1. 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

2. Introduction The Government of Botswana is committed to provision and development of education in the country. This commitment stems from the realization that: 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 alsoEducation is a human right and also The key to building capacity for sustainable development.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 produce a competent and productive work force To provide quality, accessible and equitable life-long education and training 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 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 Revised National Policy on Education (RNPE) of 1994 National Vision 2016 (1997) National Vision 2016 (1997) National ICT Policy (Maitlamo) - 2005 National ICT Policy (Maitlamo) - 2005 ThutoNet (2005) ThutoNet (2005) and other declarations that were ratified by the country such as: and other declarations that were ratified by the country such as: Education for All (EFA)Education for All (EFA) Millennium Development Goals (MDGs)Millennium Development Goals (MDGs)

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

6. Curriculum Design and Development Curriculum Design process has been guided by the following key principles: RelevanceRelevance EffectivenessEffectiveness EfficiencyEfficiency SelectivitySelectivity Recognition of core valuesRecognition of core values Developmental approachDevelopmental approach InclusionInclusion Infusion and IntegrationInfusion and Integration

7. Strategies for Implementation Learner centred approach to curriculum delivery Learner centred approach to curriculum delivery Continuous monitoring and evaluation of the learning process Continuous monitoring and evaluation of the learning process Infusing and integration of work concepts Infusing and integration of work concepts Equitable provision of resources Equitable provision of resources Professional development of teachers Professional development of teachers

8. Assessment of learner achievement and performance Assessed through continuous assessment and examinations Assessed through continuous assessment and examinations Criterion-referenced assessment utilised to assess learners for diagnosis, remediation and selection Criterion-referenced assessment utilised to assess learners for diagnosis, remediation and selection Standard Four Attainment Test Standard Four Attainment Test Primary School leaving Examination Primary School leaving Examination Junior Certificate Examination Junior Certificate Examination Botswana General Certificate of Secondary Education Examination Botswana General Certificate of Secondary Education Examination International comparative studies: SACMEQ, TIMSS & PIRLS International comparative studies: SACMEQ, TIMSS & PIRLS

9. Achievements The government has invested substantially on education. The government has invested substantially on education. Education accounts for more than a fifth of the government budget.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 educationGovernment 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 Curriculum reviewed in line with the philosophy Strengthening ICT component by introducing computer education at all levels Strengthening ICT component by introducing computer education at all levels Set up computer labs in all secondary schools Set up computer labs in all secondary schools Refurbishment of computers for distribution to primary schools Refurbishment of computers for distribution to primary schools All secondary schools connected to broadband All secondary schools connected to broadband Increased access too ICT services at community level (Kitsong centres, libraries, post offices, …) Increased access too ICT services at community level (Kitsong centres, libraries, post offices, …) Recognition of school-based assessment Recognition of school-based assessment

11. Challenges In terms of infrastructure developments, the majority of primary schools are not ready; 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 pointsthey do not have suitable rooms with enough power sockets and network points Some schools are not connected to ElectricitySome schools are not connected to Electricity connectivity is also a challenge as some of the schools are in very remote areas.connectivity is also a challenge as some of the schools are in very remote areas. limited provision of ICT resources limited provision of ICT resources

12. Challenges cont… lack of adequate training and exposure to the ICT environment for teachers, school leadership and management 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. content beyond the competencies they acquired from the short in-service courses. limited time allocation for the teaching of the computer awareness programme. limited time allocation for the teaching of the computer awareness programme. computer awareness programme is not examinable. computer awareness programme is not examinable. under utilisation of computers for teaching and learning process (integration). 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. 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. Adopted learner centred approach mainly in theory but not in practice. Incompatibility of assessment to ICT integration and infusion approach. Incompatibility of assessment to ICT integration and infusion approach. Unavailability of indigenous software and access to information. Unavailability of indigenous software and access to information. Inadequate partnerships between school parent and community. Inadequate partnerships between school parent and community.

14. Conclusion In conclusion, to facilitate effective ICT curriculum implementation and assessment there is need for: In conclusion, to facilitate effective ICT curriculum implementation and assessment there is need for: Strengthened policy environmentsStrengthened policy environments Strengthened and challenging curriculum and assessment proceduresStrengthened and challenging curriculum and assessment procedures Strengthened teacher training in new pedagogies linked to the use of ICTs as toolStrengthened 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 textbooksReadily available, relevant and up-to-date learning support materials such as software and textbooks Provision of resources and equipment at school levelProvision of resources and equipment at school level Improved monitoring and supportImproved monitoring and support