Learner Support Programmes
The JSS leadership SHALL implement the following programmes to support and enhance the implementation of the JSS and Pre-Vocational level curriculum. Relevant adaptations and modification SHALL be ensured to enable the learners with special needs perform the related tasks and achieve the learning outcomes.
Types of Learner Support Programmes for Junior Secondary
1. Parental Empowerment and Engagement
Parents have a shared responsibility with learning institutions to provide a conducive environment that motivates ALL learners to achieve their full potential. In regard to Parental Empowerment and Engagement (PEE) the leadership of JSS and Pre-Vocational institutions SHALL:
- Ensure teachers are trained on PEE.
- Encourage parents to provide the basic needs of their children, ensure regular school attendance, supervise assignments, attend school meetings and discuss their children’s performance with teachers.
- Organize forums to empower parents on good practices that support children’s learning at home and in school.
- Involve parents in making decisions regarding matters affecting their children’s well-being (including their discipline).
- Continuously engage parents on the progress of their children.
(v) Provide timely feedback to parents and guardians on issues affecting their children’s learning through various forums including social platforms.
- Sensitize parents and guardians on disability mainstreaming in education.
- Leverage existing Adult and Continuing Education programmes to enhance parental skills, attitudes and practices.
2. Community Service Learning
Community Service Learning (CSL) is an educational activity that provides experiential learning for the purpose of integrating theory and practice. In this case, the leadership of JSS and Pre- vocational institutions SHALL:
- Initiate a variety of CSL activities to allow learner’s adequate participation.
- Ensure CSL is implemented, in accordance with existing MoE policy. iii. Engage all learners in CSL activities. iv. Collaborate with parents, and the community in implementing CSL activities.
v. Establish and maintain partnerships with relevant organizations and/or stakeholders for CSL activities. vi. Ensure learners are sensitized on the ethos and skills required for effective participation in CSL activities
3. Citizenship Education
Citizenship Education (CE) seeks to empower learners to contribute positively by developing the knowledge and experiences needed to understand their rights and responsibilities. This will enable learners of all ages to assume active roles, locally, regionally and globally in building more peaceful, tolerant, inclusive and secure societies. In this case, the leadership of JSS and Pre- vocational institutions
- Implement CE to enable ALL learners understand the consequences of their actions, and those of the citizens around them.
- Establish and maintain citizenship clubs and other co-curricular activities in accordance with the guidelines for non-formal activities.
- Integrate CE in all learning areas as guided in the curriculum Designs.
4 Environmental Education
Environmental Education (EE) creates awareness of the environment and enables learners acquire knowledge, skills, values, experiences and attitudes to solve present and future environmental problems as well as take responsibility to achieve environmental sustainability and development.
In this regard, the leadership of JSS and Pre- vocational institutions SHALL:
- Integrate EE in all learning areas as guided in the curriculum designs.
- Establish environmental clubs in accordance with the guidelines for non-formal activities and other relevant provisions.
- Involve all learners including those with special needs and disabilities in environmental conservation activities.
- Collaborate with the community in environmental conservation activities.
- Ensure safety and security of learners during environmental activities.
5 Value-Based Education
Value Based Education (VBE) is anchored on culture, religion, morals and societal values that emphasize character and personality development for individual wellbeing and lifelong service. VBE is best implemented through a whole-school approach, to enable learners identify, form and practice values that satisfy acceptable societal norms. In this regard, the leadership of JSS and Pre- vocational institutions SHALL:
- Ensure the school Motto, Vision, Mission, School rules, regulations and policies, the classroom environment and the non-formal activities reflect values.
- Involve families, religious organisations and the school community in promoting values. (iii) Establish and operationalize a committee to coordinate VBE.
6 Career Guidance
Career guidance will be implemented, to help learners choose the appropriate career path. In this case, the leadership of JSS and Pre- vocational institutions SHALL:
- Establish a Career Guidance Committee to implement and coordinate the career guidance programme.
- Ensure inclusion of career guidance in the school timetable.
- Offer needs-based career guidance to all learners.
- Sensitize all learners on career choices based on the CBC pathways.
- Collaborate with parents and guardians on how to guide learners to choose the career pathways based on their abilities and interest.
- Utilize the services of experts on career choice and modelling as per the list approved by MoE.
- Expose learners to job shadowing and other experiences to nurture them into future career opportunities.
7. Religious Education Programme(REP)
Religious programmes in schools are envisaged to support the learners’ spiritual growth. In this case, the leadership of JSS and Pre- vocational institutions SHALL:
- Facilitate relevant religious programmes for learners from different religious faiths in the school. These include Christians, Muslim and Hindu.
- Ensure that religious programmes for Christian, Islamic or Hindu learners are facilitated by officially appointed members of religious organisations recognised by law.
- Conduct prayers during morning assemblies and other occasions.
- Sensitize parents and guardians on the importance of religion in instilling values in children.
8. Non-Formal and Informal Learning
Non-formal learning programmes support formal learning. The Non-formal programmes include school assemblies, clubs, sports and societies. Informal learning also referred to as the hidden curriculum is the knowledge, attitude, values and behaviour acquired by the learners through social interactions in and out of school. In this case, the leadership of JSS and Pre- vocational institutions
- Ensure school non- formal activities are implemented in accordance with existing policies and guidelines.
- Ensure all non-formal activities are programmed in the school timetable.
- Appoint and induct patrons for school clubs and societies.