CHAPTER 15 EDUCATION AND TRAINING - SARPN · basic education for all, increase access ... of the...
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268 CHAPTER 15 EDUCATION AND TRAINING INTRODUCTION 15.1 In line with the theme of sustainable and diversified development through competitiveness in the global market, the Ministry of Education will continue with the implementation of the Revised National Policy on Education (RNPE) Government Paper No. 2 of April 1994 during NDP 9, in order to provide quality education and training. Emphasis will be placed on equipping learners with skills to enable them to enter into self-employment as well as create an opportunity for lifelong learning. Government will continue to provide resources for the expansion of educational facilities. 15.2 The continued and sustained improvements in the relevance and quality of education, as well as access to education as pronounced in the RNPE lie at the core of the Long Term Vision for Botswana: Vision 2016. Building the future Botswana as envisaged in the Goals of Vision 2016, demands a massive effort by all members of the society and partners in the provision of education to make Botswana a learned society. 15.3 The provision of education that meets the needs of all learners has become a challenge in that society is becoming more diverse in terms of culture, religion, economic activities and social interactions. Education is, therefore, core to sustained and diversified development. It is, therefore, important that Government continues to invest in education and training in order to improve access and build human capacity for employment, including self-employment and income generation. 15.4 Government has committed itself to improved access to pre-school education, provision of ten years of basic education for all, increase access to senior secondary education, expansion of vocational and technical training and promotion of lifelong learning, and through Vision 2016 to, among other goals, building “an educated and informed nation”. Therefore the education system will focus mainly on providing programmes that will lead to higher quality of human capacity and productivity during NDP 9, leading to a better quality life and prosperity for all. 15.5 The programmes will combine knowledge, skills, values and attitudes in a form that prepares learners for changes in the world around them, for the world of work and lifelong learning. These should lead to the realisation of the educational vision as expressed in the Ministry of Education Strategic Plan 2001-2006, which is “To offer equitable lifelong education and training that is relevant and responsive to the rapid technological development and the changing socio- economic environment, and that produces knowledgeable, skilled, enterprising and independent individuals.”
Transcript of CHAPTER 15 EDUCATION AND TRAINING - SARPN · basic education for all, increase access ... of the...
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CHAPTER 15
EDUCATION AND TRAINING
INTRODUCTION
15.1 In line with the theme ofsustainable and diversifieddevelopment through competitivenessin the global market, the Ministry ofEducation will continue with theimplementation of the RevisedNational Policy on Education (RNPE)Government Paper No. 2 of April 1994during NDP 9, in order to providequality education and training.Emphasis will be placed on equippinglearners with skills to enable them toenter into self-employment as well ascreate an opportunity for lifelonglearning. Government will continue toprovide resources for the expansion ofeducational facilities.
15.2 The continued and sustainedimprovements in the relevance andquality of education, as well as accessto education as pronounced in theRNPE lie at the core of the Long TermVision for Botswana: Vision 2016.Building the future Botswana asenvisaged in the Goals of Vision 2016,demands a massive effort by allmembers of the society and partners inthe provision of education to makeBotswana a learned society.
15.3 The provision of education thatmeets the needs of all learners hasbecome a challenge in that society isbecoming more diverse in terms ofculture, religion, economic activitiesand social interactions. Education is,therefore, core to sustained anddiversified development. It is,therefore, important that Governmentcontinues to invest in education andtraining in order to improve access and
build human capacity for employment,including self-employment and incomegeneration.
15.4 Government has committeditself to improved access to pre-schooleducation, provision of ten years ofbasic education for all, increase accessto senior secondary education,expansion of vocational and technicaltraining and promotion of lifelonglearning, and through Vision 2016 to,among other goals, building “aneducated and informed nation”.Therefore the education system willfocus mainly on providingprogrammes that will lead to higherquality of human capacity andproductivity during NDP 9, leading toa better quality life and prosperity forall.
15.5 The programmes will combineknowledge, skills, values and attitudesin a form that prepares learners forchanges in the world around them, forthe world of work and lifelonglearning. These should lead to therealisation of the educational vision asexpressed in the Ministry of EducationStrategic Plan 2001-2006, which is“To offer equitable lifelong educationand training that is relevant andresponsive to the rapid technologicaldevelopment and the changing socio-economic environment, and thatproduces knowledgeable, skilled,enterprising and independentindividuals.”
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DEVELOPMENTS DURING NDP 8
The Revised National Policy onEducation15.6 The Revised National Policy onEducation (RNPE), Government PaperNo. 2 of April 1994, guided theprogramme activities of the Ministry ofEducation in terms of curriculumreforms and ongoing improvements inthe education system during NDP 8. Itsimplementation of the RNPE wasintended to cover a timeframe of 25years given that its recommendations
had been classified for implementationin the short, medium and long term,respectively.
15.7 The following keyrecommendations of the RNPE havebeen implemented.
• Re-introduction of the three-yearJunior Certificate Programme.
• Achievement of universal access to10 years basic education.
Table 15.1 - Primary Education Targets and Achievements1997 NDP 8 Target Actual (2002)
Standard 1Enrolment
52,683 57,803 53,061
Population of 6-year olds
38,932 - 45,297
Total Enrolment 323,923 354,191 332,346School AgePopulation (6 - 12)
272,144 337,468 290,994
Trained Teachers 10,174 10,837 10,810Source: i. Enrolment figures and teacher figures by Ministry of Education
ii. Population figures by Central Statistics Office
• Review of the basic educationcurriculum and development ofcore instructional supportmaterial.
• Introduction of the three yearDiploma in Primary EducationProgramme and phasing out ofthe former two-year PrimaryTeachers Certificate (PTC) inall the primary colleges ofeducation.
• Localisation of the seniorsecondary examinationsthrough the introduction of theBotswana General Certificateof Secondary Education(BGCSE).
• Diversification of theVocational Education andTraining curriculum through
introduction of competency-based and modular programmeslike the Botswana TechnicalEducation Programme (BTEP),as well as increasing access tothis level of the educationsystem through expansion oftechnical colleges.
• Increased access to seniorsecondary education beyond50%.
• Establishment of the TertiaryEducation Council (TEC) toco-ordinate the development oftertiary education.
• Establishment of the BotswanaExaminations Council tomanage and co-ordinate theconduct of all national
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examinations/assessmentprogrammes.
• Establishment of the BotswanaCollege of Distance and OpenLearning (BOCODOL).
15.8 The Ministry of Education hasdone a lot in terms of awareness onHIV/AIDS through infusion ofHIV/AIDS matters into the schoolcurricula but there appears to be noimprovement. Current efforts havenot resulted in any behavioural changeand a new approach will be requiredfor NDP 9.
Examinations, Research and Testing
15.9 During NDP 8, theExaminations, Research and TestingDivision focused on the followingfocal areas:-
• Developing the criterion-referenced testing assessmentprocedures for the primary andjunior secondary levels;
• The localisation of theCambridge School CertificateExamination;
• Developing the BotswanaNational ExaminationsProcessing System;
• Developing appropriateassessment procedures forlearners with disabilities;
• The establishment of a fully-fledged autonomous BotswanaExaminations Council;
• Construction of a purpose-builtfacility for the ExaminationsCouncil.
Curriculum Development andEvaluation
15.10 During NDP 8, the revisedcurriculum and support servicesfocused on: -
• Developing programmes for theTen Year Basic Education andSenior Secondary Educationwith emphasis on providinglearners with skills applicableto work situations;
• Diversifying the curriculumand increasing the number ofpractical subjects that canprovide orientation totechnology;
• Using the infusion andintegration approach toaccommodate emerging issuessuch as HIV/AIDS,Environmental Education,Population/Family LifeEducation, World of work,Gender issues and InformationCommunication Technology(ICT);
• Providing comprehensiveguidance and counsellingservices;
• Producing educational radioprogrammes, educationalpublications and teaching aidsto support the curriculum.
Pre-primary Curriculum
15.11 The draft policy was developedwith the collaboration of keystakeholders such as Ministry of LocalGovernment, Non GovernmentOrganisations and UNICEF. It is stillgoing through Governmentconsultative machinery.
Primary Education Curriculum
15.12 Development of a new primaryeducation programme, which is under
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way will ensure articulation with juniorsecondary education within the basiceducation cycle. Accordingly, thecurriculum for the lower primaryeducation, Standard 1 to 4, wasreviewed and revised. Implementationof the revised curriculum started withthe January 2002 Standard 1 cohort.The curriculum was re-packaged atlower primary to introduce newlearning areas: Cultural Studies,Environmental Science and Creativeand Performing Arts.
Secondary Education Curriculum
15.13 The review and revision of thejunior secondary programme started in1996 and all new subjectsrecommended in the RNPE wereintroduced with the exception of aThird Language. New subjectsintroduced at this level were ComputerAwareness, Business Studies, Musicand Physical Education. A ThirdLanguage consultancy to study locallanguages started towards the end ofNDP 8 to inform the Ministry ofEducation on directions to follow interms of introducing Third Languageteaching in schools. French wasintroduced in 15 junior secondaryschools on a pilot basis.
15.14 During NDP 8, the Departmentof Curriculum Development andEvaluation set out to localisesyllabuses for the senior secondarylevel. By 2002, 24 syllabuses had beenlocalised and the exercise will becompleted by end of NDP 8.
Support Services
15.15 An evaluation of the Guidanceand Counselling Programme wasconducted to guide its futuredevelopment. A feasibility study on theestablishment of Career ResourceCentres was conducted and therecommendations have been reviewed
to guide the establishment of thecentres during NDP 9. The centreswill ensure that young people inBotswana have access to careerinformation and receive professionalpsychological support.
15.16 To facilitate establishment ofeducational television, a consultancywas engaged towards the end of NDP 8to define the scope of the project.
15.17 The Educational PublicationsDivision continued producing variouspublications to supplement thecurriculum. In accordance withRecommendation 120 of the RNPE, aconsultancy was undertaken duringNDP 8 to comprehensively inform andadvise on how the PublicationsDivision could be strengthened toperform a consolidated public relationsfunction for the Ministry of Education.
PRIMARY EDUCATION
Pre-School Education
15.18 The following have beenachieved during NDP 8:• A Partnership has been established
with the Ministry of LocalGovernment for a sharedmanagement system in pre-schooleducation. The Ministry ofEducation is responsible for policyformulation while the Ministry ofLocal Government is responsiblefor policy implementation.
• A draft Policy on Early ChildhoodCare and Education has beendeveloped to addressimplementation strategies for thepre-primary programme.
• The Ministry of Educationprovides an enabling environmentthrough pre-school grants to Non-Governmental Organisations(NGOs) and Community-BasedOrganisations (CBOs) as well as
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the coordination and professionalsupport of the programme.Training of teachers continues tobe offered at Lobatse Day CareTraining Centre at the level ofcertificate.
Primary Education
15.19 During NDP 8, a number ofachievements were made in:• The provision of resource units in
select primary schools to meet theneeds of disabled learners;
• The upgrading of Primary TeachersTraining Colleges (PTTCs) fromCertificate training into Colleges ofEducation offering post-secondarydiplomas, has enabled increasedproduction of teachers trained at ahigher level;
• In addition, serving PTC holdersare being upgraded to diplomathrough distance education offeredby the University of Botswana.
SECONDARY EDUCATION
15.20 During NDP 8, a 100%transition rate from primary educationto junior secondary education has beenachieved. This means that universalaccess to ten years of basic educationis now possible. The main emphasisduring NDP 8 has been to improve thequality of education by provision ofadditional facilities and equipmentthrough the upgrading of all
Community Junior Secondary Schools(CJSSs).
15.21 Diversification of thecurriculum has been vigorouslyimplemented at both junior and seniorsecondary education. A computerawareness programme was introducedin some junior secondary schools andwill be offered in all junior secondaryschools by the beginning of NDP 9.The senior secondary curriculum hasalso been diversified to include morepractical and business subjects. Thedepartment is also working towardscomplete decentralisation of thesupervision of secondary schools.
15.22 The major problemsexperienced are shortage ofprofessional staff for supervision bothat regions and headquarters;insufficient teacher supply in newsubjects introduced by RNPE; shortageof housing for teachers and insufficientfacilities.
TEACHER EDUCATION
15.23 During the NDP 8 Plan period,several projects on qualityimprovement and upgrading ofteaching facilities in colleges ofeducation could not be implementeddue to shortage of financial resources.Only one Education Centre at Kanyewas constructed.
Table 15.2 - Colleges of Education Enrolments, 1995-20021995 1996 1997 1998 1999 2000 2001 2002
Tonota 638 637 637 640 637 639 782* 865*Molepolole 635 623 624 630 630 633 720* 795*Tlokweng 308 305 301 294 310 313 361 365Francistown 305 276 249 236 204 298 338 391Lobatse 250 271 107 311 315 331 368 396Serowe 302 288 218 206 308 320 339 264Source: Department of Teacher Training and Development, 2002*Increase due to off-campus students
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Table 15.3 - Colleges of Education Output, 1995-20001995 1996 1997 1998 1999 2000
Tonota 201 209 195 213 213 195Molepolole 216 214 168 199 199 193Tlokweng 107 108 110 94 110 107Francistown 150 156 123 125 Nil* 122Lobatse 79 173 Nil* 103 108 118Serowe 137 165 123 Nil* 107 103Source: Department of Teacher Training and Development, 2002*Nil - no graduates as colleges were upgraded from 2 year Certificate to 3 year DiplomaProgramme.
TEACHING SERVICEMANAGEMENT
15.24 During NDP 8, theperformance of Teaching ServiceManagement against stated objectiveswas as follows:• As recommended by the RNPE, the
Department of Teaching ServiceManagement (TSM) established aspecial annual awards programmefor excellence and long successfulservice in an effort to improve themotivation of teachers. Annually,the Minister of Education presentsa total of some 180 awards on aspecially designated Teachers' Day,which is on the first Thursday ofJune.
• Major functions of teachermanagement such asconfirmations, actingappointments, postings, granting ofstudy leave, promotions andtransfers up to Senior TeacherGrade I, were decentralised to theregional level in order to improvecommunication and servicebetween teachers and TSM.However, the absence of seniorsupervisory officers at this levelhas inhibited the decentralisation ofmore sensitive functions.
• TSM established an efficientcomputerised managementinformation system based on theInfinium Human Resources
Management application. Thisautomation has made retrieval ofteacher management information easierand quicker, thus improving theproductivity of the Department interms of accurate personnel record-keeping and for improved publicrelations.• A Transfer Policy was developed
to facilitate deployment of teacherson a fair, rotational basis aroundthe country.
• Both short and long-term trainingof teachers was intensified, guidedby clear and long-term plans.
UNIVERSITY EDUCATION
15.25 During NDP 8, University ofBotswana undertook the followingactivities:-• Implemented new undergraduate
degree programmes in NursingScience and Special Education, aPostgraduate Diploma in Statisticsand 19 new Graduate programmesat Masters/MPhil/PhD level in anumber of disciplines. Approvedfor implementation in 2002/2003are new undergraduateprogrammes in EducationalManagement, Population Studies,Information Systems, and Financeand new semesterised curriculaacross all Faculties;
• Continued to enhance the capacityof the Centre for Continuing
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Education through the constructionof a new building.
• Commenced a major physicalexpansion of the library.
• Achieved the target staff-studentratio of 1:16 across all Facultiesand reached a localisation rate of59% citizen staff in the academicestablishment, against a target of70%, and developed a staff trainingpolicy and training plans;
• Established three new departmentsto strengthen institutional andacademic support – Research andDevelopment, InstitutionalPlanning and the Centre forAcademic Development;
• Established the UniversityFoundation; initiated a number ofprivatisation pilot projects;
• Established partnership agreementswith four South African medicalschools, which commenced in 2002and enrolled 29 students in medicalstudies programmes;
• By 2001/2002, enrolled 72%(31,822) of NDP 8 enrolmenttarget of 43,946 full-timeundergraduate students;
• By 2001/2002, graduated 73%(7,979) of NDP 8 enrolment targetof 10,872 full-time undergraduatestudents.
VOCATIONAL EDUCATION ANDTRAINING
15.26 Another project undertakenduring NDP 8 was the development ofthe Botswana Technical EducationProgramme (BTEP). The programmewas developed to foundation andcertificate levels and covered thefollowing vocational areas: Electricaland Mechanical Engineering, BuildingConstruction, Information andCommunications Technology,Multimedia, Business, ClothingDesign and Textiles, HospitalityOperations, Tourism with Travel,
Hairdressing and Beauty Therapy.These programmes have beendeveloped in cooperation with theemployers and the private sector inBotswana to meet the local industrydemand.
15.27 A vocational teacher-trainingprogramme was started in interimfacilities in Gaborone pending thecompletion of a College of Technicaland Vocational Education inFrancistown. An advanced certificateprogramme of high quality has beendesigned and is presently undergoingassessment by the University ofBotswana for the purposes of UB-affiliation/accreditation.
15.28 Privatisation was introduced,most extensively at GaboroneTechnical College where kitchen,security, garden and cleaning serviceshave been privatised. Some cost-sharing measures were introduced. Forexample, the cash allowances fortechnical college students werediscontinued as well as the freetoolboxes in the brigades. Cost-recovery fees were introduced for allforeign students while the fees forshort courses for industry and thegeneral public were increased.Brigades with hostel facilitiesintroduced boarding fees. Studies wereconducted and a proposal wasdeveloped to improve utilisation ofexisting facilities. The proposedmeasures include more staff and shiftallowances to allow for extension ofcollege opening hours.
15.29 Some efforts were made toopen up technical education topreviously disadvantaged groups. Adepartmental equal opportunitiespolicy was developed, awarenessworkshops were conducted and newadmission policies in line with thepolicy have been implemented.
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15.30 The brigades’ movementunderwent a comprehensiveevaluation. The evaluation wasintended to find a solution to theproblem of poor management and mis-management of funds in the brigades.The report recommends thatGovernment take over the operation ofthe training units in the brigades.External audits were introduced as oneof the measures to improve onfinancial management in the brigadestraining institutions.
15.31 One of the successes underNDP 8 was the human resourcedevelopment programme, see Table15.4 below. The project aimed atupgrading technical and vocationallecturers and support staff to diplomaand degree level. So far, about 15 %of all the staff has had the opportunityto upgrade their qualifications throughthis programme.
Table 15.4 – DVET Staff Development ProjectNDP 8 target NDP 8 actual
(number trained)Training Overseas(HND, BEd, MEd.)
50 56
SADC training(HND, BEd, MEd.)
30 74
Source: DVET, 2002
15.32 The National Policy onVocational Education and Trainingwas passed by Parliament in 1997; theNational Training Act was passed in1998 after which the BotswanaTraining Authority (BOTA) wasestablished in year 2000. TheAuthority is still in the process ofrecruiting staff needed to fulfill itsfunctions.
SPECIAL EDUCATION
15.33 During NDP 8, the goal of theDivision of Special Education was toincrease access to education andtraining for learners with special
educational needs. A notableachievement during NDP 8 was theestablishment of additional specialeducation units within the conventionalschool system to ensure inclusiveeducational provision.
15.34 The expansion of theFrancistown Centre for Deaf Educationowned by Botswana Society for theDeaf (BSD), a Non-GovernmentalOrganisation, increased the schoolenrolment from 70 to 100. This is apractical example ofGovernment/NGO collaboration in theprovision of education.
Table 15.5 - Special Education Enrolments, 1997-2002Year 1997 1998 1999 2000 2001 2002Enrolment 536 599 696 698 756 799
Source: Division of Special Education, 2002
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15.35 The Division also offerssponsorship to children with severeand multiple handicap for placement inSouth Africa and Zimbabwe whereappropriate facilities exist. Thenumber of children who benefited fromthe bursary scheme for placement inSouth Africa and Zimbabwe rose from10 in 1997 to 24 in 2002.
15.36 A degree programme in specialeducation was introduced at theUniversity of Botswana during NDP 8.The number of teachers trained inspecial education increased from 45 in1997/98 to 170 in 2001/2002. Someefforts were made to increase access totertiary education during NDP 8,which resulted in 50 students withvarious disabilities being offeredsponsorship to pursue diploma anddegree programmes in the country,region and abroad.
NON-FORMAL EDUCATION
15.37 The Department of Non-FormalEducation fully achieved the de-linking, expansion and transformationof the Distance Education Programmeand the establishment of the BotswanaCollege of Distance and OpenLearning and the objectives thatspecifically addressed the DistanceEducation Programme were shifted toBOCODOL for implementation.However, it was not able to adequatelyachieve all the objectives laid out forNDP 8 relating to transformation andexpansion of the national literacyprogramme due to capacity constraints.
BOTSWANA COLLEGE OFDISTANCE AND OPENLEARNING (BOCODOL)
15.38 BOCODOL was established byan Act of Parliament in 1998 and theinstitution became operational in
November 2000. The mandate ofBOCODOL is to extend education andtraining for out of school youth andadults using distance educationlearning methods.
STUDENT PLACEMENT ANDWELFARE
15.39 As the output of school leavershas grown due to the expansion of thesecondary school system, so too hasthe demand for Governmentsponsorship for tertiary education. TheDepartment has continued to givepriority to areas of critical need andthose, which will assist in thediversification of the economy.Additional places for Medicine andallied health programmes have beensought in medical schools particularlyin Australia, Norway, the Caribbeanand the Republic of South Africa. Inaddition, quotas for the followingtraining areas have been increased inorder to support sustainable anddiversified development: Hotel,Tourism and EntertainmentManagement, Art and Music, MediaStudies, Computers, InformationTechnology and Finance.
15.40 In 2001, the Department had tocontend with the challenge presentedby the abolition of Tirelo Sechaba,which resulted in a double intake andincreased sponsorship to localinstitutions by 10%. In the Republic ofSouth Africa, student numbersincreased from 400 in February 2000to 5,306 by February 2001.
15.41 The recovery of student loanshas also commenced. As the initialbeneficiaries of the Grant/LoanScheme began completing theirstudies, a system of loan recovery hadto be implemented. The Departmenthas continued to reduce placement of
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students in costly countries such as theUnited Kingdom and the United Statesof America. However, some placementfor science-based courses that are notavailable in the SADC region willcontinue abroad. A milestone for theDepartment has been the Organisationand Methods Review, which hasimproved the staffing establishment ofthe Department, particularly at middlemanagement level.
Information Technology
15.42 During NDP 8, the Ministry ofEducation developed ICTcommunication infrastructure linkingregional sites to headquarters. Somesystems were also developed toimprove the management of the sector.The most noteworthy systems are theTeacher Management System, theStudent Selection System used forprocessing and placement of student intertiary institutions while an EducationInformation System was initiated.Computer laboratories in secondaryschools were also equipped so that theBasic Computer Awareness coursecould be introduced. At the technicalcolleges, campus networks have beenestablished to enable students to accessthe Internet.
National Council on Education
15.43 The National Council onEducation (NCE) was establishedduring NDP 8 with the primary goal ofmonitoring implementation of theRNPE and advising Government onthe development of education andtraining. As quality in education was amajor objective of NDP 8, the NCEdirected that quality assurance andquality monitoring mechanisms be putin place.
15.44 Under the guidance of theNCE, the Tertiary Education Council,
Botswana Examinations Council andthe Botswana Training Authority wereestablished. The NCE also determinedthe need for a higher-level co-ordinating framework to bring all partsof education and training under oneunifying umbrella in the form of aNational Qualifications Framework.This strategy is consistent with theaspirations of Vision 2016 to promotea culture of learning as a lifelongpursuit. The framework will alsofacilitate mobility within the educationand training system. It is alsoconsistent with the SADC Protocol onEducation and Training. A RegionalQualifications Framework is beingdeveloped for the SADC region tofacilitate mobility of learners andqualifications across the region. Thisinitiative is facilitated byUNESCO/ILO support.
15.45 Botswana has also participatedin regional and international studiesaimed at monitoring the quality ofeducation at the primary school level.These studies have provided theMinistry with valuable baseline dataagainst which progress in future can bemeasured. They have also given theMinistry an indication of howBatswana learners are performingrelative to their peers in the region andinternationally.
EDUCATION STRATEGY FORNDP 9
15.46 In order to meet the challengesof a rapidly changing world, it isimportant for everybody to learnthroughout their lifespan. Thisprinciple is enunciated in Vision 2016,which states that ' All Batswana willhave the opportunity for continued anduniversal education… Education mustbe made more flexible, so that peoplecan enter and leave the educationsystem at different times in their lives.'
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Lifelong learning will, therefore, be acentral element of the educationstrategy for NDP 9. The Ministry ofEducation, in conjunction with relevantpartners, will develop policies,programmes and projects that willenhance the environment for lifelonglearning.
15.47 The strategies to be put in placeby the Ministry of Education topromote lifelong learning will includeshared use of resources, access to part-time courses through the use ofvarying modes of learning, such asdistance and open learning and e-learning. Programmes will bedesigned to facilitate easy access tolearning packages, such as introducingmodularised programmes to enablepeople to build up qualifications. Asone of the strategies to ensure qualitylifelong learning, a NationalQualifications Framework will bedeveloped and implemented to providelinkages and pathways betweeneducation and training and ensurequality delivery at all levels of theeducation and training system.
15.48 Another major challenge thatthe Ministry will have to addressduring the Plan period is access to andquality in post-secondary education.This is in view of the increased outputof senior secondary school leavers thathave to be processed for furthereducation and training. In this respect,technical and vocational education andtraining is seen as an important avenuethrough which the secondary schoolleavers could be prepared for gainfulactivities that relate to the needs ofboth the formal and informal laboursector. In particular, the opportunityfor technician/diploma level trainingwill be substantially increased.
15.49 Whilst noteworthyachievements have been made in
regard to implementation of theRevised National Policy on Education,there are nonetheless challenges thatare still to be addressed in the contextof the policy. One such majorchallenge is the need to pay furtherattention to the area of SpecialEducation in terms of expansion ofeducational programmes for the specialneeds learners, as well as increasingaccess to this level of the educationsystem. This is important if thecountry' s education system is to beequitable and all-inclusive.
Administration of Education
15.50 The responsibilities of theMinistry of Education have becomevery large. The increased emphasis ontechnical and vocational education, theexpanding bursaries system and theneed for a second University, are someof the activities that have contributedto a very large workload. Thus at thestart of NDP 9, there will be need tocarry out an O & M review of theMinistry of Education to look into thepossibility of splitting the Ministry ofEducation into two; one Ministry forBasic Education and the second oneMinistry for Tertiary Education.
Tertiary Education Council
15.51 The Tertiary Education Council(TEC) was established by an Act ofParliament passed in April 1999. TheTEC was constituted in June 2002 andwill be responsible for co-coordinatingthe development of tertiary educationand for determining and maintainingstandards of teaching, examinationsand research at this level. Itsfunctions are as listed in Box 15.1.
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Box 15.1 – Functions of the TEC1. To formulate policy on tertiary educationand advise Government accordingly;2. To co-ordinate the long term planning andoverall development of tertiary education;3. To liaise with both public and privatesectors of the economy on all matters relatingto human resources development andrequirements;4. To plan for the funding of tertiary educationand research, including the recurrent anddevelopment needs of public tertiaryinstitutions;5. To receive and review budgets for publictertiary institutions and makerecommendations to Government;6. To promote co-ordination among tertiaryinstitutions;7. To advise Government on the establishmentof public tertiary institutions;8. To receive and approve applications frompersons seeking to establish private tertiaryinstitutions;9. To review and approve programmes ofstudy in respect of private tertiary institutions;10. To accredit private tertiary institutions;11. To ensure that quality assuranceprocedures are in place in all tertiaryinstitutions;12. To ensure the audit of physical facilitiesand the assessment of their adequacy intertiary institutions;13. To advise on any other matters related totertiary education.
Source: Ministry of Education
Cost Sharing and Cost Recovery
15.52 In keeping with the spirit of theMid-term Review of NationalDevelopment Plan 8, one of the criticalareas that the Ministry has to addressduring NDP 9 is cost recovery/costsharing in the provision of education.This is in realisation of the fact that thelevel of investment in education thatGovernment has made over the yearscan no longer be sustained unlessalternative avenues for complementingGovernment efforts are established. Inthe past 20 years, the Ministry ofEducation' s share of the nationalbudget has consistently been over20%. In the Financial Year
2002/2003, it reached a record 28%.This level of expenditure is notsustainable in the long run.
15.53 Whilst it is acknowledged thatGovernment would continue to have amajor stake in educationaldevelopment, it must be accepted thatthough the policy on free education hasserved the country well, the policy isno longer sustainable. Government onits own can no longer afford the fullcost of providing education. It is onthis basis that payment of school feesby foreign students was introduced. Ithas also become necessary to put inplace cost sharing measures forBatswana children as well. It should,however, be stressed that introductionof cost-sharing measures in educationshould not result in the exclusion ofBatswana children whoseparents/guardians are unable to payschool fees. There would be need forGovernment to have safety netsthrough the social welfare system forthose children who come from needybackgrounds. Besides payment ofschool fees as a cost-sharing measurein the provision of education, there isneed to look into other areas of theeducation system where cost-sharingmeasures could be affected. One sucharea is the payment of students'allowances in the tertiary educationsystem. Given the ongoing increase inthe number of secondary schoolleavers who have to be sponsored byGovernment for tertiary education andtraining payment of such allowances isno longer sustainable nor justified.
15.54 The spirit of self-reliance needsto be revived in order for parents andother stakeholders to complementGovernment' s efforts in providingeducation. There will be need tostrengthen the social welfare servicesunder the local authorities in order toassist in identifying those who are
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unable to pay school fees and givethem the necessary assistance.
15.55 Consultations are ongoing onthe best way to proceed with cost-sharing/cost-recovery. To date, theefforts made in this area have been inthe removal of the trainee allowancesfor technical and vocational trainees,the removal of the free toolkit forcompleting Brigades trainees and theintroduction of fees for foreignstudents and trainees. Other areas thatlend themselves to cost sharing are theintroduction of examination fees,stationery fee, and caution fee. Otherareas will be explored.
15.56 In pursuant of therecommendations of the RevisedNational Policy of Education (1994),the Department of SecondaryEducation has introduced payment of astandardised development levy of P60per year at Junior Secondary level.
15.57 It has been evident from thegrowing numbers of fee–chargingprivate schools at different levels thatthe majority of parents have thecapacity to contribute towards theeducation of their children, especiallywhen they are guaranteed that it will begood quality education. Experiencehas shown that free education hasencouraged undesirable behaviour insome students who happen to beoblivious of the huge investments thatgovernment has made in theireducation.
15.58 BOCODOL will progressivelyincrease the fees paid by secondaryeducation out-of-school learners aspart of cost sharing. However, the feeswill remain modest so that they areaffordable to most out-of-schoollearners. The contracted vocational,management, professional and post-basic extension courses will, as much
as possible, be offered on a full costrecovery basis. Where these coursestarget disadvantaged sectors of thecommunity, collaboration with theprivate sector and donor communitywill be sought, for the latter to assist inpayment of fees.
15.59 The Examinations, Researchand Testing Division will introducenominal fees to cover examinationcosts for junior and senior secondaryexaminations.
Information Technology
15.60 During NDP 9, major projectswill be to develop an Education DataNetwork (EDN) so that computerlaboratories in schools could beconnected to the Internet. ICTeducation will be intensified duringthis Plan period to ensure that allstudents acquire the key skill ofcomputer literacy during their basiceducation period. Acquisition ofhardware and training of personnel willbe intensified so that officers can makefull use of the system that has beendeveloped.
HIV/AIDS
15.61 Another major challenge thatmust be addressed during the Planperiod is the HIV/AIDS pandemic,which if left unchecked is bound toreverse the gains that have been madein the development of the educationsystem. The two studies conductedduring NDP 8 on the impact ofHIV/AIDS on the education sectorshowed enrolments to be adverselyaffected and productivity of teachersbeing affected by increased morbidity,absenteeism and mortality. In thisrespect, the Ministry will, during thecourse of NDP 9, strengthen itsHIV/AIDS campaign, increasingly
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moving away from awareness toprogrammes that promote behaviourchange, prevention and mitigation.This will be done by:
• Infusion of HIV/AIDS concerns inthe curriculum and school guidanceand counselling programmes.
• Promoting behaviour change byemploying more interactivepedagogical methodologies ofdelivering reproductive healtheducation.
• Strengthening the School HealthProgramme.
• HIV/AIDS materials developmentand production for students andteachers.
• HIV/AIDS awareness andinformation disseminationcampaigns and programmes.
• Developing HIV/AIDS work placesupport programmes.
• Collaboration with otherstakeholders in the HIV/AIDSprevention and mitigationprogrammes under the auspices ofthe National AIDS Council (NAC).
• Developing a district levelmonitoring mechanism to track theimpact of HIV/AIDS on theeducation system.
Privatisation
15.62 During NDP 9, the Ministry ofEducation will hive off to the privatesector those activities that are not thecore business of education andtraining. Advantage will be taken ofnew institutions and facilities to targetsome activities for privatisation.
Office cleaning, security services,catering, gardening are areas that havebeen identified for privatisation andcurrently piloted at GaboroneTechnical College. Private cateringpiloted in some institutions duringNDP 8 will be evaluated.
15.63 Because of the difficulty ofattracting and retaining IT staff and thespecialist and diverse skills needed forsystems development not needed on aday-to-day basis, the Ministry will relyon out-sourcing these as and whenrequired.
Private Education
15.64 The private sector plays apivotal role in providing education tomany Batswana. The Ministry ofEducation registers and monitors allprivate schools in order to ensure thatquality is maintained. Institutions thatoperate illegally and those that fail toconform to or maintain the requiredstandards are closed in accordancewith the Education Act. The Act willbe reviewed to ensure that curriculumoffered in all private institutions isproperly regulated.
Performance Management System
15.65 The Ministry of Education hasadopted the performance managementsystem and developed a strategic planthat guides the implementation ofvarious programmes and activities inorder to improve productivity andservice delivery. The core business ofthe Ministry is reflected by its KeyResults Areas (KRA). The specificgoals and strategic objectives areindicated in detail in the Ministry’sStrategic Plan.
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Box 15.2 - Ministry of Education Key ResultAreas (KRA) and GoalsKRA 1: A HIGH LEVEL OF HIV/AIDS
AWARENESSKRA 2: A COMPETENT NATIONAL
HUMAN RESOURCEKRA 3: QUALITY AND RELEVANT
EDUCATION AND TRAININGKRA 4: OPEN ACCESS TO AND
EQUITY IN LIFE-LONGEDUCATION AND TRAINING
KRA 5: USE OF UP-TO-DATETECHNOLOGY INEDUCATION AND TRAINING
KRA 6: RESPONSIVE ANDRELEVANT POLICIES
KRA 7: EFFICIENT AND EFFECTIVEEDUCATIONALMANAGEMENT
KRA 8: AN ENABLING LEARNINGENVIRONMENT
KRA 9: EFFECTIVE PARTNERSHIPSAND STAKEHOLDERSATISFACTION
Source: Ministry of Education Strategic Plan,2001-2006
MINISTRY MANAGEMENT
National Council on Education
15.66 The National Council onEducation has directed that duringNDP 9, a robust EducationManagement Information System(EMIS) be developed to improve themonitoring of the development ofeducation and training in a morerigorous manner. A system ofEducation Development Indicators willbe developed to support decision-making and planning.
Public Relations
15.67 During NDP 9, human andfinancial resources will be required totransform the Educational PublicationsDivision of the Department ofCurriculum Development andEvaluation into a fully-fledged publicrelations function of the Ministry ofEducation in accordance withRecommendation 120 of the RNPE.
Transport Requirements
15.68 With the decentralisation offleet procurement and management byCTO to Ministries, there is need for theMinistry to plan its fleet requirementsfor NDP 9. The planned projects andprogrammes are such that the Ministrywill need to expand its fleet in order tomeet its mandate. The geographicspread of educational institutionsdictates decentralisation of majorfunctions to district and regional levelsfor effective provision of supportservices. This involves monitoring ofthe implementation of educationalprogrammes such as school inspection,in-service teacher training anddistribution of supplies and educationalmaterials. The possibility ofoutsourcing this activity to the privatesector will be looked into.
Botswana National Commission forUNESCO
15.69 During NDP 9, the objectivesof the Botswana National Commissionfor UNESCO will be to:-
• Strengthen the linkages withUNESCO Secretariat in Parisand other Field Offices so thatBotswana can benefit from itsmembership of UNESCO;
• Implement and harmoniseUNESCO Medium TermStrategy 2002-2007 withBotswana GovernmentNational Priorities;
• Establish Centres of Excellencein Early Childhood Educationand Care (ECEC),Hydrogeology, Energy,Computer Science, Centre forPeace and Conflict Researchand Training, Information &Communications Technology;
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• Co-ordinate, Monitor andEvaluate the implementation ofthe Education For All (EFA)Dakar Frame work for Action;
• Strengthen the HumanResource Capacity;
• Strengthen the coordination andmanagement of UNESCOProgrammes and Activities;
• Advise Government oneffective participation andcontribution towards UNESCOsupported programmes andactivities.
EXAMINATIONS, RESEARCHAND TESTING
15.70 The main objectives of theDivision for NDP 9 are to:-
• Implement criterion-referencedtesting procedures at primary andjunior secondary levels;
• Develop appropriate assessmentprocedures for learners withdisabilities;
• Complete the construction of thepurpose-built facility for theBotswana Examinations Council;
• Complete the establishment of theBotswana Examinations Council.
Development of criterion-referencedtesting for Primary and JuniorSecondary
15.71 The need to change fromNorm-Referenced Testing (NRT) toCriterion- Referenced Testing (CRT)was endorsed by the RNPE when itbecame apparent that NRT was nolonger compatible with changes in thenational curriculum. The CRTprocedure is now fully established inthe Primary School Leaving
Examination (PSLE). Meaningfulreports are generated which providefeedback into the system. However, forthe Standard Four Attainment test,introducing CRT will start during NDP9, following the review and revision ofthe curriculum for lower primary bythe Department of CurriculumDevelopment and Evaluation.
Localisation of the CambridgeSchool Certificate Examination
15.72 During NDP 9, the Divisionwill continue to rely on the Universityof Cambridge Local ExaminationsSyndicate for the printing of questionpapers and the processing of theresults. The Division does not yethave the capacity to process the results,but a deliberate effort will be made totrain officers who will take over thisfunction.
Developing appropriate assessmentprocedures for learners withdisabilities
15.73 Although the Division had setitself the task of developingappropriate assessment procedures forlearners with hearing impairmentduring NDP 8, this was contingentupon the modification of thecurriculum. A consultancy which willundertake the modifications will startwork before the end of NDP 8. Uponcompletion of the study, the Divisionwill then proceed with thedevelopment of the assessmentprocedures.
Establishment of the BotswanaExaminations Council
15.74 The legislation for theestablishment of the ExaminationsCouncil has been passed by Parliamentand the Division will assume the newstatus before the end of NDP 8. The
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National Assessment/Examinationsprogrammes that will be coordinatedby the Botswana ExaminationsCouncil are presently coordinatedthrough the Examinations, Researchand Testing Division under theMinistry of Education Headquarters.It is intended that the Examinations,Research and Testing Division will bephased out following the establishmentof the Examinations Council.
CURRICULUM DEVELOPMENTAND EVALUATION
15.75 The main objectives forcurriculum development andevaluation in NDP 9 are to:-
• Develop pre-primarycurriculum;
• Improve performance withinthe department leading toprovision of high qualityservices and productivity;
• Collaborate with allstakeholders in the provision ofrelevant, appropriate andquality curriculum and supportservices;
Pre-primary Education Curriculum
15.76 The pre-primary curriculumwill be developed in line with thePolicy on Early Childhood Care andEducation during NDP 9. TheCurriculum Development Division willneed extra human resource capacity inorder to develop the curriculum for thislevel.
Primary Education Curriculum
15.77 Full implementation of therevised lower primary curriculum willbe achieved during NDP 9 throughprovision of professional support toteachers, improvement of facilities andprovision of support material andequipment.
Secondary Education Curriculum
15.78 Evaluation of the programme atthis level will be undertaken with theobjective to fine-tune the curriculumthrough research and evaluation.
Guidance and Counselling
15.79 Implementation of theGuidance and Counselling programmeis to be strengthened through thefollowing activities:
• At least five Career ResourceCentres will be established inaccordance with recommendationsof the feasibility study done duringNDP 8. The Career ResourceCentres are a major requirement forensuring that all in and out-of-school Batswana youth,irrespective of their geographicalarea, access career information andreceive professional psycho-socialsupport.
• Field support will be expanded torespond to the service deliveryneeds of the Guidance andCounselling programme at regionallevel.
• Culturally sensitive psychometrictests will be developed to enablevocational assessment andplacement of learners intoappropriate careers. A consultancyis to be engaged to assist with thedevelopment of the tests.
• Counselling rooms are to beprovided in all schools and situatedwhere they will be accessible to allthe students.
• All schools will develop and set upcomprehensive school guidanceand counselling programmes thatare systematically coordinated.
• During NDP 9, there will berationalisation of guidance andcounselling support services within
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the Ministry of Education amongDepartments of SecondaryEducation, Primary Education,Curriculum Development andEvaluation, Student Placement andWelfare and Vocational Educationand Training to establish a supportservice structure that will enableproactive and efficient multi-disciplinary remedial responses toensure maximisation of resources.
Teaching Aids Production
15.80 The Teaching Aids ProductionDivision will acquire improvedequipment and train technical staff toequip them with skills such as patterndesign and model making. This willfacilitate production of various patternsand designs of teaching aids. Thisshould assist make impact on subjectsand areas that have hitherto beendifficult to do.
Educational Broadcasting
15.81 The Educational BroadcastingDivision will continue reviewing andrevising radio programmes that arecurriculum based for the basiceducation cycle and other programmeslike Current Affairs and EducationalForum for consumption by bothteachers and the general public. Withthe advent of Botswana Television(BTV) providing a national televisionservice, the Division will augment theeducational radio programmes witheducational television broadcasts.
Educational Publications
15.82 The Division will, through itsvarious publications, also reinforce theupper primary level curriculum, andcapture topical and emerging issuesthat are critical to nationaldevelopment.
PRIMARY EDUCATION
Pre-Primary Education
15.83 The main objectives for pre-school education during NDP 9 are to:-
• Improve quality of the pre-schooleducation programme through theimplementation of the EarlyChildhood Care and EducationPolicy;
• Improve the quality andeffectiveness of the Pre-schoolmanagement system;
• Develop strategies for effectivesupervision of the pre-primaryeducation programme;
• Develop strategies for communityempowerment to participate inEarly Childhood Care andEducation Programme;
• Provide an enabling environmentto the programme through trainingof pre-primary teachers anddevelopment of pre-schoolcurriculum.
15.84 Partnership between theMinistries of Local Government andEducation will be strengthened foreffective management of the Pre-school Education Programme. ThePre-school supervisors from Ministryof Local Government will be trained toprovide effective and qualitysupervision of the programme for the0–4 year olds while the pre-primaryschool supervisors will be identifiedand trained from the Ministry ofEducation to provide effectivesupervision of the programme for the4–6 year olds.
15.85 The quality of the pre-schoolprogramme will be improved through
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capacity building of the Pre-schoolDevelopment Committee and therelocation of the training of the pre-school teachers to the Department ofTeacher Training and Development.
15.86 The members of thecommunity will be empowered tocontinue to provide pre-schoolprogramme through establishment ofpre-schools. Government limits itsparticipation to creating an enablingenvironment by providing effectivesupervision and management of theprogramme. The Lobatse Day CareTraining Centre will be reviewed toprovide quality training for Caregivers,while pre-primary teachers will betrained to the level of a diploma in theColleges of Education.
15.87 The Pre-school DevelopmentCommittee will be strengthened inorder to develop early stimulationeducation programmes for Baby CareServices and development of strategiesfor inclusion of children with specialneeds.
Primary Education
15.88 The main objectives forprimary education during NDP 9 areto:-
• Increase access and equity, in orderto achieve universal access toprimary education;
• Improve the quality andeffectiveness of primary education;
• Improve the internal efficiency ofprimary education.
15.89 The achievement of UniversalPrimary Education (UPE) will bepursued through building moreprimary schools and additionalclassrooms where appropriate to keepup with increasing enrolments andreduced class size from 40 to 30.Where conventional schools areinappropriate for delivery, non-formalmeans of education provision will beused. The non-formal programmeswill be designed in such a way as tomake it possible for pupils to transferto formal schools when an opportunityarises.
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Table 15.6 - Primary Schools Enrolment Projections for NDP 9
2002 2003 2004 2005 2006 2007 2008Standard 1 53,061 53,592 54,128 54,669 55,215 55,768 56,325Standard 2 49,708 50,205 50,707 51,214 51,726 52,244 52,766Standard 3 46,960 47,430 47,904 48,383 48,867 49,355 49,849Standard 4 50,122 50,623 51,129 51,641 52,157 52,679 53,206Standard 5 45,350 45,804 46,262 46,724 47,191 47,663 48,140Standard 6 44,568 45,014 45,464 45,918 46,378 46,841 47,310Standard 7 41,889 42,308 42,731 43,158 43,590 44,026 44,466
SpecialEducation
730 737 754 772 800 835 877
TOTAL 332,346 335,669 339,026 342,416 345,841 349,299 352,792Populationprojection
(6-12)
290,994 298,810 307,411 316,113 324,231 331,897 339,554
Source: Ministry of Education, 2002Note: The 2002 figures are actual figures and have been used as the base year.Source for population projection 1991-2021– Central Statistics Office
15.90 Table 15.6 gives primaryschool projections up to the year 2008.The projections cover all known andregistered schools, i.e. government,government aided, and private schools,including schools for the disabled. It isprojected that primary schoolenrolment will increase at an annualgrowth rate of 1.0% p.a. The totalprojected increase of 6.2% between2003 and 2008 is lower than the 11.2%projected over the NDP 8 period, andmuch lower than the total projectedincrease of NDP 7, which was 16.7%.
15.91 A number of measures will beput in place to ensure improved qualityand effectiveness of primary education.In this regard, professional support forteachers in the field will be intensifiedthrough training of supervisorypersonnel for skill upgrading andthrough a reduced ratio of EducationOfficers to schools. Some gradualefforts to integrate pre-primary into themainstream of primary education willbe made. Through the Ministry ofLocal Government, facilities of
primary schools will be improved byadding libraries and other specialistrooms, providing electricity andimproving procurement anddistribution of school supplies.
15.92 To improve the efficiency ofprimary education, efforts will bemade to improve the living conditionsof children of the remote area dwellers(RADs). Research projects will beundertaken to determine precisely thecauses of dropping out of primaryschooling and the possible measures toreduce the incidence.
15.93 Cooperation, collaboration andconsultation between the Ministries ofEducation and Local Government willcontinue to ensure the smoothmanagement of primary education andefficient provision of infrastructure,equipment and supplies among otherservices.
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SECONDARY EDUCATION
15.94 The main objectives forsecondary education for NDP 9 are: -
• To provide universal access tojunior secondary schooleducation;
• To give all school leaversemployable skills or life skills;
• To expand senior secondaryeducation.
Table 15.7- Secondary School Enrolment Projections for NDP 9
2003 2004 2005 2006 2007 2008 2009
Form 1 40,674 41,081 41,492 41,907 42,326 42,749 43,176Form 2 41,308 40,430 40,835 41,243 41,656 42,073 42,493Form 3 40,454 41,061 40,187 40,590 40,996 41,407 41,821CJSSTotal (a) 122,436 122,572 122,514 123,740 124,978 126,229 127,490PopulationProjection(13-15yrs)
115,022 115,966 117,204 118,479 121,049 123,871 127,334
Form 4 19,928 20,227 20,531 20,094 20,295 20,498 20,703Form 5 18,326 19,789 19,938 20,387 19,953 20,153 20,354SSS Total(b) 38,254 40,016 40,469 40,481 40,248 40,651 41,057GrandTotal(a) + (b)
160,690 162,588 162,983 164,221 165,226 166,880 168,547
Source: Department of Secondary Education, 2002Notes: 1. Average dropout rates for the last four years were used
2. 50% transition rate to be achieved by 20033. Repetition rates are insignificant and therefore not applied4. Attrition rates applied to JC and Senior Secondary are 0.6% and 0.7%
respectively.5. Population projections:1991-2021 - Central Statistics Office
15.95 During NDP 9, upgrading workwill be completed at Moshupa,Letlhakane, Lobatse and SeepapitsoSecondary Schools as well asconstruction of four new SeniorSecondary Schools. Additionalfacilities such as staff houses,equipment for practical subjects,incinerators, vehicles and sportsfacilities will be provided. A seniorsecondary school will be identified to
be modified to cater for learners withspecial educational needs in the northof the country.
15.96 During NDP 9, construction ofnew CJSSs in major centres will becarried out. In addition, there is needto upgrade a number of existingschools in various parts of the countrywhere primary school enrolments arerising significantly. Additional
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facilities such as staff houses,classrooms, Design and Technologyworkshops, and equipment forpractical subjects, vehicles and sportsfacilities will be provided in allschools. A community junior schoolhas been identified in the North that isgoing to be modified to cater forstudents with special needs. Currentlysome of these students are crowded inone school in the south. In addition toa diversified curriculum, computershave been installed in all juniorsecondary schools and computerawareness will now be integrated intothe core curriculum. All seniorsecondary schools will introducecomputer studies, a subject thatpromotes employable skills and thatprepares youth both for formalemployment and self-employment. Amajor function of the department isquality assurance and control.Technical Assistance will be providedthrough EU to assist the department toimprove its quality assurance systemand procedures to ensure a highinternational standard and to placemore responsibility with theinstitutions themselves.
TEACHER EDUCATION
15.97 The objectives for teachereducation for NDP 9 are to:-
• Improve the quality of educationthrough provision of qualityteacher education programmes,quality facilities to meet setstandards for accreditation andaffiliation to the University ofBotswana and providingopportunities to serving teachers toupgrade their knowledge base andskills;
• Explore cost effective ways ofskills provision and upgrading;
• Develop institutions to be ResourceCentres;
• Upgrade management skills ofHeads of Schools, Colleges andEducation Centres to ensure theeffective management of theeducation system and maintenanceof quality;
• Increase access to teachereducation;
• Contribute to an AIDS-freegeneration by 2016 throughprovision of in-service training,pre-service training and usingmulti-media to disseminateinformation on HIV and AIDS aswell as use it as a training tool forinteractive teaching;
• Provide in primary colleges ofeducation specialist training forinfant, middle, upper standards andsubject specialists;
• Introduce basic Computerawareness courses and ComputerStudies at all Colleges ofEducation.
15.98 To realise these objectives,several projects are earmarked forimplementation during NDP 9 asindicated in the thumbnail sketches.
15.99 The new basic educationcollege, which will have an enrolmentof 720, of which 320 places will be forjunior secondary and 400 for primarylevel, will also increase access andoutput. Increase in enrolment willincrease output and this will reduce thenumber of expatriates in the teachingforce. At primary level, wherelocalisation is over 90%, the focus willbe on specialisation while atsecondary, the focus for teacherproduction will be on scarce skills
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subjects such as Business Studies,Music, Agriculture, Design andTechnology, Home Economics,
Computer Studies and PhysicalEducation.
Table 15.8- Colleges of Education Enrolments, 2002-2008
2002 2003 2004 2005 2006 2007 2008Francistown 392 392 392 392 500** 600 720Tonota 848 850 850 850 850 850 850Serowe 361 368 375 455* 464 464 464Lobatse 395 395 395 395 402 410 418Molepolole 818 820 820 820 820 820 820Tlokweng 365 365 365 372 379 387 400TOTAL 3,179 3,190 3,204 3,284 3,415 3,531 3,672Source: Department of Teacher Training and Development, 2002Notes:** The enrolment of Francistown will increase to close to 500 with additional intake of thesecondary students. The target is 720 for the college by the end of NDP 9.* Serowe will have an increase of 80 students with the completion of the new hostelA small increase of 2% is used for enrolment increase to cater for off-campus studentsThe target for primary colleges except for Francistown is to have them mover to 400 in-campusstudentsLobatse will maintain the enrolment during 2003-2005 (while new facilities are beingconstructed)Secondary Colleges of Education will maintain their enrolments at the current level as no newhostels are planned
15.100 Along with all thesedevelopments, the teacher educationcurriculum will be reviewed andrevised to meet the challenges of adiversified economy and skillsdevelopment for competitiveness in theglobal market. Processes, proceduresand related guidelines will be revisitedto help develop an environmentconducive for developing an educated,informed, prosperous, productive,innovative, compassionate, just andcaring nation in accordance withVision 2016. Co-curricular activitieswill be revamped to help develop anAIDS-free generation of the future.
Teaching Service Management
15.101 During NDP 9, thedevelopment of human resources willbe intensified through the followingobjectives:
• Intensify both short and longterm training to ensure teachermotivation;
• Improve teacher motivationthrough providing betterconditions of service and otherincentives;
• Further develop an efficientcomputerised managementinformation system (Infinium)to carry out the responsibilityfor projections of humanresource growth, job analysisand other related administrativefunctions;
• Continue decentralising majorfunctions of Teaching ServiceManagement to ensure bettermanagement and supportservices to teachers;
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• Enhance the TeacherEstablishment Register foreffective rationalization of theteaching force.
UNIVERSITY EDUCATION
15.102 The University has identifiedthe following strategic priorities forfocus in NDP 9:
• Access and Participation• Quality Academic Programmes• Scholarship, Research and
Graduate Studies• Engagement• Enhancing Capabilities
Access and Participation
15.103 Expanding access to educationand increasing educationalopportunities for the citizens ofBotswana is a national priority foradvancing the economic developmentof the nation in a global economy.Increasing student enrolments is thekey priority for the University duringNDP 9, while maintaining qualityacademic programmes.
15.104 The University will respond tothis priority as follows:
• Increase student enrolment to atarget of 15,000 full-time;
• Increase opportunities for access tothe University by expanding thenumber of part-time degree level
qualifications and professionalprogrammes, both on and offcampus through Centre forContinuing Education, which targetschool leavers and non-traditionalstudents.
Quality Academic Programmes
15.105 As a learning organisation, theUniversity is challenged to providequality, relevant academic andprofessional programmes responsive tonational needs, which provide studentswith a broad, well rounded educationas well as the fundamental tools for lifelong learning to prepare them tocontribute to the national socio-economic development.
15.106 The University will respond tothis priority as follows:
• Implement a student enrolmentmanagement plan that will growthe numbers of students across allFaculties with a key objective toincrease the proportion of studentsenrolled in Business andInformation and CommunicationsTechnology, maintain the currentproportions in Science,Technology, Health and Education,and decrease the proportions ofstudents enrolled in Humanitiesand Social Sciences;
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Table 15.9 - Student Enrolment data for NDP 8 and NDP 9Area of Discipline Full-time student
enrolments in 2001/2002Targeted full time studentenrolments by the conclusion ofNDP 9
Actual % of total Targets % of totalBusinessInformation and CommunicationsTechnology
1,005 10 3,000 20
Science, Engineering Technology,Health Sciences
2,679 27 4,050 27
Social Sciences and Humanities 3,949 40 4,500 30Education 2,025 20 3,000 20Graduate Studies 319 3 450 3
TOTAL 9,977 100 15,000 100Source: University of Botswana, 2002
• Develop new undergraduateacademic programmes that areresponsive to societal needs inareas such as biotechnology,biochemistry, industrial design,architecture, mining engineering,ICT applications andtelecommunications, humanresource management, tourism andhospitality management, creativeand performing arts, psychology,media studies, gender studies, withothers to be identified throughfurther needs analysis;
• Reorganise academic programmingin ICT to establish a programmefocus in ICT applications,communications andtelecommunications throughbringing existing programmestogether and developing andimplementing new ones;
• Review the University’s currentacademic organisational structure(Agriculture, Business, Education,Engineering and Technology,Humanities, Science, SocialSciences) from the perspective ofstrengthening programmes throughan interdisciplinary approach;
• Review the current organisationalrelationships with associated andaffiliated institutions to enhancethe institutional and academicprogramme capacity and withparticular reference to BotswanaCollege of Agriculture/Faculty ofAgriculture and its position in theUB system;
• Strengthen the life long learning,critical thinking andcommunication skills of studentsthrough a refocus of the GeneralEducation programme;
• To meet the burgeoning healthneeds of Botswana, reorganiseacademic programming in HealthSciences and related fields arounda nucleus of existing programmecapabilities in Nursing Science andpre-Medical Training, and furtherdevelop to include newprogrammes and departments inbiomedical, medical and alliedhealth professions such asPhysiotherapy, OccupationalTherapy, Speech Therapy, HealthInformatics, and EnvironmentalHealth. Expand Nursing Science atthe undergraduate level, develop adoctoral programme in NursingScience, and increase recruitmentinto the pre-Medical Trainingprogramme. This programme
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development will be aimed at along-term objective of establishinga Faculty of Health Sciences;
• Establish the Faculty ofEngineering and Technology onthe main campus, rationalisation ofthe certificate and diploma levelprogrammes offered by UB andDVET, and create a Centre forMining Engineering;
• Create a Leadership andEntrepreneur Centre for businesssupport and leadershipdevelopment through externalfunding;
• Develop a discipline specificTeaching and Learning Strategywith a complementary LearningResources Strategy that ensures anintegrated portfolio of diverseeducational delivery systems andlearning resources, and whichpromotes the concept of theLibrary as a Learning ResourceCentre.
Scholarship, Research and Graduate
Studies
15.107 The University will respond tothis priority as follows:
• Establish the University as aresearch leader both nationally andinternationally through thedevelopment and funding ofstrategic research areas, developcentres of excellence in specificinterdisciplinary areas and otherstrategic research disciplines thataddress Botswana’s social andeconomic potential; establish aCentre for Science andTechnology;
• Enhance institutional researchcapacity through the developmentof strategic relationships withacademic, industry, and communitypartners, establish joint projectsand secure external funding.Develop strategic partnerships andexternal funding to develop HarryOpenheimer Okavango ResearchCentre (HOORC) as aninternational wetlands researchcentre;
• Set an enrolment target of 3% ofthe overall full-time studentenrolment for graduate students,facilitate the enrolment of citizensthrough the establishment of aGraduate Scholarship Fund andcreate graduate teaching andresearch assistant posts to developresearch capacity and capabilities;
• Undertake a comprehensive reviewof existing graduate programmeswith a view to ensuring that theyrepresent unique strengths andsocietal needs and demands.Establish new graduateprogrammes in fields of studywhere there are qualified researchfaculty, particularly focusing onnew and emerging interdisciplinaryfields of study, which are inconsonance with institutionalstrength and societal need.
• Ensure that Research and GraduateStudies are championed at thehighest level of executivemanagement by the establishmentof a new position of Deputy ViceChancellor (Research, Innovationand Graduate Studies) with policyresponsibility for and generaloversight of UB research activities,graduate education, intellectualproperty, commercialisation ofresearch and liaison with industry.
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Engagement
15.108 The University will respond tothis priority as follows:
• Strengthen the University’scontribution to Botswana’s socialand cultural heritage throughcommunity engagement in supportof artistic creative and culturalactivities;
• Develop a Centre for HIV/AIDS toserve the needs of the campuscommunity and to guide the nationin programme and policydevelopment; and research, acenter for Science and Technologyby natural need and priority.
• Strengthen academic departmentalboards to help them establish workplacements, plan fund raisinginitiatives, provide service to thecommunity, and advise onacademic curricula;
• Strengthen the University’soutreach efforts in responding tothe needs and demands of societyby providing service and advice inareas of social and economic need;
• Through the UB Foundation andAlumni engage individuals,business, industry, and donoragencies in Botswana and theinternational community to supportthe growth and development of theUniversity;
• Strengthen efforts to‘internationalise’ the campus bycontinuing to target 10% of thestudent enrolment for internationalstudents, developing programmes,projects and other activities thathave a wider regional perspective
with reference to the SADCProtocol on Education andTraining, encouraging the numberof linkages with internationalfaculty and academic institutions,and promoting the campus as acentre for hosting internationalevents.
Enhancing Capabilities
15.109 The University will respond tothese priorities as follows:
• Design and implement programmesfor developing student leadership,culture, sports, citizenship andsocial responsibility;
• Strengthen orientation, academicadvising, counselling and personaltutoring to ensure that studentsreceive proper direction withregard to their academicprogramme and learning needs, andprovide support services forinternational students;
• Maintain overall staff-student ratioof 1:16;
• Develop a discipline andprogramme specific academic staffresource model based onAssociation of CommonwealthUniversities (ACU) benchmarksthat ensures that Faculties areoptimally engaged in their coreactivities and that the academicarea is staffed to promote thedelivery of quality teaching,learning and scholarship in anefficient and effective manner;
• Establish an on-going professionaldevelopment programme, whichwill focus on job development andjob satisfaction and will ensure theimplementation of the performancemanagement system;
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• Further developing the citizen staffrecruitment programme to intensifythe employment of citizen staff,working to achieve a localisationtarget of at least 70% in theacademic area;
• Developing citizen staff to assumepositions of responsibility andleadership as faculty and supportstaff to assume positions ofacademic and institutionalleadership with specific focus ongender equity;
• Ensure that ICT is a keyinstitutional driver to promoteefficiency, effectiveness andproductivity through a strategicalignment of ICT with theUniversity’s managementprocesses, unit level functions andjobs;
• Implement a comprehensiveprogramme and supportingfacilities, to improve the quality ofcampus life – physical, social,
health, aesthetic, cultural, sporting,recreational, safety and security,and support services on campus toimprove the student experience,build the morale and productivityof faculty and staff and enhanceinstitutional capabilities;
• Undertake a comprehensive reviewof the UB Act and governance anddecision structures to clarifyaccountabilities and responsibilitieswith the goal of achievingorganisational effectiveness;
• Implementing a financialmanagement strategy, whichincludes programmes for self-resourcing, cost reduction and costsharing in order to secure andefficiently manage the financialresources necessary for theUniversity to fulfil the aspirations,objectives and actions of the NDP9.
Table 15.10 - University of Botswana Student Enrolment Projections for NDP 9FACULTY 2003/04 2004/05 2005/06 2006/07 2007/08 2008/09Business and ICT 1,376 1,610 1,883 2,203 2,578 3,000
Science, EngineeringTechnology, Healthsciences
3,010 3,191 3,382 3,585 3,800 4,050
Social Sciences andHumanities
4,109 4,191 4,275 4,360 4,447 4,500
Education 2,275 2,412 2,557 2,710 2,873 3,000
Graduate studies 352 369 388 407 427 450
Total 11,121 11,772 12,484 13,266 14,125 15,000
Source: University of Botswana, 2002
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Table 15.11- University of Botswana Student Output Projections for NDP 9
FACULTY 2003/04 2004/05 2005/06 2006/07 2007/08 2008/09Business andICT
275 322 377 441 516 600
ScienceEngineering andTechnology,Health sciences
361 383 406 430 456 486
Social Sciencesand Humanities
863 880 898 916 934 945
Education 956 1,013 1,074 1,138 1,206 1,260
Graduate studies 116 122 128 134 141 148
TOTAL 2,571 2,720 2,882 3,059 3,253 3,440
Source: University of Botswana, 2002
MEDICAL SCHOOL
15.110 The pre-medical programmewas started at the University ofBotswana during NDP 8. It will beupgraded to a full Medical School tocater for the training needs in themedical and para-medical areas. Atpresent, all this training is conductedexternally at great expense with limitedplacement of students because oflimited slots made available forBatswana students.
SECOND UNIVERSITY
15.111 Work on the second universitystarted in the last year of NDP 8 with afeasibility study, conceptualframework and master plan. Thisproject will be accorded prioritybecause of the need to cater for thegrowing number of senior secondaryschool enrolments and the urgency ofproviding training locally and thusreducing the costs incurred throughexternal placement.
TECHNICAL AND VOCATIONALEDUCATION AND TRAINING
15.112 The goal of the Departmentduring NDP 9 is to ensure improved
access to high quality technical andvocational education and training(TVET), with a view to producing acompetent, innovative andinternationally competitive NationalHuman Resource with ability tocontribute to the socio-economic andtechnological advancement of thecountry, the creation of employmentand the reduction of inequity.
15.113 The challenge facing the sectoris the need to reach out to all out-of-school youth and adults in need ofvocational education and training toensure that they are provided with theskills they need to make a living. Inaddition, the sector also needs toprovide technical and vocationaleducation and training that meets theneeds of the local labour market,developed to high international qualitycriteria and that incorporates the latestdevelopments in technology. This is inline with Vision 2016 which calls forincreasing the nation’s ‘capacity tooffer options for vocational andtechnical training’ and for setting ‘thehighest possible standards for thesame' .
15.114 The main objectives for theNDP 9 period are to:-
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• Ensure that all graduates of thesystem have the necessary skills toenter into self-employment;
• Increase the training opportunitiesat the technician/diploma level;
• Invest in infrastructure fortechnician/diploma level training,thus reducing the cost of and thereliance on training providedoutside Botswana at that level;
• Diversify curricula toaccommodate key economicactivities of the national economy;
• Increase access to technical andvocational education and training,through upgrading physicalfacilities and other means, whileensuring equity throughappropriate admissions policiesand range of programmes;
• Increase training opportunities forout-of-school youth and people inemployment through thedevelopment of distance educationand e-learning packages inpartnership with BOCODOL, aswell as through the construction ofLearning Resource Centres;
• Reduce the cost per trainee throughcost-recovery and improved cost-effectiveness in the delivery ofprogrammes;
• Further strengthen the links withindustry, in particular with regardto work attachments for bothteachers and students;
• Continue the staff developmentprogramme to ensure qualitydelivery of programmes and staffin post meeting the criteria of thescheme of service;
• Enhance access to Information andCommunications Technology anduse of state-of-the-art technologyto improve both the quality anddelivery of technical educationprogrammes through improvednetworks, internet access and e-learning solutions;
• Put in place mechanisms to ensurethat staff with technical and scareskills qualifications areremunerated adequately in order toattract and retain them as TVETprofessionals and lecturers;
• Mobilise support and monitoremployer-based trainingprogrammes (BOTA);
15.115 The Department will continuethe development of the college-basedBotswana Technical EducationProgramme (BTEP) to covertechnician/ diploma levelqualifications. The partnership with theScottish Qualifications Authority willcontinue for local capacity buildingand for external quality audits. This isto ensure that all BTEP qualificationsare developed and delivered to a highinternational standard, as well as beingdesigned to support lifelong learning.
15.116 Thus, the priority in terms ofdevelopment projects will be theestablishment of Colleges of AppliedArts and Technology.
15.117 All students in BTEPprogrammes are also trained for self-employment. Apart from anentrepreneurship-training module, theyall take a number of important keyskills such as communication,numeracy, information technology,problem solving andpersonal/interpersonal skill to enablethem to become ‘independent,productive and innovativeentrepreneurs with cutting edge skills’as required by Vision 2016.
15.118 Technical education, by itsnature, is very expensive and waysmust be found to control the cost pertrainee. The Department is planningtwo measures:
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• to improve effective utilisationof facilities by keeping thetechnical colleges open forextended hours and to ensureevery facility is usedthroughout the day, eveningand part of the weekend;
• to provide some of the learningmodules as distance educationcourses and e-learningpackages.
15.119 In terms of cost sharing, furthermeasures will be implemented, startingwith a boarding fee in 2003. Allsupport services (kitchen, security,garden and cleaning services) in thenew colleges will be privatised in linewith the privatisation guidelines.
15.120 A major strategy during NDP 9will be to reach out to the out-of-school youth and people inemployment using distance educationand e-learning. The BTEP programme,being fully modularised, lends itselfwell to this development. Thisinitiative will also be facilitated withthe establishment of an e-learningresource centre and learning resourcecentres linked to technical collegesaround the country. Technicalassistance will be sought to addressthese new areas of development.
15.121 While technician training is apriority, the training at the lower levelis also important from a social point ofview. Vision 2016 states that‘vocational and technical training mustbe available to all as an alternative toacademic study’. For students with JConly, the options currently availableare the technical colleges and thebrigades. These options must thereforeremain until there are enough places totake all students through to seniorsecondary school. The intention is tobuild more technical colleges in the
rural parts of the country. At the sametime, Government must take over therunning of the brigade training units toensure that the training is brought up toGovernment standard and to a levelthat meets current labour market needs.
15.122 Salaries for Technical andVocational Education and Trainingstaff will be reviewed to enablerecruitment from the private sector andindustry. Staff houses and an intensivehuman resource developmentprogramme will also serve asincentives. The College of Technicaland Vocational Training will come intofull operation during NDP 9 andprovide all lecturers with professionalteaching skills, using both full-timecourses and distance/e-learningdelivery.
15.123 The links already establishedwith industry will be further developedand used. The issue of substantialperiods of work attachment has to beaddressed and solved. BotswanaTraining Authority (BOTA), inparticular, will assist industry toimprove the training for theiremployees.
15.124 The Botswana TrainingAuthority (BOTA) will establishquality assurance structures andinstruments to ensure that trainingproviders meet international standardsfor those engaged in work basedtraining. The Botswana NationalVocational Qualifications Frameworkwill be established with the necessarystructures and the development ofcompetency-based modular trainingwill be supported. A vocationaltraining fund will be establishedthrough a levy grant system tomobilise resources for training effortsthus realising cost sharing between theprivate and public sectors. The traininglevy is intended to promote training
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initiatives in the private sector. TheAuthority will also monitor labourmarket needs and trends in relation totraining.
15.125 Through the Ministry ofLabour and Home Affairs, theapprenticeship scheme will bemodernised and modularised toprovide quality, flexible, competency-based skills development programmesbased on occupational standards,which provide work based trainingopportunities provided by allemployers for school-leavers andgraduates from the technical educationsystem. The Construction IndustryTrust Fund (CITF) will continue toserve the construction industry throughits flexible programmes and enhanceits operation in terms of range ofprogrammes and national coverage.During NDP 9, the CITF will betransformed into a statutory body, theConstruction Industry Training Centre.
NON-FORMAL EDUCATION
15.126 The main objectives for the Outof School Education in the Departmentof Non-Formal Education during NDP9 will be to:-• Plan, design, develop, and
implement the Adult BasicEducation Programme, the Post-Literacy and Life SkillsProgramme and the Out of SchoolChildren’s Education Programmethat are accredited;
• Restructure and develop humanresources required for theimplementation of the threeprogrammes;
• Strengthen the support system forlearners and facilitators;
• Create and sustain a literateenvironment by planning,designing and developingmaterials;
• Strengthen the infusion andmanagement of HIV/AIDS/STDeducation in the Department ofNon-Formal EducationProgrammes;
• Strengthen the Departmentaloperations particularly in theprovision of transport, residentialand office accommodation at thedistrict, sub-district and villagelevels;
• Facilitate the diversification ofeducational radio broadcasts intothe medium of television and re-design and strengthen marketingstrategies for the Department.
Programme Development
15.127 The National LiteracyProgramme (NLP) which waslaunched in 1981 to eradicate illiteracyamongst an estimated 250,000 persons,was realised to be inadequate, asevident from the decline in enrolmentin Table 15.12 below.
Table 15.12 - Enrolment Figures for Non-Formal Education, 1980 - 20001980 1981 1982 1983 1984 1985 1986 1987 1988 1989 19907,676 23,630 18,779 27,935 36,068 38,660 35,354 29,999 26,200 33,226 25,905
1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 200119856 26,119 29,667 16,497 20,956 11,072 17,588 15,917 14,474 12,004 n.a
Source: Department of Non-Formal Education, 2002
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15.128 During NDP 9, the NLP will betransformed into three out of schooleducation programmes, which are: theAdult Basic Education, the Post-Literacy and Life Skills and the Out ofSchool Education for Children.Curricular, instructional and otherlearning materials will be developedfor the three programmes.
15.129 Development of these newexaminable programmes calls fordevelopment of monitoring andinformation management,examinations and assessment systemsfor such out-of-school educationprogrammes. During NDP 9, thereview of the National LiteracyProgramme information management,examination and testing systems andestablishment of new systemscommensurate with the newprogrammes will be undertaken. Thiswill include establishment, equippingand staffing of units for informationmanagement and examinations.
15.130 The Department will construct,equip and staff six out-of-schooleducation resource centres (one perregion) to support these out-of-schooleducation programmes.
15.131 Programme delivery will takeadvantage of all available technologies,including ICT, to ensure the bestpossible means of reaching learners inall parts of the country in this category.
15.132 To facilitate the transformationof the NLP, the Department willundertake a review of theorganisational structure and launch avigorous programme of staffdevelopment, redeployment andupgrading commensurate with the newprogrammes to develop the necessaryhuman resource for implementation.NDP 9 will expedite thedecentralisation further to the sixth
Regional Office and to the district andvillage levels. Provision of transportand office and residentialaccommodation for both district andvillage level offices will bestrengthened.
Programme Marketing
15.133 Vigorous programmemarketing and social mobilisationinitiatives will be launched to supportthe new programmes. This willinclude the Department’s contributiontowards educational televisionbroadcasts and the procurement of amobile TV/radio studio for theDepartment.
HIV/AIDS and Out-of-School Education
15.134 During NDP 9, the Departmentwill strengthen the management of theHIV/AIDS/STD programme. This willinclude the establishment of a Unit forGuidance and Counselling.
BOTSWANA COLLEGE OFDISTANCE AND OPENLEARNING (BOCODOL)
15.135 Developments and activities ofthe College during NDP 9 will beguided and shaped by its mandate asstated in the RNPE, Vision 2016, aswell as the mission statement for theorganisation. The mission ofBOCODOL is to empower Batswanawith education and skills through openaccess to quality, innovative distancelearning programmes and thepromotion of a culture of lifelonglearning. The strategic objectives forBOCODOL during NDP 9 are to:-
• Design and develop appropriateeducational and skills developmentcourses which will enhance theknowledge base, enhanceproductivity and income generatingcapability of learners;
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• Deliver quality courses andprogrammes through the provisionof self study materials andtechnologies as well as a networkof nationwide learner supportfacilities and services to optimisesuccess rates;
• Adopt business and managementpractices which promote efficiency,financial sustainability and thedevelopment of Open and DistanceLearning (ODL) products andbusiness opportunities;
• Increase the number of peopleenrolled in ODC programmes toreduce Batswana unable to accesstertiary education and employmentby targeting learners who wish toattain secondary education;
• Develop and deliver a range ofcustomer driven courses aimed atequipping Batswana withappropriate applied skills andcompetencies to raise productivityand unlock potential;
• Access and contribute to bestpractices in ODL throughnetworking and partnerships withappropriate organisations,institutions and individuals whichwould enhance the capacity ofBOCODOL to deliver qualityprogrammes;
• Pro-actively initiate research anddevelopment of ODL products,services and technologies tomaximise BOCODOL’s ability andpotential to meet customer needs;
• Create an enabling environment,which encourages continuedcapacity building, professional andtechnical development of staff,recognition and reward, to promoteperformance excellence.
15.136 Construction of Palapye,Francistown and Maun regional officeswill be undertaken during NDP 9. Animportant aspect of open and distanceeducation is learner support. The newsystem is meant to promote retentionof learners following their enrolmentas well as optimise numbers of thosewho finish programmes successfully.Each regional office will, on average,support a cluster of 15 study centres.
15.137 The cumulative enrolment ofBOCODOL starting 2000 forsecondary level courses is 6731. Giventhe rate of enrolment in 2001/2002, theexpected annual enrolment rate forNDP 9 is 4000 learners. Assuming athroughput of 1000 each year of NDP9 and a maximum drop out rate of15%, the enrolment is projected intable 15.13below.
Table 15.13 - Enrolment Projections for BOCODOL
Year 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009Enrolment 6,731 8,412 9,747 12,147 14,547 16,947 19,347 21,747 24,147 26,547
Source: BOCODOL, 2002
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Programme Development
15.138 BOCODOL will continue tooffer secondary school equivalencecourses, for which material will eitherbe freshly developed or constantlyreviewed to enhance their instructionaleffectiveness. BOCODOL willprogressively shift its dependence fromprint to multi-media learning packages.
15.139 In view of the need tocollaborate with other more establishedinstitutions and the need to urgentlyopen access for Batswana to highquality learning materials of varyinglevels, BOCODOL will forge linkswith local, regional and internationalOpen and Distance Learning (ODL)providers.
ICT and Media
15.140 BOCODOL, as a distanceeducation provider, will increasinglyintegrate other media with print todiversify delivery of courses. The useof ICT to provide on-line learning andteaching will form part of the methodsof providing education to selectivelearners during NDP 9. Furthermore,BOCODOL will need to develop itsown data network, with e-mail andInternet facilities.
Transport requirements
15.141 As the College expands andconsolidates its operations during NDP9, in a bid to ensure access toeducation by all interested citizens,irrespective of their geographicalsituation, there will be need for thecollege to be sufficiently resourced interms of transport for the regionaloffices and headquarters for theirsupport functions. In addition, Kangand Maun regional offices will requirespecialist vehicles equipped withaudio-visual aids for their specialisedremote learner services.
Manpower Implications
15.142 BOCODOL has had to come upwith an organisational structure, whichreflects its full professional andsupport staff complement once fullyfunctional. The implementation of thestructure has been phased such that itwould be commensurate with theevolution of the College over time. Thefirst phase consisting of about 100posts was fully implemented by end ofNDP 8. Following completion of theconstruction of headquarters andregional offices, the number of fulltimeposts will progressively increase to130. The infrastructure will bring newfunctions of Information andCommunications Technology andMedia support, libraries and generalsupport services.
15.143 In addition to full time staff,BOCODOL will have to engage part-time staff to man the study centres. At12 tutors per centre, a total of 900tutors will be engaged for an averageof 6 hours per month and paid hourlyrates.
SPECIAL EDUCATION
15.144 The specific objectives forspecial education during NDP 9 areto:-
• Develop special education as anintegral part of the regulareducation system to promoteinclusive practices;
• Increase access and equity toeducation and training forlearners with specialeducational needs;
• Continue to provide advice andsupport to other Ministry ofEducation Departments and
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Ministry of Local Governmentfor the development of relevantpolicies and inclusiveeducational programmes andestablishment of specialeducation programmes;
• Decentralise some of theDivision of Special Educationactivities to regions;
• Collaborate with theDepartment of CurriculumDevelopment and Evaluation todevelop early childhoodeducation programmes foryoung children with specialeducational needs ;
• Strengthen collaboration withthe Department of VocationalEducation and Training andNon-GovernmentalOrganisations to increaseaccess to vocational skillstraining for youth with specialeducational needs.
15.145 Efforts will be intensified toestablish School Intervention Team(SIT) programmes in schools to meetthe educational needs of children withlearning disabilities.
15.146 During NDP 9, early childhoodeducation programmes targetingspecial educational needs will bedeveloped. Bursaries for learnerswith severe and multiple disabilitieswill continue to be offered until such atime when a local facility has beenestablished. Financial support to Non-Governmental Organisations offeringspecial education will continue duringNDP 9. To address the HIV/AIDSpandemic, the Division will continue tobuild capacity and will continue toconduct workshops to empowerofficers (infected and affected) withknowledge to fight against HIV/AIDS.
STUDENT PLACEMENT ANDWELFARE
15.147 The demand for sponsorship fortertiary education continues to grow inproportion to the expansion of thesecondary school system. In order forthe Government to meet this demandand ensure maximum benefit to theeconomy, there is need for co-ordinated human resource planning.This will identify areas of shortage andaccess to assist in deciding on thoseareas of study on which to focus. TheDepartment will identify these areas inconsultation with the Ministry ofFinance and Development Planningand other stakeholders.
15.148 Currently, a large number ofschool leavers aim at getting intoacademic degrees programmes as theseare the only ones available in thecountry. At the same time, thereremains a shortage of manpower attechnician/technologist levels. With theincreasing demand for tertiaryeducation, special focus will be ontechnician level training programmes.The Department will therefore supportplacement of more students at localtechnical colleges. With theestablishment of the Tertiary EducationCouncil to assure quality ininstitutions, placement of students mayeven be extended to local privateinstitutions.
15.149 Increase in the demand fortertiary education puts pressure on thelimited resources for sponsorship. Toensure sustainability of the scholarshipfund, cost-recovery measures will beintensified. The disbursement andrecovery functions will be outsourced.
15.150 Sensitisation and supportstrategies on HIV/AIDS for studentson training abroad, which began in
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NDP 8, will be intensified during NDP9.
15.151 In view of the above, theDepartmental objectives for NDP 9will be to:-
• Review the grant/loan scheme;• Continue efforts begun in NDP
8 to combat the HIV/AIDSpandemic;
• Align the award of sponsorshipwith national human resourceneeds and respond to emergingneeds;
• Develop a sustainablescholarship scheme througheffective loan recovery andexplore the possibility of some
privatisation of the scholarshipfund;
• Continue to seek means ofmaximising trainingopportunities by reducingplacements in costly countriesabroad in favour of local andregional placement;
• Support placement of studentsin local technical colleges andexplore opportunities forplacement in private localinstitutions.
