Promoting the Implementation of Life Skills Education in Namibian High Schools: Teachers’ Perspectives

Abstract

Life Skills Education (LSE) in Namibia falls under the branch of social sciences which is a key learning area for the development of society, the importance of human rights, the mechanisms of globalisation, the importance of human rights, democracy, and environmental issues. This learning area is expected to empower learners with knowledge, skills, values, and attitudes to understand the physical world. All schools in Namibia are expected to implement LSE with the aim of making meaning out of life. This article investigated on the perspective of teachers on the implementation of LSE using a qualitative approach. The qualitative data were collected from randomly selected six state schools in Windhoek. Purposive sampling was used to select research participants. Principals, Life Skills (LS) teachers and grade 11 learners formed the sample. Semi-structured interviews were done with principals and LS teachers. Data from learners were collected using focus group interviews. The findings were that high schools in Namibia do implement LSE with reluctance. LS teachers reluctantly use participatory approaches. Learners enjoy the topics in the subject, but many do not attend all lessons since there are no assessments at the end of the instructional phase. Principals and their teachers understand the importance of LSE. Evidence collected showed that teachers implement LSE reluctantly as they are quite aware that it is a non-examinable subject. There is some form of support from other government departments and local authorities occasionally send human personnel to teach learners on different topics. The key recommendations are that schools need special infrastructure reserved for LS teaching. The ministry of higher education should provide more qualified teachers both males and females to improve the implementation of LSE. Most importantly the status of the subject could be changed to a promotional subject, maybe teachers and learners could change their perception.