UNAM HIFIKEPUNYE POHAMBA CAMPUS: EDUCATIONAL FOUNDATIONS & MANAGEMENT DEPARTMENT

EDUCATIONAL FOUNDATIONS II: SECOND SEMESTER 2013 Code: EFMP 3732 & EFMU 3740 NQF Level: 7
CREDITS: 8

LECTURER: MS. R. UUSHONA AND S. HAIKALI

CURRICULUM OUTLINE: Bed Prim III

I. EXIT LEARNING OUTCOMES (ELO):

1. Demonstrate understanding of the philosophical and sociological concepts and era of development (C3).
2. Demonstrate knowledge of theories, principles and facts related to philosophy and sociology of education (C1, C3)
3. Demonstrate understanding and knowledge of philosophical and sociological doctrines and their impact on
education and aspects of society (C3).
4. Discuss the role of philosophy and sociology of education in the professional development of teachers (C27).
5. Discuss philosophical and sociological issues for community development (C25, C29).
6. Demonstrate knowledge and understanding of child’s learning environments (C2, C12, C13, C21)

DATES & SOURCES TOPIC

29 July 2013 INTRODUCTION TO EDUCATIONAL FOUNDATIONS II:

Upon the completion of this module students should be able to:
5 HOURS
Lecturing and discussions ELO 1: Demonstrate understanding of philosophical and sociological concepts
in class.
and eras of development (C3).

1.1.Demonstrate understanding of the terms education and schooling (C1, C2,

C12, C21, C25, and C28).

1.2.Define basic philosophical concepts and their relationships to education

(C3).

 Epistemology, metaphysics, axiology and logic

 Learning, teaching, learner-centred education, reflective teaching, freedom,
equality.
1.3.Discuss the development of Philosophy of Education (C3).
1.4.Discuss the historical overview of Philosophy of Education (C3)
1.5.Discuss one Eastern Philosophy e.g. Chinese, Indian or Persian (C3)
1.6.Discuss African Philosophy (C3)

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4 HOURS ELO 2: Demonstrate understanding of philosophical and sociological theories of
Lecturing and discussions education and their impact on schools and society (C3).
in class
2.1.Demonstrate understanding of philosophical ideas and their influence on the
present education philosophies (C3).

2.2.Explore the roles of Philosophy and sociology in the teachers’

professional development (C27)

2.3.Demonstrate knowledge and understanding of child’s educational

environments (C2, C12, C13, and C21).

2.4.Discuss the theory of oppressive action, pedagogy of the oppressed, theory

of revolutionary action and relate it to the Namibian education
philosophical perspectives (C29).
2.5. Discuss the significance of globalization for Namibian education and
society (Education for All) (C29).

3 HOURS ELO 3: Conceptualize the concepts education, schooling and socialization (1, C2,
SELF-STUDY BY C12, C21, C25, C28).
STUDENTS
3.1.Define the concepts education, schooling and socialization (C1)

3.2.Examine education as a normative act (C2).

3.3.Investigate the role of the school as a social unit (C1, C2).

3.4.Discuss value and myths of schooling

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4 HOURS
ELO 4: Explore the roles of Philosophy and Sociology in the teachers’
professional development (C27)
Lecturing and class 4.1. Explain how philosophy influences leadership and discipline in school (C27).
discussions
4.2. Explain how philosophical reflection can benefit teaching and learning (C27).
4.3 Discuss the relationship among freedom, discipline, responsibility,
accountability and authority in education (C27).
4.4 Examine how the sociology influences the school and community relationships
in education
4.5 Discuss the role of ethics, values and morals in the teaching profession (C29).

ELO 5: Demonstrate understanding of philosophical and sociological ideas and

5 HOURS
their influence on community development and impact on the present education
philosophies (C3, 25, 29).
This topic will be dealt
with through panel 5.1. Discuss the following philosophical ideas (C3).
discussions by students in
groups. 5.1.1. Idealism

5.1.2 Realism

5.1.3. Rationalism

5.1.4. Pragmatism

5.1.5. Existentialism

5.1.6. Postmodernism

5.1.7. Negritude and authenticity

5.2. Discuss the impact of the above philosophies on the Namibian education
system (C3).

5.3. Discuss the effects of globalization on Namibian Education system (C3)

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 ELO 6: Demonstrate knowledge and understanding of child’s learning
4 HOURS
5HOURS FOR LP
environments (C2, C12, C13, and C21).
6.1 Explain the family and the school as educative environment (C25).
Lecturing and class 6.2 Examine multi-cultural education as a tool for creating positive learning
discussions
environment (C6).
Last Lecture ends on the 6.3 Determine how socio-economic inequality affects teaching and learning.
first of October 2013

DATES FOR THE ASSIGNMENT AND TEST THAT WILL COUNT

TOWARDS CA-MARK:
 ASSIGNMENT: 03 SEPTEMBER 2013
 TEST: 15 OCTOBER 2013

II. Module Assessment: Continuous assessment 50%.

At least 2 assessments
Examination 50%

III. Module Requirements and Expectations:

 Punctuality and regular class attendance;

 Acquisition of prescribed materials is compulsory;
 Reading of prescribed materials in advance;
 Active participation in class discussions;
 Assignments handed in on time;
 Plagiarism, cheating and other forms of academic dishonesty is prohibited;
 Students with disabilities should contact the lecturer in advance to explain their needs;
 All module requirements must be fulfilled;
 Admission to examinations depends upon successful attainment of the required continuous
assessment mark;
 Engaging in learning circles is recommended;
 Be aware of the University and Faculty assessment policies.

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Recommend Books/Reading Materials

Ballantine, JH (1997) The Sociology of Education: A Systematic Analysis. New Jersey: Prentice
Hall.

Commonwealth Secretariat (1998) Commonwealth Values in Youth and development Work.

London: Commonwealth Secretariat.

Ferrante, J (1995) Sociology: A Global Perspective. USA: Wadsworth Publishing Company.

Good, TL & Brophy, JE (1994) Looking in Classrooms, Sixth Edition. New York: HarperCollins
College Publishers.

Government of Namibia. 2001. Education Act, Act 16. Windhoek: Government printers.

Katzao, JJ (1999) LESSONS TO LEARN: A Historical, Sociological and Economic

Interpretation of Education Provision in Namibia. Windhoek: Out of Africa Publishers.

Le Roux, J (ed.) (1994) Themes in Socio-pedagogics. Pretoria: van Schaik Publishers.

MBEC (1996) Pilot Curriculum Guide for Formal Basic Education. Okahandja: NIED.

Mwamwenda, TS (1996) Educational Psychology. An African Perspective, Second Edition.

Isando: Heinemann.

Akinpelu, J.A. (1981). An Introduction to Philosophy of Education. London:

Macmillan Education Ltd.
Appiah, K.A. (1992) In My Father’s House: Africa in the Philosophy of Culture.
London: Oxford University Press.
Barker, R. (1999) Philosophies of Education: An Introductory Course. Harare: College Press
Publishers.
Ballantine, JH (1997) The Sociology of Education: A Systematic Analysis. New Jersey: Prentice
Hall.
Broodryk, J. (2006) Ubuntu: Life Copying Skills from Africa. Randburg : Knowres Publishing.
Commonwealth Secretariat (1998) Commonwealth Values in Youth and development Work.
London: Commonwealth Secretariat.
Ferrante, J (1995) Sociology: A Global Perspective. USA: Wadsworth Publishing Company.
Freire, P. (1972) Pedagogy of the Oppressed London: Sheed and Ward.
Good, TL & Brophy, JE (1994) Looking in Classrooms, Sixth Edition. New York: HarperCollins
College Publishers.
Government of Namibia. 2001. Education Act, Act 16. Windhoek: Government printers.
Hountondji, P.J. (1996) African Philosophy, Myth and Reality. Bloomington: Indiana University
Press.
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Katzao, JJ (1999) LESSONS TO LEARN: A Historical, Sociological and Economic
Interpretation of Education Provision in Namibia. Windhoek: Out of Africa Publishers.
Le Roux, J (ed.) (1994) Themes in Socio-pedagogics. Pretoria: van Schaik Publishers.
MBEC (1996) Pilot Curriculum Guide for Formal Basic Education. Okahandja: NIED.
Mbiti, J.S. (1997) African Religions and Philosophy. Nairobi: Heinemann.
Mungazi, D.A. (1996) The Mind of Black Africa. London: Praeger Publishers.
Mwamwenda, TS (1996) Educational Psychology. An African Perspective, Second Edition.
Isando: Heinemann.
Nyerere, J. (1967) Education for Self-Reliance. Dar Es Salaam: Government Printer.
Oladipo, O. (1991) The Idea of African Philosophy. Ibadan: Molecular Publishers
Ornstein, A.C. and Levine, D.U. (1993) Foundations of Education. Boston: Houghton Mifflin
Company.
Osborne, R. (1992) Philosophy for Beginners. New York: Writers and Readers Publishing
Oruka, O. H. (1990) Sage Philosophy, Nairobi: A.D. Press.
Palmer, D. (1994) Looking at Philosophy. The Unbearable Heaviness of Philosophy Made
Lighter. London: Mayfield Publishing Company.
Rodney, W. (1973) How Europe Underdeveloped Africa. London: Bogle-L’Ouverture
Sogolo, G. (1996) Foundations of African Philosophy: A Definitive Analysis of Conceptual
Issues in African Thought. Ibadan: Ibadan University Press.
Thiongo, N. (1986) Decolonizing the Mind. London: J. Currey Ltd.
Wiredu, K. (Ed.) (2006) A Companion to African Philosophy. Oxford: Blackwell Publishing.
Wiredu, K. (1980) Philosophy and an African Culture. London: Cambridge University Press.
Wiredu, K. (1977) How Not to Compare African Thought with Western Thought in Wright, R.A.
(Ed) African Philosophy: An Introduction. Washington: University Press of America.