Transcript Ministry of Education

African Knowledge
Exchange Forum
Workshop on 21st Century Skills, ICT,
Curriculum and Assessment
8th – 10th July 2009
Accra, Ghana
Botswana Country Presentation
By Susan Makgothi and David Ratsatsi
Introduction
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The Government of Botswana is
committed to provision and
development of education in the
country. This commitment stems
from the realization that:
• Education is a human right and also
• The key to building capacity for
sustainable development.
Goals of Education in Botswana
(RNPE,1994)
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To produce a competent and
productive work force
To provide quality, accessible and
equitable life-long education and
training
To develop individuals with the ability
to understand, control and manage a
revolution in communication and
technology
Goals of Education in Botswana
These goals are in part influenced by:
 Revised National Policy on Education
(RNPE) of 1994
 National Vision 2016 (1997)
 National ICT Policy (Maitlamo) - 2005
 ThutoNet (2005)
 and other declarations that were ratified
by the country such as:
• Education for All (EFA)
• Millennium Development Goals (MDGs)
Components of Basic Education
The following components are necessary in
developing fully productive and responsible
citizens for the 21st century
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Foundation skills
Vocational orientation of academic subjects
Practical subjects
Readiness for the work of work
Careers guidance
Emerging/crosscutting issues
Curriculum Design and
Development
Curriculum Design process has been guided
by the following key principles:
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Relevance
Effectiveness
Efficiency
Selectivity
Recognition of core values
Developmental approach
Inclusion
Infusion and Integration
Strategies for Implementation
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Learner centred approach to
curriculum delivery
Continuous monitoring and
evaluation of the learning process
Infusing and integration of work
concepts
Equitable provision of resources
Professional development of teachers
Assessment of learner
achievement and performance
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Assessed through continuous assessment and
examinations
Criterion-referenced assessment utilised to
assess learners for diagnosis, remediation and
selection
Standard Four Attainment Test
Primary School leaving Examination
Junior Certificate Examination
Botswana General Certificate of Secondary
Education Examination
International comparative studies: SACMEQ,
TIMSS & PIRLS
Achievements
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The government has invested
substantially on education.
• Education accounts for more than a fifth
of the government budget.
• Government has expanded both
infrastructure and services to guarantee
every child of school going age, 10
years of basic education
Achievements cont…..
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Curriculum reviewed in line with the philosophy
Strengthening ICT component by introducing
computer education at all levels
Set up computer labs in all secondary schools
Refurbishment of computers for distribution to
primary schools
All secondary schools connected to broadband
Increased access too ICT services at community
level (Kitsong centres, libraries, post offices, …)
Recognition of school-based assessment
Challenges
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In terms of infrastructure developments,
the majority of primary schools are not
ready;
• they do not have suitable rooms with enough
power sockets and network points
• Some schools are not connected to Electricity
• connectivity is also a challenge as some of the
schools are in very remote areas.
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limited provision of ICT resources
Challenges cont…
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lack of adequate training and exposure to
the ICT environment for teachers, school
leadership and management
content beyond the competencies they
acquired from the short in-service
courses.
limited time allocation for the teaching of
the computer awareness programme.
computer awareness programme is not
examinable.
under utilisation of computers for teaching
and learning process (integration).
Challenges cont…
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Digital literacy not yet understood as
fundamental to the teaching learning
process by all education professionals.
Adopted learner centred approach mainly
in theory but not in practice.
Incompatibility of assessment to ICT
integration and infusion approach.
Unavailability of indigenous software and
access to information.
Inadequate partnerships between school
parent and community.
Conclusion
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In conclusion, to facilitate effective ICT
curriculum implementation and assessment there
is need for:
• Strengthened policy environments
• Strengthened and challenging curriculum and
assessment procedures
• Strengthened teacher training in new pedagogies linked
to the use of ICTs as tool
• Readily available, relevant and up-to-date learning
support materials such as software and textbooks
• Provision of resources and equipment at school level
• Improved monitoring and support