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FORMAL approval is being awaited from the Ministry of Education for the reintroduction of Bible study in public schools as part of the existing Religious and Moral Education (RME) subject.

“The purpose of Government’s RME curriculum is to develop knowledge of the diversity of religious beliefs as a source for moral education, while the purpose of CCN’s curriculum is to use the Bible as source for moral education.  This will help prevent the growing threat of moral decay in Namibian society and strengthen Biblical instruction in the school curriculum,” said Kapere.

She told The Namibian that Bible study at schools was done away with in Namibia after Independence, and the main reason for this is because the Constitution classifies Namibia as a ‘secular state’.“To focus on one specific religion would have been objectionable by the other religions,” she said. “Christianity is taught now, but it’s more historical than theological. With the new programme, children will go deeper into what the Bible says.”

Jos — A three-day inter-faith conference on peace in Plateau State came to a close with participants drawing up a 12-point communiqué on how lasting peace can be achieved in the state.

Speaking at the closing ceremony, Mrs Tallen noted that the crises that had torn the state apart in the past has been an eye opener to all those who knew the price of peace, adding that both religion has their sad tales to tell. According to her, the time has come for youths in the state and across the country, to learn to say no to violence and be tolerant of each other no matter what it may entail.

A big lesson, he said had been learnt and with this conference, it was expected that all forms of hatred should be eschewed in the interest of lasting peace, even as it had become mandatory that people from both religion must learn to live together as it was the case in the past. In his own comments, Mr. Daniel Choji said the conference had assisted in no small measure in identifying the causes of the problems, and the frank discussions had enabled all participants an opportunity to take the messages back to the grassroots as that would be the only way to mend fences properly.

Teaching peace also places importance on the process of education, i.e. the structure of the classroom, shared power between teacher and student, and a cooperative, co-creative learning process where factors like race, religion, background and learning ability are honored as swaths of fabric in a colorful cultural quil

he case of the Program Pendidikan Damai , a peace education program specifically designed for the province of Aceh, Indonesia, is a good example of a culture of teaching peace. In response to the pandemic brutal war between the Free Aceh Movement and the Indonesian military which has caught tens of thousands of civilians in the crossfire, local educators solicited the advice of international non-governmental organizations in creating a curriculum rooted in principles of nonviolence. The curriculum incorporates tenets of Islamic teaching as well as Acehnese culture, and is thus aptly relevant to the students who, frustrated with the level of violence in their cities and countrysides, decided to participate in workshops and trainings to learn how they can be agents of positive change in their communities. The local schools have adopted the curriculum and have begun teaching the lessons during school hours.

teaching peace gives students the tools to constructively deal with the problems they encounter on both a personal and global level, and it helps them understand their responsibility for elevating the collective human experience.

Gender “Gender” refers to the social differences and relations between men and women which are learned, vary widely among societies and cultures, and change over time. The term “gender” does not replace the term “sex”, which refers exclusively to biological differences between men and women. For example, statistical data are broken down by sex. The term “gender” is used to analyse the roles, responsibilities, constraints, opportunities and needs of women and men in all areas and in any given social context. Gender roles are learned behaviours in a given society, community or other social group. They condition which activities, tasks and responsibilities are perceived as male and female. Gender roles are affected by age, class, race, ethnicity and religion, and by the geographical, economic and political environment. Changes in gender roles often occur in response to changing economic, natural or political circumstances, including development efforts or structural adjustment, or other nationally or internationally based forces. The gender roles within a given social context may be flexible or rigid, similar or different, and complementary or conflicting. Both women and men are involved in reproductive, productive and community management activities and play roles within social and political groups. Their involvement in each activity reflects the gender division of labour in a particular place at a particular time. The gender division of labour must be reflected in gender analysis.