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Kekesi AI.Pdf (4.327Mb) /--, ( I . _i . -i , THE EDUCATION SYSTEM OF BOTSWANA AFTER INDEPENDENCE ALBERT IKHUTSENG KEKESI, B.Sc.Ed, B.Ed Mini-dissertation submitted for the MAGISTER EDUCATIONIS In COMP ARATIVE EDUCATION at the POTCHEFSTROOMSE UNIVERSITEIT VIR CHRISTELIKE HOER ONDERWYS Supervisor: Prof. H. J. Steyn POTCHEFSTROOM 1996 DECLARATION I declare that this dissertation for the degree of Master of Education at the Potchefstroom University for Christian Higher Education, hereby submitted by me, has not previously been submitted by me for a degree at this University and that all the sources referred to have been acknowledged. A. I. KEKESI November 1996 Potchefstroom 11 ACKNOWLEDGEMENTS The overwhelming support and encouragement of many people in this study is hereby acknowledged with sincere gratitude. A special word of gratitude to my supervisor, Prof. Dr. H. J. Steyn for his expert and valuable guidance and advice throughout the entire research process. I am grateful to the Ministry of Education in Botswana, the library staff of the National University of Botswana for their readiness to help, as well as the office of the President for allowing me to do research work in Botswana. My greatest gratitude is due to the Director: Provincial Co-ordination in the North-West's Department of Education, Arts and Culture, Sport and Recreation, Mr I. S. Molale for providing me with valuable documents on the education system of Botswana. My deserved thanks go to Mr D. T. Maape and his staff at Community Education Computer Society, Miss L. Raditsebe and Mr J. P. Morrison for typing various drafts of this dissertation. It would be most unfair for me not to express a word of gratitude to my wife and children for their sacrifice, encouragement, support and love they have shown during my study and my absence from home. Above all, I thank God for guiding and protecting me throughout this research and also for giving me the necessary strength and patience to bring the project to completion. A. I. KEKESI 11l OPSOMMING Hierdie studie is gemoeid met die onderwysstelsel van Botswana na onafbanklikheid. Hierdie periode begin op 30 September 1996, toe Botswana onafbanklikheid verkry het, tot op hede. Na die onafbanklikheidswording het die onderwys baie veranderings ondergaan, en die fokus val dus op die aard en omvang van hierdie veranderinge. Die studie identifiseer hierdie veranderinge wat plaasgevind het met betrekking tot die on­ derwysstelsel van Botswana, vanaf onafbanklikheidswording en met inagneming van die minimum vereistes van die onderwysstelsel van ontwikkelde lande. Die minimum vereistes wat die onderwysstelsel van ontwikkelde lande moet bereik word bespreek aan die hand van die vier komponente van die onderwysstelsel. Hierdie vier komponente is die onderwysstelselbeleid, onderwysstelseladministrasie, onderwys­ kundige struktuur en ondersteuningsdienste. Die onderwysstelsel van Botswana na onaf­ hanklikheidswording, as voorbeeld van 'n ontwikkelende land, word in die fokus geplaas. In hoofstuk 2 word die minimum vereistes van die onderwysstelsel in ontwikkelende lande gegee. Hoofstuk 3 gee 'n historiese perspektief van die onderwysstelsel in Botswana voor onafbanklikheid. Die verskillende historiese tydperke van die onderwysontwikkeling tot en met onafbanklikheidswording, word bepreek. In hoofstuk 4 word die determinante van die Botswana onderwysstelsel bespreek. Die faktore wat die individuele aard van die onderwysstelsel van Botswana bepaal, is aan die orde gestel. In hoofstuk 5 is die aard van die onderwysstelselbeleid en onderwysstelseladministrasie van die Botswana onderwysstelsel bespreek en is bepaal tot watter mate dit aan die minimum vereistes van ontwikkelende lande se onderwystelsels voldoen. IV In hoofstuk 6 is die onderwyskundige struktuur en die ondersteuningsdienste van die onderwysstelsel van Botswana geevalueer in die lig van die minimum vereistes van onderwysstelsels van ontwikkelende lande. Samevattend blyk dit dat die onderwysstelsel van Botswana baie positiewe veranderinge ondergaan het en dat die Botswana onderwys­ stelsel goed vergelyk met die minimum vereistes wat vir die onderwysstelsels van ontwikkelende lande gestel word. v SUMMARY The study is concerned with the education system of Botswana after independence. This period starts from the 30th September 1966, when Botswana became independent up to the present moment. Since then the education system has undergone many changes. Consequently the focus is on the nature and impact of these changes. The study identifies changes which took place with regard to the Education System of Botswana since independence as far as meeting the minimum requirements of education of developing countries are concerned. The minimum requirements that the education systems of developing countries, must meet are discussed according to the four central components of the education systems, viz. the education system policy, education system administration, structure for teaching and support services. After introducing the problem statement and background in the introductory chapter, the minimum requirements of education systems in developing countries are discussed in Chapter 2. Chapter 3 then deals with a historical perspective on the education system of Botswana before independence, concentrating on the different historical periods associated with educational development up to independence day. The study then discusses the determinants of the education system of Botswana after independence in Chapter 4, focussing on the particular factors influencing the Botswana education system. Finally, Chapter 5 evaluates the level to which the education system policy and education system administration of the education system of Botswana meet the minimum require­ ments of the education systems of developing countries, while Chapter 6 evaluates the level to which the structure for teaching and support services meet the minimum re­ quirements of the education systems of developing countries. In general, the evaluation VI indicates that the education system of Botswana has undergone many posItive changes and that the Botswana education system compares favourably with the mInImum re­ quirements expected of the education systems of developing countries. Keywords: Botswana education system; education system policy; education system ad­ ministration; the structure for teaching; support services. Vll TABLE OF CONTENTS Declaration . .. 11 Acknowledgements . III Opsomming . IV Summary .................................................... VI List of tables ................................................. xv List of figures ................................................ xvii CHAPTER 1 : ORIENTATION. .. 1 1. 1 INTRODUCTION.......................................... 1 1.2 STATEMENT OF THE PROBLEM .............................. 1 1.3 THE AIMS OF RESEARCH. .. 3 1.4 METHODS OF INVESTIGATION ............................... 4 1.4.1 Literature study. .. 4 1.4.2 Interviews . .. 4 1.5 DETERMINATION OF THE FIELD OF STUDY .................... 4 1.6 STRUCTURE OF THE DISSERTATION .......................... 4 1. 7 CONCLUSION............................................ 5 Vlll CHAPTER 2 : THE MINIMUM REQUIREMENTS OF THE EDUCATION SYSTEM OF DEVELOPING COUNTRIES . .. 6 2. 1 INTRODUCTION.......................................... 6 2.2 THE STRUCTURE OF THE EDUCATION SYSTEM .................. 6 2.2.1 The education system policy . .. 7 2.2.1.1 Goals, aims and objectives of the education system .......... 7 2.2. 1. 2 Forms of education system policy . .. 8 2.2.2 The education system administration. .. 8 2.2.2. 1 Formulation, adoption and implementation of the education system policy. .. 9 2.2.2.2 Consultation with the target group .................... 10 2.2.2.3 Collection and distribution of finances .................. 10 2.2.3 The structure for teaching. 10 2.2.3.1 The structure for education and/or training programmes ...... 11 2.2.3.2 The learners ................................... 12 2.2.3.3 The educators .................................. 12 2.2.3.4 The medium of instruction ......................... 13 2.2.3.5 The physical facilities ............................ 13 2.2.4 Support services . 13 2.2.4.1 The educators .................................. 14 2.2.4.2 The teaching activities and structures .................. 15 2.2.4.3 The learners ................................... 15 2.3 MINIMUM REQUIREMENTS OF THE EDUCATION SYSTEMS OF DEVELOPING COUNTRIES .................................. 16 2.3.1 Education system policy ................................. 17 2.3.2 Education system administration ............................ 17 IX 2.3.3 The structure for teaching ................................ 18 2.3.4 Support services . 18 2.4 CONCLUSION ............................................ 19 CHAPTER 3 : A HISTORICAL PERSPECTIVE ON THE EDUCATION SYSTEM OF BOTSWANA BEFORE INDEPENDENCE ........•......... 20 3.1 INTRODUCTION .......................................... 20 3.2 NON-FORMAL EDUCATION ................................. 21 3.2.1 The Difaqane era ...................................... 21 3.2.2 The pre-literate era..................................... 22 3.3 FORMAL EDUCATION ..................................... 22 3.3.1 The missionary education era (1800-1910) ..................... 23 3.3.2 The colonial era (1885-1966) .............................. 24 3.3.3 The Dumbrell era (1928-1966) ............................. 26 3.4 GENERAL EDUCATION PROVISION BEFORE INDEPENDENCE (1875-1966) .. 28 3.4.1 Pre-primary education ..................................
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