Loughborough University
Leicestershire, UK
LE11 3TU
+44 (0)1509 263171
Loughborough University

Loughborough University Institutional Repository

Please use this identifier to cite or link to this item: https://dspace.lboro.ac.uk/2134/3424

Title: Assessing technology education in Botswana Junior Secondary Curriculum: case study of teachers' classroom practices
Authors: Molwane, Olefile B.
Keywords: Botswana
Technology education
Assessment
Junior-secondary
Standards
Issue Date: 2000
Publisher: © DATA
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. 121-127
Abstract: In1992 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.
Description: This is a conference paper
URI: https://dspace.lboro.ac.uk/2134/3424
ISBN: 1898788480
Appears in Collections:D&T Association Conference Series

Files associated with this item:

File Description SizeFormat
49 Molwane.pdf79.87 kBAdobe PDFView/Open

 

SFX Query

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.