LIFE SKILLS AND MORAL VALUES

LIFE SKILLS AND MORAL VALUES

AET 06208
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private study, critical scholarly review or discourse with an acknowledgement,
without the written permission of the Institute of Adult Education.

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Institute of Adult Education

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Tanzania.
Fax: +255 22 2150836
Email: [email protected]
Website: www.iae.ac.tz
Acknowledgements

Prepared by
Dr Julius Chaligha
 Contents
About this module 1
How this module is structured ....................................................................................... 1

Module overview 3
Welcome to this module ................................................................................................ 3
General Competence ..................................................................................................... 4
Study skills ................................................................................................................... 4
Need help? .................................................................................................................... 5
Module Assessment ...................................................................................................... 6
Margin icons ................................................................................................................. 7
A complete icon set is shown below. We suggest that you familiarize yourself with the
icons and their meaning before starting your study. ....................................................... 7

Unit 1 8

Understanding of Life skills 8

1.1 Introduction............................................................................................................. 8
1.2 Learning Outcomes ................................................................................................. 8
1.3 Concepts related to life skills (Life skills, team building) ......................................... 8
1.4 Types of life skills ................................................................................................... 9
1.5 Sources of life skills .............................................................................................. 11
1.6 Importance of life skills ......................................................................................... 12
1.7 Unit Reflection ...................................................................................................... 12
1.8 Unit Assignment ................................................................................................... 12

Unit 2 13

Principles of Life Skills in the Community 13

2.1 Introduction........................................................................................................... 13
2.2 Learning Outcomes ............................................................................................... 13
2.3 Principles of life skills ......................................................................................... 13
2.4 Description of Principles of Life Skills...................................................... 14
2.5 Challenges encountered in applying lifeskills principles in the community ......... 15
2.6 Unit Reflection ...................................................................................................... 16
2.7 Unit Assignment ................................................................................................... 16

Unit 3 17

Team Building 17
3.1Introduction............................................................................................................ 17
3.2 Learning Outcomes ............................................................................................... 17
ii Contents

3.3 Concept of Team building ..................................................................................... 17

3.4 Steps on Team Building ........................................................................................ 18
Steps on Team Building .............................................................................................. 18
3.5 The impact of Team Building ................................................................................ 19
3.6 Unit Reflection ...................................................................................................... 19
3.7 Unit Assignment ................................................................................................... 20

Unit 4 21

Hygiene Issues 21
4.1 Introduction........................................................................................................... 21
4.2 Learning Outcomes ............................................................................................... 21
4.3 Define hygiene ................................................................................................... 21
4.4 Different hygienic issues .................................................................................... 22
4.5 The importance of maintaining personal hygiene for community development ... 22
3.6 Unit Reflection ...................................................................................................... 23
4.7 Unit Assignment ................................................................................................... 23

Unit 5 24

Ways to Achieve Hygiene 24

5.1 Introduction........................................................................................................... 24
5.2 Learning Outcomes ............................................................................................... 24
5.3 Approaches in achieving hygiene in the community ........................................... 24
5.4 Effort to promote hygiene and living practices in the community ....................... 25
5.5 Hygienc problems affecting community health................................................... 25
5.6 Unit Reflection ...................................................................................................... 26
4.7 Unit Assignment ................................................................................................... 26

Unit 6 27

Use of hygiene principles in daily life 27

6.1 Introduction........................................................................................................... 27
6.2 Learning Outcomes ............................................................................................... 27
6.3 Intervention techniques that are helpful in overcoming hygienic problems in the
community .................................................................................................................. 27
6.4 The impact of hygienic problems in the community .............................................. 28
6.5 Measures taken to address hygienic problems for the sustainable community
development................................................................................................................ 28
6.6 Unit Reflection ...................................................................................................... 30
6.7 Unit Assignment ................................................................................................... 30

Unit 7 31
Ethical principles 31
7.1 Introduction........................................................................................................... 31
7.2 Learning Outcomes ............................................................................................... 31
7.3 Define concepts such as ethics and moral values ................................................... 31
7.4 Ethical Principles Governing Provision of Good Social Services ........................... 32
7.5 Use Ethical Principles in Promoting Community Development ............................. 33
7.6 Observation of Ethical Principles in the delivery of Social Services (merits and
demerits) ..................................................................................................................... 35
7.7 Unit Reflection ...................................................................................................... 35
6.8 Unit Assignment ................................................................................................... 35

8 Moral Values and Patriotism 36

8.1 Introduction........................................................................................................... 36
8.2 Learning Outcomes ............................................................................................... 36
7.3 Definition of Concepts .......................................................................................... 36
8. 4 Behaviour indicating Good moral values and Patriotism ....................................... 37
8. 5 Major issues inherent in Moral Values and Patriotism .......................................... 38
8.6 Unit Reflection ...................................................................................................... 38
8.7 Unit Assignment ................................................................................................... 39

Unit 9 40

Moral value and Patriotism in the Community 40

9.1 Introduction........................................................................................................... 40
9.2 Learning Outcomes ............................................................................................... 40
9.3 Difference between Moral Values and Patriotism .................................................. 40
9.4 Essance of Patriotism and Moral Values in Promoting Community Development .. 41
9.5Responsible and Irresponsible Behaviours among Individual Members of the
Community ................................................................................................................. 43
9.6 Unit Reflection ...................................................................................................... 44
9.7 Unit Assignment ................................................................................................... 45

REFERENCES 46
 LIFE SKILLS AND MORAL VALUES

About this module

This module has been produced by the Institute of Adult Education. All Modules
produced by the Institute of Adult Education are structured in the same way as
outlined below.

How this module is structured

The Module Overview
The module overview gives you a general introduction to the module. Information
contained in the module overview will help you determine:

 If the module is suitable for you,

 What you already know,

 What you can expect from the module, and

 How much time you will need to invest to complete the module.
The overview also provides guidance on:

 Study skills,

 Where to get help,

 Module assignments and assessments,

 Activity icons, and

 Units.

We strongly recommend that you read the overview carefully before starting your
study.

The Module Content

The module is broken down into units. Each unit comprises:

 An introduction to the unit content,

 Unit outcomes,

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  Core content of the unit with a variety of learning activities,
 A unit reflection,

 Assignments and/or assessments, as applicable, and

 Answers to Assignment and/or assessment, as applicable.

Resources
For those interested in learning more on this subject, we provide you with a list of
additional resources at the end of this module; the resources are books, articles or
web sites.

You are Comments

After completing this module, we would appreciate it if you would take a few
moments to give us your feedback on any aspect of this module. Your feedback can
include comments on:

 Module content and structure,

 Module reading materials and resources,

 Module assignments,

 Module assessments, and

 Module support (assigned tutors, technical help, etc.)

Your constructive feedback will help us to improve and enhance this module.

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 LIFE SKILLS AND MORAL VALUES

Module overview
Welcome to this module
Dear learner,
A turn to Life Skills and Moral Values is at the core of our life in the school, college
and at the community at large. Life Skills and Moral Values enables us to understand
ourselves, explore hygienic issues in the community, cement our understanding on
moral issues, patriotism and its essence on our preparations in the college and in the
community at large.
In this module, unit one engages you in demonstrating understanding of life skills. In
unit two, you will learn principles of life skills in the community. Unit three, gives
you an opportunity to demonstrate knowledge on team building. It gives you a
precise understanding on team building, steps involved on team building, and the
impact of team building. Importantly, unit four is for those who are engaged in
hygiene issues. In essence, we are all involved in this matter. You are obliged to
understand the meaning of hygiene, outline different hygienic issues, and the
importance of maintaining personal hygiene and the community hygiene. In unit
five, you will learn various ways of achieving hygiene in the community, promotion
of hygiene in the community as well as hygienic problems affecting community
healthy. Unit six of this module, give us a touch of how to use hygiene principles in
daily life. Unit 7 will give you an understanding on how to employ ethical principles
in providing good social services in enhancing community development. Unit 8 will
enable you to deal with major issues in moral values and patriotism. Unit 9 will
enable you to demonstrate your understanding moral values and patriotism in the
community. It will enhance your understanding on the essence of patriotism and
moral values in promoting community development.
During your training, remain focused. Follow all the instruction provided. Make sure
you cover all units and its subsequent reflections and assignments. Do not hesitate to

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 contact your facilitators and coordinator in case you need assistance.
I hope you will enjoy studying this module.

General Competence
After completing this module, you should be able to:
i. Demonstrate understanding of life skills;
ii. Explain principles of life skills;
iii. Exemplify knowledge of team building;
iv. Explain the meaning of Hygiene and ways to achieve it in the community;
v. It gives us a grip understanding on how best we can use Hygiene principles
in our daily life;
vi. It will help us to understand how best we can employ ethical principles in
the provision of good social services;
vii. This module will give you a precise understanding on the major issues in
moral values and patriotism in the community.

Study skills
As an adult learner, your approach to learning will be different from the
approaches you used during your school days. Now you will choose what
you want to study, you will have professional and/or personal motivation for
doing so and you will most likely be fitting your study activities around other
professional or domestic responsibilities.
Essentially, you will be taking control of your learning environment.
Therefore, you will need to consider performance issues related to time
management, goal setting, stress management, etc. Perhaps you will also
need to acquaint yourself in areas such as essay planning, coping with exams
and using the web as a learning resource.
Your most significant considerations will be time and space i.e. the time you
dedicate to your learning and the environment in which you engage in that
learning.
We recommend that you take time now—before starting your self-study—to
familiarize yourself with these issues. There are a number of excellent

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 LIFE SKILLS AND MORAL VALUES

resources on the web. A few suggested links are:

 http://www.how-to-study.com/
The “How to study” web site is dedicated to study skills resources. You will
find links to study preparation (a list of nine essentials for a good study
place), taking notes, strategies for reading text books, using reference
sources, test anxiety.

 http://www.ucc.vt.edu/stdysk/stdyhlp.html
This is the web site of the Virginia Tech, Division of Student Affairs. You
will find links to time scheduling (including a “where does time go?” link), a
study skill checklist, basic concentration techniques, control of the study
environment, note taking, how to read essays for analysis, memory skills
(“remembering”).

 http://www.howtostudy.org/resources.php
Another “How to study” web site with useful links to time management,
efficient reading, questioning/listening/observing skills, getting the most out
of doing (“hands-on” learning), memory building, tips for staying motivated,
developing a learning plan.
The above links are our suggestions to start you on your way. At the time of
writing the web links were active. If you want to look for more go to
www.google.com and type “self-study basics”, “self-study tips”, “self-study
skills” or similar.

Need help?
Dear learner, in the course of your study, you may need help in various
issues such as the location and how to get support from resource centres,
clarification of various issues pertaining to your study materials
(modules) and so on. If this happens, you are advised to ask for the help
from your centre coordinator or facilitator. You can also visit the
website of the Institute of Adult Education, which is www.iae.ac.tz. In
addition, you can call no +255 22 2150838 and ask for help.

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 Module Assessment
After each unit, you will be required to attempt one unit assignment. These are
not meant for submission rather for reflection on what you have learned in the
whole module. You will also be given tests and assignments for submission as
you will be guided by your module facilitator.

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 LIFE SKILLS AND MORAL VALUES

Margin icons

A complete icon set is shown below. We suggest that you

familiarize yourself with the icons and their meaning
before starting your study.

Activity Assess Unit Case

ment assign Study
ment

Discussion Group Help Note

activity it!

Outcomes Readin Reflect Study

g ion skills

Reflection Termin Time Tip

ology

Computer-
Based Feedba
Learning Audio Video ck

Answer
Basic
s to
Objectives Compe
Assess 7
tence
ments
Unit 1
Understanding of Life skills
1.1 Introduction
Unit one presents the concepts life skills. It outlines concept such life skills and team
building. It identifies types of life skills and explains the importance of life skills. It
also provides an opportunity to explore the essence of team building. This unit
provides an indication of sparkling fact that life skill is for life.

1.2 Learning Outcomes

Upon completion of this unit, you will be able to demonstrate knowledge on
Life skill. You will able to:
i. Explain concept related to life skills and team bulding
ii. Identify types of life skill.
iii. Explain the importance of life skills.

1.3 Concepts related to life skills (Life skills, team

building)
Life Skill is the individual abilities for adoptive and positive behavior, which enable
him or her to deal effectively with the demands and challenges of everyday life. It can
be taught or learned. It enables individuals to deal with the daily challenges of life.

World Health Organization (WHO) defined life skills as, "the abilities for adaptive and
positive behaviour that enable individuals to deal effectively with the demands and
challenges of everyday life".

UNICEF defines life skills as “a behaviour change or behaviour development approach

designed to address a balance of three areas: knowledge, attitude and skills”.

Team building is the action or process of causing a group of people to work together
effectively as a team, especially by means of activities and events designed to increase
motivation and promote cooperation.

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 LIFE SKILLS AND MORAL VALUES

It is the process of turning a group of individual contributing employees into a cohesive

team—a group of people organized to work together to meet the needs of their
customers by accomplishing their purpose and goals. When you build a team, the focus
is to motivate your people to work toghether, to develo their strenths, and address their
weakness. There is a need to encourage collaboration rather than competition. Team
building skills are capabilities that help leaders form interactive, supportive, and high-
functioning teams. For example, problem solving, listening, and organizing are
essential team building skills. The purpose of these skills is to support teamwork and
team development.

1.4 Types of life skills

The discussion on types of life skills focuses on the individual ability to deal with
himself, to deal with others, and be able to make rational decision. All these enable the
individuals to cope with the surrounding environment. In this context, three categories
of life skills are identified, that includes:

A. Skills that enable individual to have ability to cope with personal emotions. The
focus is on ability to have a good relationship with yourself. The ability to cope
with emotions, self-esteem, assertiveness, self-awareness and stress.

B. Skills that enable individual to have good relationship with others in the
community. The focus is on a good relationship with others: the ability to have
good social manners, ability to have good friendship formation, ability to
respect others, peer resistance skills, and ability communicate with others
effectively, and ability to negotiate.

C. Skills essential for good decision-making. The focus is on individual capacity to

think critically and creatively. Ability to think and be able to make rational
decisions that can help to solve various problems.

It is important to note that, there is no definitive list of life skills. However, basing
on the three categories of life skills, the following 16 types of life skills is outlined:

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 1. Effective communication skills: Individual ability to communicate both
verbally and none-verbally. It is all about ability to express one’s desire,
feelings, needs, and fear.

2. Interpersonal skills: - it deals with strong relation between people.

3. Decision making- ability to make rational decision.

4. Problem –Solving - ability to solve problems arises at the individual level

and in the community.

5. Creative thinking: it focuses on fluency, elaboration, and originality.

6. Critical thinking: it is all about reasonable judgment. Ability to analyze

information and be able to make reasonable judgment and solve problem
rationally.

7. Self –awareness: It is individual ability to focus on oneself, take action,

express control his emotion and feeling. (Positive well-being)

8. Empathy: - appreciation of other personal feelings.

9. Flexibility – ability to adapt to new situation and shift strategies.

10. Emotional intelligence – capacity to manage personal emotions, group

emotion.

11. Time management – ability to manage time effectively.

12. Assertiveness – ability to stand up for one self and for others; self-control,
honesty, accountability and openness.

13. Resilience – strength to cope with stress and hardship.

14. Handling criticism – the need to understand that, no body is perfect. It is

necessary to accept constructive criticism positively- good communication
skills, listening skills, self-awareness, and desire for improvement.

15. Self management- individual capacity to manage their behavior, emotion,

thought in a conscious and productive way. – need to understand personal
responsibility in different aspect of life. – The need to understand ourselves,

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 LIFE SKILLS AND MORAL VALUES

time management, self-motivation, accountability, stress management, goal

setting.

16. Cooperation – ability to get along with others in life.

1.5 Sources of life skills

A life skill is influenced by the social cultural context of the time. We are natured and
shaped by society, which we belong. Therefore, we learn from each other in the
community. Basing on this reality, the sources of life skills include:

i. Family: Parents, guardians and other relatives are primary source from whom
we learn different life skills.

ii. Neighbours: We learn the different ways that people live from our neighbors.
Good neighbors help us to behave well.

iii. Friends: Friends helps us to acquire various life skills. Exchanging good ideas
with friends help to mold us in to well-behaved individuals.

iv. School: The good education we get at school enables us to develop skills for
life.

v. Society: The way people live in the society allows an individual to learn what is
expected of him/her and how he/she should behave in different circumstances.

vi. Religion: Good religion teachings help to get skills, which enable us to live
harmoniously in society Note: The above mentioned sources of life skills are
sources of positive and progressive life skills.

Every member of the society belongs to the commuity. Individual learns. The
community shapes our thinking and behaviour. We can use special skills to make
good friends, show empathy, resist peer pressure, display effective communication,
and solve problem.

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1.6 Importance of life skills
Life skills are essential ability to help someone promote mental well-being. It can:

i. It helps to develop capacity to cope with the reality of life.

ii. It helps to empower young people to cope with the reality of life.

iii. It empowers young people to take positive action to protect themselves.

iv. It helps the youth to promote their understanding on healthy matters.

v. Life skills enable the youth to promote positive social relationship.

vi. It helps us to focus and pay attention.

vii. It makes us better awareness of ourselves.

viii. It helps us develop capacity to cope with our emotions.

ix. It teaches us to make informed decisions and how to plan ourlives.

1.7 Unit Reflection

After the completion of this unit reflect on the following:
1. Vital concepts related to life skills and team building
2. Category and types of life skills;
3. Sources of life skills;
4. The significance of life skills.

1.8 Unit Assignment

Do the following questions. Remember to put your work in your portfolio:
1. In your own words, explain the meaning of life skills.
2. In your experience as adult learner, explain how you can benefit from studying
life skills.
3. By using your experience as an adult learner, explain the sources of life skills.
4. In your own words, describe the significance of life skills.
5. Ability to conrol yourself is significan as adult facilitator. In your own words,
explain how you can cope with classroom distabances.

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 LIFE SKILLS AND MORAL VALUES

Unit 2
Principles of Life Skills in the
Community
2.1 Introduction
Dear learner,
Welcome to unit two. In this unit, you will learn principles of life skills in the
community. Please, note that, the more you read and committ yourself on learning a
particula topic, the more you will know more about the essence of the topic.
Therefore, it is your time to take a centre stage. Take your time to think about life
skills and its subsequent principles. Find out why it is vital to understand ourselves,
and the manner in which we interact with each other in the community. Make sure you
remain focused on the learning process. Do not hesitate to consult your facilitator
wherever you face any difficulty. Learn and develop skills that would help to make
life eassy. Enjoy your leasson.

2.2 Learning Outcomes

Dear learner, upon completion of this unit you should be able to:-
 Outline principles of life skills;
 Describe principle of life skills;
 Identify challenges encoutered in applying life skill principles in the
community.

2.3 Principles of life skills

Principle 1: Life Skills is a demonstration of behaviours

Life skills should focus on measuring behaviours rather than thought process. It should
focus on the ability to solve problems, and self-awareness, manage conflict and empathy.

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 Principle 2: Life Skills are inter-connected
The need to invest in building self-confidence, self-esteem, ability to deal with
consequences, and ability to plan forward.

Principle 3: Outcomes of the intervention, independent of inputs

This is important for 2 reasons: the context where the intervention is happening; the ability
to deal with change and upheaval

Principle 4: Life Skills development is a life-long process.

There is no end goal or end-point to developing life skills irrespective of our age or life
experiences.

2.4 Description of Principles of Life Skills

According to the World Health Organization (WHO, 1999) there are six key areas of life skills.
However, it is clear that, certain skills may be more or less relevant to you depending on your
life circumstances, your culture, beliefs, age, and geographic location.

Communication and interpersonal skills. This broadly describes the skills needed to get on
and work with other people, and particularly to transfer and receive messages either in writing
or verbally.

Decision-making and problem-solving. This describes the skills required to understand

problems, find solutions to them, alone or with others, and then take action to address them.

Creative thinking and critical thinking. This describes the ability to think in different and
unusual ways about problems, and find new solutions, or generate new ideas, coupled with the
ability to access information carefully and understand its relevance.

Self-awareness and empathy, which are two key parts of emotional intelligence. They
describe understanding yourself and being able to feel for other people as if their experiences
were happening to you. Process of Self Awareness involves:
a. Develop objectivity in life:
b. Avoid being narcissistic:
c. Learn to be realistic in life:
d. Assess your own strengths and weaknesses:
e. Shun developing complexes about yourself:
f. Verify your traits based on different evidences:
g. Accept yourself with all positive and negative attributes (Murthy, C.G.V, p. 16,
2016, Murthy, C.G.V. 2005).

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 LIFE SKILLS AND MORAL VALUES

Assertiveness and equanimity, or self-control. These describe the skills needed to stand up
for yourself and other people, and remain calm even in the face of considerable provocation.

Resilience and ability to cope with problems, which describes the ability to recover from
setbacks, and treat them as opportunities to learn, or simply experiences.

2.5 Challenges encountered in applying lifeskills

principles in the community
(a) Conceptual and procedural issues: there is a tendency to interpret skills education
differently. There is no harmonized understanding of what life skills cover, for what purpose,
and for whose age to consider.

(b) Stand alone v/s integrated approach: there is no agreement on what life skill should fall on.
Is it a standalone entity or should it be integrated to other subject.

(c) Life skills education as an ancillary programme: Many managements view life skills
education as an ancillary programme.

(d) Lack of consensus of Life Skills Education Programme (LSEP): There is no consensus
about Life Skills Education programme in the country. Different profession prepare its own
package.

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 2.6 Unit Reflection
I hope you have successfully learnt from this unit. Before proceeding to the
next unit, assess yourself by answering the following reflective questions.

i As adult learner, give us your understanding of life skills education?

ii Identify one-life skill and discuss it critically.

iii Life skill is par and percel of our daily proceedings. Basing on this statement,
describe the benefits of life skills education.
iv In your own words, explain the meaning and process of self-awareness.

2.7 Unit Assignment

Attempt the following questions and put your work in your portfolio

i Identify and discuss sources of lifeskills.

ii Define self-awareness and give detail on the process of making self awareness.

iii Describe the challenges encoutered in enforcing life skills in the community

iv It is contended that, “Life Skills is a demonstration of behaviours” Discuss this

statemnt with examples.

v Self-awareness is at the heart of life skills education. Discuss

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 LIFE SKILLS AND MORAL VALUES

Unit 3
Team Building
3.1Introduction
Dear learner,
Welcome to unit three. In the previous unit, you have spent some time learning appropriate
principles of life skills in the community. In unit three, you have to focus your attention on
demonstrating knowledge of team building. Ask your self about the meaning and
importance of team building. Think about the importance steps involved in team building.
Find out how you can manage to build a team. Make sure that you consult different
reading materials. Do not hesiste to consult your module facilitator wherever you get into
any difficult concerning this unit.

3.2 Learning Outcomes

Upon completion of this unit you should be able to:-
i Explain the term team building;
ii Identify steps on team building;
iii Examine the impact of team building.

3.3 Concept of Team building

Team building is the process of turning a group of individual contributing employees into a
cohesive team—a group of people organized to work together to meet the needs of their
customers by accomplishing their purpose and goals. It is the art of bring people together for
achieving a common goal. The main purpose of building a team is to motivate your people to
work together, to develop their strengths, and to address any weaknesses. To achieve team
building, there is a need to encourage collaboration among members while discouraging
competition among them.

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 3.4 Steps on Team Building
The art of team building is vital for the achievement of the intended objectives. To achieve this
objective, you have to make sure that the resources are always available, members are well
motivated and their morale is high. You need to have clear purpose on what you want to
achieve. Therefore, you have to provide the skills, training and resources to all members
involved.

Steps on Team Building

The art of team building is vital for the achievement of the intended objectives. To achieve this
objective, you have to make sure that the resources are always available, members are well
motivated and their morale is high. You need to have clear purpose on what you want to
achieve. You have to encourage many trust building exercises in your team. Team members
must trust each other for the maximum output. They must know his fellow team member well.
Moreover, the team members must be compatible with each other. Create encouraging
activities where individuals come together as a single unit and work for a common task.
Therefore, you have to provide the skills, training and resources to all members involved.

You are expected to:

i Identify your team strength and weaknesses: as a team leader, you have to uncover the root
of the team problem by asking the following questions
a. Is there any conflict between team members creating division?
b. Is member of the team knows each other?
c. Is member of the team focus on one common goal or others focus on their own success?
d. Is there effective communication between members?
e. Does member of the team knows how to work together or each one works individually?
f. Is there any member who resists changes?
g. Are all member well motivated, he, or she need morale boost.
ii Make team-building part of your culture – make team-building part your group’s mind set.
a. The need to know your team – their needs, ambition and personalities, build a happy team
that trust each other.
b. Establish and work toward a common goal, communicate team purpose;
c. Develop strong team skills – right skills, and competencies to achieve goals.

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 LIFE SKILLS AND MORAL VALUES

d. Connect with a virtual team – ensure effective communication

iii Using team building exercises
a. Address a particular weakness or problem;
b. Plan the events to avoid embarrassing, emotionally, or physically uncomfortable scenario
for participants.

3.5 The impact of Team Building

The impact of Team Building
The focus of team building is to ensure that various activities undertaken to motivate
the team members to increase the performance of the team. It helps to motivate
members to perform at their best.
i To help the overall development of the team members and in turn improving the
team’s performance, help employees to get to know each other.
ii To strengthen the bond among the employees and they feel motivated to work and
achieve the targets.
iii To boost engagement among employees/member – foster friendships at work and
build trust.
iv To improve communication skills so as to avoid failure; commuicate about work
place issues.
v To improve creativity

3.6 Unit Reflection

I hope you have successfully learned team building in this unit. Before proceeding to
the next unit, assess yourself by answering the following reflective questions.
i Why do we need to understand team building?
ii Competiotion among employee is it a disgrace or an opportunity? Explain
iii Given an opportunity to lead a group of employees, how can you ensure they work
as team?
iv What are the essences of team building?

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 3.7 Unit Assignment
Attempt the following questions and put your work in your portfolio
i Explain the importance team building in an adult education contex.
ii Describe the main features of team building.
iii If you are given an opportunity to lead a group of adult learner, what will be your
priority and why?
iv What are the impacts of team bulding in an educational institution?
v Describe the essential components of resources required in team bulding.

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 LIFE SKILLS AND MORAL VALUES

Unit 4
Hygiene Issues
4.1 Introduction
Dear learner, well come to unit four. In the previous unit, you have learned team
building. This unit focuses on hygienic issues. For the success of this unit, focus on
meaning of hygiene, different types of hygienic issues, and describe the importance of
maintaining hygiene in community. Make sure you remain focused. Spend much time
reading various publications on hygiene in the community. Do not hesistate to consult
your module facilitator, wherever you encounter any difficulty.

4.2 Learning Outcomes

Upon completion of this unit you should be able to:-
i. Define concepts such as hygiene;
ii. Identify different hygienic issues;
iii. Describe the importance of maintaining hygiene in community.

4.3 Define hygiene

Hygiene is defined as a conditions and practices that help to maintain health and prevent the
spread of diseases. It can be personal hygiene, which focuses on maintenance of the body's
cleanliness.

Hygiene as an activity is grouped into the following:

i Home and everyday hygiene;

ii Personal hygiene;

iii Medical hygiene; and

iv Sleep hygiene and food hygiene.

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 4.4 Different hygienic issues
Types of hygiene

The discussion on hygiene focuses on different areas, which intends to prevent the spread of
disease and promote health. There are four common types of hygiene, which includes:

i Personal hygiene includes taking care on one’s body and clothes. Personal hygiene
encompasses oral hygiene, hand hygiene, hair hygiene, mouth hygiene, and menstrual
hygiene including any form of hygiene relating to a personal body.
ii Water hygiene involves the collection, transportation, storage, and use of water
without contaminating it.
iii Food hygiene is the practical process of ensuring that food is fit to eat. It is what the
food handler does to prevent contamination.
iv Waste handling hygiene relates to how solid, liquid, and gas wastes are handled from
generation, collection, storage, transportation, and disposal to prevention contamination
of the environment (Kumwenda, 2019).

4.5 The importance of maintaining personal hygiene

for community development
The essence of hygiene is ensuring that human live in decent environment, which free from any
form of disease. The most benefit of practicing hygiene includes:
i The reduction in disease transmission and improved health, which can be achieved, by
improving the food industry, water supply, and sanitation coupled with other
interventions such as improved nutrition
ii Hygiene practices are vital for the survival and development of children.
iii Hygiene helps to prevent risk for the lives of millions of people especially children and
the vulnerable populations, who would be at risk of suffering from water, sanitation,
and hygiene-related diseases.
iv Hygiene has other social benefits including boosting confidence and status, because of
the advantage of being disease free.
v Maintaince of hygiene require significant investment in terms finance and self-
awareness.

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 LIFE SKILLS AND MORAL VALUES

3.6 Unit Reflection

i I hope you have successfully learned the hygiene issues from this
unit. Before proceeding to the next unit, assess yourself by
answering the following reflective questions.
ii Why do we need hygiene?
iii How can you benefit from hygiene?
iv Desease prevention is very important for the survival of human
being. Explain why?
v If you are requested to advice adult learners on hygenic issues, what
would be your priority and why?

4.7 Unit Assignment

Attempt the following questions and put your work in your
portfolio
i Explain the importance of hygiene in adult learning centre.
ii Identify four different types hygiene and explain its relevance
the community.
iii If you are given an opportunity to facilitate hygiene lesson in
adult learning centre what is going to be your focus and why?
iv Maintences of hygiene in a community requires decent
investiment. Basing on this statement, describe the criteria
you are going to employ when advising your community on
hygiene.
v In your own words, describe the categories of hygene.

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 Unit 5
Ways to Achieve Hygiene
5.1 Introduction
Dear learner, well come to unit five. In the previous unit, you have learned hygienic issues.
This unit focuses on the description of ways to maintain hygiene. For the success of this unit,
focus on identifying different efforts (approaches) in the commuity, different efort to promote
hygiene and living practices in the community, list of hygienic problems that may affect
community health in general. Make sure you remain focused. Spend much time reading various
publications on hygiene. Do not hesistate to consult your module facilitator, wherever you
encounter any difficulty.

5.2 Learning Outcomes

Upon completion of this unit you should be able to:-
i Identify different efforts (approaches) in the community;
ii Mention different efforts to promote hyigene and living
practices in the community;
iii List hygienic problems that may affect community heath in
general.

5.3 Approaches in achieving hygiene in the community

Community hygiene is can be viewed as a cooperative effort to bring greater health and
prevention of disease to a group of people living near one another. The focus is on esuring
that valuable hygiene and sanitation knowledge sread to all members of the community.
Nevertheless, in large parts of the world, knowledge on how to prevent illness and maintain
hygiene is not widely known or taught. Therefore, awareness creation on Community
hygiene is foundational to social progress. The comminity needs to be aware of the core
community hygiene and sanitation practices, which include:
i Washing hands with soap and water
ii Keeping dishes and utensils clean and off the ground
iii Using a toilet to keep feces separate from people

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 LIFE SKILLS AND MORAL VALUES

iv Sweeping the home and keeping rubbish off the floor to prevent environmental
contamination
v Keeping livestock separate from the home
vi Washing bodies regularly to maintain physical cleanliness.

5.4 Effort to promote hygiene and living practices in

the community
Promotion of hygiene in the community, there is a need to inspire real and lasting
improvements to current hygiene practices.
i To promotes positive attitudes towards practices that prevent the spread of disease.
ii To engage every member of the community on hygiene education irrespective of age,
income level, or education attained.
iii To create awareness among community member on hygiene and sanitation focusing on
stopping disease transmission.
iv To increase access to safe water.

5.5 Hygienc problems affecting community health

Poor hygiene is having bad or non-existent self-care that can lead to a messy appearance and
health concerns. Having poor, hygiene can be an indicator of other problems, like neglect.
Generally, hygiene concerns should be resolved as quickly as possible.

1. Poor hygiene leads to the transmission of disease including diarrhoeal diseases such as
cholera and dysentery, as well as typhoid, intestinal worm infections and polio. Poor
exacerbates stunting and contributes to the spread of antimicrobial resistance.
2. The effects of poor hygiene are far-reaching beyond the obvious health concerns.
Failing to frequently wash your hands, brush your teeth, and take showers does not just
affect you. It affects everyone you interact with. Poor personal hygiene arises from
either intentional or unintentional neglect of your body’s cleanliness and health
requirements. Your body begins to look unhealthy, you experience unwanted health
concerns, and your overall well-being is affected. People often associate poor hygiene
with unpleasant body odor, bad breath, or visible signs of dirt. Some people may also

25
 consider rashes, oily skin, or other preventable or treatable appearance flaws as
examples of poor hygiene
3. Long lasting emotional impact that hygiene poverty can have on schoolchildren.
Embarrassment and shame caused these children to have low self-esteem and low
confidence.

5.6 Unit Reflection

I hope you have successfully learned and describe ways to maintain hygiene from
this unit. Before proceeding to the next unit, assess yourself by answering the
following reflective questions.
i Why do we need to maintain hygiene in the community?
ii Neglecting personal hygien is a disgrace. Explain
iii Given an opportunity to advice your colleague on personal hygiene, what
will be priority and why?
iv If you are requested to describe of hygienic problem in your community
what would be your priority and why?

4.7 Unit Assignment

Attempt the following questions and put your work in your portfolio
i Explain the importance hygiene in the school or adult
education study centre.
ii Identify four impact of poor hyinene to the community of
adult learners.
iii If you are given an opportunity to lead hygiene discussion in
your community, what will be your priority and why?
iv What are the effects of poor hygine in your community?
v In your own words, describe the values of hygiene in the
comunity of adult learners.

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 LIFE SKILLS AND MORAL VALUES

Unit 6
Use of hygiene principles in daily life
6.1 Introduction
Dear learner, well come to unit six. In the previous unit, you have described ways of
maintaining hygiene. This unit focuses on use of hygiene principle in daily life. For the success
of this unit, focus on techniques for overcoming hygienic problems in the community, examine
impact of hygienic problem in the communityand identify meassures to address hygienic
problem in the community. Make sure you remain focused. Spend much time reading various
publications on assessment. Do not hesistate to consult your module facilitator, wherever you
encounter any difficulty.

6.2 Learning Outcomes

Upon completion of this unit you should be able to:-
i Explain the techniques for overcoming hygienic
problems in the community;
ii Explain the impact of hygienic problem in the
community;
iii Identify meassures to address hygienic problem in
the community

6.3 Intervention techniques that are helpful in overcoming

hygienic problems in the community
Interventions to promote improved hygiene and sanitation
The focus should be on changing people’s behaviour and practices
1. A health promotion intervention or initiative is one that actively encourages positive
behaviour, and is usually concerned with change that will occur over a relatively long

27
 period of time.
2. Behaviour change communication aims to promote child-friendly pit latrines in
households, water treatment at the point of use, hand washing with soap, proper
household water treatment, safe storage and disposal of wastewater and food hygiene.
3. Social change communication aims to increase community involvement in selecting
appropriate design options for water and sanitation facilities.
4. Social mobilisation aims to bring stakeholders together to promote social marketing
strategies in water and sanitation, hand washing, utilisation of locally available
materials for construction of sanitation and hygiene facilities, technologies suitable for
environments
5. Advocacy aims to persuade decision makers to reduce the cost of clean water provision,
to promote child, girl and disability friendly WASH services in schools, to improve
maintenance of water points and to improve municipal waste collection services.

6.4 The impact of hygienic problems in the community

Community hygiene is vital for keeping everyone healthy, but especially those with
weakened immune systems, those under the age of five years old, and the elderly. The
impact of hygienic problems include:

i The effects of poor sanitation can cause a large range of issues from health and well-
being related through to economic and societal issues.
ii Health risks are often exacerbated by poor sanitation and hygiene practices and many
preventable health problems and diseases can be avoided with a little education and the
right environment and products (clean water, soap, water filters, composting toilets,
grey water systems, etc).
iii Increase in diseases - Diarrhoea, cholera, dysentery, typhoid and polio can all be and
are transmitted by contaminated water.
iv Decrease in schooling: Many children cannot attend school because of diseases and
issues relating to poor sanitation.
v Downturn in economic opportunity: Communities that suffer ill health and poor
sanitation related issues are more likely to spend less time working because of health
related issue and be required to spend more money on healthcare related to this

6.5 Measures taken to address hygienic problems for the

sustainable community development
Measures taken to address hygienic problems

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 LIFE SKILLS AND MORAL VALUES

i Adequate budgetary allocation and consent political will. There is a need to generate
significant amount of support in complicated political and financial conditions.
ii Improve hygiene awareness: encourage every community member to wash hands
before eating food and after using toilet and make sure everyone use soap.
iii Proper planning and financing sanitation, it should be planned as a utility service that
works for all.
iv Avoid a one-size-fits-all style of implementation: In order to reach different poor
communities and their different needs, there is a need to develop specific targeted and
tailored strategies for each group and its corresponding group.
v Provide more support to local level sanitation plans and strategies and communicate the
benefits of investing in sanitation to communities.
vi Provide adequate resources and sanitation ladder for monitoring sanitation progress
concerning ensuring environmental, cultural and infrastructural needs are responded.
vii Increase the accountability of providers: Realising equity from a sanitation perspective
requires a fundamental shift in the way we measure success.
viii The need for rapid change in sector programming
ix Promotion of behavioural change - Technology will not do us any good if we do not
also tackle behavioural change. For behavioural change, we have to understand what
underlies the behaviour as the first point, and then focus on what the impact of that
behaviour is – on themselves, on the environment, on those they care about. There are
cultural, social, religious norms that underlie behaviours around sanitation that we need
to understand.

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6.6 Unit Reflection
I hope you have successfully learned how to use hygenic principle in daily life.
Before proceeding to the next unit, assess yourself by answering the following
reflective questions.
i Why do we need to adress hygiene problems in the community?
ii Community awareness on hygiene is essential for the survival of the community.
Discuss.
iii Given an opportunity to design community guideline on hygiene, what will be
your priority and why?
iv What are the causes of failures in addressing hygienic problems in the
community?

6.7 Unit Assignment

Attempt the following questions and put your work in your portfolio
i Explain the importance addressing hygiene impact in the community.
ii Identify meassures that would help to hygiene problem in the community.
iii Political will is at the centre in minimizing community hygiene problems. With
examples, discuss this statement.
iv Community hygiene ought to start with individual hygiene. Explain.
v In your own words, describe describe how you can adress the problem associated with
woter sanitation in your community.

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 LIFE SKILLS AND MORAL VALUES

Unit 7
Ethical principles
7.1 Introduction
Dear learner, well come to unit seven. In the previous unit, you have learned the use of
hygienic principle in daily life. This unit focuses on demonstration of knowledge of
ethical principle in carrying out day-to-day activities. For the success of this unit,
focus define terms such as ethics and moral values, identifying ethical principles
governing good conduct, and explain importance of observing ethical principles in the
community. Make sure you remain focused. Spend much time reading various
publications on assessment. Do not hesistate to consult your module facilitator,
wherever you encounter any difficulty.

7.2 Learning Outcomes

Upon completion of this unit you should be able to:-
i. Define concepts such as ethics and moral values;
ii. Identify ethical principles governing good conduct;
iii. Explain importance of observing ethical principle in community.

7.3 Define concepts such as ethics and moral values

Ethics is defines as moral principles that govern a person's behaviour or the conducting of an
activity. It is a well-founded standards of right and wrong that prescribe what humans ought to
do, usually in terms of rights, obligations, benefits to society, fairness, or specific virtues.

Moral values are defined as guidelines that assist a person in deciding between right and
wrong. The great moral values, such as truth, freedom, honesty, fairness, kindness, politeness,
respect, virtues, perseverance, integrity, to know about one's duties, charity, compassion, etc.
have one thing in common when they are functioning correctly, they are life protecting or life

31
enhancing for all

Moral values are defined as guidelines that assist a person in deciding between right and
wrong. The great moral values, such as truth, freedom, honesty, fairness, kindness, politeness,
respect, virtues, perseverance, integrity, to know about one's duties, charity, compassion, etc.
have one thing in common when they are functioning correctly, they are life protecting or life
enhancing for all

7.4 Ethical Principles Governing Provision of Good Social

Services
The ethical principle evolves around core values of service, social justice, dignity and worth of
the person, importance of human relationships, integrity, and competence. The discussion on
ethical principle bases on what is guiding our character and repudiation. Our character is what
we really are (what you really are), and our reputation is all about what other think of us (what
people think you are). Reputation is all about perception. Therefore, our character is
determined and defined by our actions (i.e. whether our actions are honourable and ethical.
Ethical principles governing good conduct includes:

1. HONESTY. Be honest in all communications and actions. Make sure you are not above all,
worthy of trust and honesty is the cornerstone of trust.

2. INTEGRITY. Maintain personal integrity. Make sure you earn the trust of others through
personal integrity. Integrity refers to a wholeness of character demonstrated by consistency
between thoughts, words and actions.

3. PROMISE-KEEPING. Keep promises and fulfil commitments. Make sure that you can be
trusted. Make every reasonable effort to fulfil the letter and spirit of your promises and
commitments.

4. LOYALTY. Be loyal within the framework of other ethical principles. Make sure you justify
trust by being loyal to the organization and the people you work with. You have to place a high
value on protecting and advancing the lawful and legitimate interests of the companies and
your colleagues.

5. FAIRNESS. Strive to be fair and just in all dealings. As a community member, make sure
that you are fundamentally committed to fairness.

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 LIFE SKILLS AND MORAL VALUES

6. CARING. Demonstrate compassion and a genuine concern for the well-being of

others. Make sure you care for others, remain compassionate, benevolent and kind.

7. RESPECT FOR OTHERS. It is you are responsibility to treat everyone with respect. Make
sure you demonstrate respect for the human dignity, autonomy, privacy, rights, and interests of
all those who have a stake in their decisions. Treat everyone equally and courteous. Treat all
people with equal respect and dignity regardless of sex, race or national origin.

8. LAW ABIDING. Obey the law. Make sure you abide by laws, rules and regulations relation
governing the community activities.

9. COMMITMENT TO EXCELLENCE. Pursue excellence all the time in all things. Make
sure you pursue excellence in performing your duties, work hard, make sure that you are well
informed and prepared, and constantly endeavour to increase proficiency in all areas of
responsibility.

10. LEADERSHIP. Exemplify honour and ethics. Make sure you are conscious of the
responsibilities and opportunities of you have and seek to be positive ethical role models by
your own conduct and by helping to create an environment in which principled reasoning and
ethical decision making are highly prized.

11. REPUTATION AND MORALE. Build and protect the company’s good reputation and the
morale of the employees. Avoid words or actions that that might undermine respect and take
affirmative steps to correct or prevent inappropriate conduct of others.

12. ACCOUNTABILITY. Be accountable. Make sure you acknowledge and accept personal
accountability for the ethical quality of the decisions and omissions to the colleagues, their
companies, and their communities.

7.5 Use Ethical Principles in Promoting Community

Development
Benefits of Ethical Practices in Organizations
1. Competitive advantage: Customers favour those organizations, which are known for their
ethical practices. Ethical violation reduces the company’s market share, reduces their sales and

33
revenues and ultimately adversely affects their bottom line.
2. Better staff attraction and retention: It helps to develop brand image. Ethics compliant
organizations also develop their brand image and such employer branding help them to attract
and retain the best people, which eventually contribute to their sustainable competitive
advantage.
3. Investment: Ethics compliant organizations also attract investors, as people repose their
confidence only on those who show integrity, a sense of responsibility and who are
trustworthy.

4. Morale and culture: Ethics compliant organizations also create a workplace, where
employees feel compelled to work. Ethical organizations develop high-integrity, become
socially responsible, globally considerate. All these make such organizations less prone to
stress, attrition and dissatisfaction.

5. Reputation: Building organizational reputation, takes years of effort, and ruining it hardly
requires one violation. Ethically responsible organizations are less prone to scandals and
disasters.

6. Legal and regulatory reasons: Even though compliance with ethics is still voluntary and
organizations comply with these for their long-term business interests, globally ethical issues
are likely to come under legal and regulatory norms, making it compulsory for organizations to
comply with the same. Hence, early preparedness of the organization will benefit them in the
long run, when ethical issues become legally enforceable.

7. Legacy: It is the human nature to be good. Ethical consideration is changing our perception
of legacy, which is not the pile of money at the cost of others’ sufferings, but decisions and
business practices, which are beneficial to mankind. Hence, organizations believe the test of
real legacy is ethical decision making

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 LIFE SKILLS AND MORAL VALUES

7.6 Observation of Ethical Principles in the delivery of

Social Services (merits and demerits)

7.7 Unit Reflection

I hope you have successfully learnt knowledge of ethical principles in carrying out day-
to-day activities. Before proceeding to the next unit, assess yourself by answering the
following reflective questions.
i Discuss relevance of ethics in our daily life.
ii Explain the relevance of ethical principal in the community.
iii What is good conduct? How can you maintain good conduct in the organization?
iv If you are appointed ethical adviser adult education study centre, what will be
your priority and whay.

6.8 Unit Assignment

Attempt the following questions and put your work in your portfolio
i It is contended that, ‘the ethical principle evolves around core values of service’,
discuss this statement with examples.
ii What are the benefits of Ethical Practices in an adult education study centre?

iii ‘Our character is determined and defined by our actions’. Discuss this statement with
relevant exaple.
iv What are the difference between ethics and moral values?
v What are the sources of moral values?

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 8 Moral Values and Patriotism
8.1 Introduction
Dear learner, well come to unit eight. In the previous unit, you have learned about
Demonstration of knowledge of ethical principles carrying out day to day activities.
This unit focuses on description of major issues in moral value and patriotism. For the
success of this unit, focus on definition of patriotism, identifying behaviours
indicating good moral values and patriotism, and describe issues inherent in moral
values and patriotism. Make sure you remain focused. Spend much time reading
various publications on assessment. Do not hesistate to consult your module
facilitator, wherever you encounter any difficulty.

8.2 Learning Outcomes

Upon completion of this unit you should be able to:-
i. Define patriotism;
ii. Identifying behaviours good moral values and
patriotism;
iii. Describe issues inherent in moral values and
patriotism.

7.3 Definition of Concepts

(i) Moral Values are defined as guidelines that assist a person in deciding between right and
wrong. In order to create honest, credible, and fair judgments and relationships in daily life, the
awareness of one's morals - along with self-awareness - is crucial.

(ii) Patritism Patriotism is the feeling of love, devotion, and sense of attachment to one's
country. This attachment can be a combination of many different feelings, language relating to
one's own homeland, including ethnic, cultural, political or historical aspects

36
 LIFE SKILLS AND MORAL VALUES

8. 4 Behaviour indicating Good moral values and

Patriotism
Moral characteristics

School or college members are expected to live in harmony, peaceful actions and democratic
practices. Similarly, learners are expected to mature into content, knowledgeable, morally
sound individuals. To achieve this end, students are expected to show moral characteristics
such as:

1. Diligence: A diligent person is the one who is determined to engage in positive and proper
endeavours. He is hardworking, perseverant, willing to face obstacles and appreciative of the
work he is in charge of.

2. Frugality: A frugal person is the one who leads a simple life and in awareness of one’s
status. He thinks before spending and knows how to save.

3. Honesty: An honest person is the one who remains true to his duties and profession. He is
punctual and carries out his duties to the fullest.

4. Discipline: A disciplined person is the one who acts within the boundary of regulations
imposed by the educational institution, other agencies and the nation.

5. Politeness: A polite person is the one who acts humbly in accordance with the
circumstances. He is the one who is not aggressive.

6. Cleanliness: A clean person is the one who keeps his body and mind clean.

7. Unity: A united person is the one who has his mind open to the opinions of others. He is
aware of his role as a good listener and follower.

8. Generosity: A generous person is the one who does not concern himself with only himself
and his business. He is considerate to others.

What patriotism really means?

Patriotism is the feeling of love, devotion, and sense of attachment to one's country. This

37
attachment can be a combination of many different feelings, language relating to one's own
homeland, including ethnic, cultural, political or historical aspects. You can show patriotism
participating in the representative democracy by registering to vote and voting in elections.
Volunteering for community service or running for elected government office. Participation in
community based activities, and volunteering to participate in serving on juries.

8. 5 Major issues inherent in Moral Values and Patriotism

Moral issues in society:

i These issues include privacy and confidentiality,

ii Issues related to socially vulnerable populations,

iii Health insurance discrimination,

iv Employment discrimination,

v Individual responsibility,

vi Issues related to race and ethnicity, and implementation

Patriotism as involves:

i Special affection for one’s own country

ii A sense of personal identification with the country

iii Special concern for the well-being of the country

iv Willingness to sacrifice to promote the country’s good

Accordingly, patriotism can be defined as love of one’s country, identification with it, and
special concern for its well-being and that of compatriots. Sense of attachment to the country in
which we were born and raised and of gratitude for the benefits of life on its soil among its
people, and under its laws. It is an important component of our identity.

8.6 Unit Reflection

I hope you have successfully learnt major issues in moral values and patriotism this
unit. Before proceeding to the next unit, assess yourself by answering the following
reflective questions.

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 LIFE SKILLS AND MORAL VALUES

i Reflect carefully on life in the community, do you describe yourself as amoral

person?
ii Explain moral characters, which adult educators are supposed to adhere.
iii Are you a patriot? Describe your contribution in the society as a patriot.
iv As adult education facilitator, describe moral issues you are supposed to
observe.

8.7 Unit Assignment

Attempt the following questions and put your work in your portfolio
i Describe moral characteristics, which are mandatory and relevent adult learners.

ii As a facilitator of adult learning, describe the major featue of a tutor who is described
as a patriot.
iii Ptriotism is part of our daily life in the community. As experienced adult education
facilitaor, describe patriotism in tour working community.
iv As a facilitator of adult learning, describe moral issues, which you consider as vital in
your working community.
v If you are given an opportunity to advice adult learners on moral issues; Describe your
priorities and and explain why.

39
 Unit 9
Moral value and Patriotism in the
Community
9.1 Introduction
Dear learner,
Welcome to unit two. In this unit, you will describe moral values and patriotism in the
community. Please, note that, the more you read and committ yourself on learning a
particula topic, the more you will know more about the essence of the topic.
Therefore, it is your time to take a centre stage. Take your time to think about the
difference between moral values and patriotism, examine the essence of observing
patriotism and moral values and identify responsible and irresponsible behaviours
among individual members of the community. Make sure you remain focused on the
learning process. Do not hesitate to consult your facilitator wherever you face any
difficulty. Enjoy your leasson.

9.2 Learning Outcomes

Dear learner, upon completion of this unit you should be
able to:-
i. Defferentiate between moral values and patriotism;
ii. Examine the essence of observing patriotism and moral
values;
iii. Identify responsible and irresponsible behaviours among
individual members of the community;

9.3 Difference between Moral Values and Patriotism

Patriotism consists of four components, which are:
i. A special affection towards one's country;
ii. Defining himself or herself through his or her country;
iii. Being interested in country's welfare; and
iv. Sacrificing for the sake of country's welfare (Nathanson, 1997)

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 LIFE SKILLS AND MORAL VALUES

Factors influencing patriotism

High and low of one's nationalism is influenced by many factors. The factors that influence
nationalism are;
i. Educational background,
ii. Social media,
iii. Cultural background,
iv. Involvement in organizations,
v. Parental education,
vi. Parental work, and
vii. Involvement in religious groups.

Core values
The universal moral values for the community or group includes respect, responsibility,
fairness, honesty, and compassion.
Core Moral Values: include trustworthiness, respect, responsibility, fairness, caring and
citizenship

9.4 Essance of Patriotism and Moral Values in Promoting

Community Development
The Feeling of Patriotism:
- Patriotism is not just loving and respect for one’s country but also the will to serve it.
- A true patriot is an active worker who works for the progress and development of his
country.
- He takes pride in representing his nation.
- A patriot is one who fights for the freedom and peace of his country.
- There are occasions when one has to selflessly serve the nation and sacrifice personal
pleasure and leisure.

Patriotism involves:

- Love for the citizens of the nation and the urge to live in harmony with all regardless of
gender, ethnicity, race, and religion.

41
 - We cannot love our country without loving its people.
- The unity and oneness among people can only lead to the progress and development of
the nation.
- Serving the nation.
- It is about going ahead and volunteering to serve the nation and its people whenever
need be.
- It is about abiding the laws and acting responsibly by paying taxes.

Importance of Patriotism in Life:

- It is important to practice patriotism in everyday life and volunteer to work for the
progress of the nation.
- This includes paying taxes, obeying the laws, voting and being active to bring about
social and economic welfare.
- It is standing up for views and ideas in favour of the community.
Common Good:
- Patriotism is important for the welfare of the community.
- It is a common commitment that the citizens make by accepting their responsibility to
work together with other members of the community for the welfare and progress of the
nation.
- Everyone shares equal rights here and the progress and development of every single
individual lead to the development of our country.

Loyalty: The concept of patriotism includes loyalty towards the country and its constitution.
Patriots are loyal to their motherland. It is like being loyal to the family.

Love and Affection: Patriotism is not only the love for the country but also the love for the
citizens of the nation. It includes the feeling of love and affection for the people and being
united even in diversity.

Equal Rights: In a direct democracy, all the citizens have equal rights and the government
represents the will of all the people. Irrespective of the caste, religion, community, and sex of
the individual the laws for all the citizens are the same. It is enjoying the same rights and unity
in diversity.

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 LIFE SKILLS AND MORAL VALUES

End of Evils: Patriotism must be seen in every action of the citizens. We must not indulge in
unlawful acts such as cheating on customers, paying less tax, seeking a bribe, exploiting the
vulnerable, adding more water to the milk and other corrupt practices.

Philanthropic Act: Patriotism reflects in philanthropic acts. Serving our fellow citizens is the
best we can do. We must help people in need and relieve suffering by giving time, effort or
money. It is to voluntarily act to improve the quality of life of people around them.

9.5Responsible and Irresponsible Behaviours among

Individual Members of the Community
Essential elements for responsible behaviours are made up of five aspects including - honesty,
compassion/respect, fairness, accountability, and courage.

Honesty: —honesty really is the best policy for every person. Note that, honest people do not
mess with stuff that does not belong to them. They do not steal. They do not break things that
belong to other people. In case they do break something, they admit it and try to make amends.
Honest people make decisions about people and things based on evidence rather than emotions.
Being honest means being willing to consider all the facts before we draw those conclusions.
Honesty means being willing to consider that there are aspects of ourselves we need to change.
It is dishonest, both to ourselves and to others, to think we are perfect. Note that, everyone has
room for improvement. Therefore, being honest with ourselves means being open to
constructive criticism.

Responsible Behaviours among Individual Members of the Community

Compassion/Respect: No one likes to be treated with disrespect, be understood, accepted, and
appreciated as well as be treated with kindness. Not that, if you want to be respected, you have
to respect others. You must treat other people with kindness. You have to try to put yourself in
their shoes. It is important to understand that, everyone is unique and deserves to be treated

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with kindness and respect.

Fairness: Fairness is a lot like respect. It means that we treat everyone the way we want to be
treated, without partiality or bias. Being fair means balancing your personal needs with the
needs of others. It means that we tolerate people who think, look, or act differently than we do.
It is vitally important to note that, we do not show favouritism or give one group special
privileges at the expense of another.

Accountability: It is acknowledging and accepting whatever happens as a result of your

decisions, actions, and mistakes. Blaming other people for things you did wrong is both
dishonest and unkind. Being accountable means thinking about what might happen as a result
of your action and deciding if you still want to do it. Accountability means doing what you say
you will do.

Courage: To do the right thing even when it is not easy, fun, or popular takes a lot of courage.
If everyone tells you to do one thing, and you know that it is wrong or unwise, you have to be
brave enough to stand up for what you believe. Another thing that takes courage is standing up
to people when you see them doing something wrong or harmful.

Personal Responsibility: People who take responsibility for themselves, their behaviour, and
the consequences of their behaviour have a high degree of personal responsibility. They have a
clearly defined set of ethics, or moral principles, that guide what they do and how they do it.
These ethics help them make decisions even in complicated situations. People with personal
responsibility show compassion, fairness, accountability, and courage.

Social responsibility: means taking other people’s needs, interests, and feelings into account
and acting accordingly. It means not doing something to deliberately hurt or mislead others.

9.6 Unit Reflection

I hope you have successfully described moral values and patriotism in the
community. Before proceeding to the next unit, assess yourself by answering the
following reflective questions.
i. Fairness is at the core of community success. Discuss
ii. Discuss factors influencing patriotism.
iii. Discuss the relevance of common good in the community.
iv. What are the major components of patriositsm?

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 LIFE SKILLS AND MORAL VALUES

9.7 Unit Assignment

Attempt the following questions and put your work in your portfolio
i. What are the factors influencing patriotism?
ii. With examples, discuss the relevance of commong in adult learning centre.
iii. Adult education facilitators are expected to be responsible and acountable
person. Discuss this statement with expmples.
iv. As a facilitator of adult learning, discuss the features of patriotism.
v. In your experience as adult education facilitator, discuss responsible behaviours
which members of adult learning centre/community are expected to observe.

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