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Assessing technology education in Botswana Junior Secondary Curriculum: case study of teachers' classroom practices
online resource
posted on 2008-06-24, 15:04 authored by Olefile B. MolwaneIn1992 the Government of Botswana set up a National Commission on Education (NCE) to review
Botswana’s education system, and subsequently produced the Revised National Policy in Education. It
suggested a move towards a more pre-vocational and practical orientation for all subjects, and proposed
that education should be related to the world of work and promote skills such as problem solving,
teamwork, computing, critical thinking and interpersonal skills. The policy raised the status of design and
technology to one of the eight core subjects. It is to this end that the three-year design and technology
Junior Certificate Programme was developed. The three year programme presents critical assessment
challenges to teachers, starting (in the 1st year) with ‘inward facing’ formative priorities and developing
(by the 3rd year) ‘outward facing’ summative certification priorities. These assessment concerns are the
subject of this case study.
History
School
- Design
Research Unit
- D&T Association Conference Series
Citation
MOLWANE, O.B., 2000. Assessing technology education in Botswana Junior Secondary Curriculum: case study of teachers' classroom practices. IN: Kimbell, R. (ed.). Design and Technology International Millennium Conference. Wellesbourne : The D&T Association, pp. 121-127Publisher
© DATAPublication date
2000Notes
This is a conference paperISBN
1898788480Language
- en