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ASSESSMENT IN EDUCATION 4th ANNUAL SADC CONFERENCE

ASSESSMENT IN EDUCATION 4th ANNUAL SADC CONFERENCE. Conference Sub-theme: Standards-based educational reform Tittle of Paper: Educational Standards, What they are and Why they Matter? Planting the Seed of a Standards-led Educational Reform Movement in Botswana Presenter Magolegwa Kwele.

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ASSESSMENT IN EDUCATION 4th ANNUAL SADC CONFERENCE

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  1. ASSESSMENT IN EDUCATION 4th ANNUAL SADC CONFERENCE Conference Sub-theme: Standards-based educational reform Tittle of Paper: Educational Standards, What they are and Why they Matter? Planting the Seed of a Standards-led Educational Reform Movement in Botswana Presenter Magolegwa Kwele

  2. The Quest for Quality in Education • Desire to improve quality of education by all education systems • Quality of education as a changing phenomenon • No One off solution

  3. Indicators of Quality • Production of individuals who are able to exercise their right and responsibility as citizens • Ability of the individual to live competitively and successfully within the local and international arena

  4. Intervention Adopted in the Past to Improve Quality • Quality in education and promulgation of reforms - Curriculum Reforms -Teaching methods -Teacher pupil ratios -Teacher qualifications • Failure to produce minimal effects

  5. Major Weaknesses of Some of the Intervention Strategies • The Lopsidedness of the approaches -exclusive focus on inputs -exclusive focus on outcomes -disregarding the process level • Lack of integration/alignment • Failure to consider group differences

  6. The Need for a New Approach Towards Dealing with the problem • First world countries and the standards-based education reform • Emphasis on standard rather than simple comparisons made on the basis of numeric scores

  7. What is a Standard • Acceptable level of quality-Oxford • A criterion for acceptable outcomes-Wiley, (1997) • Standards currently permeate modern man’s life

  8. Features of Standards-Based System • A systematic approach • Articulation and publicising of the different types of standards • Accountability system

  9. Types of Educational Standards • Content or Academic Standards • Performance Standards • Opportunity to Learn (OTL) Standards

  10. Botswana’s Education Context Education is characterised by: • Centralised systems • Quantitative improvement at input level • High priority on national budget

  11. Problems Affecting the Standard of Education in Botswana • Low levels of achievement • Variability in achievement of learners • Disparities in the classroom experiences of learners • Lack of accountability

  12. Way Forward for the Botswana Education System • Systemic approach to education reform should be embraced • Challenging standards for all • Stakeholder involvement • Consideration of OTL standards • An accountability system should be developed

  13. Implications • Resource implication • Accommodation of change and growth in policy formulation • Internalisation of a standards driven culture in education • Building teachers’ capacity to implement standards-based approach

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