Republic of Namibia

MINISTRY OF EDUCATION, ARTS AND CULTURE

NAMIBIA SENIOR SECONDARY CERTIFICATE (NSSC)

DEVELOPMENT STUDIES SYLLABUS

ORDINARY LEVEL
SYLLABUS CODE: 6136
GRADES 10 - 11

FOR IMPLEMENTATION IN 2019

FOR FIRST EXAMINATION IN 2020
Ministry of Education, Arts and Culture
National Institute for Educational Development (NIED)
Private Bag 2034
Okahandja
Namibia

© Copyright NIED, Ministry of Education, Arts and Culture 2017

Development Studies NSSCO Syllabus Grades 10 - 11

ISBN: 99916-69-61-2

Printed by NIED
Website: http://www.nied.edu.na

Publication date: 2017

 TABLE OF CONTENTS

1. Introduction ........................................................................................................................................... 1
2. Rationale .............................................................................................................................................. 2
3. Aims ...................................................................................................................................................... 2
4. Additional Information ........................................................................................................................... 3
5. Learning Content .................................................................................................................................. 4
6. Assessment objectives ....................................................................................................................... 18
7. Scheme of Assessment ...................................................................................................................... 19
8. Specification grid ................................................................................................................................ 20
9. Grade descriptions ............................................................................................................................. 21
10. Explanatory notes to teachers ............................................................................................................ 22
11. Glossary ............................................................................................................................................. 24
1. INTRODUCTION

The Namibia Senior Secondary Certificate Ordinary level (NSSCO) syllabus for Development
Studies is designed as a two-year course for examination after completion of the Junior
Secondary phase. The syllabus is designed to meet the requirements of the Curriculum Guide
for Formal Senior Secondary Education for Namibia and has been approved by the National
Examinations, Assessment and Certification Board (NEACB).

The National Curriculum guidelines, applicable at a stage of senior secondary education

(grades10-12) and the equivalent stages of non-formal education, as part of lifelong learning,
recognise the uniqueness of the learner and adhere to the philosophy of learner centred
education.

The Namibia National Curriculum guidelines:

 recognise that learning involves developing values and attitudes as well as knowledge
and skills;
 promote self-awareness and an understanding of the attitudes, values and beliefs of
others in a multilingual and a multicultural society;
 encourage respect for human rights and freedom of speech;
 provide insight and understanding of crucial “ global” issues in a rapidly changing world
which affect quality of life: the AIDS pandemic, global warming, environmental
degradation, maldistribution of wealth, expanding and increasing conflicts, the
technological explosion and increased connectivity;
 recognise that as information in its various forms becomes more accessible learners
need to develop higher cognitive skills of analysis, interpretation and evaluation to use
information effectively;
 seek to challenge and to motivate learners to reach their full potential and to contribute
positively to the environment, economy and society;

Thus the Namibian National Guidelines provide opportunities for developing essential, key skills
across the various fields of study. Such skills cannot be developed in isolation and may differ
from context to context according to the field of study.

Development Studies contributes directly to the development of key skills marked *.

 Communication skills*
 Numeracy skills*
 Information skills*
 Problem-solving skills*
 Self-management and Competitive skills*
 Social and Co-operative skills*
 Physical skills
 Work and Study skills*
 Critical and Creative thinking*

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NSSCO Development Studies syllabus, NIED 2017
2. RATIONALE

Development Studies is an interdisciplinary subject, which focuses on the development

concepts, issues, and strategies. It is about the interaction of the economic, social, political
systems and environmental , which affects development, including decision making, and action
taking. It helps learners to relate better to local, national and international development trends. It
exposes learners to a holistic approach to the study and understanding of development process
and practices. By nature, Development Studies reflects the linking of theory and practice which
promotes in learners the acquisition of knowledge, skills, values and development attitudes
which are politically, economically and socially desirable.

Development Studies will enable learners to take a more informed and positive role in shaping
the societies in which they live in a sustainable way.

Development Studies also provides scientific knowledge about physical, environmental and
human processes, which form the basis for cross-curricular education.

3. AIMS

The aims are to enable learners to:

 understand the strategy and practice of development within the context of different social,
political and economic environment;
 develop analytical skills necessary for the understanding of the nature and
interdependence of the social, economic, political and environmental factors which
influence development;
 critically examine and evaluate development strategies and experiences;
 understand and appreciate the interrelated nature of development at a local, national,
regional and international level;
 understand both the prospects for and constraints on development in Namibia and other
developing countries;
 understand and appreciate the role of decision makers such as the individual,
communities, organisations and different forms of government as agent of development;
 appreciate their own actual and potential talents, and the resource potential of their
environment, so as to utilise all these fully for the development of their societies;
 develop cultural and social responsibility by meaningful participation in community efforts
to counter poverty, exploitation and other forms of injustice;
 understand emerging issues which affect development, such as HIV and AIDS, global
warming, globalization, information technology, gender relations, debt crisis and impacts;
 develop a challenging attitude and a focus on sustainable development so that they can
act upon their environment to change it in the best interest of everyone;
 develop skills, including fieldwork techniques, to investigate development issues and
suggest solutions of relevance in the local and national context;
 acquire and apply Information Communication Technology (ICT) skills.

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4. ADDITIONAL INFORMATION

Guided learning hours

The NSSCO level syllabuses are designed on the assumption that learners have about 130
guided learning hours per subject over the duration of two years, but this is for guidance only.
The number of hours required to gain the qualification may vary according to local conditions
and the learners’ prior experience of the subject. The National Curriculum for Basic Education
(NCBE) indicates that this subject will be taught for 8 periods of 40 minutes each per 7-day
cycle, or 6 periods of 40 minutes each per 5-day cycle, over two years.

Prior learning

Learners beginning this course are not expected to have studied Development Studies
previously in Junior Secondary (JS) level.

Progression

NSSCO levels are general qualifications that enable learners to progress either directly to
employment, or to proceed to further qualifications.

Support materials and approved textbooks

NSSCO Development Studies syllabus, question papers and examiner reports are sent to all
schools. Assessment manuals in subjects, where applicable are sent to schools. Approved
learning support materials are available on the Senior Secondary Textbook Catalogue for
Schools. The Senior Secondary Textbook Catalogue is available on the institution’s (NIED)
website (http://www.nied.edu.na).

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5. LEARNING CONTENT

The learning content is divided into ten themes:

1) Measuring Development
2) Namibia Developmental Plans
3) Production
4) Industrialisation and Urbanisation
5) Rural Development
6) Women and development
7) Population, Health and Education
8) Politics and Development
9) Trade and Aid
10) Research Techniques

The themes are presented in the table with topics, general objectives and specific objectives

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 Theme 1: Measuring Development

Topic GENERAL OBJECTIVES SPECIFIC OBJECTIVES

Learners will: Learners should be able to:

1.1 Development  understand the concept and practice  define the term “development” with reference to social,
of development within the context of economic, political and environmental aspect
their social, economic , political and  describe the broad pattern of the world development:
environment developed/developing, Less Economic Developed
Countries (LEDC)and More Economic Developed Countries
(MEDC), industrialised/non-industrialised,
capitalism/communism, newly industrialised countries
(NICs)
 explain how environmental, social, political, social and
economic indicators can used to measure development
 explain the usefulness and limitations of GNP as an
indicator of development
 describe the characteristics of countries at different levels
of development: Gross National Product (GNP), population
growth, housing, types of jobs, diet, life expectancy,
education and health services etc.
 explain how Human Development Index (HDI) and
Multidimensional Poverty Index (MPI) are used as indicator
to measure development
 explain how historical, political, social, availability of
resources and economic factors influence the level of
development in different countries

1.2 Sustainable Development  show an understanding of  define what is sustainable development

sustainable development  describe and illustrate the concept of sustainable
development with reference to natural environment and the
use and exploitation of resources
 discuss sustainable development goal, with reference to
responsible consumption and production

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 Theme 2: Namibia Developmental Plans

Topics GENERAL OBJECTIVES SPECIFIC OBJECTIVES

Learners will: Learners should be able to:

2.1 Namibia Vision 2030  understand the goals and aims of  describe five key areas toward the realisation of Vision 2030
Namibia Vision 2030 with reference to:
- education, science and technology
- health and development
- sustainable agriculture
- peace and social justice
- gender equality

2.2 National Development  understand the role of NDPs toward  explain how NDPs are used to provide direction in terms of
Plans (NDPs) Namibia’s economic and social planning, implementation and outcomes to Namibia’s
development and short and long term National Development agenda
goals  discus short and long term planning and evaluate an
example of a National Development Plan: e.g. Namibia’s
Fifth National Development Plan (NDP5), Harambee
Prosperity Plan with reference to the main objectives and
goals

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 Theme 3: Production

Topic GENERAL OBJECTIVES SPECIFIC OBJECTIVES

Learners will: Learners should be able to:

3.1 Production  understand the concept and process  explain the need for production: basic needs and wants
of production  explain what is needed to produce goods and services: land,
labour, capital (factors of production)
 explain how land is a factor of production: quality of land and
physical resources, the need for conservation of natural
resources, and the problem of ownership
 explain how labour is a factor of production: division of
labour and specialisation
 explain the meaning of capital: money capital and Capital
good, and the use of money capital in the production of
resources
 describe the different types of energy used in the production
process and explain their potential role in future
development: non-renewable (oil, coal, nuclear and natural
gas) and renewable (solar, biogas, wood, Hydro Electric
Power)
 describe types of technology: simple, intermediate, complex,
and appropriate technology and illustrate with examples
 explain the economies of scale
 describe labour and capital intensive methods of production
 describe and explain sector of production in countries at
different levels of development: relative percentage of the
population employed in agriculture, industry, and services
(primary, secondary and tertiary production)
 describe and explain the importance of enterprise in the
process of production and illustrate how production can be
organised

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Topic GENERAL OBJECTIVES SPECIFIC OBJECTIVES
Learners will: Learners should be able to:

3.1 Production….  describe and explain the importance of enterprise in the

Continued process of production and illustrate how production can be
organised: individual, cooperatives, companies,
transnational companies or multinational companies and
state organisations
 explain the role played by technology revolution in
development and the world new economic order: micro-
electronics, biotechnology, communications and information
systems
 evaluate strategies for increasing production: such as
privatisation of state own enterprises (water and electricity
supply, roads, telecommunications and other services)

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 Theme 4: Industrialisation and Urbanisation

Topic GENERAL OBJECTIVES SPECIFIC OBJECTIVES

Learners will: Learners should be able to:
4.1 Industrialisation  understand the process of  define and explain the process of industrialisation
industrialisation and its impact on  identify with examples from specific industries the characteristics of
development modern industrial production: complex machinery and advanced
technology, wide range of raw material, complex division of labour,
the coordination of specialised tasks
 describe the different strategies for industrialisation by evaluating the
advantages and disadvantages: import substitution, export-orientated
industries, large-scale vs small scale, multinational companies
(MNCs), local investors or joint enterprises, state enterprises, public
private partnership
 identify examples of newly industrialising countries (NICs) and
evaluate the role of the state in their development: e.g. South Africa,
India, Philippines and Indonesia
 discuss the importance of key industries to the social and economic
development of Namibia (e.g. mining, fishing, agriculture, textiles,
tourism)
 suggest possible sustainable ways of increasing production in
Namibian industries: value added processes, foreign investors joint
ventures with local, adoption of modern production processes, further
research and explorations
4.2 Urbanisation  understand the dynamics of  define urbanisation
urbanisation and its impact on  describe the causes and characteristics of urbanisation: in the
developing and developed countries industrialised (developed) countries and in the developing countries
 describe the problems of rapid urbanisation in the developing world:
effects on rural areas, housing needs and shanty towns, sanitation,
water suppliers and pollution, transport and communication
 suggest solutions to problems caused by urban growth: self-help
schemes, site and services schemes, rural development projects,
new town etc
 differentiate between unemployment and underemployment, formal
and informal sector

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 Theme 5: Rural Development

Topic GENERAL OBJECTIVES SPECIFIC OBJECTIVES

Learners will: Learners should be able to:

5.1 Rural Development  develop an understanding and  describe the traditional societies with reference to hunter- gatherers,
appreciation of the nature of rural nomadic, pastoralist and agriculturalists
development  describe the nature of traditional society in terms of land use and
ownership, division of labour, and type of tools, seasonal agriculture,
social and cultural activities dependence on the local environment,
changes to traditional farming in pre-colonial times, and the impact of
colonialism, development of peasant farming and cash cropping
 describe and illustrate examples of commercial farming: tools and
technology, development of monoculture and large scale projects,
plantations, crop rotation
 describe and evaluate selected rural development schemes and
strategies used in Southern Africa, and evaluate the problems
involved in their implementation: loans and credit schemes and small
scale rural projects, farmers’ cooperatives, resettlement schemes,
integrated rural development and the mobilisation of rural population,
grassroots’ development and appropriate farming methods
 describe and demonstrate the importance of the need to conserve
the environment in rural areas: land clearance, fuel and wood
supplies and deforestation, soil erosion and land degradation,
ground and water pollution caused by agriculture, maintaining wildlife
diversity, sustainable development
 describe and explain the role played by the state, formal and
informal groups and individuals in rural development: the influence of
culture, beliefs and values of individuals and groups in rural
development issues in Namibia
 describe and evaluate strategies for diversifying resources and
community participation in tourism: cultural tourism and conservation
 explain the positive and negative impacts of tourism on people,
economy and environment in Southern Africa

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 Theme 6: Women and Development

Topic GENERAL OBJECTIVES SPECIFIC OBJECTIVES

Learners will: Learners should be able to:

6.1 Women in traditional  understand and appreciate the  discuss the roles of women in traditional societies: in reference to
and pre-colonial role of women in development labour, food production, farming, and family welfare
societies  discuss the impact of culture on the women’s position in the society:
traditional values, customs and practices, taboos and myths
 assess the impact of colonialism on the position of women in society:
impact in relation to education, land entitlement, wages, labour,
migratory labour and commercial farming

6.2 The role of women in  understand and appreciate the  define gender equality
modern society role of women in development  discuss issues related to emerging roles of women: equal access to
and poverty alleviation jobs, new policies, women oriented schemes and female headed
households
 assess the role played by women in politics of Namibia: in liberation
and independence movements, their integration into national
development, formal equality versus factual inequality and the
promotion of women’s rights
 describe and evaluate the importance of women in development and
their participation in development projects in Namibia: rural women
as target groups, the contribution of women’s organisations and local
female self-help groups, examples of women’s schemes in the
programmes of aid agencies, urban women and urban projects
 discuss factors that lead to gender based violence (GBV) and baby
dumping in Namibia
 suggest possible solutions to address GBV and baby dumping

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 Theme 7: Population, Health and Education

Topic GENERAL OBJECTIVES SPECIFIC OBJECTIVES

Learners will: Learners should be able to:

7.1 Population  understand the effects of  define the term population density and distribution
population trends on  describe and explain the distribution of population in the world and
development regions in Southern Africa: with reference to physical factors such as
climate, and relief and economic, social and political factors
 describe and explain trends in population growth in countries at
different levels of economic development, define the terms:
- population growth rates
- crude birth rates
- death rates
- infant mortality
- demographic transition model
 discuss ways to control population growth: examples of national
population policies to reduce growth rate (e.g. China) and increase
growth rates (e.g. Singapore)
 describe how population data can be used for economic and social
purposes and give Namibian examples
 discuss the concept of population pyramids with reference to
population structure of developed and developing countries
 assess the impacts of HIV and AIDS on population of Namibia
7.2 Health  understand the role of health in  describe and analyse the main factors which determine good health
development and life expectancy: clean water supplies and hygiene, a nutritionally
adequate diet, freedom from disease, poverty and stress
 describe and evaluate examples of health programmes in Namibia:
primary health care and the training of medical auxiliaries, the
building of hospitals and training of doctors, the provision of clean
water supplies, community health programmes and immunisation
 discuss the impact of HIV and AIDS on Namibia and other SADC
countries’ economic development and how the health system is
addressing the HIV and AIDS pandemic in Namibia

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Topic GENERAL OBJECTIVES SPECIFIC OBJECTIVES
Learners will: Learners should be able to:

7.3 Education  understand the role of education  define traditional and modern education systems
towards development in Namibia  describe the advantages and disadvantages of traditional and
modern education systems
 distinguish between formal, informal and non-formal education
systems
 interpret and analyse data for measuring a country’s education
provision with reference to:
- level of literacy
- number of children in primary and secondary schools
- number of students in tertiary institutions
 assess the impacts of Information Communication and Technology
(ICT) on education development in Namibia
 describe the significance of alternative approaches used in Namibia
to provide education: non-formal, vocational education, lifelong
learning to encourage skills development and sustainable economic
development
 explain how education address HIV and AIDS

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 Theme 8: Politics and Development

Topic GENERAL OBJECTIVES GENERAL OBJECTIVES

Learners will: Learners should be able to:

8.1 Politics and  understand different forms of  explain the concepts used in politics, state and government:
Development governments and their influence constitution, authority, power, representation, delegation, election
on development and voting
 understand the role of central  discuss different types of governments: a monarchy, parliamentary
government, regional and local democracy, republic, one-party state, dictatorship and totalitarianism
authorities toward development  explain different approaches to state power: capitalism, socialism,
mixed economies, communism and fascism
 discuss the role of government and regional/local authorities, with
specific reference to Namibia, in providing the conditions for
development: peace and national security, opportunities for the
population (e.g. loans); infrastructure, education and social services,
decentralization policy
 explain the main factors affecting social and economic developments
in LEDCs such as Namibia: poor planning, lack of skilled workforce,
work ethics (corruption and transparency), lack of finance and lack of
in service training

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 Theme 9: Trade and AID

Topic GENERAL OBJECTIVES SPECIFIC OBJECTIVES

Learners will: Learners should be able to:

9.1 Trade  understand the roles of trade  define what is trade

towards social and economic  describe the reasons for exchange and the need for integration into
development the world economy
 define what is meant by balance of trade and balance of payment
 explain the effects of trade on balance of payment: the ways in which
countries trade and the effects of price fluctuations, examples of
balance of payment problems, the search for new economic order
 analyse the broad pattern of international trade: between developing,
newly industrialised countries (NICs) and developed countries
 define globalisation
 describe the growing significance of globalisation of trade and
investment: socio-economic benefits/opportunities and constraints
for less economic developed countries (LEDCs) and more economic
developed countries (MEDCs)
 name and explain strategies which LEDCs such as Namibia can use
in order to participate in the global village: establish infrastructure,
human resources development, international exposure, attract
foreign investment

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Topic GENERAL OBJECTIVES SPECIFIC OBJECTIVES
Learners will: Learners should be able to:
9.2 Foreign investment  understand the various forms of  define foreign investment and aid
and aid foreign investment and their  describe different forms of foreign investment and international aid:
impact on development the problem of direct foreign investment and multi-national
companies, the effects of foreign loans and credits on national
economy
 describe the roles of the special agencies of United Nations toward
social and economic development: World Bank, IMF, UNDP,
UNICEF, FAO, UNESCO

9.3 Regional and Global  understand cooperation among  discuss the regional co-operation in Southern African region:
cooperation countries Southern African Customs Union (SACU) and Southern Africa
Development Community (SADC): with reference to the successes
and challenges faced by such regional communities
 discuss the role of European Union (EU) in terms of cooperation and
trading with other nations and trading partners.

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 Theme 10: Research Techniques

Topic GENERAL OBJECTIVES SPECIFIC OBJECTIVES

Learners will: Learners should be able to:

10.1 Research skills  know how to carry out an  identify research topic
investigation/research project  state features of a good topic: interest, relevancy, ethical, specific
(area, time, date)
 describe the aims and objectives of research
 differentiate between a hypothesis and a research question
 differentiate between primary and secondary data with relevant
examples
 name and describe different methods of collecting data
 evaluate the advantages and disadvantages of data collection
methods
 define the concept of pilot study
 differentiate between research population and research sample
 name and describe different sampling methods: random, stratified
and systematic
 analyse and present information collected: draw graphs, sketch
maps
 draw conclusion and recommendations

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6. ASSESSMENT OBJECTIVES

The four assessment objectives in Development Studies are:

A. Knowledge with Understanding

B. Analysis and Evaluation
C. Investigation
D. Problem-solving

A. Knowledge with Understanding

Learners should be able to:

A.1 recall, select and present relevant factual information;
A.2 demonstrate understanding of development terms, strategies and concepts;
A.3 show understanding of development strategies and their application;
A.4 demonstrate knowledge and understanding of development issues in Namibia, SADC
and the rest of the world.

B. Analysis and Evaluation

Learners should be able to:

B.1 interpret relevant data presented in written, statistical, diagrammatic, pictorial and
graphical forms;
B.2 analyse and evaluate information, recognise patterns and deduce relationships
and draw reasoned conclusions;
B.3 analyse and evaluate alternative approaches to development problems.

C. Investigation

Learners should be able to:

C.1 plan and carry out a simple research exercise;
C.2 select and use basic techniques to observe, record and classify relevant data and
extract relevant information from a range of sources;
C.3 organise and present their findings in a clear and coherent manner.

D. Problem solving

Learners should be able to:

D.1 apply practical and cognitive skills to solving problems.

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7. SCHEME OF ASSESSMENT

All learners will take papers 1, 2 and 3.

Grades available A*-G

Paper 1 2 hours 15 mins 80 marks
Written
This paper will consist of structured questions based upon stimulus material. Learners will be
expected to answer all four questions (compulsory) drawn from the whole curriculum, involving
primarily, but not exclusively, the demonstration of knowledge and understanding. (assessment
objective A) ( 4 x 20 marks)

Paper 2 2 hours 70 marks

Written
This paper consists of two compulsory structured questions based upon several pieces of
related source material, involving primarily, but not exclusively, the analysis and evaluation of
evidence. (Assessment objective B) (2 x 35 marks)

Paper 3 1 hour 45 mins 50 marks

Written
This paper will consist of two compulsory sections testing, primarily but not exclusively, skills in
assessment objective C (investigation) and D (problem solving). Firstly, learners will be
provided with a limited amount of data about a development issue, which could provide the
basis for a research investigation. They will be required to answer questions based on the
data. Secondly, they will be asked to answer questions based on their own investigation of a
development issue carried out during the course

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8. SPECIFICATION GRID

The relationship between the assessment objectives and components of the scheme of
assessment

Percentage
Assessment Objectives Paper 1 Paper 2 Paper 3
% (overall)
A. Knowledge with understanding
A.1 recall, select and present relevant factual information
A.2 demonstrate understanding of development terms, 20 15 17.5%
strategies and concepts
A.3 show understanding of development strategies and
15 7.5%
their application
A.4 demonstrate knowledge and understanding of
development issues in Namibia, SADC and the rest of 20 10%
the world
B. Analysis and evaluation
B.1 interpret relevant data presented in written, statistical,
25 15 5 22.5%
diagrammatical, pictorial and graphical forms
B.2 analyse and evaluate information, recognise patterns
and deduce relationships and draw reasoned 25 5 15%
conclusions
B.3 analyse and evaluate alternative approaches to
15 5 10%
development problems
C. Investigation 25 12.5%
D. Problem solving 10 5%
Total 80 70 50 100

Weighting of paper

Paper Marks Weighting Assessment Objectives

1 80 40% A,B
2 70 35% A,B
3 50 25% B,C,D

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9. GRADE DESCRIPTIONS

Grade descriptions are provided to give a general indication of the standards of achievement
likely to have been shown by learners awarded particular grades. The grade awarded will
depend in practice upon the extent to which the learner has met the assessment objectives
overall and it might conceal weakness in one aspect of the examination which is balanced by
above average performance in some others. Learners will be graded on a scale of A*- G.

The descriptors for judgmental thresholds (A,C,E,G) are given below.

A Grade A learner is expected to:

 understand at a detailed level a wide range of development issues, terms, concepts and
strategies;
 identify and evaluate local and national development needs and resources;
 plan and carry out a research investigation focused on development issue, using a suitable
range of techniques of data collection, analysis and presentation with a high degree of
accuracy and clarity;
 apply the extensive practical and cognitive skills listed above in making reasoned and
balanced judgements on development issues of a local, national and international character,
appreciating the different values and circumstances of the people concerned, with an
awareness of his or her own potential for participating in development.

A Grade C learner is expected to:

 understand at a sound level key development issues, terms, concepts and strategies;
 identify and describe local and national development needs and resources;
 plan and carry out a research investigation focused on a development issue, using suitable
techniques of data collection, analysis and presentation with a moderate degree of accuracy
and clarity;
 apply the thorough practical and cognitive skills listed above in making reasoned and
balanced judgements on development issues of a local, national and international character,
appreciating the different values and some of the circumstances of the people concerned,
with an awareness of his / her own potential for participating in development.

A Grade E learner is expected to:

 understand at a limited level key development issues, concepts and strategies;
 identify some local and national development needs and resources;
 plan and carry out a research investigation focused on a development issue, using some
basic techniques of data collection, analysis and presentation with a moderate degree of
accuracy and clarity;
 apply the basic understanding and cognitive skills listed above in discussing development
issues of a local, national and international character with a basic appreciation that different
value positions and circumstances can exist and an awareness of his / her own potential for
participating in development.

A Grade G learner is expected to:

 understand at a limited level simple development issues, concepts and strategies;
 identify some local and national development needs and resources;
 plan and carry out a simple research investigation focused on a development issue, using
some basic techniques of data collection, analysis and presentation with a limited level of
accuracy and clarity;

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 apply the basic understanding and cognitive skills listed above in discussing development
problems of a local, national and international character with a basic appreciation that
different value positions and circumstances can exist and with limited awareness of his/ her
own potential for participating in development.

10. EXPLANATORY NOTES TO TEACHERS

Paper 3 (Alternative to coursework) – notes for guidance.

All the questions on this paper will test assessment objectives C and D (Investigation and
Problem Solving)

In order to prepare for this paper it will be necessary for learners to be taught the skills of
carrying out a research investigation and for them to either individually or in groups carry out
research for themselves into a development issue.

The examination paper will be divided into two sections:

Section A
Questions on research methodology using data provided about a development issue (35
marks).

Section B
Questions based on their own research investigation (15 marks).

Recommended procedures for study

(i) Research skills

Learners need to be taught how to carry out investigations on development issues. It is
recommended that these skills form part of the teaching programme rather than being taught in
isolation. They can be illustrated through practical exercises integrated with the learning content
as various topics are taught.

They should be taught that any investigation into a development issue should include the
following stages:

1. identify and describe an issue for investigation;

2. formulate a research question or hypothesis;
3. identify sources of information;
4. select and use suitable primary (e.g. questionnaires, interviews and observation) or
secondary methods ( e.g. maps, photographs, statistical data and publications) of data
collection
Present an investigation report which refers to 1 to 4 above and also includes:
(a) representation of data using appropriate techniques (e.g. graphs such as pie charts,
bar graphs and divided rectangles, tables, maps and flow charts);
(b) written analysis and interpretation of the data;
(c) conclusions based on the data collected;
(d) recommendations based on the data collected;
(e) an evaluation of the finished enquiry which should include reference to the limitations of
the data collected.

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NSSCO Development Studies syllabus, NIED 2017
(ii) Individual research
Once learners are ready to practice their research skills they should carry out their own
research investigation on a development issue. They can work individually or in groups to
collect data, however each learner must present his or her own investigation report. At all
stages it is important for teachers to give guidance in the selection, planning and
implementation of the investigations. This includes guidance in:
 selecting suitable issues to investigate;
 identifying sources of data, either primary or secondary or a combination (if it is possible to
collect primary data by fieldwork this should be encouraged);
 selecting appropriate methods of data collection;
 discussing problems and difficulties involved in the presentation and analysis of data.

It is important that learners are aware that, whilst the research investigation will not be assessed
as a formal coursework assignment, a number of questions will be set on it as part of the Paper
3 examination.

For example learners may be asked in the Paper 3 examination to:

 identify their own research question or hypothesis;
 describe how they collected their data;
 illustrate methods of presentation which they used;
 justify their choices of data collection and presentation;
 briefly communicate their conclusions;
 evaluate their methodology.

(iii) Examples of possible topics for research investigation

These suggestions are intended only as examples, some of which might be suitable for
individual research whilst others may be more suited for group collaboration on the collection of
data. What may be suitable for a school in an urban location may not be suitable in a rural
location and teachers will need to assess the varied opportunities which are available to
learners in their own schools. There are three basics approaches to the collection of data:

1. Collecting data within the school environment

(e.g. questionnaires can be designed and used within school as part of a research
enquiry on family sizes, employment or migration patterns.

For example a research investigation on migration could ask a research question such
as `How does the migration of parents affect performance of learners in school? The
data could be collected largely through the use of questionnaires of learners and
interviews with teachers.)

2. Collecting data in the local area

(e.g. a local research investigation into the effect of a new development such as a
school, clinic or bus service in an urban area, issues such as the use of fertilizers or
problems of water supply in a rural area, or the environmental impacts of a development
such as a new dam or a tourist attraction in the local area.

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NSSCO Development Studies syllabus, NIED 2017
 For example a research investigation on a local issue could focus on teenage sexual
activities with research questions being framed which investigate the age at which
teenagers become sexually active or their awareness of aids and the spread of HIV. The
data could be collected through the use of questionnaires along with interviews of health
workers. Statistics from health authorities in the area may also be available.)

3. Making use of secondary data

(e.g. a comparison of levels of development of different countries by using suitable
indicators obtained from reference materials such as the internet or an investigation into
the impacts of industrial development in an area using documentary sources.

For example a research investigation could focus on the growth of a company or the
economy in a region. The data could be obtained from reports produced by the
companies along with statistical materials from government departments).

11. GLOSSARY

It is hoped that this glossary of terms used in the Development Studies will prove helpful to
learners as a guide. The glossary has been deliberately kept brief with respect to the
descriptions of meanings. Learners should appreciate that the meaning of a term must depend
in part on its development context. NOTE: Illustrative techniques as quoted in this glossary
encompasses such things as maps, diagrams, sketches, graphs etc.

Annotate Add labels or notes or short comments to meet specific requirements

usually on an illustrative technique.

Calculate Is used when a numerical answer is required. In general, working should

be shown, especially where two or more steps are involved.

Compare Set out the factual details to show how far things either agree or disagree
or are alike or unlike. For a comparison, two elements or themes, learners
will be required to identify similarities and differences either in written
statements or as shown by illustrative techniques.

Complete To add the remaining details required to a written statement or an

illustrative technique.

Contrast Identify differences

Define or state the To describe accurately, giving the meaning of, definition of.
meaning of or
what is meant by

Describe Set out the factual details of. To give a written account to meet a specific
requirement e.g. to give an account of something.
May also be seen as ‘give an account of’. Is often coupled with other
command words such as : name and describe (name the feature and set
out factual details of),
Describe and explain (set out factual details and give reasons for).
Describe how, when or where (directive toward a particular aspect for
which a written account is required).

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NSSCO Development Studies syllabus, NIED 2017
Devise or plan Presentation of a particular feature such as a form or questionnaire to
meet a specific requirement or requirements.

Draw Make a sketch of. Often coupled with a labelled diagram (draw a
diagram / illustration with labels to identify its features

Explain or Give reasons for a particular feature

Account for/
Factor Characteristics bringing about a certain result.

Feature A characteristic of.

Giving your views Say what you think about.

How In what way? To what extent? By what means / method? May be

coupled by with show how (prove how, demonstrate how)

Identify Select, ascertain. Recognise a specific feature / features on an illustrative

technique or in a written statement.

Illustrating your
Answer Account for by using specific examples or diagrams. Often coupled with
by a labelled diagram (use of an illustrative technique relating to specific
aspect or aspects in a question to include relevant words or terms to
identify particular features.)

Insert or label Placing specific names or details to an illustrative techniques in response

to a particular requirement.

List Identify and name a number of features to meet a particular purpose.

Where a given number of features is specified this should not be
exceeded.

Locate Find the place of.

Mark Indicate or show on an illustrative technique a particular feature or

features.

Match Identify two or more statements or illustrative techniques in which there

is an element of similarity or inter-relationship.

Measure Implies that the quantity concerned can be directly obtained from a
suitable measuring instrument.

Name To state or specify or identify. To give the word or words by which a

specific feature is known or to give examples which illustrate a particular
feature.

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NSSCO Development Studies syllabus, NIED 2017
Pattern A particular spatial arrangement or distribution of phenomena e.g.
settlements. In another context one may be asked to suggest a pattern or
identify a pattern or trend (recognise a particular sequence or a number
of sequences from an illustrative technique or from a written statement).

Reasons Explain, justify, give the causes of.

Refer to or With
reference to Write an answer which uses some of the ideas provided in an illustrative
technique or other additional material such as a case study.

State Set down in brief detail. To refer to an aspect of a particular feature by a

short statement or by words or by single word.

Study Examine closely, pay special attention to, look carefully at and interpret.

Suggest Set down your ideas on or knowledge of. Propose, put forward for
consideration. Often coupled with why (requires a statement or an
explanatory statement referring to a particular feature or features.)

Use or using the

information
provided Base your answer on the information provided (on the content of an
illustrative technique or a written statement).

With the help of

the information in Write an answer which uses some of the information in the illustrative
technique as well as additional materials.

What Used to form a question with selective ideas / details / factors.

What differences
are shown
between A and B Use comparative statements to assess the changes involved as A
changes
to B. Factual descriptions of A and B are not required.

Where At what place? To what place? From what place?

Why For what cause or reason?

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NSSCO Development Studies syllabus, NIED 2017
The National Institute for Educational Development
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Okahandja
NAMIBIA

Telephone: +264 62 509000

Facsimile: + 264 62 509073

E-mail: info@nied.edu.na
Website: http://www.nied.edu.na

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NSSCO Development Studies syllabus, NIED 2017