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Short Learning Programme
Indigenous Life Skills Education
This short learning programme is an integral part of community development sector and an important step forward in South Africa's developmental agenda especially for the youth, leaders of the future.. It will provide some of the fundamental building blocks for capacity building of the youth in their local community and attempts to create a better life for all South African citizens, especially the poor and marginalised communities with large and growing members of the youth. In short it will help to:inculcate and embrace the knowledge and application of African values, beliefs, cultures and practice; especially among the your of South Africa; improve social equity and justice; enhance service delivery by all organisations; It forms part of a learning and career pathway in community development and provide access to further learning within the current traditional framework very much needed by the local communities. The short course is a direct drive of the NWU’s commitment to community engagement and development in the Province.

Purpose of the course:

The learning programme is designed for people who are interested or involved in planning and implementing a variety of community development initiatives and processes across a variety of social and economic contexts. It forms part of a learning and career pathway in community development and provides access to further learning within the current traditional framework very much needed by local communities. Successful learners can fulfill the role of community development workers who can empower communities to manage their own integrated, sustainable development and the alleviation of poverty.

Admission requirements:

Admission requirements: 
Learning assumed to be in place: 
Practical experience in the field of life skills education.

Course outcomes and assessment criteria :

Course outcomes and the associated assessment criteria: 

Study Unit


Assessment Criteria


MODULE 1 (IKS115 ):


The Role of Indigenous knowledge systems in life skills education among the youth of local communities

At the end of the learning cycle the learners will demonstrate knowledge and understanding of:

  •  Common Terminology;
  • Definitions;
  • Nature of Indigenous life skills education;
  • Similarities and differences between African indigenous approaches and Western Eurocentric approaches to life skills education.
  • The strengths and weaknesses of African indigenous life skills education.
  • The role of the family and the community in morality and its development.
  •  Moral degeneration and regeneration among the youth.
  • Challenges and future prospects/recommendations for reform of life skills education and morality development among the youth.


After completion of this course, participants will:

1. African indigenous Socio- cultural context of life skills education

Participant will be assessed on the following criteria:

  1. List related terminology to Indigenous Life skills.
  2. Define each term/ worm.
  3. State features/ characteristics of related terminology to African indigenous life skills.

2. African indigenous versus western approach to life skills.

  1. State similarities and differences in African-cultural context
  2. Mention similarities and differences in South African tribal socio- cultural context.
  3. Compare African Indigenous approaches to Western Eurocentric approaches to life skills.

3.  The role of the Family and community and application of life skills in African culture.

  1. Make comparative application among African tribes.
  2. State the role of the family in the development and application of life skills.
  3. Mention  the role of the community in the development and application of life skills.
  4. Point-out the role of the Schools in the development and application of life skills.
  4. The strength and weaknesses of African indigenous approaches, methods and techniques of life skills.
  1. State the Strength and weaknesses in the African approaches.
  2. Describe the strengths and weaknesses in the Western Eurocentric approaches.
  3. Make recommendations for the way forward with specific reference to South Africa, consistent with constitutional values.
  4. Recommend the way forward for Africa and the rest of the word, consistent with international human rights values.
  5. Role of African indigenous approaches to life skills for moral degeneration among contemporary youth.
  1. Define morality.
  2. List other terminology related to morality.
  3. Explain moral degeneration/regeneration in South Africa.
  4. Point out the concerns about moral degeneration/ regeneration in South Africa, in Africa and the rest of the world.
  5. Identify possible evidence, causes and sources for moral degeneration/ regeneration.
  6. List all possible agents for moral degeneration / regeneration.
  7. State challenges and make recommendations for reform.


Formative and Summative.
Method of assessment: 
Summative: Examination/ Case studies. Formative: Class tests/Group or individual assignments

Additional information

Mode of delivery: 
Target group: 
Community development workers in the following fields of indigenous knowledge systems: Traditional, Local, Provincial and Central Government. Youth Development. Social Development Early Childhood Development (ECD). Health. Education (Formal, informal and non-formal). Public Works. Agriculture. Gender Equality and Women's Empowerment. Victim Empowerment. Conflict Management. Civil Society Organisations (CBOs, NGOs and FBOs, Foundations and Trusts). Corporate Social Responsibility. Co-operatives.
Contact us
Prof Jan Meyer
Telephone number: 
018 389 2614