Some farming activities

• Rearing poultry
• Fish farming
• Rearing rabbits
• Growing tobacco
• Growing flowers
• Vegetable farming
• Fruit farming
• Rearing goats

• Rearing sheep
• Rearing cattle
• Raising pigs
• Growing trees

Some farm animals

a goat	a turkey	a sheep
a rabbit

UNIT 3 IMPORTANCE OF AGRICULTURE

IMPORTANCE OF AGRICULTURE AT INDIVIDUAL LEVEL

• Source of food
• Source of income
• Source of employment

IMPORTANCE OF AGRICULTURE AT FAMILY LEVEL

• Source of food
• Source of income
• Source of employment

IMPORTANCE OF AGRICULTURE AT NATIONAL LEVEL

• Source of food
• Source of income
• Source of foreign exchange
• Source of raw materials

UNIT 4 FARMING METHODS

TYPES OF FARMING METHODS

• Subsistence farming
• Commercial farming

Subsistence farming

This is the growing of crops and raising of animals mainly for food.

Crops grown by subsistence farmers

• Maize
• Millet
• Sorghum
• Pigeon peas
• Rice
• Cassava
• Pumpkins

Animals raised mainly for food

• Ducks
• Pigeons
• Rabbits
• Chickens
• Guinea fowls

Main characteristics of subsistence farming

• Production of food to feed the family
• Production of crops and animals which are sold at low price
• Production of crops on a very small area, or keeping of very few animals
• Dependency mainly on rainfall
• Low levels of inputs
• Uses mainly family labour and hand tools
• There is rarely a surplus for sale

Commercial farming

This is the growing of crops and raising of animals mainly for sale.

Animals raised for sale

• Cattle
• Fish
• Bees
• Pigs

Crops grown mainly for sale

• Cotton
• Coffee
• Tea
• Tobacco

Main characteristics of commercial farming

• Production is mainly for cash
• Crops and animals produced are sold for profit
• Crops are grown on a large area and many animals are raised
• It involves high levels of inputs

MEANING OF THE TERM BUSINESS
A business is any activity that people do with the aim of making profits.

Farming as a business

Agricultural activities which can be done with the aim of making profits include keeping of bees, chickens, cattle, and goats for sale, and growing of flowers, vegetables, fruits and maize for sale.
Farmers can also sell manure and grass for feeding animals to increase profits from agricultural activities.

Aims of agriculture as a business

• Increasing yield per unit area
• Reducing cost per unit area
• Maximizing profits

UNIT 5 FARM BUSINESS ACTIVITIES

FARM BUSINESS ACTIVITIES

• Decision making
• Farm financing
• Record keeping
• Marketing

Decision making

This involves making decisions.
The farmer has to decide on the following:

• What to produce
• How to produce
• How much to produce
• Where to buy or sell
• When to produce, buy or sell

UNFAVOURABLE CONDITIONS OF SOME OF THE HARMFUL EFFECTS OF THE MAJOR ELEMENTS OF THE AGRICULTURAL ENVIRONMENT

UNIT 8 MANAGEMENT OF THE MAJOR ELEMENTS OF THE AGRICULTURAL ENVIRONMENT

The major elements of the agricultural environment can be managed in order to minimise their harmful effects on agricultural production.

Management of the major elements of the agricultural environment

UNIT 9 COMMON FARM TOOLS

Common farm tools are simple machines used by farmers when carrying out different operations on a farm.

Some common farm tools and their uses

UNIT 10 SAFE WAYS OF USING FARM TOOLS

There are correct ways to be followed when handling and using farm tools to ensure safety.

Handling

• Ensure that blades point away from the body
• Ensure that blades are properly fixed to their handles
• All tools with sharp blades should be hanged on the wall to avoid injury

Use

• Ensure that tools are firmly fixed to their handles
• Be sure that farm tools are in good conditions
• Be sure that the tools are used for their intended purpose
• Make sure that there is enough space between people working

UNIT 11 MAINTENANCE OF FARM TOOLS

Maintaining farm tools means putting the farm tools in good conditions for use.

MAINTENANCE OF SOME FARM TOOLS

UNIT 12 CROPS GROWN IN MALAWI

Various crops are grown in Malawi. Such crops include:

• Maize
• Tobacco
• Groundnuts
• Millet
• Peas
• Soya beans
• Tomatoes
• Cassava
• Rice
• Cabbage
• Cotton
• Sugarcane
• Sorghum
• Sunflower
• Beans
• Mangoes
• Oranges
• Pineapples
• Pawpaws
• Irish Potatoes
• Sweet potatoes
• Tea
• Coffee
• Pumpkins
• Melons
• Cucumbers
• Bananas

These crop husbandry practices have to be carried out properly to obtain high crop yield.

UNIT 15 LAND PREPARATION AND PLANTING IN MAIZE

LAND PREPARATION ACTIVITIES

Land preparation

Land for maize should be prepared early because:

• It is easier to work when the soil is still moist
• It gives enough time for buried plant residues to rot
• It leads to early planting

Maize varieties

There are several varieties of maize that have been recommended in Malawi.

Seed selection

The following characteristics should be considered when selecting seed for planting:

• Large in size
• Not broken (whole)
• Free from disease and pest attack
• Not shrivelled

Plant spacing

The spacing between maize plants varies depending on the variety. Tall varieties need wider spacing.
Short varieties need closer spacing.

Recommended spacing and number of plants per station

Planting maize

Maize planting involves:

• Marking out planting stations at a recommended spacing
• Planting the correct number of seeds per station
• Covering the planting hole (burying seed) at 7 to 10 centimetres deep

Planting should be done early because:

• the crop makes full use of soil nutrients before they are leached
• the crop uses most of the rains in the growing season
• the crop matures before some pests and diseases become serious

UNIT 16 WEEDING AND FERTILIZER APPLICATION IN MAIZE CROP

WEEDING
Weeding is the removal of unwanted plants in the garden

IMPORTANCE OF WEEDING

• weeding helps to reduce competition between crops and weeds for food, sunlight, air, water and space
• weeding helps to reduce pests and diseases in the garden

COMMON WEEDS IN MALAWI

• black jack (chisoso)
• Bengal commelina (khovani) also known as wandering Jew
• Amaranthus (bonongwe)
• Witch weed (kaufiti)
• Msonthi

black jack	witchweed	stargrass	amaranthus

Weeds should be removed as soon as they appear for the following reasons:

• To ensure that they use as little food as possible
• To ensure that their removal does not damage roots of the growing crop plants

WEEDING METHODS

FERTILIZER APPLICATION
Fertilizer or manure should be applied to provide the required nutrients for maize.

Fertilizer application

UNIT 17 PEST AND DISEASE CONTROL IN MAIZE CROP

PESTS
Pests are living organisms which attack crop plants.

SOME MAIZE PESTS

Some pests of maize

stalk borer	maize weevil	army worms
red locusts	a rat

Maize diseases

• Cattle
• Goats
• Sheep
• Rabbits
• Chickens
• Ducks
• Fish
• Bees
• Turkeys
• Pigeons
• Guinea fowls
• Pigs
  

Farm animals differ in many characteristics These characteristics include:

• Body size
• Number of legs
• Shape
• Size of eyes
• Colour of fur or feathers
• Skin cover
• Presence or absence of scales
• Beards
• Fins
• Horns

 

Some farm animals

a pig

fish

duck

horse

sheep

pigeon

UNIT 20 IMPORTANCE OF FARM ANIMALS

REASONS FOR KEEPING FARM ANIMALS

• Source of food
• Source of manure
• Source of income
• Source of raw materials
• Source of employment
• Source of power
• Source of employment
• Cultural reasons
• Social reasons (prestige)

UNIT 21 ANIMAL HUSBANDRY PRACTICES

Animal husbandry practices are the activities of caring for farm animals. Animal husbandry practices are done to obtain high production.

FOUR MAIN TYPES OF ANIMAL HUSBANDRY PRACTICES

• Housing
• Feeding
• Breeding
• Disease and pest control

If these practices are not properly carried out, production may be low.

Some animal husbandry practices

castrating a goat

cattle in a khola

feeding chickens

UNIT 22 HOUSING AND FEEDING FARM ANIMALS

TYPES OF FARM ANIMAL HOUSES
There are different animal houses depending on the type of animals kept. A good animal house should serve its purpose.

Cattle houses

a barbed wire cattle house

a brick cattle house

a pole and thatch cattle house

Goat and pig houses

a raised goat house	an unraised goat house
A pig house

CHARACTERISTICS OF ANIMAL HOUSES

CHARACTERISTICS OF LOCAL BREEDS OF FARM ANIMALS

• Withstand conditions like poor feeding and high temperatures
• Resist disease and parasite attack
• Are able to walk long distances in search of food and water without getting very tired and losing condition
• Are small in size
• Give low production
• Grow slowly

CHARACTERISTICS OF IMPROVED BREEDS

• High yield production
• Grow big in size
• Grow fast
• Have low resistance to diseases and parasites
• Do not do well under poor feeding and high temperatures
• Get tired easily

IMPORTANCE OF IMPROVING THE LOCAL BREEDS

• The improved local breed will produce more than the local breed
• The improved local breed will be larger in size than the local breed
• The improved local breed will grow faster than the local breed

UNIT 24 TREES GROWN IN MALAWI

The baobab

bluegum

palm tree

NAMES OF SOME TREES GROWN IN MALAWI

• Msangu
• Gmelina
• Cinderella
• Bluegum

CLASSIFICATION OF TREES
Trees are classified into two main groups.
These are:

• Indigenous trees
• Exotic trees

Indigenous trees

Indigenous trees are trees that originally grow in Malawi.
These include msangu, the baobab, msambamfumu, thundu, mkuyu, bwemba, msuku, mtondo, muwanga, chitimbe, tsanya, mlombwa and mombo.

Exotic trees

Exotic trees are trees that are brought into Malawi from other distant countries.
These include bluegum, gmelina, pine, neem, India, jacaranda, Cinderella and leucaena.

CHARACTERISTICS OF INDIGENOUS TREES

• They are hard and tough
• They withstand drought
• They resist disease and pest attack
• They grow well with little care
• They grow slowly and take a long time to mature

CHARACTERISTICS OF EXOTIC TREES

• They grow fast
• They are soft
• They cannot withstand drought
• They are easily attacked by diseases and pests
• They demand more care

WAYS OF IMPROVING INDIGENOUS TREES

• By raising seedlings properly
• By applying manure
• By transplanting the seedlings at the appropriate spacing
• By weeding
• By pruning them
• By constructing firebreaks around them

UNIT 25 IMPORTANCE OF TREES GROWN IN MALAWI

IMPORTANCE OF TREES

• Source of medicine
• Source of furniture
• Source of firewood
• Source of food
• Improvement of soil fertility
• Provision of shelter
• Source of raw materials
• Source of income
• Source of employment
• Reduction of soil erosion
• Conservation of water
• Supply of oxygen
• Some trees provide wind breaks

UNIT 26 TYPES OF FORESTS

MEANING OF THE TERM ‘FOREST’
A forest is a large area of land covered by trees and grass.

TYPES OF FORESTS
There are two types of forests.
These are:

• Natural forests
• Planted forests

JACOB’S SONS AND THEIR MOTHERS
Sons of Leah

• Reuben
• Simeon
• Levi
• Judah
• Issachar
• Zebulun

Sons of Rachel

• Joseph
• Benjamin

The sons of Rachel’s servant Bilhah

• Dan
• Naphtali

The sons of Leah’s servant Zilpah

• Gad
• Asher

JOSEPH IN CANAAN AND EGYPT (Genesis 35:23-26; 37:1-36; 40:1-22; 41:1-57)
Isaac lived in Canaan and had two sons, Esau and Jacob.
The family of Isaac used to keep livestock as their main occupation.
Rebecca, Isaac’s wife, planned that the heirship should go to Jacob against patriarchal tradition. Because of this planned deceit, there was rivalry between Jacob and Esau.
Jacob fled to Mesopotamia where he lived with his uncle Laban. Laban had two daughters, Leah and Rachel.
Jacob loved the younger one, Rachel.
The custom required that the older daughter marries first.
However, Laban disguised Leah and gave her to Jacob instead of Rachel after seven years of work as dowry (lobola).
This became possible because marriage was always consummated in the night.
In the morning, Jacob discovered that Laban had given him Leah instead of Rachel. He was angry.

Laban promised to give him Rachel after serving another seven years. Because of his love for Rachel, Jacob agreed.

UNIT 2 THE CALL OF THE TWELVE APOSTLES

Disciples are the followers of Jesus.

Apostles are the messengers of Jesus.

THE CALL OF THE DISCIPLES (Luke 5:1-11; Matthew 4:18-22; Mark 1:16-20)
After baptism, the Holy Spirit led Jesus to the desert. Subsequently, Jesus began His ministry in Galilee.
The news about His ministry spread throughout Galilee.
Many people followed Him because of the teaching, miracles and acceptance of the outcast. Some of the disciples were Simon Peter, Andrew, James and John.

THE CHOICE OF THE APOSTLES (Mark 3:13-19; Mark 10:1-4; Luke 6:12-13)
Jesus had disciples who followed him.
From these disciples, Jesus chose twelve men whom he named apostles. He gave them the power to preach, heal and drive out demons.

The names of the twelve selected men as apostles were:

• Simon (Jesus named him Peter)
• James (son of Zebedee)
• John (son of Zebedee)
• Andrew
• Philip
• Bartholomew
• Matthew
• Thomas
• James (son of Alphaeus)
• Thaddaeus
• Simon (the Zealot)
• Judas Iscariot (he betrayed Jesus)

To the sons of Zebedee, Jesus gave them the name Boanerges, which means “sons of thunder”.

BELIEVERS TODAY (Matthew 4:12; Luke 4:14-15; 5:1-5; Mark 2:12-13)
Every Christian today is supposed to be a follower and believer of Jesus Christ.
In the past, followers of Jesus Christ were told to abandon their activities and sell their wealth in order to dedicate their lives to God.

DUTIES OF JESUS’ FOLLOWERS

• Preaching the Word of God
• Praying for themselves and others
• Helping the needy

UNIT 3 THE LOVE OF JESUS

TEACHINGS ABOUT LOVE (Matthew 15:22-28; Luke 7:1-10; 10:25-30; Mark 7:24-30; Mathew 25:31-40)
Love is the foundation of unity, peace and justice among people. Christians are taught to love one another.
The commandment on loving one another as one loves oneself concerns people’s relationships. Jesus, love therefore is more than just a word or feeling.

THE IMPORTANCE OF LOVE

• Love brings about a sense of belonging
• Love makes people to feel pity for those in troubles and help them
• Love makes people to be tolerant
• Loves makes people to love one another
• Love makes people to trust one another
• Love makes people to protect human rights
• Love makes people to promote justice

THE PARABLE OF THE GOOD SAMARITAN (Luke 10:25-30)
A teacher of the law came up and tried to trap Jesus. He asked, “What must I do to receive eternal life?”
Jesus answered him, “What do the scriptures say? How do you interpret them?”

The man answered, “Love the Lord your God with all your heart, with all your soul, with all your mind and love your neighbour as yourself”.
“You are right,” Jesus replied, do this and you will live. But the teacher wanted to justify himself, so he asked Jesus, “Who is my neighbour?”

Jesus answered, “There was a man who was going down from Jerusalem to Jericho. On the way, robbers attacked him, stripped him and beat him up, leaving him half dead. It so happened that a priest was travelling on the same road, but when he saw the man, he walked by, on the other side. So too the Levite, when he came to the place and saw him, he just walked by on the other side.
But a Samaritan who was travelling on the same road came upon the man, and when he saw him, his heart was filled with pity. He went over to him, poured oil and wine on his wounds and bandaged them. Then he put the man on his own animal and took him to an inn where they cared for him.”

UNIT 4 HUMAN RIGHTS AND DEMOCRACY

THE RIGHTS OF CHILDREN (Luke 2:42-49; 18:15-17; Genesis 2:7)
A right is an entitlement.
When a person is entitled to things, it means that he or she can demand that thing. A right is different from a privilege.
If a person has a privilege to have something, he or she may have it, but can be withdrawn at any time the person giving it decides to do so.
On the other hand, a right as an entitlement cannot be withdrawn anyhow.

RIGHTS OF CHILDREN

• Right to education
• Right to be cared for by parents
• Right to life

RIGHTS AND RESPONSIBILITIES OF FAMILY MEMBERS
A family is composed of parents or guardians and children. Each member in the family has rights.
In addition, each member has responsibilities to carry out within the family. Similarly, within the Christian families, there are rights and responsibilities.

However, children belong to one of the vulnerable groups in the society.
In most of the policy-making bodies, whether in a family or society, children are not consulted in the decision-making processes.
As a result, laws and decisions made by adults do not take into consideration the needs, interests and aspiration of children.

RESPONSIBILITIES OF CHILDREN AT HOME

• Respecting parents and siblings
• Doing household chores like cleaning plates, sweeping the surroundings and mopping

RESPONSIBILITIES OF CHILDREN AT CHURCH

• Respecting the elders and others
• Keeping quiet during sermons
• Keeping the surrounding clean

RESPONSIBILITIES OF CHILDREN AT SCHOOL

• Respecting teachers and other learners
• Keeping the surrounding clean
• Writing exercises given
• Studying notes
• Writing tests and examinations

CHRISTIAN RIGHTS AND RESPONSIBILITIES
The Bible has stories about the roles and responsibilities of family members.
In Genesis 25:27-34, for example, each member in Isaac’s family had some responsibilities to assist in the welfare of other people.

UNIT 5 THE CALL OF MOSES

THE BIRTRH OF MOSES (Exodus 1:15-18; 2:1-10)
Moses was an Israelite but born in Egypt to a man of the tribe of Levi who married a Levite woman. The name of the mother of Moses was Jacobed.
When he was born, his mother saw that Moses was a fine child and she hid her for three months.

However when she could hide him no longer, Moses’ mother got a papyrus basket for him and coated it with tar and pitch.
Then she placed the child in it and put it among the reeds along the bank of the Nile.
The mother hid Moses along the river bank because the mother feared that Moses could be killed by the Egyptians.

One day, Pharaoh’s daughter went down to the Nile to bathe. She saw the basket among the reeds. When she opened it, she the baby who was crying and felt pity for him.
The Pharaoh’s daughter took Moses as her own Hebrew child and stayed with him in Pharaoh’s palace.

THE FLIGHT OF MOSES FROM EGYPT TO MIDIAN (Exodus 2:11-24)
When Moses had grown up, he went out to where his own people were and watched them at their hard labour.
He saw an Egyptian beating a Hebrew, one of his own people. Looking this this way and that way and seeing no one, he killed the Egyptian and hid him in the sand.
The next day he went out and saw two Hebrews fighting. He asked the one in the wrong, “Why are you hitting your fellow Hebrew?”
The man said, “Who made you ruler and judge over us? Are you thinking of killing me as you killed the Egyptians?”
Then Moses was afraid and thought, “What I did must have become known.”
When Pharaoh heard of this, he tried to kill Moses, but Moses fled from Pharaoh and went to live in Midian.

GOD’S CALL OF MOSES (Exodus 3:1-21; 7:1-11)
Now Moses was tending the flock of Jethro his father in-law, the priest of Midian, and he led the flock to the far side of the wilderness and came to Horeb, the mountain of God.
There the angel of the Lord appeared to him in flames of fire from with a bush. Moses saw that though the bush was on fire it did not burn up.
Then Moses went over to see that strange sight.
When the Lord saw that he had gone over to look, God called to him from within the bush.
Moses wanted to go closer but God told him to do so. And God told him to take off his sandals (shoes) because the place Moses was standing was a holy ground.
It is there when God told him (called him through the burning bush) to go back to Egypt to release the Hebrews from slavery. Moses took his brother Aaron to go to Egypt with him.

UNIT 6 HEALING MIRACLES

THE MIRACLES THAT JESUS PERFORMED UPON REQUEST (Luke 5:17-26; 7:1-10; 8:40-42; 49-56;
17:11-19)
The Bible gives various examples of healing miracles by Jesus.
One factor that needs emphasis is that Jesus healed people upon request by the sick themselves, or by their relatives.

The miracles that Jesus performed upon request

• The healing of a man with leprosy
• The healing of a paralysed man
• The healing of a Centurion’s servant
• The healing of ten men with leprosy
• The healing of Jairus’ daughter

THE MIRACLES THAT JESUS PERFORMED OUT OF MERCY (Mark 5:1-20; Luke 6:6-11; 13:10-17; John 5:1-10)
The other factor is that Jesus healed some people without being requested but just to show an act of sympathy or mercy.

The miracles that Jesus performed out of mercy

• The healing of a demon-possessed man
• The healing a man with a shrivelled hand
• The healing of a crippled woman
• The healing of a woman at the pool

UNIT 7 HIV AND AIDS

HOW HIV AND AIDS IS SPREAD

• Unprotected sex
• Sharing of sharp objects such as razor blades and needles
• Sharing of tooth brushes
• Mother to child

HOW HIV AND AIDS CAN BE PREVENTED (Genesis 39:1-23)

• Avoiding sharing of skin-piercing instruments such as needles and razor blades
• Avoiding taking intoxicating drugs and substances like Indian hemp

• Avoiding harmful cultural practices such as sexual cleansing, wife cleansing and wife inheritance
• Being faithful to a mutually-faithful and unprotected partner
• Avoiding sexual intercourse before marriage (abstinence)

UNIT 8 THE NATURAL ENVIRONMENT

GOD AND THE ENVIRONMENT (Genesis 2:12)
God created a beautiful earth with all sorts of animals and plants so that people should live a happy life. God made people in charge over all the creation.
This task came with great responsibility of looking after the creation.
It is therefore the duty of people today to take care of the environment to ensure that what God created is sustained and preserved.

There are, however, numerous problems associated with the destruction of the environment. Malawi is slowly losing trees, soils, animals and other resources.
The rainfall pattern is also greatly affected because most areas have no trees which help in the rain formation.

CHRISTIANS AND THE NATURAL ENVIRONMENT (Genesis 1:20-25; 2:8-16)
There are various roles people can play in the protection and preservation of the environment. The story of creation in the early chapters of the Bible gives a very clear picture of these roles. Adam and Eve were placed in the garden of Eden ‘to work on it and take care of it (Genesis 2:15)’ This gives a picture of the earth as God’s garden and people as stewards.
The garden of Eden can be looked at as the model of the environment which God created and valued. The environment of Eden was meant to sustain life in all its forms of human industry.
The book of Genesis 2:12 tells us that God also made mineral resources for use by people. In addition, the environment of Eden was meant to be maintained as a place of beauty.
Trees in this garden added a lot of beauty to the environment.

SOME IMPORTANCE OF NATURAL ENVIRONMENT

• People get food from the environment
• People get medicine from the environment
• Some environment in used for transportation
• Some environment provide raw materials for making clothing

SOME RESPONSIBILITIES OF CHRISTIANS ON THE ENVIRONMENT

• Caring for trees by not cutting them wantonly and planting more trees
• avoiding smoking
• Using the natural resources like soil wisely
• avoiding polluting water
• Avoiding siltation of water bodies such as rivers and lakes
• Avoid poaching wild animals

UNIT 9 THE DEPARTURE OF THE HEBREWS FROM EGYPT TO CANAAN

THE MEANING OF THE TERM ‘PASSOVER’
Passover is a Jewish religious festival commemorating the liberation of the Jews from slavery in Egypt.

THE PASSOVER (Exodus 12:1-11)
The Lord had warned Pharaoh that if he refused to let the Hebrews go, Pharaoh’s first son would be slain.
However, before the Lord executed this punishment, He gave direction to the people of Israel concerning their departure from Egypt.
Each family, alone or with others, had to kill a lamb without any blemish.

Its blood was sprinkled on the door posts.
The blood was to prevent the destroying angel of death from entering such a house at midnight.
During the evening, the Hebrews ate the meat roasted with bread made without yeast (unleavened bread) and bitter herbs.
The feast was called the Passover, which means the angel of death would pass over any house with blood on the door posts.
The Lord said this to Moses and Aaron in Egypt.

TWO ANIMALS WHICH WERE USED IN THE PASSOVER

• Sheep
• Goats

THREE FOOD ITEMS THAT MADE UP THE PASSOVER

• Meat
• Unleavened bread
• Bitter herbs

HOW ISRAEL’S HOUSES WERE PROTECTED FROM THE LORD’S ANGEL OF DEATH

• By the blood which was put on the sides and tops of the doorframes of the houses

THE JEWISH EXODUS (Exodus 12:37; 13:20-22)
The Passover created an atmosphere for the departure of the Israelites from Egypt which began between 1400 BC and 1300 BC.
By day the Lord went ahead of the Israelites in a pillar of cloud to guide them on their way and by night in a pillar of fire to give them light so that they could travel by day or night.
There were about six hundred thousand men on foot, besides women and children.

TWO THINGS GOD USED TO GUIDE THE HEBREWS ON THEIR JOURNEY

• The pillar of cloud
• The pillar of fire

Exodus means going out or departure of many people at one time.

UNIT 10 TOLERANCE

THE MEANING OF TELERANCE (Mark 12:28-33; Luke 6:27-36; Luke 17:1-3; Luke 7:1-10; Luke 23:33-34;
John 8:1-11)
Tolerance is the acceptance of one another regardless of the different opinions people might have.

It is one of the most important basic principles among Christians.
When people from different cultures, religions and political groups live together and care for one another, they enjoy the unity that is in the society.

Christians have a great responsibility in the promotion of tolerance.

TOLERANCE AS AN ACT OF LOVE (Mark 12:28-33; Luke 17:1-3)
In his prayer, St Francis said, ‘Where there is hatred, let me bring love, where there is injury, let me bring pardon, where there is doubt, let me bring true faith, where there is despair, let me bring hope, where there is darkness, let me bring light and where there is sadness, let me bring joy.’
For Christians, this is the basis for tolerance.

SITUATIONS JESUS SHOWED LOVE TO EVERYONE

• People’s sicknesses
• When He was sentenced to death on the cross
• When He was crucified on the cross
• When a woman was caught in adultery
• When He was hated (hatred)
• People’s sinfulness

THE BIBLE AND TOLERANCE (Luke 23:33-34)
Jesus promoted tolerance through His deeds and works.
He taught His followers about love as the corner stone for unity, peace and tolerance among people of different tribes and religions.
Love among Christians is the greatest commandment and all Christians find their basis in love. Without love, there cannot be tolerance.
Christians also have a responsibility to promote tolerance in a democratic society.

UNIT 11 DRUG AND SUBSTANCE ABUSE

THE CAUSES OF DRUG AND SUBSTANCE ABUSE

• peer pressure
• frustration
• curiosity
• loss of loved ones
• loss of goods and finances
• failure in examinations
• wanting to commit suicide
• ignorance of harmfulness of the drugs and substances

These shapes are known as geometrical figures and they can be in the form of circles, rectangles, squares and many others.
One can also create shapes by knitting and sewing.

When these shapes are joined together in different ways and at different angles, they can make figures such as people, houses, trees, animals and other things.

DRAWING GEOMETRICAL SHAPES

CREATING SHAPES USING THE BODY

DESIGNING TOYS OF DIFFERENT SHAPES

SEWING TOYS


Steps for sewing and stuffing toys

• lay the designs on pieces of fabric and pin them together
• cut out the pattern pieces
• mark the stitching line
• mark the features on the toy and position of an opening to be used for stuffing
• tack and stitch using a running stitch, leaving an opening for stuffing
• clip and snip seams where necessary and turn the toy to the open side
• stuff the toy and close the opening by over-sewing the opening

KNITTING TOYS

A BEAN BAG

• cast on 48 stitches
• using garter stitches, knit until the work measures 16cm long
• cast off
• fold and join the sides using the running stitch
• stuff and over-sew the opening

A KNITTED DOLL

• cast on 10 (8, 6) stitches and knit in garter stitch until the work measures 11 (7, 5) cm long (this forms the leg)
• knit another leg to match
• knit he body using the following steps
• with both legs on one needle, knit right across to join them together
• carry on knitting until the work measures 35 (25, 19) cm long. this will be the front, head and back
• divide the stitches in half for the back of the legs
• using half of the stitches, knit until the work measures 11 (7, 5) cm long and then cast off
  

• re-join the wool to the remaining half of the stitches; knit half of the stitches and knit the second leg to match
• knit the arms using the following step
• cast on 16 (14, 12) stitches and knit in garter stitch until work measures 7 (5, 4) cm long.
• cast off
• knit another arm to match
• make up (finish off) the toy by folding the knitted work in half and over-sewing round the edge leaving space for stuffing as in the illustration below

• round off the ends of the legs for feet and head by doing the following
• turn the knitted doll inside out
• stuff the head firmly and then tie it tightly round the neck with a piece of wool
• stuff the rest of the body and legs and sew up the opening
• sew up the side of the arms and round off the corners for hands, as shown below

• turn the arms inside out and stuff them
• sew the arms on the body at the shoulders
• embroider the features of the doll (eyes, nose and mouth)

IMPORTANCE OF MAKING TOYS BY CHILDREN

• Making toys helps the children in developing their creativity
• Making toys helps children in developing their imagination

CREATING GAMES USING TOYS

There are many games that can be played using toys.

RISKS AND SAFETY PRACTICES IN ARTS AND SPORTS

Risks in Using Equipment

The table below shows sources of risks in various sporting and artistic activities

Strategies for Reducing Risks

• Doing warm ups and cool downs
• Thrower should always be in front of others
• Clear the area where the activity will be done
• Always use equipment that is in good condition
• Store and keep equipment safely after use to prevent wrong use
• Proper handling of sharp tools, for example, needles
• Wearing a thimble when sewing
• Proper sharpening of tools
• Splitting and processing bamboos with care in weaving The table below shows strategies that can be used to reduce risks

SIGNS AND SYMPTOMS OF ROUND WORMS

.nausea

.vomiting

.discomfort in the stomach

.weakness of the body

.swollen belly

.fever

.obstruction of the intestine

.loss of appetite

.presence of eggs in faeces

PREVENTION AND CONTROL OF ROUND WORMS

.using the toilet

.washing hands after using the toilet

.keeping finger nails short and clean

.washing fruits and vegetables

.seeking treatment from the hospital

.washing hands before eating food TAPE WORMS
These worms infect human beings, pig,cattle and fish

tape worm

SIGNS AND SYMPTOMS OF TAPE WORMS

.pain in the stomach

.anemia

.loss of weight

.diarrhoea

.patient looking pale

PREVETIONS AND CONTROL OF TAPE WORMS

.cook meat and fish thoroughly

.always use the toilet

.people should follow rules of hygiene in the home HOOK WORMS
There are more common in adult than in children

hook worm

SIGNS AND SYMPTOMS OF HOOK WORMS

.anaemia

.diarrhea

.abdominal pain

.weakness

.loss of weight

.weakness due to loss of blood

PREVENTION AND CONTROLLING HOOK WORMS

.avoiding walking with bare feet in water or wet soil

.always use the toilets

FOOD AND HEALTH
What is food ?

Food is anything which when eaten or drunk provides the body with nutrients for it to function properly
NUTRIENTS FOUND IN THE FOOD GROUP

.carbohydrates

.fats

.proteins

.minerals

.vitamins

.water

What is health ?

Health is the status of the body being able to function properly CLASSIFICATION OF FOOD
.energy giving food

.protective food

.body building food ENERGY GIVING FOOD
These provide the body with energy The food which provide with energy

.maize

.rice

.cassava

.sorghum

.Millet

.potatoes

.honey

.sugar cane PROTECTIVE FOODS
These protect the body from infections

The food which protect the body from infections

.pawpaw

.bwemba

.malambe

.bonongwe

.chisoso

.

BODY BUILDING FOODS

These provide the body with material for body building and repair of warn- out tissues Examples of body building food
.meat

.fish

.eggs

.grasshoppers

.flying ants

.mice

.beans

.peas

SIX FOOD GROUPS

COMMON FOOD TABOOS AND BELIEFS

A baby should not be given its mother's breast milk if the mother spends a night away from the child. It is believed that the breast milk is rotten and will make the child sick
A pregnant woman should not eat tomatoes because she will bear a child with skin rashes.
Pregnant women should not eat sugarcane because the child will have a powdery skin like sugarcane.

Boys should not eat ground beans because they will be short at a battle field. Children should not eat eggs because they will have stomach problems.
A pregnant woman should not eat eggs because she will bear a child without hair. BAD FOOD HABITS
Lack of variety in one's food choice

Serving the best portions of food to adults especially men and visitors.

Eating from one plate with Small children

Feeding infants and young children on gravy only instead of meaty parts Introducing porridge to young babies as early as the first month after birth Believing that maize is the only staple food that can be saved during meals Adding alot of fat or oil in food when cooking.
Eating only one meal a day

EFFECTS OF FOOD TABOOS AND BELIEFS

A mother may give birth to a weak baby. Malnutrition in young children and pregnant women. There is stunted growth in young children.
There is low productivity.

INDIGENOUS TECHNOLOGIES

EXAMPLES OF INDIGENOUS TECHNOLOGIES

1. man
2. nkhokwe
3. chikwatu
4. mud stove
5. charcoal stove
6. winnower
7. adze
8. grinding stone
9. bow and arrow

1. canoe
2. fish trap ( mono)

USES OF INDIGENOUS TECHNOLOGIES

1. Food processing
2. Separation of mixtures
3. Water purification
4. Cooking
5. Loading logs in a lorry
6. Sawing timber
7. Storage
8. Shelling maize
9. Construction

TECHNOLOGICAL INNOVATIONS

TECHNOLOGIES USED IN THE COMMUNITY

What is technology ?

Technology is the use of scientific knowledge and equipment in order to solve everyday problems
TECHNOLOGIES AND THEIR RELATED PROBLEMATICAL

The most common examples of STIs are:

• Syphilis
• gonorrhoea
• HIV and AIDS

• Syphilis

Syphilis is caused by a bacterium called Treponema palladium.

SOME SIGNS AND SYMPTOMS OF SYPHILIS

• Sores or rash in the genitals
• Pain in the lower abdomen
• Itching in the genital area

• Gonorrhoea

Gonorrhoea is caused by coccus bacterium called Neisseria Gonorrhoea.

SOME SIGNS AND SYMPTOMS OF GONORRHOEA

• a burning sensation when urinating
• a yellowish discharge from sexual organs

• AIDS

AIDS stands for Acquired Immune Deficiency Syndrome. AIDS is caused by the Human Immunodeficiency Virus (HIV).

The word ‘acquired’ means ‘to get from’. One can only get HIV from another person.

The word 'immune’ means the protection that your body has against diseases. The body has white blood cells which protect it from diseases. HIV destroys the white blood cells, and when this happens, the immune system is also destroyed.

The word ‘deficiency’ means ‘lack of'. People with AIDS lack protection from diseases.

The word ‘syndrome' means a group of signs and symptoms one gets when he or she has a certain disease.

A person with AIDS shows signs and symptoms of many diseases such as:

• swollen glands
• weight loss
• frequent fever
• shingles
• Diarrhoea
• cough
• skin problems

The person may also get serious illnesses that affect the brain, alimentary canal and lungs. However, the above signs and symptoms do not mean that one has HIV or AIDS unless an HIV test proves that one is HIV- positive.
People with STIs are at a greater risk of contracting HIV because of the sores and the damage in the sexual organs that STIs cause. These open wounds allow the HIV to enter the body easily.

THE SPREAD OF STIs
STIs are mainly transmitted from one person to another through sexual intercourse. However, there are other ways of transmitting these diseases. For example, both syphilis and HIV can be transmitted through mother-to-child during pregnancy and breast feeding, or through birth.

In addition, HIV can be transmitted through:

• sharing cutting and piercing instruments such as razor blades and needles
• blood-to-blood contact
• sharing tooth brushers

FACTORS THAT CONTRIBUTE TO THE SPREAD OF STIS, HIV AND AIDS

• poverty
• too much wealth
• the media
• cultural practices

Poverty may result in prostitution while too much wealth may make men and women to have several sexual partners.

The media, for example, pornographic pictures and sex videos, may influence the youth to engage in unprotected sexual activities.
Some cultural practices, for example, hyena (fisi), wife inheritance (chokolo), wife cleansing (kulowa kufa), sexual cleansing (kuchotsa fumbi) also contribute to the spread of STIs and HIV.

EFFECTS OF STIS

• damage to body organs and tissues
• paralysis of certain body parts
• Blindness
• mental illness
• infertility in both males and female
• death if left untreated for too long

EFFECTS OF HIV AND AIDS.

• The immune system of the body is destroyed
• People become weak and cannot participate actively in activities which affect their everyday life
• Death
• Orphanhood
• Widowhood
• Widowerhood
• Stigmatization
• Discrimination
• Absenteeism from school and work

PREVENTION OF STIs, HIV AND AIDS

• Total abstinence from sex
• Avoiding sharing skin-piercing instruments such as needles and razor blades
• Avoiding risky behaviours such as taking intoxicating drugs and substances like Indian hemp (chamba)
• Avoiding harmful cultural practices
• Using a condom consistently and correctly when having sex
• Being faithful to a mutually-faithful and uninfected spouse

Of the above preventive measures, the best one is total abstinence. It is also important that all persons infected with STIs het treatment early so that they do not contract other opportunistic infections such as TB, diarrhoea, shingles, pneumonia and Kaposi’s sarcoma.
Similarly, people living with HIV and AIDS should seek treatment quickly when they are sick.

UNIT 3 KNOWING ONESELF

SELF AWARENESS AND SELF ESTEEM

Self awareness and self esteem are closely related.

Self awareness is knowledge of one’s strengths, weaknesses, abilities, talents and potentials.

Self esteem is about feeling good about oneself. It is the feeling people have about their achievements, talents and abilities.

Self esteem can either be high (positive) or low (negative).

People are said to have high self esteem or positive self image if they feel good about themselves, their achievements, talents and abilities.
People are said to have low self esteem or negative self image if they feel bad about themselves, their achievements, abilities, talents and potentials.

It is important to realise that everyone has some achievements, talents, abilities and weaknesses. People should therefore be encouraged to recognise and capitalise on their talents, achievements and abilities in order to work hard on their weaknesses.

People with high self esteem generally succeed in life. They do not have unnecessary social and health problems. While those with low self esteem struggle to succeed. They involve themselves in risky behaviours that often lead them into unnecessary social and health problems. However, low self esteem can be rebuilt.

FACTORS THAT PROMOTE SELF ESTEEM

• positive comments or praises from others
• success
• supportive environment
• rewards
• recognition

FACTORS THAT DESTROY SELF ESTEEM

• discouraging (negative) comments or remarks from others
• failure
• poverty
• punishment

• lack of recognition
• inhumane treatment
• gender inequality
• discrimination

CHARACTERISTICS OF PEOPLE WITH HIGH SELF ESTEEM

• ambitious
• assertive
• confident
• enthusiastic
• optimistic
• innovative
• a self starter

CHARACTERISTICS OF PEOPLE WITH LOW SELF ESTEEM

• pessimistic
• aggressive
• shy
• withdrawn
• not confident
• not self-initiative
• conservative
• afraid of making mistakes
• afraid taking challenges

UNIT 4 PHYSICAL GROWTH AND EMOTIONAL DEVELOPMENT

Body and girls experience many physical and emotional changes as they grow up. Both boys and girls mainly experience these changes from 11 to 18 years of age.

These physical changes can influence the behaviour of girls and boys. For example, changes in the size of the genitals organs may influence boys and girl to indulge in risky behaviour that may lead to the contraction of HIV. It is therefore important for the youth to know that when these changes that take place, does necessary means that they should get involved in risky behaviour such as sexual intercourse or drug abuse.

EMOTIONAL CHANGES IN BOYS AND GIRLS
While there could be differences in emotional changes between boys and girls, generally the following emotional changes are common in both sexes.

Both boys and girls:

• develop sexual curiosity, that is, have a lot of questions about sex and sexuality
• develop mood swings, that is, they can be happy one minute and sad shortly afterwards
• need to be accepted by a peer group and belong to it
• want to be independent and attached to friends
• question the values of authority and older generations
• develop sexual conscious, that is, they get concerned about how they look, act, speak, and so forth

VALUES AND ATTITUDES OF BOYS AND GIRLS

• love for their family
• need for new clothes
• playing with friends
• eating good food
• exploring
• travelling
• playing
• curiosity

Girls and boys also need to acquire other values and attitudes such as respect for others, fairness, togetherness, love, charity, cooperation, kindness, faithfulness, mercifulness, hard work and honesty.

LATE CHILDHOOD OR ADOLESCENCE STAGE
During late childhood or adolescence stage, the changes that take place include:

• growing taller
• shoulders getting bigger
• pubic hair developing
• hair beginning to grow under the arm and on the chest

THE MAIN CHARACTERISTICS OF LATE CHILDHOOD STAGE

• struggling to be independent
• abstract thinking
• wanting to experiment things
• enjoying spending more time in the company of peers at home
• wanting to be loved by members of the opposite sex
• the need to be noticed by members of opposite sex
• using tricks available to assert his or her independence

INFLUENCE OF CHARACTERISTICS OF LATE CHILDHOOD STAGE

• running away from school or home
• getting involved in early sexual activity
• having a desire to please peers

UNIT 6 MORALS AND VALUES

Morals and values are basic to human existence as they influence human behaviour.

The term ‘moral’ refers to the standard by which something is regarded as being right or wrong. Values are beliefs and standards that one regards as important.
People use morals and values to judge whether actions are right or wrong or which actions are more important in comparison to others.

THE MAIN SOURCES OF MORALS AND VALUES

• Family
• School

• Religion
• Community

For example, in the family, the children are taught to respect adults, to be obedient, honest, kind, loving and caring.
In the school, children are taught equality, justice, rule of law and respect for each other.

All these are seen as acceptable behaviours in the society. If anyone departs from these accepted morals and values, they are seen to be irresponsible, and may be punished accordingly.

CULTURAL PRACTICES AND BELIEFS THAT AFFECT GENERIC ISSUES

Culture is a collection of things a group of people do together, which make them different from others. These include behaviour and traditions.
For example, in some cultures, girls kneel to show respect.

In most cultures, men are supposed to behave in ways that show courage while women are expected to be humble.
Sometimes women are treated as inferiors and not allowed to take part in family decisions.

Traditions are the things a group of people think are important to them.

These include values and practices which are passed on from generation to generation.

Some of these traditions are good but others are harmful to the mind and health of young children and people in general.

For example, in societies which treat women as inferior, women are not empowered and may not negotiate for safer sex.
As a result, they can easily be infected with HIV and AIDS.

Likewise, girls feel inferior and think they cannot compete with boys at school. However, there are some good cultural practices which should be encouraged.
These include extended families in which some people help needy children of their relatives.

This reduces incidents of having many street children who become thieves and prostitutes and become vulnerable to contracting HIV and AIDS.

Furthermore, most cultures advocate (encourage) total abstinence to sex before marriage and encourage marital faithfulness for married partners.

UNIT 7 RESTISTING PEER PRESSURE

PEER PRESSURE
Children face a lot of problems in their everyday life. One of these is peer pressure in which children are forced to do bad things by their friends or classmates.
However, bad practices are harmful to their well-being and that of others.

These bad practices include:

• Chamba smoking
• Violence
• Cheating in examinations
• Drug and substance abuse
• Beer drinking
• Theft
• Use of obscene language
• Sexual activities

CHARACTERISTICS OF GOOD COMPANIES

• Working hard at school
• Having a good behaviour

CHARACTERISTICS OF BAD COMPANIES

• Chamba smoking
• Beer drinking
• Theft

IMPORTANCE OF RESISTING PEER PRESSURE

• Helps an individual to prevent social problems
• Helps an individual to prevent health problems
• Helps an individual to avoid engaging in sexual relationships which may lead to contracting STIs and HIV and AIDS

UNIT 8 SETTING GOALS

SHORT-TERM AND LONG-TERM GOALS

A goal may be something one wants to achieve today, such as having money to buy some soap or relish (ndiwo). This is called a short-term goal.
A goal may also be something big that one wants to achieve in future such as becoming a teacher, a doctor or a driver. This is called a long-term goal.

To have some goals and dream about one’s future is important for one’s self confidence in order to achieve one’s goals.

SETTING YOUR OWN GOALS IN LIFE

There are different types of goals that one can get.

However, it is important to consider the following factors when setting the goals:

• what one is good at (talents)
• what one enjoys doing (interest)
• who one admires (role model)
• the things that one likes in a role model
• what one would like to do in future
• what one would like to be within a particular period of time

COMMON GOALS IN LIFE

• a school goal such as going to university
• a career goal such as being a scientist, teacher or pilot
• a religious goal such as becoming a church choir member
• a personality goal such as being a helpful person in the community

FACTORS THAT CAN AFFECT THE ACHIEVEMENT OF ONE’S GOALS

• self confidence
• a decision to work very hard
• planning for a positive future
• standing firm and not looking back
• being strong and believing in oneself
• a determination to do something that one loves

FACTORS THAT CAN NEGATIVELY AFFECT THE ACHIEVEMENT OF ONE’S GOALS

• poverty
• alcoholism
• laziness
• lack of time
• excessive family responsibilities
• unwanted pregnancies
• lack of economic support
• terminal illnesses such as HIV and AIDS

UNIT 9 PROBLEM SOLVING AND DECISION MAKING

COMMON PROBLEMS IN EVERYDAY LIFE

• child labour
• limited access to services
• peer pressure
• sexual abuse
• moral decay
• child abuse
• drug and substance abuse
• failing examinations
• poverty
• cultural practices

CHILD ABUSE
This refers to the practice of engaging children under 16 years to work for personal gain.

Forms of child abuse

• employing children in estates
• employing children in household businesses
• employing children in vending businesses

SEXUAL ABUSE
This refers to the act of indulging in sexual activity with a child under the age of 16 years. This bad practice may occur between an adult and a child even if the child accepts.

Sexual abuse may be physical or verbal.

Forms of sexual abuse

• Sexual remarks
• Bad body touch

HARMFUL CULTURAL PRACTICES
In Malawi, there are some cultural practices which are harmful.

These include:

• Early marriages
• Kusasa fumbi
• Kulowa kufa
• Fisi

PEER PRESSURE
Sometimes children force one another to indulge in activities that are harmful to their well-being and that of others.
For example, children may pressurize one another to be involved in sexual activities that may lead to unwanted pregnancies and contracting sexually-transmitted infections including HIV and AIDS.

LIMITED ACCESS TO SERVICES
Sometimes children have problems in accessing certain services.

These include:

• Guidance and counselling
• Education
• Health care
• Recreational services

MORAL DECAY
This refers to lowering of standards in behaviour among people.

This includes:

• Indecency in dressing
• Language
• Behaviour
• Drug and substance abuse

• Cheating in examinations
• Sexual harassment

CHILD ABUSE
This includes verbal or physical treatment of children, for example, through corporal punishment and use of insulting remarks.

STEPS IN PROBLEM SOLVING

• Identifying the problem
• Defining the problem
• Identifying all possible choices or solutions
• Considering the consequences of each choice or solution
• Selecting the appropriate choice
• Implementing the choice

UNIT 10 HUMAN RIGHTS AND RESPONSIBILITIES

Human rights refers to the basic entitlements of citizens which safeguard their well-being.

BASIC HUMAN RIGHTS

• Right to life
• Right to liberty
• Right to equality
• Right to human dignity
• Right to privacy
• Right to association
• Right to join any trade union
• Right to move freely within Malawi
• Right to participate in political activities
• Right to own property
• Right to have equal access to justice and the courts of law

CHILDREN’S RIGHTS

• Right to be with their family or those who will care for them best

• Right to have enough food and clean water
• Right to access adequate standards of living
• Right to access to special care and training for those that are disabled
• Right to speak their own language
• Right to practice their own religion and culture
• Right to play
• Right to access free education
• Right to be kept safe and not be hurt, exploited and neglected
• Right to not to be used as cheap labour or soldiers
• Right to protection from cruelty, neglect and injustice
• Right to express their own opinions and meet together to express their views

RESPONSIBILITIES AND RIGHTS

• The right to education goes with the responsibility to learn and come to class every school day
• The right to health care goes with the responsibility to keep oneself and the surrounding area clean
• The right to be kept safe and not be hurt goes with the responsibility of keeping oneself safe from those who can hurt you

VIOLATION OF HUMAN RIGHTS
Examples of violation of human rights are:

• Denied access to legal services
• Denied access to education
• Denied access to proper health care
• Denied opportunities to economic opportunities

UNIT 11 PEACEFUL CONFLICT RESOLUTION

CAUSES OF CONFLICTS

• Competition for limited available resources
• Lack of love
• HIV and AIDS
• Lack of respect for one another
• Nepotism
• Jealousy

• Unfaithfulness
• Dishonesty
• Theft
• Poverty
• Looking down upon one another
• Moral decadence
• Lack of self control
• Lack of loyalty
• Disobedience
• Uncaring attitude

EFFECTS OF CONFLICTS

• Resentment
• Anger
• Hatred
• Fights
• Quarrels
• Injuries
• Divorce
• Destruction of property
• Imprisonment
• Teenage pregnancy
• Break down of relationships
• Suicide
• Retardation of development
• Poverty
• Mental disorders
• Death

WAYS OF RESOLVING CONFLICTS

Peaceful ways of resolving conflicts

• Negotiation
• Mediation
• arbitration

Non-peaceful ways of resolving conflicts

• fighting
• cutting ties
• silence

STEPS TO PEACEFUL CONFLICT RESOLUTION
Step 1: Identifying the problem Step 2: Expressing personal feelings
Step 3: Identifying the nature of the problem Step 4: Reviewing the decision

IMPORTANCE OF RESOLVING CONFLICTS PEACEFULLY

• saving lives
• mending the relationships
• development takes in the communities
• avoiding destruction of property

UNIT 12 MANAGING FINANCES

Money is important in one’s life because with it, you are able to meet the basic needs of life. These include:

• food
• clothes
• accommodation

There is, however, a need for proper management of finances in any business. If the finances are not managed properly, the business may not proper.
This means that you may not make much profit.

As a result, you may not be able to get your basic needs and your life may not be healthy and productive. In addition, the business may close down.

PLANNING AND BUDGETING

A plan is an arrangement for doing or using something.

A budget is a plan that shows how much money a person or organisation will earn and how much it will spend.
In other words, a budget is a guide that tells you whether you are going in the right financial direction or not.

IMPORTANCE OF A BUDGET

• it helps one to control one’s money instead of one’s money controlling him or her
• it helps one to live within one’s means and avoid debt
• it helps one to prepare for emergencies
• it helps one to know areas where one is spending too much money, so that he or she can re-focus on the most important areas
• it helps one to improve one’s life
• it helps one to meet one’s saving goals

UNIT 13 ENTREPRENEURSHIP

ENTREPRENEURSHIP INSTITUTIONS

When people acquire and use appropriate entrepreneurship skills, they make more profit for their business.

These skills can be acquired from different institutions such as the Malawi Entrepreneurship Development Institutions (MEDI) at Mponela or vocational training colleges such as Livingstonia, Phwezi, Mzuzu, Salima, Lilongwe, Namitete, Soche, Chimwalira (Nasawa) Technical Colleges and Farm Institutes such as Mbelwa in Mzimba and Chitala in Salima.
Both boys and girls should be encouraged to engage in income-generating activities.

It is important that the choice of the income-generating activity does not promote risky behaviours such as prostitution, drug and substance abuse and early marriage.

ENTREPRENEURSHIP

• planning
• budgeting
• creative thinking
• problem solving
• decision making