More girls need to start searching for
guys who have goals, ambitions, and
crave success, because 10 years from
now, “Swag” isn’t going to pay your
bills.

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Aside  —  Posted: April 6, 2016 in Bound for greatness


——-I bursted the Windows ——-
i burst the Windows out your car
I know it did nt mend my broken heart
I ill probably always have these ugly scars
But right now i dont care about that part
——————————–
——————————–
I burst the Windows out your car
I thought i saw you standing next to her
——————-
——————-
I ddnt want but i took my Turn
I em glad i did it coz you had to learn
———————–
———————–
I admit it helped a little bit
To think of how you felt when you saw it

I ddnt know that i had that much strength
But im glad you see what happens when you cant play with people’s feelings
You probably say it was juvenile
But i think i deserve to smile
Zult

Aside  —  Posted: April 6, 2016 in Bound for greatness

Posted: June 2, 2015 in Bound for greatness

it was an act of God

INDIGENOUS AFRICAN EDUCATION

Posted: November 27, 2014 in Bound for greatness

INDIGENOUS AFRICAN EDUCATION
Posted on October 30, 2011
by sitwe

INDIGENOUS AFRICAN EDUCATION
The principle aim of this paper is discuss the assertion that “African children in pre-colonial period learnt what they lived”. The paper will be discussed in the light of what is known about indigenous African education. However, to discuss this topic thoroughly, a comparative approach in this discussion will be sustained in relation to the education brought by the missionaries or modern education today.
What one would say without any arguments is that education existed for as long as human beings started living in their societies in Africa. This type of education is known as indigenous African education or traditional African education. This type of education existed in Africa way back before the coming of the missionaries. However, the missionaries came along with what is known as modern education or western education. Each form of education had its own strengths and weaknesses. When the missionaries came, they only looked at the weaknesses of traditional African indigenous education and concluded based on what they saw that Africans were uneducated. Little did the missionaries consider the merits of indigenous African education even neglecting the fact that African children in pre-colonial period learnt what they lived.
Kelly (1999:1) define education as a life long process in which the older generation impart skills, values and knowledge into the young ones for their own survival. “Education is not the same as schooling, but it is a life long process conducted by many agencies”. Education is the action exercised by adult generation on those who are not yet ready for social life.
African children in pre-colonial period learnt what they lived because they acquired Informal education which is the life-long process whereby every individual acquires attitudes, values, skills and knowledge from daily experiences and other educational influences and resources in each one’s environment for their own survival. This is the type of education where one 1earns how to survive in life through experiences and instructions from the elders by adapting to the environment.
Survivalistic education teaches individuals to adapt to the environment by finding out means of surviving on their own void of others. It is clear in Africa and Zambia in particular today that there is no any other form of education taught for the survival of the children as it were in the indigenous African education. Individuals acquired most of their knowledge, skills, attitudes and values through informal education, that is, in the home, from the media, on the streets etcetera. African children in pre-colonial period learnt what they lived simply because their type of education looked mainly at the wellbeing of an individual and it can be eloquently said that education existed in every society around the world. If education never existed, then people would never have managed to survive. However, the provision of education may have differed depending on the social needs of the people in a particular society. Thus, it would be imperative to argue based its nature that African children in pre-colonial period learnt what they lived in every respect.
Before the introduction of education brought by the missionaries in Africa, there was a form of education that was aimed at preparing people for a better life in the society. This type of education started from childhood until such a time when an individual attained adulthood. Kelly (1999) states that although indigenous education systems can vary from one place to another, the goals of these systems are often strikingly similar. He further argued that the aim of indigenous education concerned with instilling the accepted standards and beliefs governing correct behaviour and creating unity and consensus. This looked mainly at the role of an individual in society. On the contrary, modern education or the type of education that was brought by the missionaries was aimed at making Africans learn how to read and write so that Africans can easily be converted to Christianity. Thus, the missionaries were motivated to give formal education, that is literacy and numeracy so that Africans could read the Bible (evangelization) and spread the gospel to others. The missionaries rejected much of tradition way of life because their desire was to convert as many Africans as possible to Christianity religion. Thus, the education provided was biased towards religion. The more the indigenous people learnt how to read the Bible the higher the chances that they would be drown -to the Christian faith. This kind of education did not teach African children to adapt to their environments.
African children in pre-colonial period learnt what they lived as seen in the way their education system was organised. In terms of organisation, Ocitti (1973) argued that in African indigenous education, the powers were limited to tribal social division family, lineage or village, clan, chiefdom. Organisations mainly describe the social relationships that existed, that are the rights and duties of husbands, wives and children. It also looks at whether a particular tribe is patrilineal or matrilineal that is children belong to the husband or matrilineal where descent is towards the mother’s side or family. The relation between relatives (for example mothers or father’s brother) was also seen to have special importance to a child’s growing up. This strongly strengthened learners to be oriented towards what they were doing.
African children in pre-colonial period learnt what they lived as their education was organised and administered in the way that learners could easily adapt to it. In African indigenous education, administration was done by the elders who determined what was best for their generation and those generations to come. The entire tribe or chiefdom would be administered by the kings or chiefs who would either be elected or put in power through hereditary. The chief was mainly assisted by the council which composed of the elder men of the tribe. It was some of these elders who would play a bigger role in the provision of indigenous education by establishing was children were encountering in their daily lives. This is because the education was mainly towards the inculcation of good morals.
The content of indigenous education had much stress on the communal and social aspect rather than on an individual. This was done mainly to prepare boys and girls for adult life in households, villages and tribes. That is why the type of education provided was described as “static”. This means that it was unchanging from generation to generation, in other words it was rather conservative with little innovation. Thus it was the same education that was practiced over and over for years. (Mwanakatwe, 1974)

The content of indigenous education had its paramount importance on the detailed knowledge of physical environment and the skills to exploit it. For instance, hunting on the part of men and farming the part of females. It also had its stress on togetherness or unity as well as understanding the rights and obligation of each individual in a particular society. The concept of togetherness would teach the indigenous people on how to live and work with others within the societies or chiefdoms. The rights and obligations will put in place the extent and limitations of individual rights. This was responsible for making sure that boys and girls understand what is required of them in a particular society.

In its content, indigenous education also included laws, moral principles obligation to ancestral spirits, to relatives and to others in groups or tribe. (Mwanakatwe: 1996). It is from these lessons that children would learn to respect elders as well as pay allegiance to the spirits if they wanted their days of their lives to be extended.

In contrast, the content of the education provided by the missionaries was only biased towards religion. Snelson (1974) argued that the education provided had stress on bible doctrines, agriculture, Carpentry, black smithering and other skills that would help people raise their standards after which they would be drawn to the Christian religion. This type of education had no appeal to the way people had hitherto transmitted wisdom knowledge and experiences from one generation to the next. This means that the missionaries did not consider the indigenous African education to benefit them in any way neither did they consider how helpful it was even to the Africans themselves.
Indigenous education encouraged togetherness or corporation rather than competition as it is today. In short, competition was discouraged in any way possible; instead unit was always the talk of the day in indigenous education rather than today’s education which encourages competition.
African children in pre-colonial period learnt what they lived because the methods of teaching used in indigenous education were plain and similar because they were action oriented and all based on doing. It was planned from childhood to adulthood for children to adapt to their environments. So children would learn through “imitations” Men would work, hunt or play and boys would imitate. Women would also do the house chores in the presence of their daughters and later tell them to do likewise. Sometimes, especially at evening time, children would learn through oral literature as elders told education stories while sited around a fire. This was actually the time when fear and punishment was used as motivators for learning and behaviour. For instance, children would be told to stand still if elders are passing and never to answer harshly if elders are rebuking them. They used to be told that defaulters would grow hair on the neck or the earth would open and swallow them. Thus the children would adhere to the instructions out of fear.

The other methods used were through social ceremonies and initiation ceremonies. The later is where a boy or girl was taken in seclusion after attaining puberty. The men were taught to work hard and provide for their families while the women were taught to care for their husbands, children and the entire family. It was during this time that men and women were taught to participate in adult activities fully (that is, fishing, hunting, housekeeping etcetera). (Kelly 1999). All these justifies that African children in pre-colonial period learnt what they lived
African children in pre-colonial period learnt what they lived due to the fact that traditional education was meaningful, unifying, holistic, effective, practical and relevant to the individual as well as the community at large. It created strong human bonds because it involved the whole community. It was also recommended for the fact that there was separation between education ands the world of work. Thus, it reached out to and educated the whole person.
African indigenous education was valuable to both the individual as well as the society. An individual benefited in that emphasis was much more concerned with instilling the accepted standards and beliefs governing correct behaviour. In addition, indigenous did not encourage competitiveness in intellectual and practical matters instead it created unity consensus among members of a particular society or tribe. Thus indigenous education was not only concerned with socialization of younger generation into norms, religion, moral beliefs and collective opinions of the wider society, it also laid a very strong emphasis on acquisition of knowledge which was useful to the individual and society as whole. (Kelly 1999).

In a recap, indigenous forms of education served the needs of the community as a whole justifying that African children in pre-colonial period learnt what they lived. Hence, indigenous education theory hold that each of the individual’s relationship affects and is affected by all the other members of the community. There is need to harmonize and integrate the best elements of both indigenous and today’s education system in order to create more viable system of education in Africa .

References
Blakemore and Cooksey (1980). A Sociology of Education for Africa . London Allen and Unwin Publishers.
Bray M and Stephens (1986). Education and Society in Africa, London : Edward Arnold
Kelly, M.J. (1998). Origin and Development of Schools in Zambia , Lusaka : Image Publishers Limited.
Mwanakatwe M.J. (1974). The growth of Education in Zambia Since Independence, Lusaka : Oxford UNZA Press.
Ocitti, J.P (1973). African Indigenous education. Nairobi : East Africa Literature Bureau
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TO MY FRIENDS

Posted: October 9, 2014 in Bound for greatness

TO ALL MY FRIENDS WHO
ARE…SINGLE.

Love is like a butterfly. The
more you chase it, the more it
eludes you. But if you just let
it fly, it will come to you when you least expect it.
Love can make you happy but
often it hurts, but love is only
special when you give it to
someone who is really worth
it. So take your time and choose the best but for now
be contented in the Lord.

TO ALL MY FRIENDS WHO
ARE….NOT SO SINGLE,

Love isn’t about becoming
somebody Else’s “perfect person.” It’s about finding
someone who helps you
become the best person you
can be.

TO FRIENDS WHO ARE PLAYERS

Never say “I love you” if you
don’t mean it. Never talk about
feelings if they aren’t there.
Never touch a life if you mean
to break a heart. Never look in
the eye when all you do is lie.The cruelest thing a guy
can do to a girl is to let her fall
in love when he doesn’t
intend to catch her if she fall and it
works for both guys & girls..
.
TO MY MARRIED FRIENDS

Love is not about “It’s your fault”, but
“I’m sorry.” Not “Where are
you?”, but “I’m right here.”
Not “How could you?”, but “I
understand.” Not “I wish you were”, but “I’m thankful
you
are.”

TO ALL MY FRIENDS WHO
ARE…ENGAGED,

The true measure of
compatibility is not the years spent together but how
good
you are for each other
.
TO ALL MY FRIENDS WHO
ARE…HEARTBROKEN,

Heartbreaks last as long as
you want and cut as deep as you allow them to go.
Dust yourself and move on.The
challenge is not how to
survive heartbreaks but to
learn from them. Also
remember, God is the healer of a broken heart.Turn
to him, Psalms 147:3 says He heals
the brokenhearted and
bandages their wounds. May
he heal your broken-heart and
bandage your wounds.

TO ALL MY FRIENDS WHO
ARE…NAIVE,

How to be in love: Be able but
don’t stumble, be consistent
but not too persistent, share
and never be unfair, understand and try not to demand, and get hurt but
never keep the pain. Always
release your your heart to
God’s direction but don’t shy a
way from opportunities he brings your way.

TO ALL MY FRIENDS WHO
ARE…POSSESSIVE,

It breaks your heart to see the
one you love happy with
someone else but it’s more painful to know that the
one
you love is unhappy with you.

TO ALL MY FRIENDS WHO ARE…
AFRAID TO CONFESS

Love hurts when you break
up with someone. It hurts even more when someone
breaks up with you. But love
hurts the most when the
person you love has no idea
how you feel. Don’t zip it up…
talk it out.

TO ALL MY FRIENDS WHO ARE…STILL HOLDING ON

A sad thing about life is when
you meet someone and fall in
love, only to find out in the
end that it was never meant to be and that you have
wasted years on someone
who wasn’t worth it. If he
isn’t worth it now he’s not
going to be worth it a year or
10 years from now. John would advise you in 1 John
2:19 “They went out from us
because they were not of us;
for if they had been of us,
they would have continued
with us. But they went out, that it might become plain
that they all are not of us.” So,
Let go and let God lead.

TO ALL MY FRIENDS…

My prayer for you is that God
may give you a man/woman whose love is honest,
strong, mature, never-changing,
uplifting, protective,
encouraging, rewarding and
unselfish but remember John
Hagee says “those who created yesterday’s pain are
not responsible for
tomorrow’s potentials.
Be fully incharge of yourself
as God directs you….
Any where do you fall


SOME TONGA NAMES AND THEIR
MEANINGS
1. Lweendo (journey)
2. Junza (tomorrow)
3. Mainza (Rain season)
4. Moono (cow clan)
5. Muchindu (Hyena clan)
6. Muntanga (duiker/dog clan)
7. Muchimba (Baboon clan)
8. Muyuni (birds clan)
9. Muleya (goat clan)
10. Mwiinga (spike)
11. Sondo (Sunday)
12. Cheelo (ghost)
13. Hakainde (praise name)
14. Hichilema (a parent with a
disabled child)
15. Linda (wait)
16. Malambo (born in planting
season)
17. Mapenzi a) born during
funeral/problems b) born through
caesarian operation
18. Mazuba (days)
19. Michelo (roots or herbs)
20. Milumbe (quarrelling/
talkative)
21. Miyoba (continuous rain )
22. Muchaala (orphan)
23. Luyando (Love)
24. Mweene (Best man/chief
bridesmaid at the weeding)
25. Munkombwe (a cock clan
derived from munzingini as
linguist variant)……..

26. Mbonyaso(let It Be)

27. lingubona (look)
28. mulonga(river)
29. makani(news) mabotu(good)
30. chimuka(late)
31. Luse-mercy
32. luumuno-peace
33. lushomo-faith
34. mwaka-year
35. nguzu-power
36. kulenga (creation)
38. kuchiswa (sick)
39. mutwe(head)
40. Mbonyaso(let It Be)

ADD YOURS!!!!!!!!!!!!

every girl

Posted: August 10, 2014 in Bound for greatness

be

for Guys

Posted: August 10, 2014 in Bound for greatness

Dear Guys;

You had sex with Ruth on
MONDAY.
Had sex with Tina on
TUESDAY.
Had sex with SIBONGILE on
WEDNESDAY.
Had sex with VANESSA on
THURSDAY.
Had sex with Tasha on FRIDAY.
Had sex with Misozi on
SATURDAY. Had sex with
Makita on SUNDAY.

Your Friends Cheer You Up Thinking You’re
A HERO, Then You Call Yourself A
REAL MAN.
No Dude, You’re Too Immature To
Realize
What You’re Losing. Not
Forgetting That H.I.V AIDS Is
Awaiting You.
Keep In Mind That A Real Man Is
Not Defined By The Millions Of
Girls He Has slept with

But A Real Man Is The One Who
Loves One
Girl In A Million Ways.
I’m Sorry It’s True Thou!!!

True beauty

Posted: August 10, 2014 in Bound for greatness

Classic Photo Album

Questions

Posted: August 10, 2014 in Bound for greatness

When you’re single, people ask
about gf/bf.
When you have one, they ask is
there any future?
When u have a fiance, they ask
about wedding?
When u get married, they ask when
will u have a
baby?
When u already have one, they ask
when is little brother or sister
coming?
When u get… divorced, they ask
why?
If u moved on, they ask why so
quickly?
People will never stop asking…
If you’re proud of who u are and u
don’t care
about what people think about you,
LIKE it,
because it’s YOUR LIFE and YOU
alone should
decide how to LIVE IT.