African Knowledge African Knowledge Exchange ForumExchange Forum

Workshop on 21Workshop on 21stst Century Skills, ICT, Curriculum Century Skills, ICT, Curriculum and Assessmentand Assessment

88thth – 10 – 10thth July 2009 July 2009Accra, GhanaAccra, Ghana

Botswana Country Presentation Botswana Country Presentation By Susan Makgothi and David RatsatsiBy Susan Makgothi and David Ratsatsi

IntroductionIntroduction

The Government of Botswana is The Government of Botswana is committed to provision and committed to provision and development of education in the development of education in the country. This commitment stems country. This commitment stems from the realization that:from the realization that:• Education is a human right and alsoEducation is a human right and also• The key to building capacity for The key to building capacity for

sustainable development.sustainable development.

Goals of Education in BotswanaGoals of Education in Botswana(RNPE,1994)(RNPE,1994)

To produce a competent and To produce a competent and productive work forceproductive work force

To provide quality, accessible and To provide quality, accessible and equitable life-long education and equitable life-long education and trainingtraining

To develop individuals with the To develop individuals with the ability to understand, control and ability to understand, control and manage a revolution in manage a revolution in communication and technologycommunication and technology

Goals of Education in BotswanaGoals of Education in Botswana

These goals are in part influenced by: These goals are in part influenced by: Revised National Policy on Education Revised National Policy on Education

(RNPE) of 1994(RNPE) of 1994 National Vision 2016 (1997)National Vision 2016 (1997) National ICT Policy (Maitlamo) - 2005National ICT Policy (Maitlamo) - 2005 ThutoNet (2005)ThutoNet (2005) and other declarations that were ratified and other declarations that were ratified

by the country such as:by the country such as:• Education for All (EFA)Education for All (EFA)• Millennium Development Goals (MDGs)Millennium Development Goals (MDGs)

Components of Basic EducationComponents of Basic Education

The following components are necessary in The following components are necessary in developing fully productive and responsible developing fully productive and responsible citizens for the 21citizens for the 21stst century century

• Foundation skillsFoundation skills• Vocational orientation of academic subjectsVocational orientation of academic subjects• Practical subjectsPractical subjects• Readiness for the work of workReadiness for the work of work• Careers guidanceCareers guidance• Emerging/crosscutting issuesEmerging/crosscutting issues

Curriculum Design and Curriculum Design and DevelopmentDevelopment

Curriculum Design process has been guided Curriculum Design process has been guided by the following key principles:by the following key principles:

• RelevanceRelevance• EffectivenessEffectiveness• EfficiencyEfficiency• SelectivitySelectivity• Recognition of core valuesRecognition of core values• Developmental approachDevelopmental approach• InclusionInclusion• Infusion and IntegrationInfusion and Integration

Strategies for ImplementationStrategies for Implementation

Learner centred approach to Learner centred approach to curriculum deliverycurriculum delivery

Continuous monitoring and Continuous monitoring and evaluation of the learning processevaluation of the learning process

Infusing and integration of work Infusing and integration of work conceptsconcepts

Equitable provision of resourcesEquitable provision of resources Professional development of teachersProfessional development of teachers

Assessment of learner Assessment of learner achievement and performanceachievement and performance

Assessed through continuous assessment and Assessed through continuous assessment and examinationsexaminations

Criterion-referenced assessment utilised to Criterion-referenced assessment utilised to assess learners for diagnosis, remediation and assess learners for diagnosis, remediation and selectionselection

Standard Four Attainment Test Standard Four Attainment Test Primary School leaving ExaminationPrimary School leaving Examination Junior Certificate ExaminationJunior Certificate Examination Botswana General Certificate of Secondary Botswana General Certificate of Secondary

Education ExaminationEducation Examination International comparative studies: SACMEQ, International comparative studies: SACMEQ,

TIMSS & PIRLSTIMSS & PIRLS

AchievementsAchievements

The government has invested The government has invested substantially on education.substantially on education.• Education accounts for more than a fifth Education accounts for more than a fifth

of the government budget.of the government budget.• Government has expanded both Government has expanded both

infrastructure and services to guarantee infrastructure and services to guarantee every child of school going age, 10 every child of school going age, 10 years of basic educationyears of basic education

Achievements cont…..Achievements cont….. Curriculum reviewed in line with the philosophyCurriculum reviewed in line with the philosophy Strengthening ICT component by introducing Strengthening ICT component by introducing

computer education at all levelscomputer education at all levels Set up computer labs in all secondary schoolsSet up computer labs in all secondary schools Refurbishment of computers for distribution to Refurbishment of computers for distribution to

primary schoolsprimary schools All secondary schools connected to broadbandAll secondary schools connected to broadband Increased access too ICT services at community Increased access too ICT services at community

level (Kitsong centres, libraries, post offices, …)level (Kitsong centres, libraries, post offices, …) Recognition of school-based assessmentRecognition of school-based assessment

ChallengesChallenges

In terms of infrastructure developments, In terms of infrastructure developments, the majority of primary schools are not the majority of primary schools are not ready;ready;• they do not have suitable rooms with enough they do not have suitable rooms with enough

power sockets and network pointspower sockets and network points• Some schools are not connected to Electricity Some schools are not connected to Electricity • connectivity is also a challenge as some of the connectivity is also a challenge as some of the

schools are in very remote areas.schools are in very remote areas. limited provision of ICT resourceslimited provision of ICT resources

Challenges cont…Challenges cont… lack of adequate training and exposure to lack of adequate training and exposure to

the ICT environment for teachers, school the ICT environment for teachers, school leadership and managementleadership and management

content beyond the competencies they content beyond the competencies they acquired from the short in-service courses.acquired from the short in-service courses.

limited time allocation for the teaching of limited time allocation for the teaching of the computer awareness programme.the computer awareness programme.

computer awareness programme is not computer awareness programme is not examinable.examinable.

under utilisation of computers for teaching under utilisation of computers for teaching and learning process (integration).and learning process (integration).

Challenges cont…Challenges cont… Digital literacy not yet understood as Digital literacy not yet understood as

fundamental to the teaching learning fundamental to the teaching learning process by all education professionals.process by all education professionals.

Adopted learner centred approach mainly Adopted learner centred approach mainly in theory but not in practice.in theory but not in practice.

Incompatibility of assessment to ICT Incompatibility of assessment to ICT integration and infusion approach.integration and infusion approach.

Unavailability of indigenous software and Unavailability of indigenous software and access to information.access to information.

Inadequate partnerships between school Inadequate partnerships between school parent and community.parent and community.

ConclusionConclusion In conclusion, to facilitate effective ICT curriculum In conclusion, to facilitate effective ICT curriculum

implementation and assessment there is need implementation and assessment there is need for:for:• Strengthened policy environmentsStrengthened policy environments• Strengthened and challenging curriculum and Strengthened and challenging curriculum and

assessment proceduresassessment procedures• Strengthened teacher training in new pedagogies linked Strengthened teacher training in new pedagogies linked

to the use of ICTs as toolto the use of ICTs as tool• Readily available, relevant and up-to-date learning Readily available, relevant and up-to-date learning

support materials such as software and textbookssupport materials such as software and textbooks• Provision of resources and equipment at school levelProvision of resources and equipment at school level• Improved monitoring and supportImproved monitoring and support