Learning

Strengthening the learning ecology of indigenous languages, in particular minority and endangered languages, has been considered to be one of the highest priorities throughout the stakeholder consultations. Although the language policy for schools in Namibia stipulates that "Grades 1-3 will be taught either through the mother tongue or a predominant local language", the lack of materials and teachers proficient in minority languages, among other challenges has hampered its implementation. Thus the aim is to establish a learning ecology inclusive of Indigenous languages and knowledges in education systems at all levels (from Early Childhood Development Centres (ECDC) to University) and in non-formal and informal settings facilitating intergenerational, intercultural, and interlingua knowledge transmission. The anticipated output is an inclusive, equitable, intercultural, quality education and lifelong learning environments and opportunities in Indigenous languages provided in formal, non-formal and informal educational settings.

Challenges

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Strategies

Develop inclusive Curriculum and Material

Actions

  • Create/translate standard primary school curriculum in Indigenous languages
  • Create and integrate cultural heritage (art, history) and Indigenous knowledge content and material into curriculum of primary and secondary school
  • Establish Indigenous languages as school subject with appropriate content and materials

Actors

  • NIED, Language experts
  • NIED, Indigenous knowledge experts, Educators, Researchers
  • NIED, Language experts, Educators, Researchers

Educate Teachers

Actions

  • Educate Indigenous language speakers as teachers
  • Teacher training in Indigenous language
  • Educate teachers on Indigenous knowledge content and pedagogies
  • Train teachers on socio-cultural inclusion, cultural values and belonging

Actors

  • Teacher training institutes/ Naankuse
  • Teacher training institutes, Language centers
  • Indigenous knowledge experts
  • Teacher training institutes

Ensure Socio-Cultural Inclusion in school system

Actions

  • Establish socio-cultural inclusion and belonging programs
  • Administrative accommodation of indigenous practices (e.g., cultural attire instead of uniform, coming of age ceremonies)
  • Place and train supportive school staff (e.g., school counsellors)

Actors

  • Psychologists
  • School admin, Ministry
  • Ministry

Establish Language institute and resource centre

Actions

  • Provide access to multi-media and printed resources in Indigenous languages and on Indigenous knowledge (online and offline)
  • Run lifelong learning programmes in Indigenous languages and on Indigenous knowledge
  • Organise cultural events and activities promoting the use and preservation of Indigenous languages and Indigenous knowledge
  • Provide infrastructures for content creation (recording of personal stories,...)
  • Provide infrastructures for content dissemination (community radio,...)
  • Ensure accessibility of Indigenous languages/Indigenous knowledge material for all and especially minorities

Actors

  • Librarians
  • Educators

Establish inclusive Early Childhood Development Centre

Actions

  • Develop digital and printed Indigenous knowledge and Indigenous language material
  • Create educational cultural games and toys (physical and/or digital)
  • Teach cultural practices, values, virtues, respect and communication
  • Prioritise establishment in non-Indigenous language communities (urban, dislocated children)

Actors

  • Palms for Life, Tech experts, Educators,

Initiatives

N/a'an ku sê Primary School

A virtuous cycle for language, culture, education and development

N/a'an ku sê Primary School