Hours 2 Hours

2. Illustrate the importance of eachfactors for economic development

Explain the importance of the factors for economicdevelopment

Using gallery walk, the learners to read written text on each of the following factors on economic development such as Entrepreneurship Good governance Education Technology and

infrastructure

The facilitator to guide learners to read written text on each of the following factors foreconomic development such as Entrepreneurship Good

governance Education Technology

and infrastructure.

-do-

d)The role of financial institution in the economic development

Learners should beable to : 1.Analyse the role of financial institution in the economic development

Mention the role of financial institution in the economic developmentDiscuss the role o financial institution in the economic development f

Library search Read written text on the roleof financial institutionsThe learner listen to the radio/watch signed TV programmes of therole of the financial institutions to the economic development

The facilitator to invite an external speaker to explain the role of financial institutions on the economic development

Brailed handouts from various financial institutions

8 Hours 2 Hours

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2.Point out conditions and procedures for getting services foreach financial institution

Outline the procedures and conditions for getting services from financial institutions

Make visit to the expert to talk about theconditions and procedures of securingfinancial services

The facilitator to invite an external expert to explain the conditions and procedure of getting financial services from financial institutions

Resource Person

3. Asses the strength and weaknesses of each financial institutions

Examine the strength and weaknesses of financial institutions

Library search and Read written text on the strength and weaknesses of financial institutions

The facilitator to guide the learners toexamine the weakness and strength of financialinstitutions

Written text

e)The role of the government in economic development

Learners should beable to: 1.Explain the role of government in economic development

Explain the role of government in the economic development

Library search on the role of government in the economic developmentVisit a knowledgeable person to talk about the role of governmentin the economic development

BrainstormingQuestion and answersFacilitator to invite knowledgeable person to explain the role of government in the economic development

Resource Person Written textCivics books

2.Assess the effectiveness of thegovernment in the economic development

Identify the effectiveness of the government Explain the effectiveness of government in the economic development

Library search on the effectiveness of government on the economic development Field study and reporton the economic areas where the government

Group discussion to identify areas wherethe government hasbeen effective and where has been infective to the economic development

Write news paperReport on the economic development

8Hours 2 Hours

28

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has been effective and those which has been infective.

f) Role of private sector in the economic development

Learners should beable to :1.Identify the components of private sector

Mention the components of private sectorExplain the components of privates sectorsGive the difference between formal and informal private sectors

Using written materials learners should read and identify two components of private sectors which are formal and informal sectors

Group discussion to identify two components of the private sectorsQuestion and answers

Written textBrochuresCivics books and pamphlets on the formal sector

6 Hours 2Hours

2.Illustrate the importance of formal sector in the economic development

Explain the importance of formal sector in the economic development

Conduct self study on the importance of the formal sector in the economic development such as; the importance of industrial sector Large scale

agriculture Mining ,

commercial sector, Transport and

communications

The facilitator to guide learners in their discussion group on the importance of industrial sector Large scale

agriculture Mining,

commercial sector, transport and communications

Written textBrochuresCivics books and pamphlets on the formal sector

12Hours

2Hours

3. Illustrate the importance of informal economic development

Explain the importance of informal sector in economic development

To conduct self study on the activities performed by informalsector Read to find out the importance of informal

To brainstorm on the economic activities that constitute the informal sectorDiscuss the

News paperCopies of written text

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sector on economic development

importance of informal sector in the economic development

4. Illustrate problems facing the informal sector

Examine the problems facing the informal sector

Read to find out the problems facing informal sector on economic development

Guide learners to brainstorm on the problems facing informal sector on the economic development


5. Propose ways ofimproving informal sector

Identify ways of improving informal sectorExplain ways of improving informal sector

To conduct self study on the ways of improving informal sector

Guide learners to brainstorm on the ways of improving informal sector on the economic development


g) Social development and social services

Learners should beable to:1.Explain the meaning of social development

-Define development -Social services

Read text on the meaning of social development and social developmentTo conduct self study on social development and social services

Brainstorm on the meaning of social development and social services


8hours 2hours

2. Analyse the different social services provide surrounding in the community

Identify different social services on the

To conduct self study and identify the different social development and social services

Brainstorm on the meaning of social development and social services and Discuss the differentsocial services surrounding in the community


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h) The role ofgovernment in the provision of social services

Learners should beable to :1.Explain the role of government in the provision of social services

Identify the role of the government in the provision of servicesExplain the role of government in the provision of social services

To conduct self study and identify the role ofgovernment in the provision of social services.

Brainstorm on the role of government in the provision of social development and social servicesInvite resource person to explain


2.Appraise the roleof government in the provision of social services

Examine the role of the government in the provision of social services

Find out written sources on the role of the government in the provision of social services

Facilitators to leadsthe learners to discuss the role of the government in the provision of social services

Brailed written text

i) The role of the private sector in the provision of social services

Learners should beable to : Explain the role of private sector in the provision of social services

Explain the role of private sector in the provision of social services

Visit different private sectors in the provision of social services .e.g. Faith groups, CBOs, NGOs and Private companies

Brainstorm on the role of private sectors in the provision of social services including; Faith groups, CBOs, NGOs and Private companies.

Recorded information on the private sectorsCivics books

8Hours 2Hours

2. Appraise the role of private sector in the provision of social services

Identify the role of private sector in the provision of the social services

Group discussion on the provision of social services Identify the success and failed of the sectorin the provision of social services

Group discussion onthe provision of social services

Written text on social services

j) Success andchallenges facing the provision of social service

Learners should beable to: Pin out success attained in the provision of social services

Identify success to attained to the provision of social services

Read text on the success of the provision of social To conduct self study on social development

Question and answersGroup discussion onthe success attained on the provision of


8hours 2hours

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and social services. social services

2. Identify challenges facing the provision of social services

Examine the challenges facing the provision of social services in theprovision of social services

Library and internet search on the challenges facing the provision of social services

Question and answersGroup discussion onthe challenges facing the provisionof social services Lead the leaner in their group to use the role play to demonstrate the situation that hinders the provision of social services.


3.Recommended solution for challenges facing the provision of social services

Suggest the possiblesolution to the challenges facing the provision of social services

Case study on the solution to the challenges facing the provision of social services in Tanzania

The facilitator to guide the leaner in their groups to discuss possible solution to the provision of social services

Written text on social servicesCivics materials

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2.Appraise the roleof government in the provision of social services

Examine the role of the government in the provision of social services

Find out written sources on the role of the government in the provision of social services

Facilitators to leadsthe learners to discuss the role of the government in the provision of social services.

Brailed written text

5.UNDERSTANDING POVERTY, OUR CULTURE AND GLOBALIZATION

Up on completion ofthis module learners should be ableto understand poverty issues, appreciation of national cultural values globalization issues and ability to alleviate fromtheir negatives effects at personnel level

5. 1 Poverty

a) Indicators of poverty

Learners should able to:1.Define poverty

List down the indicators of poverty in Tanzania

Conduct self study on the transcribed or written sources on the meaning poverty in Tanzania Library/internet search about the topic


Brain storming

Learners in the peer group to read written text and discuss on meaning of poverty in Tanzania

Written test on poverty in Tanzania

10hours 2hours

2.Point out different levels andtypes poverty

Give types of poverty in TanzaniaList levels of poverty in Tanzania

Conduct self study on the transcribed or written text on the types and levels of poverty Library/internet

Brainstorming on the types and levels of poverty in Tanzania

Question and


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search about the sub topic

answers

3. Identify indicators of poverty

List/Explain the indicators of poverty in Tanzania

Conduct self study on the transcribed or written sources on the indicators of poverty in Tanzania Library/internet search about the topic

Learners in the peer group to read written text and discuss on the indicators of poverty in Tanzania


4.Relate different indicators of poverty to the Tanzania situation

Outline the indicators of poverty to the Tanzania situations

Read materials on the indicators of poverty and relate to the Tanzania situation Library/internet search about the indicators of poverty to the Tanzania situation

Brainstorming on the indicators of poverty in Tanzania


Written test on poverty in TanzaniaList some questions on the topic

3 Hours 1hour

b)Causes and effects of poverty in Tanzania

c)Strategies to poverty alleviation in Tanzania

Learners should beable to:1.Analyse the causes of poverty in Tanzania2. Analyses the effects of poverty in Tanzania

List the causes of poverty in Tanzania

Explain the effects of poverty in Tanzania

Read materials on the causes of poverty and its effects on the community

Brainstorming on the causes and effects of poverty

Learners in peer group read written text and discuss the causes and effects ofpoverty in their

Written materials on poverty alleviation

IAE Civics Module

7 Hours 2Hours

community

5.2 Culture a) Aspects and Elements of culture

Learners should beable to:1.Explain the meaning and elements of culture

Define cultureMention the elements of cultureIn our society

Library /internet search on the sub topicMake self study on the meaning and elements of culture


Brainstorming on the meaning and elements of culture

Brailed/ written materials on culture

4 Hours 2 Hours

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2.Illustrate the importance of eachelement of culture

Explain the importance of the elements of culture such as customs, traditions. Beliefs, norms

Read and find out through on the importance of culture


Brainstorming on the importance of elements of culture

VIPP cards

b) Positive and negative elements of culture

Learners should beable to: Identify positive and negative elements of culture

Identify positive andnegative elements ofculture

Reading different sources on positive and negative elements of cultural values

The facilitators to prepare questions which can lead the learner to identify positive and negative elements ofcultural values

Written text on gender discrimination Questions from thefacilitators

12 Hours

3 Hours

2. Illustrate customs which leads to gender discriminations

Mention the customs which lead to the gender discriminations

Read the written sources on the gender discriminations

To brainstorm in buzz groups and explain the meaningof gender discriminations

Group discussion ongender discriminations

Written sources on gender discriminations and culture

3. Point out customs that can lead to the spread of HIV/AIDS and STIs

Explain customs that can lead to the spread of HIV/AIDS

Make a record of customs that can lead to the spread of HIV/AIDS

To guide learners in the group to identifyand discuss customsand practices which lead to the spread ofHIV/AIDS

Written sources on gender customs, culture, AIDS/HIV

4. Analyse the impact of the negative aspects ofcustoms

Explain the impact of the negative aspects of customs

Self study on the negative aspects of customs

Facilitator to guide the learners to discuss the negative aspects of customs


5. Propose ways and actions to be

Suggest the possible ways and

Library search on the possible ways and

Facilitator to guide the learners to

Written sources on gender customs,

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taken against negative aspects ofour social cultural values

actions to be taken against negative aspects of our socialcultural values

actions Field study on the possible ways and actions to be taken against the negative aspects of cultural values

brain storm and discuss possible ways and actions that can be taken against negative aspects of our socialcultural values

culture, AIDS/HIV

c) Promotion and prevention of our culture

Learners should beto:1.Explain the importance of promoting and preserving of our cultural values

Examine the importance of promoting of our cultural valuesExplain the importance of preserving of our cultural values

Prepare and collect written sources on promoting and preserving our culturalvalues

To guide the learners in groups todiscuss and write down the importance of promoting and preserving our cultural values

Written sources on gender customs, culture, AIDS/HIV

12hours 3hours

2. Assess the role of different groups and institutions in promoting and preserving our cultural values

Mention groups andinstitutions that can promote and preserve our culturalvalues Explain the role of those groups and institutions in preserving our cultural values

Library search and internet on different groups and institutionsin promoting and preserving our culturalvalues

Using question and answers method to guide the learners toidentify different groups and institutions in whichthe responsible for promoting and preserving our cultural values


3. Illustrate problems facing our cultural values

Identify problems facing our cultural values

Library search and internet on problems facing our culture problems groups

The facilitator guidelearners in their groups to discuss and come up with the problems facing the promotions of our cultural values


4. Propose solutions to

Find the possible solutions to the

Make self study on possible solutions to

Group discussion possible solutions to

Written sources on gender

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problems arising inthe process of promoting and preserving our cultural values

problems arising in the process of promoting and preserving our cultural values

the problems arising inthe process of promoting and preserving our culturalvaluesRead written text on the sub topic

the problems arisingin the process of promoting and preserving our cultural values

discriminations and culture

d) Culture of preventing care and maintenance of personal and public property

Learners should beable to:1.Explain the meaning and importance of culture of preventing care and maintenance of personal and public property

Explain preventing and maintenance of personal and public property

-Make visit to knowledgeable to talkon the cultural preventing and maintenance of personal public property-To take notes of the knowledgeable person on culture of preventive and maintenance

-Facilitator to guidethe learners to brainstorm and write down on the meaning of culturalpreventing care andmaintenance of personal public property- Invite knowledgeable person on culture of preventive and maintenance

IAE Civics Module

10hour 1hour

2. Analyse the consequences of neglecting timely repair and maintenance

Analyse the consequences of neglecting timely repair and maintenance

Prepare project work to find out the consequences of neglecting timely repair and maintenance

The facilitator to guide the learners tohold a discussion onthe consequences ofneglecting timely repair and maintenance

IAE Civics Module

5.3 Globalization

a) The concept and aspect of globalization

Learners should beable to ; Explain the concepts and aspects of globalization

Define globalizationIdentify the aspects of globalization

Use the written sources the learner to read and identify various aspects of globalization such as globalization, free

The facilitator to guide the learners todiscussion various aspects of globalization such as;

IAE Civics Module

12hours 3hours

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market economy and information and technology

Democratization Free market

economy information and

technology

b) Effects of globalization in Tanzania

Learners should beable to examine the effects of globalization in Tanzania

Examine the effects of globalization in Tanzania

Prepare self study on the effects of globalization in Tanzania

The facilitator to guide the learners toread the written sources on globalization in Tanzania in their groups respectively

IAE Civics Module

5hours 1hour

c) Challenges facing globalization in Tanzania

Learners should beable to:1.Analyse the challenges of globalization issues for Tanzanian

Identify economic, social and political challenges facing globalization in Tanzania

To make a self study on the relative topic about the challenges facing globalization in Tanzania

Facilitators to guide learners to form group and share method to discuss the challenges of globalization in Tanzania

IAE Civics Module

8hours 1hour

2. Propose possiblesolutions to each of the challenges

Identify the possiblesolutions to the challenges facing globalization in Tanzania

To conduct study to our which aims at getting possible to solutions to each of thechallenges facing globalization in Tanzania

The facilitator guidethe group and assign them with one the challenges the for the discussion and come up the proposal on solutions facing globalization in Tanzania.

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Documents

INSTITUTE OF ADULT EDUCATION - iae.ac.tz · institute of adult education enhancing access and equity to secondary education through open and distance learning (odl) civics syllabus