A framework for the programme to revive Ndayo: a case of the Vhavenda cultural group

Ndayo (guidance of children) processes were inherent in the way the Vhavenda families raised their children. Concomitantly, the ndayo phenomenon is attributable to well-mannered children. Ndayo starts from the family through to the community context in the form of initiation schools that simultaneously serve as rites of passage. The initiation schools were run as a collaborative process between families and knowledgeable community figures, as well as the royal household to accommodate well-behaved children as part of society. A qualitative theory-generative exploratory, descriptive, and contextual design was employed in this study. The study was conducted in two phases. Phase 1 entailed in-depth interviews with seven Vhavenda-speaking elderly persons who were from 60 years and above and who were community leaders known to have traditional programmes to pass on ndayo practices to Vhavenda children. The findings of Phase 1, together with the literature review were used to organise the conceptual framework for the revival of ndayo in Phase 2. This paper presents the conceptual framework that was validated by participants. In presenting the proposed conceptual framework for the programme to revive ndayo, we start with outlining the reflective inputs of seven key informants about how ndayo processes were practiced in the olden days, followed by the current possibilities and possible challenges if the revival is to take place. We conclude by sharing our views about the importance of a collaborative process between mainstream schools and traditional schools and make recommendations that the ndayo content should be included in a collaborative curriculum development process. Key Words:Afro-sensed, families, Indigenous Knowledge Systems (IKS), Ndayo, U laya ṅwana.