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African Knowledge Exchange Forum

African Knowledge Exchange Forum. Workshop on 21 st Century Skills, ICT, Curriculum and Assessment 8 th – 10 th July 2009 Accra, Ghana Botswana Country Presentation By Susan Makgothi and David Ratsatsi. Introduction.

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African Knowledge Exchange Forum

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  1. 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

  2. Introduction • 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.

  3. Goals of Education in Botswana(RNPE,1994) • 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

  4. 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)

  5. Components of Basic Education The following components are necessary in developing fully productive and responsible citizens for the 21st century • Foundation skills • Vocational orientation of academic subjects • Practical subjects • Readiness for the work of work • Careers guidance • Emerging/crosscutting issues

  6. Curriculum Design and Development Curriculum Design process has been guided by the following key principles: • Relevance • Effectiveness • Efficiency • Selectivity • Recognition of core values • Developmental approach • Inclusion • Infusion and Integration

  7. Strategies for Implementation • 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

  8. Assessment of learner achievement and performance • 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

  9. Achievements • 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

  10. Achievements cont….. • 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

  11. Challenges • 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. • limited provision of ICT resources

  12. Challenges cont… • 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).

  13. Challenges cont… • 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.

  14. Conclusion • 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

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