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
Strategies
Develop inclusive Curriculum and Material
Actions |
Actors |
|---|---|
| Create/translate standard primary school curriculum in Indigenous languages | NIED, Language experts |
| Create and integrate cultural heritage (art, history) and Indigenous knowledge content and material into curriculum of primary and secondary school | NIED, Indigenous knowledge experts, Educators, Researchers |
| Establish Indigenous languages as school subject with appropriate content and materials | NIED, Language experts, Educators, Researchers |
Educate Teachers
Actions |
Actors |
|---|---|
| Educate Indigenous language speakers as teachers | Teacher training institutes/ Naankuse |
| Teacher training in Indigenous language | Teacher training institutes, Language centers |
| Educate teachers on Indigenous knowledge content and pedagogies | Indigenous knowledge experts |
| Train teachers on socio-cultural inclusion, cultural values and belonging | Teacher training institutes |
Ensure Socio-Cultural Inclusion in school system
Actions |
Actors |
|---|---|
| Establish socio-cultural inclusion and belonging programs | Psychologists |
| Administrative accommodation of indigenous practices (e.g., cultural attire instead of uniform, coming of age ceremonies) | School admin, Ministry |
| Place and train supportive school staff (e.g., school counsellors) | Ministry |
Establish Language institute and resource centre
Actions |
Actors |
|---|---|
| Provide access to multi-media and printed resources in Indigenous languages and on Indigenous knowledge (online and offline) | Librarians |
| Run lifelong learning programmes in Indigenous languages and on Indigenous knowledge | Educators |
| 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 |
Establish inclusive Early Childhood Development Centre
Actions |
Actors |
|---|---|
| Develop digital and printed Indigenous knowledge and Indigenous language material | Palms for Life, Tech experts, Educators, |
| 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) |
Initiatives
N/a’an ku sê Primary School
A virtuous cycle for language, culture, education and development
