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Home Economics Relevance To Botswana's Development

Dissertation Presented in Partial Fulfillment of the Requirement for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University

by

Dorothy Priscilla Brandon, B.S., M.S.

*******

The Ohio State University 1995

Dissertation Committee; Approved by

Dr. Sharon Redick _____ Dr. Joan Gritzmacher " A v iser Dr. Josue Cruz College of Dr. Robert Agunga Human Ecology UMI Number: 9525997

DMI Microform 9525997 Copyright 1995, by UMI Company. All rights reserved.

This microform edition is protected against unauthorized copying under Title 17, United States Code. UMI 300 North Zeeb Road Ann Arbor, MI 48103 DEDICATION Dedicated to my parents, Napoleon and LouEthel Brandon, sisters, Barbara, Janice, and Vickie, Brothers, Barry, Eric, Lewis, and Tyrone, and Aunt Ola Mae Brandon

11 ACKNOWLEDGEMENTS The author, above all, is thankful to God and her family for their love patience and understanding in making the completion of this study a reality. She would like to express her sincere appreciation to the individuals who have touched and improved her life through the years. The comments written here are only a token of appreciation for their assistance and guidance. To Dr. Sharon Redick for serving as my adviser throughout the development and write-up of this dissertation. Without your guidance and support this study would not have been done. To Dr. Joan Gritzmacher for serving as a member of my committee. Your thorough and organized approach helped me to avoid many pitfalls. Your faith in me as a graduate student will always be remembered. To Dr. Josue Cruz and Dr. Robert Agunga for also serving as committee members. Your valuable suggestions challenged my thinking as well as made a significant contribution to the completion of this dissertation. To the wonderful support team of Botswana, Mr. Fabric Mawela, Chief Education Officer of Botswana, Wim Uiterwyk, the Home Economics Education Officers of Botswana, Steven G. Harpt, Rebecca Ramotsi and all the other individuals not

iii mentioned by name, who helped with all aspects of this study. Your tolerance helped to make things go smoothly. To Dr. Ruth Conone, another 'super' individual. Your professionalism and sincere genuineness have really inspired me. To Hilda Winston and Sharon McClarty for their love and support. A special thanks to Dr. Tamra Minor, Dr. Claudette Smith, Dr. Carmen Andrades, Chrisler Whaley, Antonia Coward, Jeanette Wheat, Alonzo Lipscomb and Oscar Williams, for being there when I needed you. To my parents, Napoleon and LouEthel Brandon, who have always encouraged me to ... lift up my eyes to the hills from whence comes my help? My help comes from the LORD, who made heaven and earth. He will not allow your foot to be moved; He who keeps you will not slumber. Psalms 121; 1-4 To my sisters, Barbara, Janice, and Vickie, and brothers, Barry, Eric, Lewis, and Tyrone, and Aunt Ola Mae Brandon for their encouragement and support during my study at The Ohio State University. It is with much regret that I cannot celebrate the completion of this degree with two very special people. In loving memory of: Nathan Brandon and Dennis Byrd iv VITA

1978 ...... Graduated Halifax County Sr. High 1978-1980...... Volunteer Home Ec. Teacher Aide 1984...... B.S. Home Economics Education Norfolk State University 1986...... M.S. Home Economics Education The Ohio State University 1987-1991...... U.S. Peace Corps Volunteer 1991-199 2...... Graduate Research Associate, Department of Home Economics Education, The Ohio State University 1994...... Volunteer— Nisonger Early Childhood Education Center— The Ohio State University Hospital 1992-presen t ...... Graduate Teaching Associate, Department of Home Economics Education, The Ohio State University

Fields of Study

Major Field; Human Ecology Major Area of Emphasis: Home Economics Education Secondary Emphasis: Teacher Education International Education TABLE OF CONTENTS

DEDICATION ...... ii ACKNOWLEDGEMENTS ...... iii VITA ...... iv LIST OF FIGURES ...... vii CHAPTER PAGE I. INTRODUCTION ...... 1 Statement of the Problem ...... 2 Research Questions ...... 4 Significance of the Study ...... 7 Definition of Terms ...... 8 Assumptions...... 10 Limitations of the S t u d y ...... 10 II. REVIEW OF THE LITERATURE...... 11 Development...... 12 Education and Development in Africa ...... 17 Botswana's Development ...... 22 Botswana's Educational System ...... 23 Educational Relevance ...... 27 Home Economics in Botswana ...... 32 The Role of Home Economics in Development . . 38 S u m m a r y ...... 40 III. RESEARCH METHODOLOGY ...... 43 Research Design ...... 43 Subject Selection ...... 48 Instrumentation ...... 50 V a l i d i t y ...... 53 Reliability ...... 54 Data Collection...... 55 Data Analysis ...... 59 Fishbein's Model ...... 59 Borich's Needs Assessment Model .... 60 Computing Discrepancy Scores ...... 63 Researcher's use of Borich's Needs Assessment Model...... 65

VI IV. FINDINGS AND DISCUSSION 73 Introduction . . . 73 Question One . . . 74 Question Two . . . 92 Question Three . . 96 Question Four . . . 101 Question Five . . . 106 Question Six . . . 112 Question Seven . . 117 Question Eight . . 122 Question Nine . . . 128 Question Ten . . . 132 Question Eleven . . 136 V. SUMMARY, CONCLUSIONS, IMPLICATIONSAND RECOMMENDATIONS ...... 141 Instrumentation ...... 145 Subject Selection .... 147 Data Collection Procedures 147 Data Analysis ...... 148 Summary of Findings . . . 149 Question One .... 149 Question Two .... 154 Question Three . . . 155 Question Four . . . 157 Question Five . . . 159 Question Six .... 161 Question Seven . . . 162 Question Eight . . . 164 Question Nine . . . 166 Question Ten .... 166 Question Eleven . . 167 Conclusions ...... 168 Implications ...... 169 Recommendations ...... 171 APPENDICES A. Research Permit...... 173 B. List of Teachers, Headmasters and Students...... 175 C. Instruments...... 187 D. Panel of Experts...... 211 E. Qualitative Data...... 214 F. Tables...... 259 BIBLIOGRAPHY ...... 283

V l l LIST OF TABLES

Table Page

1 Summary of Reliability Analysis ...... 56 2 Rate of Response To Instrument ...... 57 3 Section Codes, Section Titles and Number of Items of Questionnaire ...... 67 4 Research Questions and Statistical Analyses ...... 7 0 5 Frequency Distribution for Age ...... 74 6 Frequency Distribution for Sex ...... 75 7 Frequency Distribution for Marital Status ...... 76 8 Frequency Distribution for Number of C h i l d r e n ...... 77 9 Frequency Distribution for Nationality ..... 79 10 Frequency Distribution for Highest Educational Attainment ...... 80 11 Frequency Distribution for Where Highest Degree was Received ...... 82 12 Frequency Distribution, Mean and Standard Deviation for Years Teaching and Administering ...... 83 13 Frequency Distribution, Means and Standard Deviation for Years in College ...... 84 14 Frequency Distribution for Type of School ... 85 15 Frequency Distribution for Teachers Who Teach Subjects Other than Home Economics .... 86

Vlil 16 Frequency Distribution for Teaching Responsibility of Headmasters .... 86 17 Frequency Distribution for Teachers Who Studied Home Economics at Junior Secondary School ...... 87 18 Frequency Distribution for Areas of Home Economics Studied by Home Economics Teachers at Senior Sec. School ...... 88 19 Frequency Distribution for Cambridge Areas of Home Economics Taught by Home Economics Teachers ...... 89

20 Frequency Distribution for Teachers Who Thinks the Home Economics Curriculum Should be Changed ...... 90

21 Means Scores and Standard Deviations for Beliefs About What Home Economics Should Be Doing In Botswana ...... 92

22 Means Scores and Standard Deviations for Beliefs About What Home Economics Is Doing In Botswana ...... 96 23 Means Scores and Standard Deviati ons for Degree of Relevance Development Goals are to Individual/Family Development . 101 24 Means Scores and Standard Deviations for Degree of Relevance Development Goals are to Community and National Development .... 108 25 Means Scores and Standard Deviations for Degree of Emphasis Development Goals Receive in Home Economics Curriculum ...... 113 26 Means Scores and Standard Deviations for Degree of Emphasis Development Goals Receive in Classroom Teaching ...... 118 27 Relationship Between Age and Variables Affecting Home Economics Relevance to Development by Home Economics Teachers, Headmasters, and Students ...... 122 28 Relationship Between Sex and Variables Affecting Home Economics Relevance to Development by Home Economics Teachers, Headmasters, and Students ...... 123

IX 29 Relationship Between Nationality and Variables Affecting Home Economics Relevance to Development by Home Economics Teachers, Headmasters, and Students ...... 124 30 Relationship Between Level of Education and Variables Affecting Home Economics Relevance to Development by Home Economics Teachers, Headmasters, and Students ...... 126 31 Analysis of Variance Between Groups and Attitude Scores ...... 128 32 Analysis of Variance Between Groups and Relvance of Development Goals to Individual and Family Development ...... 130 33 T-Test Between National Home Economic Curriculum (J.C) and Cambridge (SR.) on Variables Affecting Home Economics Relevance for All Respondents ...... 132 34 T-Test Between National Home Economic Curriculum (J.C) and Cambridge (SR.) on Variables Affecting Home Economics Relevance for Home Economics Teachers and Headmasters Only ...... 134 35 Summary Data: Regression of Home Economics Relevance on Selected Variables for all Respondents ...... 138 36 Regression of Home Economics Relevance on Selected Variables for all Respondents ..... 139 LIST OF FIGURES FIGURE PAGE 1. Conceptual Schema Reflecting the Relation­ ship of the Variables in this study...... 44 2. Revised Conceptual Schema Reflecting the Relationship of the Variables to the Dependent Variable...... 172

XI HOME ECONOMICS RELEVANCE TO BOTSWANA'S DEVELOPMENT BY DOROTHY PRISCILLA BRANDON, Ph.D. The Ohio State University, 1995 Professor Sharon Redick, Adviser

The purpose in this descriptive correlational study was to identify and describe the perceptions of educational administrators, home economics teachers and home economics college students regarding the relevance of home economics to the individual, family, community and national development needs of Botswana. The study also attempted to determine if any relationship existed between the variables of gender, age, marital status, nationality, type of curriculum, attitude, educational level and group and perceptions of development goals relevance, degree of emphasis, and what home economics is and should be doing in Botswana. Fishbein's Attitude model and Borich Model of Needs Assessment were utilized to determine respondents attitude towards home economics and their perceptions of home economics relevance. Respondents were 231 Botswana headmasters, home economics teachers and home economics college students. Data were collected by mailed and hand distributed questionnaires. The survey instrument included likert-type and rating scales xii for 1) home economics expectancy (should be doing); 2) home economics behavior (is doing); 3) home economics relevance; and 4) degree of emphasis. Headmasters, teachers and students agreed that each of the thirteen development goals should be addressed in home economics; however, respondents neither agreed nor disagreed that home economics is currently addressing the development goals. The comparison of ratings about what home economics should be doing (expectation) and what home economics is doing (behavior) indicated the existence of a gap between what home economics is doing in Botswana and what respondents perceived home economics should be doing relative to development. Findings also indicated that respondents did not see much relevance of the development goals to individual, family, community and national development, yet they perceived the need for home economics to be addressing the development goals. A moderately positive correlation (£=.36, p=.04) was found between age and home economics college students' perceptions of the relevance of the development goals to community and national development. The gender of headmasters had a significantly positive correlation (r=.30, p=.00) with perceptions of what home economics should be doing in Botswana. A point biserial correlation of r=.25, p=.02; £=.26, p=.03; r=.25, p=.02; and r=.24, p=.03 indicated that Batswana teachers had a more positive attitude towards home xiii economics, perceived the 13 development goals to be more relevant to individual, family, community and national development, and had a higher level of agreement that home economics should be addressing the 13 development goals in Botswana than non-Batswana teachers. Overall, the degree of emphasis placed on the development goals in home economics classroom teaching, gender and educational level were found to explain the greatest amount of variance in the perception of home economics relevance to individual, family, community, and national development.

xiv CHAPTER I INTRODUCTION

There is growing recognition that a critical factor in the development of societies is effective education. This applies to all societies whether in an industrialized world or in a developing country. Research on development is increasingly directed towards investigating the links between development and education. Education has been found to be linked with economic growth, distributional equity and social mobility (Psacharopoulos, 1988; Yiman, 1990;). In Africa, the major problems facing education are curriculum problems-the need to relate education more closely to local needs and lifestyles of the people and the desire to maintain the education system given by colonial powers. For years the perceived irrelevance of curriculum has been cited as a major problem in African countries (Graham, 1966; UNESCO, 1976; Bray, Clarke, & Stephens, 1986; ABABA 1961; Phelps Stokes 1924). Botswana, a case in point, recognized a need for education that addresses societal needs. This need is expressed in the country's educational goals. According to the National Development Plan, The principal aim of education is individual development of knowledge, skills and attitudes for self-fulfillment and the betterment of society. Every endeavor will be made through formal and non-formal education to encourage personal qualities which promote the national ideas of democracy, development, self-reliance, unity and hence social harmony. (National Development Plan V; paragraph 5.9) In addition, Tlou and Hautle (1991), stated that in Botswana It is hoped that in this next planning period (the National Development Plan VII 1991-1997) the emphasis on basic education should make students who graduate with the nine year schooling, value the dignity of work, self reliance, action orientation, optimism, organization of task, efficient use of time, and working with others to achieve a common goal. They are values that emphasize understanding and problem solving in education, rather than rote learning (p. 110). Education for development as envisioned by Botswana's government clearly requires the adoption of national goals by all educators. If education is to indeed contribute to the development of a nation, Botswana's education programs must accept the national goals as part of their goals.

Statement of the Problem Botswana's concern about "education for life" is defined by the SIAPAC (1990) as "the achievement of goals related to functionality in the work and community environments for all citizens and the empowerment of individuals to meet their development needs and properly 3 care for their children.” (p.6) This definition calls for education which addresses human needs along with the country's needs. In order for education to make an impact on the development of a nation and its people the curricula must be relevant to the needs and wants of the society in which it is used. According to Jenkins (1983) relevance refers to "the way in which knowledge can be adapted to the need and conditions in the developing country given the goals of that developing country, the goals of the individual and the intentions of the sponsoring agency." (p.74) Home economics, a profession which helps families and individuals to improve their quality of life, should be a medium for promoting social change (development) in any society. It's major emphasis is "to equip people with relevant knowledge and skills and to help them acquire the right attitudes about themselves and their families in order to build strong and healthy families and to meet the society's needs for workers..." (Tumuti, 1985; p.2). In order for home economics programs to make a contribution to the development of a nation, its curriculum has to be in line with the needs and goals of that nation. Although many home economics programs in Africa have moved away from using the Cambridge Curriculum to a National Curriculum, Botswana still uses the Cambridge Home Economics Curriculum as a means for helping to improve the quality of life for individuals and families. The Cambridge Curriculum 4 is used at the senior secondary level and the National Curriculum is used at the junior secondary level. Because of the importance of home economics in addressing individual, family and national development needs it is imperative to determine the perceived relevance of the home economics curricula used in Botswana. The purpose in this study was to identify and describe the perceptions of educational administrators, home economics teachers and college home economics students regarding the relevance of home economics to the individual, family, community and national development needs of Botswana. Relationships were explored among selected professional and personal variables, curriculum types, perceived relevance, and attitudes toward home economics' contribution to development. The researcher also examined which variables best explain the differences among home economics teachers, administrators, and home economics college students with regards to perceived curriculum relevance, curriculum type, attitudes toward home economics' contributions and selected personal variables.

Research Questions The primary questions that the proposed research study seek to answer were: 1) What are the personal and professional characteristics of Botswana's home economics 5 teachers educational administrators and home economics college students in terms of age education attainment citizenship number of subjects taught years teaching number of years enrolled as a student years as headmaster marital status gender number of children type of home economics curriculum used type of school size of school 2) What are home economics teachers', headmasters', and students' level of agreement about what home economics should be doing in Botswana? 3} What are home economics teachers', headmasters', and students' level of agreement about what home economics is doing in Botswana? 4) What are home economics teachers', headmasters', and students' perceptions about the degree of relevance of the thirteen development goals to individual and family development? 5) What are home economics teachers', headmasters' and students' perceptions of the degree of relevance of the thirteen 6 development goals to community and national development? 6) What are home economics teachers', headmasters', and students' perceptions about the degree of emphasis the thirteen development goals receive in the home economics curriculum in Botswana? 7) What are home economics teachers', headmasters', and students' perceptions about the degree of emphasis the thirteen development goals receive in home economics classroom teaching in Botswana? 8) What are the relationships between the variables affecting home economics' relevance to development and selected personal and professional characteristics of home economics teachers, headmasters, and students? 9) Do home economics teachers, administrators, and students differ on their attitude towards home economics, perception of what home economics should be doing, perception of what home economics is doing, perception of the degree of emphasis development goals receive in home economics curriculum and classroom teaching, perception of the degree of 7 relevance development goals are to individual, family, community, and national development? 10. Do attitudes towards home economics, perceptions of what home economics should be doing, perceptions of what home economics is doing, attitude towards home economics, perceptions of the degree of emphasis development goals receive in the home economics curriculum and classroom teaching, perceptions of the degree of relevance development goals are to individual, family, community, and national development differ according to type of curriculum used? 11. What is the proportion of variance in the dependent variable that can be explained by the personal, professional, and other selected variables for all respondents?

Sionifieanee of the Study The findings in this study could assist the researcher in suggesting changes in the home economics curriculum at junior and senior secondary schools, teacher training colleges, as well as provide valuable information for the up-coming degree program in home economics education at the University of Botswana. The findings could also help educational leaders in suggesting policies that could affect the selection of the curricula to be used in Botswana's schools.

Definition of Terms The following terms were defined to assist in understanding the study; Attitude: learned predisposition to respond to an object or class of objects in a favorable or unfavorable way. (Fishbein, 1967)

Attribute: any aspect of an object or behavior, respectively- that is, to any characteristic, quality, object, concept, value, or goal associated with the object or behavior. (Fishbein & Ajzen, 1975)

Belief: hypothesis concerning the nature of objects and the types of actions that should be taken with respect to them. (Fishbein, 1967)

Curriculum: the formal and informal content and process by which learners gain knowledge and understanding, develop skills, and alter attitudes, appreciations and understanding, develop skills, and alter attitudes, appreciations and values under the auspices of that school. (Doll, 1982) Development: meeting the basic needs of the individuals.

Development goals: thirteen matched goals taken from the National Development Plan VII and Home Economics Program Goals as stated by the Social Impact Assessment and Policy Analysis Corporation (1990)

Headmaster: a principal of a primary or secondary school.

Home Economics: a field of knowledge and services primarily concerned with strengthening family life and home economics as a field of study which synthesizes knowledge from its own research, from physical, biological science and the arts and applies that knowledge to improving the lives of families and individuals. (AHEA, 1979)

MOE: Ministry of Education. The branch of the government that is responsible for education within Botswana.

Perception: refers to the ratings regarding relevance to individual, family, community, and national development and degree of emphasis. 10 Relevance: the way in which knowledge can be adapted to the needs and conditions of the developing country, taking into account the goals of the developing country, (and) the goals of the individual. (Jenkins, 1980)

Assumptions For the purpose of this study, the researcher assumed that: 1) Respondents will be honest and accurate in reporting their responses. 2) Teachers' and administrators' perceptions are reliable sources for an effective assessment of curriculum relevance.

Limitations of the Study The data were based on individual perceptions of curriculum relevance. The use of self-reporting instruments posed a limitation to the study due to the weakness of questionnaires. The low response rate also posed a limitation to the generalizability of the findings to the population. CHAPTER II REVIEW OF THE LITERATURE

Recent publications regarding the association of education with the success of development projects in Lesser Developed Countries have highlighted the concern for relevant education. The World Bank (1989) cites the two immediate priorities of future development strategies as follows: "to improve the quality and relevance of education at every level and to redirect public resources toward basic education and health care, including family planning" (p. 63). Home economics inevitably is a subject that has a central role in educating and training individuals and families in meeting development needs. The purpose in this chapter is to review the literature related to the relevance of home economics to individual, family, and national development. To understand the importance of increasing curriculum relevance to the needs of the society it serves, a review of related research is needed. This review will encompass the following topics : a) development; b) education and development in Africa; c) Botswana's development;

11 12 d) Botswana's education system; e) education relevance; f) home economics in Botswana; g) home economics role in development; h) curriculum evaluation; and f) summary.

Development What is development? Based on what influences one's thinking, development means different things to different people. Three major theories of development have been conceptualized since World War II: the Modernization Theory; the Dependency Theory; and the Growth With Equity Theory. A newer theory of development, the Empowerment Theory, is gaining acceptance. The Modernization theory is the oldest of the three major theories. This theory defines development as economic growth, measured by the rate of growth of national output (GNP). Development means the ability of an economy to generate and sustain an annual increase in its GNP at rates of 5 to 7% or more. According to Todaro (1981), this is primarily an economic theory of development in which the right quantity and mixture of saving, investment and foreign aid were all that was necessary to enable Third World nations to proceed along an economic growth path that historically had been followed by more developed countries, (p. 315) 13 This theory equates development with "Westernization" or "Europeaniz at ion". Economic growth is emphasized as the overall goal of development and industrialization is seen as the needed vehicle for achieving that economic growth. Although this theory remains popular, it is criticized for its ethnocentrism in favor of the Anglo-American modeled society and its assumption of a linear progression through stages of development (Chilcote, 1984). Streeten (1979) further criticized the modernization theory by stating: Logically, it should have been clear that the coexistence of more - and less- advanced countries is bound to make a difference (for better or worse) to the development efforts and prospects of the less advanced. ...Morally and politically, the linear view ruled out options of different styles of development. Inexorably, we were all bound to pass through the Rostorian stages, in the words of the famous limerick, like a tram not a bus. Historically, the view can be criticized as excessively determinist. Economically, it is deficient because it ignores the fact that the propagation of impulses from the rich to the poor countries alters the nature of the development process; that late comers face problems essentially different from the early starters, (pp. 26-27) The dependency theory is dominated by Third World scholars such as Andre Gundar Frank, Gunnar Mydral, Samir Amin, Frances Fanon, Paulo Freire, Louis Ramero Beltran and Raul Prebisch (Chirot & Hall, 1982). This theory emphasizes equitable distribution of development surplus, as an alternative to the modernization theory's emphasis on economic growth. According to Black (1991), the underpinning assumptions of the dependency theory are 14 (1) economic interest has primacy over culture or attitudes in determining the distribution of power and status in national and international arenas; and (2) the causes of underdevelopment are not to be found in national systems alone but must be sought in the pattern of economic relations between hegemonic, or dominant, powers and their clients states. Proponents of this dependency theory tend to think that development is more than increasing industry, output and productivity. In their definition, development means improved standard of living for all in the periphery (So, 1990). This theory of development states that it is damaging for developing countries to have contact with developed countries. It supports the cutting of ties with the developed countries, thus relying on their own paths of development. Chilcote and Edelstein (1974, p. 21) cite development as requiring "the elimination of foreign penetration, which supports the status quo, and the creation of a socialist context for development." This theory's basic argument is that the international system of relationships between rich and poor countries produces and maintains the underdevelopment of poor countries. A shortcoming of the dependency theory, according to So (1990), is that instead of providing a scientific analysis of what actually happened in developing countries, this theory has become an all-purpose explanation for everything that is wrong. According to Agunga (1992) the dependency theory has been more successful in rhetoric than in reality. The "growth with equity" theory rejects the assumption 15 in the dependency theory that a social revolution must take place before development can occur. It also rejects the modernization theory's assumptions that favor capital - intensive development. Seers (1972) argued that development is much more than economic growth. He cited three essential parts of development as being the reductions in poverty, unemployment and inequality. Seers suggests that there can be economic growth without development and vice versa. The growth with equity theory is the theory in current use. This theory advocates meeting the basic needs of the poor as its primary goal. Weaver and Jameson (1978) cite six approaches which purport to combine growth and equity. They are; (a) employment generation/appropriate technology; (b) redirecting investments; (c) meeting basic needs; (d) human resource development; (e) agriculture and rural development; and (f) new international economic order. According to Agunga (1992) the basic intent of the growth with equity theory are: 1. The need to change the rules of the development game in favor of the have-nots; 2. The need to stop treating the developing world as if it is a homogenous group of countries with common interests and instead, view it as a conglomeration of heterogenous states with varying experiences, interests and stakes in the world order; 3. Seeing economic growth as not synonymous with development; abandoning central, top-down planning in favor of "bottom-up” or participative planning; meeting the basic needs of the majority of the people who are very poor; 16 4. Restructuring of public services to ensure that goods and service reach the poor; increased attention to growing more food for local consumption; and 5. Providing credit, extension services, fertilizer, water, power, and seeds; and land reform, (p.6) Several authors cite the failure of the growth with equity theory as being the lack of educational programs for enabling the poor to take charge of their own development (Coombs & Ahmed, 1974; Agunga, 1992 Kiros, 1992;). Development as Gaining Control is a new theory that defines development as the gradual, systematic gaining of control over one's environment so that one is less and less a victim of it and more and more its master. It is a process of empowerment whereby people develop critical consciousness of the problems they face and try to overcome them." (Agunga, 1992, p.8). The developers of this theory further advocate the transfer of decision making powers from the international development institutions to the development ministries of developing countries and from there the delegation of power to the people at the grassroot level. In an article titled Women and Families in International Development. Baker and Balakkrishman (1992) describe the modernization and dependency theories as both being patriarchal models that have overlooked the situation of women in societies and in families. They further state that : Conventional development paradigms have ignored gender-relevant considerations: a) distribution of 17 resources which result from development interventions and b) particularly female members, are included in development estimates as producers of labor and are primary producers of subsistence goods and services that directly and immediately determine survival chances and work capacity of family members (p.138). The theories of development have all been formulated as a means of promoting economic, political and social changes in a society. Development goals, objectives and aims are "not to develop things but to develop men" (United Nations Educational Scientific and Cultural Organization - UNESCO cited in World Bank, 1974). Education has been found to be a major variable in development. The World Bank (1989) cites education as accelerating growth in farmers productivity levels as well as enhancing the probability of the survival of children. The World Bank (1989) further states that education is "intrinsic to development in the widest sense; empowering people, especially the poor, with basic cognitive skills is the surest way to render them self-reliant citizens" (p.77). Thus, education is a catalyst of development, and the relevance of that education denotes how an individual and country develop.

Education and Development in Africa What is the role of education in development in Sub- Saharan Africa? In order to address this question, it is 18 necessary to look at the history of education in Sub-Saharan Africa. Education has taken on several different roles in the development of Africa. As Africa's educational system shifted from under the leadership of Africans to Wesrern missionaries and from missionaries to the government, so did its role in development. Many researchers note the beginning of African educational systems with the start of colonization. Africa's educational system started much before colonization. Although Africa's traditional education system did not isolate the child within the four walls of a classroom, there were schools and curriculums. According to Kajubi (1984), in every African society there was and still is a curriculum- an embodiment of skills, social practices, customs, symbols, rituals, values and attitudes which individuals must learn according to their age and sex (p.19). The school, as cited by Kenyatta (1965), was the homestead or the village by which education was linked to the daily experiences of every individual. Traditionally, the role of education was that of "socializing individuals into particular societies where beliefs and values were widely held in common" (Bray, Clarke and Stephens, 1986). According to d'Almeida (1982), the traditional system of education was geared at achieving the full integration of the individual into society through an intellectual, moral, artistic, and physical development. Values like work, endurance, and responsibility were 19 inculcated and above all solidarity, for education was viewed not as an endeavor that would serve the individual alone but ensure the survival of and contribute to the prosperity of the community at large (p. 194) The educational approach practiced before western influence was education for life (Makulu, 1971; d'Almeida, 1982). Knowledge and skills were imparted through games, stories and observation. The main goal of traditional education was cited by d'Almeida (1982), as the "total integration of the individual into society to make him or her a useful member of the community as well as a respecter of the social mores" (p.193). As stated by Mugomba and Nyaggah, 1980, "there was little separation of learning and productive labor nor any consequent division between physical and intellectual labor" (p.l). The traditional African educational system reflected the realities of that society and produced educated people to meet the needs of the society. (Nyerere, 1968; Makulu, 1971; Rodney, 1974). As education moved more into the hands of missionaries, the role of education shifted from that of instilling values and skills of community life to that of "saving". The European missionaries were the first to introduce western education into Africa. Although western schooling was introduced, it "was supplementary to religious purposes" (Yeakey, 1981, p.180). European missionaries placed strong emphasis on things such as hygiene, the wearing of certain kinds of clothes and monogamous marriages. 20 Once African countries fell under European rule, colonial education supplemented or replaced Africa's traditional form of education. Mugomba and Nyaggah (1980) described colonial schools as being teacher-centered with a focus on the colonial power. The experiences of African students in British colonial schools revolved around efforts to instill respect of the foreign authority, acceptance of hierarchy, embracement of Christianity and acceptance of the cultural superiority of western society (Mugomba and Nyaggah, 1980). Reasons for educational development in Africa were cited by Bray, Clarke & Stephens (1986) as being the same as those which were cited for Sudan. The colonial powers aimed at I. The creation of a competent artisan class. II. The diffusion among the masses of the people of education sufficient to enable them to understand the merest elements of the machinery of government.... III. The creation of a small administrative class...." (Currie, 1934; cited in Bray, Clarke & Stephens, 1986; p.8). Ball (1983) further noted Britain's principal objectives of education, as cited in an 1847 report by the Education Committee of the Privy Council to the Colonial Office, in the colonies as (1) to promote Christianity; (2) to introduce self-control and moral discipline; (3) to spread the English language; (4) to improve the condition of the peasantry; (5) to help labourer improve his domestic comfort; (6) to enable a peasant to economize his means; (7) 21 to improve agriculture; (8) to teach the Africans the domestic and social duties of the coloured races; (9) to set forth the relationship between wages, capital and labor and the government. Nyerere (1968) and Rodney (1974) argued that the educational system governed by the colonizers was primarily aimed at creating a tiny minority of indigenous elites. The first African conference on education was the 1961 Conference of African States on Development of Education. Often called the Addis Ababa conference. This conference is noted for launching "the new development philosophy based on the recognition that the entire educational system, and in particular higher education, plays a pivotal role in social, economic and cultural transformation of nations" (Kajubi, 1984, p23) The following targets were set by African ministers to be achieved for the entire continent between 1961-1980. They were summarized by Yiman (1990) as follows: - universal, free and compulsory primary education; - 30% of the pupils completing primary education to be admitted to second level education, i.e. 23% of the corresponding age group; - 20% of the pupils completing secondary education to go to higher education, i.e. 2% of the corresponding age group (UNESCO, 1962, p.142 cited in Yiman, 1990). African Ministers have long recognized the role of education as an important factor for promoting development goals. 22 Botswana's Development Botswana, a landlocked country that is about the size of Kenya, France or Texas, received its independence in 1966 after 80 years as a British Protectorate. This small country with only 29 years of independence has the fastest growing economy in the world. According to Blackwell (1994), the World Bank cited Botswana as the world's best in gross national product (GNP) per capita growth in the 1965- 89 period. Blackwell further states that "its [Botswana] 8.5 percent average annual per capita growth since independence is even more impressive considering the population grew annually at an average of 3.5 percent." (p.30) In addition to the world's fastest per capita gross national production growth, the gross domestic product per capita was nearly eight times higher in 1988/89 than in 1966; nearly 90% of primary school age children and 30% secondary school age children were enrolled in school in 1989 ; about 80% of rural villages had access to potable water in 1990; 85% of the rural population was within l5km of a health facility in 1990; and in 1989 the ratio of nurses to population was 1:550 compared to 1:17,000 in 1965. In trying to assess Botswana's development it is important to look at the national principles of this nation to see how this country seeks to improve the well-being of all Batswana. The four principles used to promote social harmony within Botswana are democracy (puso ya batho ka 23 batho), development (ditiro tsa ditlhabololo), self reliance (boipelego), and unity (popagano ya sechaba). These principles form the base for the four objectives that guide the national development planning in Botswana. The objectives are (a) sustained development; (b) rapid economic growth; (c) economic independence; and (d) social justice (Ministry of Finance and Development Planning, 1991; p. 24) Botswana's stable government and sound economic practices have contributed to their remarkable economic and social transformation. Although the progression toward the nation's four objectives has not been the same, the government acknowledges that to achieve a more balanced progression depends on "a mix of stable external events, sound domestic policies, effective planning, private and public sector initiatives, and the productive work of a better educated and trained labour force.” (Ministry of Finance and Development Planning, 1991; p.24)

Botswana's Educational System Botswana's investment in its people has been one of the major strategies used to achieve sustainable development. This is evident in the rapid expansion of education and training that are aimed at meeting the basic needs of that society. Presently, primary education is provided free of charge, and by the late 1990s the government anticipates 24 providing free access to nine years of basic education. Approximately 22% of recurrent expenditure in the 1991/92 budget was allocated to education along with approximately 11% of the total projected expenditure under the National Development Plan of 1991-97. Education in Botswana is composed of informal and formal education. The non-formal education sector includes four major programs. They are (a) the National Literacy Program which is geared toward people ten years and over who are illiterate; (b) Correspondence Courses, secondary courses designed for individuals who dropped out of the formal school at the secondary level; (c) Extension Services, educational services aimed at particular groups within the population; and (d) specialist training, specialized training given by different organization (National Development Plan VII, 1994). These non-formal program were designed to complement formal education. Presently, the structure of the formal education in Botswana is the 7+2+3 system. This system is comprised of: (1) 7 years of primary education, the equivalent of grades 1-7, called standard 1-7; (2) 2 years of junior secondary education, grades 8-9, called forms 1 & 2; and (3) 3 years of senior secondary education, grades 9- 12, called forms 3-5. As of March, 1994, the National Commission of Education, appointed by President Masire, revised the national policy on education. This committee recommended a change from the 25 present 7+2+3 system back to the 7+3+2 system that was used prior to 1988 (Government Paper No.2 of 1994). This system will involve 7 years of primary education, 3 years of junior secondary education and 2 years of senior secondary education. Within Botswana's formal education system, progression from one level to the next requires passing a national exam at each stage. Botswana's Primary School Leaver Exam (PSLE) and Junior Certificate Examination (JCE) are both developed in country. After passing the two examinations aforementioned, Botswana's Primary Certificate and the Junior Certificate are given. After successful completion of Junior Secondary School, several formal education options are available. Some of the options are senior secondary school, vocational training at the artisan level, primary teacher training, and secretarial or commercial training. At the end of form 5 (also called grade 12) and the successful completion of the Cambridge Overseas School Certificate (COSC) individuals have several options available to them. The options available include degree programs at the University of Botswana, technical courses at the Polytechnic, the diploma program in agriculture at the Botswana College of Agriculture, secondary teacher training at one of the two Colleges of Education, or nursing training at the National Health Institute, as well as other specialized programs (National Development Plan 7) 26 Higher education institutions in Botswana consist of the University of Botswana, six teacher training colleges (four for primary education and two for secondary education), one polytechnic, one agricultural college and a national health institute. The University of Botswana and Botswana Agricultural College award degrees while the others grant only diploma certificates. (Tlou and Mautle, 1991) The names of the teacher training colleges are as follows: Primary Francistown Teacher Training College Serowe Teacher Training College Molepolole Teacher Training College Tlokweng Teacher Training College Secondary Molepolole College of Education Tonota College of Education

After the first group of teachers graduate from Tonota College of Education in 1994, the local supply of teachers in Botswana is projected to increase. The overall aim of teacher education in Botswana is to reduce the proportion of expatriate teachers at the junior secondary level from about 32% in 1991 to 13% in 1997. For senior secondary teachers, the reduction in the proportion of expatriate teachers will involve reducing expatriates from 57% in 1991 to 8% in 1997. The demand for junior secondary teachers of optional subjects (Home Economics, Art and Religious Education) is expected to increase from 433 teachers in 1991 to 604 in 27 1997. Senior secondary home economics teacher demand is also expected to increase from 59 teachers in 1991 to 79 in 1997(National Development Plan VII, 1991). According to the National Development VII, Botswana's education system tends to move from an examination systems whereby the tests are based on "norm-referenced" tests to "criterion-referenced" tests. As cited by Bray, Clarke & Stephens (1986) education is a "vehicle of change rather than an independent force, and the direction which the vehicle takes depends very strongly on who is driving and where the driver wants to go" (p.7). Education is as relevant to the individual, family and community as it is to the nation. As education has been widely cited as a chief agent of development, it is important therefore to look at the issue of educational relevance.

Educational Relevance During the past three to four decades, educational relevance has strongly been associated with development. The concept of relevance was found by several authors as being a basic prerequisite for knowledge utilization or knowledge transfer (Boruch & Cordray, 1980; Fullan, 1981; Sieber, 1981; and Louis, 1983;). The more relevant information is to individuals' needs, the higher the probability of its use. 28 Providing relevant education and training has been noted as a common solution of development in almost all areas of Sub-Saharan Africa. Due to the fact that most curricula in Africa originated from British or European sources, educational relevance has long been an issue of concern for most Sub-Saharan countries ( Duminy, 1973; Ogbue, 1975; Mbilinyi, 1977; Sarr, 1981; Great Britian cited in Braye et al, 1986; and Csapo, 1987). According to the 1976 meeting of African Ministers of Education, a start be made, in all African States, on an all­ round and complete reform of educational systems, with the effective participation of the masses in order to adopt those systems to the real problems and preoccupations of the community (UNESCO, 1976, p35) . Yeakley (1981) reported the Phelps Stokes Report as making a significant effort at trying to make schooling more relevant to the needs of the colonized. The Phelps Stokes report stated that schooling ... must be of a character to draw out the powers of the Natural African and fit him to meet the specific problems and needs of the individual and community life. (Phelps Stokes Reports, 1926; p. xvii). Braye and others (1986) further stated that perceived irrelevance of curricula is a major problem throughout Africa, and for education to play an important part in the cultural, social, moral, intellectual, political and economic needs of Africa it has to be "domesticated" and "indigenized". In addition, it was stated that without the identification of the specific needs and goals of education 29 in Africa, no serious educational planning can be undertaken. The curricula imported from western societies were cited by Duminy (1973) as having little relationship to the environments into which they had been adopted. This separation of school from students' social and cultural environment prevented students from transferring what had been learned in school into their own world of experiences. As Baine (1988) examined problems arising from the adoption of Western curricula, he reported that the curriculum should teach functional knowledge and skills and that the key to a meaningful education is relevance. It is critically important to plan educational programs that will develop in children the skills needed to live and function adequately as adults. Specific skills are those that are adaptive to the social, vocational and economic environments in which students live (pg. 18) Baine (1988) also stated that "a curriculum developed without reference to the environments in which the tasks must eventually be performed may result in the skills being taught in isolation from those environment". In other words, the skill taught in school may neither be generalized to the home nor to the community environment. Because of mounting criticism for an educational system more relevant to independent African nations, efforts were made to move away from the control of the Cambridge Local Examinations Syndicate which governed the curriculum and its assessment. The West African Examination Council, formed in 30 1951, (Bray, Clarke & Stephens, 1986) and the East African Examination Council, formed in 1968 (Lillis, 1985), are part of that effort. In perceiving the irrelevance of the Cambridge curriculum content to the needs of African societies, the two councils sought to increase the educational relevance of the curricula by relating content more closely to environmental needs. Several attempts to quantify relevance have been made. Myer (1979) examined the dimensions of relevance through the use of four questions. The questions examined are: 1) what constitutes a relevant academic experience for LDC students? 2) to what extent is higher education providing such an experience to these students? 3) what do U.S. educators believe that their institutions should be offering LDC students to maximize educational relevance? 4) under what circumstances could U.S. institutions increase the relevance of their instructions? (p.7) Acker (1988) looked at the perceived relevance of graduate education in the United States by students from Tanzania, East Africa. The key elements Ackers identified as related to relevance of graduate education of agriculture were career variables (type of work, policy experience, supervisory experience, type of employer, and job waiting on return), personal variables (age, sex, socio-economic background, international experience, agriculture experience) and education variables (educational background. 31 periodic updating, counseling, contact with home institution). Jinunerson (1991) developed an interactive model for analyzing educational relevance. His model divided the decision process into four phases: select candidate and desired training (phase I), select institution/program (phase II), design program and learning experiences (phase III), and place and support participant in home country (phase IV). The focus of his study was on the effect of academic counseling/advising on educational relevance. Due to the interactive nature of this model the effects of each variable could not be determined. Aagard (1991) conducted a study to look at the effect of academic advising and demographic variables on the perceived relevance of education to career and national development goals. Aagard's research was carried out on agriculturalists from Tanzania and Malawi. His model was based on Jimmerson's model. However, Aagard separated the independent variables of the presence or adequacy of academic advising and personal variables (age, gender and type of employer) to examine their effect. Aagard found no significant differences in the perceptions of relevance based on age or gender. In summary, African countries, over the past decades, have tried to address the issue of making education more relevant to the lifestyles of African individuals. In spite 32 of the different curricular decisions made, the knowledge and skills imparted in schools tend not to be readily transferred from the school to the environment. The importance of relevance in education has been a long standing issue for many African officials.

Home Economics in Botswana Home economics in Botswana draws on science (the chemical and nutritional composition of household foods), sociology (behaviors), Setswana (traditions and culture), and art (shapes and dimensions) (SIAPAC, 1990). It is defined as "a discipline that seeks to impart skills useful in the home and in the employment environment to improve the conditions of household members, both directly and indirectly" (p.13). Direct benefits of home economics in Botswana are defined as those which "accrue directly to a household (e.g., improved child care practices, improved nutrition, own-production of clothing and other items to meet basic human needs)" (p.13). Indirect benefits are reported to be those "which come about through improved household earning potential (e.g., increased access to cash and in-kind income)" (p.13). Home economics was first introduced into Botswana in 1931 as 'needlework and hygiene' in missionary primary schools. By 1949 home economics had entered secondary schools as 'needlework and domestic science.' Home 33 economics is presently taught by several government and non­ government organizations - Department of Non-Formal Education (DNFE), Social and Community Development (S s CD), 4Bs, Botswana Council of Women (BCW), Young Women's Christian Association (YWCA), and Girl Guides. According to SIAPAC (1990) home economics in formal schools "grew slower than other disciplines, it also remained seriously inadequate in terms of curriculum development and teacher training." At the primary school level. Home Economics objectives are reported as the following: to prepare students for various aspects of home and family life in the kind of society desired by Batswana, taking into consideration values, beliefs and traditions; to contribute to socio-economic development; to improve family well-being; to understand the relationship between factors in the environment (food, hygiene, housing, etc.) and family well-being; to learn how to manage home resources economically (SIAPAC, 1990; p. 19). Home economics taught at the junior and senior secondary levels is an examinable subject. It is an elective subject. Headmasters along with education officials decide whether it should be offered within schools. At the junior level Home Economics Syllabi are developed locally, and at the senior level they are 34 developed by the University of Cambridge Local Examinations Syndicate. At the junior level, general home economics is taught, and at the senior level, fashion and fabrics, food and nutrition, and home management are the three areas that are taught and examined. The aims of fashion and fabrics given by Cambridge Local Examinations Syndicate are: AIMS 1. To encourage creative and aesthetic awareness. 2. To develop qualities of organization of self and resources. 3. To develop skills useful for further study and for the creative use of leisure time. 4. To encourage an appreciation of and an enquiring approach to textiles in everyday life. 5. To encourage a discriminating and informed approach to the consumer society through the consideration of choice, suitability, cost and recognition of quality in the context of fashion and textiles. 6. To stimulate and sustain an interest in and enjoyment of the creative use of textiles. Neither aims nor objectives were given for food and nutrition and home management. 35 The Social Impact Assessment and Policy Analysis Corporation (1990) listed the following advantages and disadvantages facing Home Economics programs in the formal and non-formal systems in Botswana: Advantages of Home Economics Programs in Non- Formal Education: the content is well-illustrated, layout is clear and concise, and the content is appropriate to the rural areas overall; the learners make good use of traditional, locally-available materials; in some programs, learners have a role in determining content. Disadvantages of Home Economics Programs in Non- Forma 1 Education: many curriculum areas are not covered; the curriculum is not flexible, it does not provide the rationale behind why things are done in certain ways, it does not say what to do when things go wrong, and does not encourage creative thought; curriculum development is not co-ordinated with formal education, resulting in duplication of effort; curriculum development is not co-ordinated with other organisations involved in non-formal Home Economics education, resulting in duplication of effort and under-utilisation of materials; the subject is taught almost entirely to (and by) women, with minimal involvement of males. Advantages Home Economics Programs in Formal Education: all curriculum areas are covered; the content is well-illustrated, layout is clear and concise, and the content is appropriate. 36 Disadvantages Home Economics Programs in Formal Education: it is often not taught, particularly at the primary level; resources available for Home Economics education are inadequate, especially in relation to the resources devoted to other subjects (esp. design and technology). This includes, in schools where Home Economics is to be prioritized, construction of a special room with a sink, cupboards, storeroom, and a Home Economics teacher charged with ordering, record-keeping, and equipment. Home Economics is viewed as a 'girls' subject, taught by women to girls, (p. 25) Formal and non-formal home economics programs in Botswana are cited as having nearly the same goals, concentrating mainly on supporting government and rural development efforts. The goals reported are to a) promote rural development; b) impart skills; c) promote income generation activities; d) raise living standards; e) support women's personal development; and f) support women's role in community (SIAPAC, 1990; p. 27) In addition, national-level officials of Botswana cited "reducing citizen dependency on government, improving the economy of Botswana, assisting dropouts, creating employment, improving nutrition, preventing migration and strengthening self-esteem" as other goals of home economics 37 programs which contribute to the development of that country. Ramatsui (1989) compared preservice and inservice teachers evaluations of the home economics program at the Molepolole College of Education (MCE). Preservice teachers evaluated Food and Nutrition as strong and as the most useful; whereas, inservice teachers evaluated Child Study and Mothercraft as the most useful. Ndaba (1993) in his speech presented at the National Home Economics Workshop and Exhibition stated that "it is crucial for the students to learn how to adapt skills and knowledge rather than be taught in a 'parrot like' fashion. This can only be achieved through equipping them with a strategy for solving problems as they come across them" (p.5). Ndaba further stated that what students learn at school must be realistic and therefore allow them to see its relevance to the environment they live in. Ndaba cited the following recommendations for home economics programs in Botswana: 1) broaden the subject to impart skills that can be used in the business world through activities that encourage students to advertise and cost their products, 2) equip students with skills vital for areas of research, technology, industry, health etc.(p. 10). 38 The Role of Home Economics in Developmenfc Home economics as defined in New Directions AHEA (1975)

IS a field of knowledge and services primarily concerned with strengthening family life and home economics as a field of study which synthesizes knowledge drawn from its own research, from physical, biological science and the arts and applies this knowledge to improving the lives of families and individuals (p. 12). Its mission is to enable families to build and maintain systems of action which lead: (1) to maturing in individual self-formation and (2) to enlightened cooperative participation in the critique and formulation of social goals and means for accomplishing them. (Brown & Paolucci, 1979) . According to Baldwin (1989), home economics seeks to develop insights and skills which enable students as individuals and family members to appropriately and effectively engage in purpose-rational action, communicative action, and emancipative action-systems of action which are interrelated in everyday life as we provide for our fundamental needs (p. 248-249). Similarly, Brown (1979) cited home economics as being a multi-disciplinary subject which focuses on solving perennial practical problems of families. The problems faced by individuals and families in Africa are in part an indication of the role of home economics in the social, political and economic development of Africa. According to Chandler (1985), More children die because they are improperly weaned than because of famine. More children die 39 because their parents do not know how to manage diarrhea than because of epidemics. More children die because their mother have no wells, hoes, or purchasing power than because of war. They die because their mothers are exhausted from excessive child birth, work, and infection. And when children are stunted and retarded from disease and malnutrition, when over burdened parents cannot generate wealth for education and development, then burgeoning populations inadequately prepared for life add to the degradation of natural systems. These stresses perpetuate drought, disease and famine, (p. 7) As a vehicle of development, home economics must begin to focus more on the physical, social and economic needs of individuals and families of the society for which it is serving. Given that women and children are the ones most affected by the development crisis, it appears that any effort at sustainable development in Africa must concentrate on these disadvantaged groups. Leidenfrost (1992) maintained that through the teaching of home economics subject matter such as human development, parenting, housing, clothing, food preparation, nutrition, health and sanitation practices and leadership development, women can be empowered to take charge of their lives. The Social Impact Assessment and Policy Analysis Corporation (SIAPAC) (1990) conducted a national evaluation of Home Economics programs in Botswana. The three major findings were that (1) home economics programs have an important part to play in strengthening household food and security, economic diversification and the development of small scale businesses; (2) changes such as a clear 40 commitment from the government regarding the role of ho%e economics in supporting development, the establishment of more community-oriented extension services and clear policy statements on Women in Development need to be established if home economics programs are to realize their developmental potential; and (3) the principal value of home economics training and support relates to home-based benefits. According to SIAPAC (1990) the four pillars of Botswana's development strategy are economic growth, social justice, self-reliance; and development. Home economics involvement in Botswana's development strategy is citeg for (1) touching on issues of nutrition and home management that can potentially support self-reliance at the household level; (2) impacting social justice through targeting Of training opportunities to a disadvantaged majority in society; (3) affecting economic growth through support for economic diversification and small enterprise development; and (4) supporting development through imparting skills to support improved home management and increased income potential.

HuTnmnT-y Literature on the topics related to this study has been explored, that is, development; education and development in

Africa; education relevance; home economics; the role Of home economics in development; and home economics in 41 Botswana. Continued research must be conducted to help illuminate education's role in development. The empowerment theory of development supports the need for inquiring into various education programs affecting development, that is, investigating educational programs' ability to enable individuals to take control over one's own environment. Leidenfrost (1992) suggested a relationship between home economics subject matter and the empowerment of individuals in taking charge of their lives. Louis' (1983) knowledge utilization theory supports the need for inquiring into the relevance of education programs. The review of literature presented here clearly indicated that the more relevant information is to individuals' needs, the higher the probability of its use. Social and economic changes affect home and family life. Home economics offers help to countries in dealing with factors contributing to development such as nutrition, family planning, health and hygiene, and income generation. But, it has been found that for education to contribute to the development of individuals, families and nations, the curriculum must be in line with the overall goals of the nation. The basic learning, attitudes, ideals, standards, general concepts, knowledge, habits or skills must be decided upon by the educational leaders of the country of which the curriculum is to be used. Home life and its interdependence to society as a whole should be the overall 42 foundations of home economics curriculum. The scope of studies on home economics role in development needs to be broadened. With regards to the variety of development problems in Africa, Home economics may be one way of solving some of them. Overall, there has been little to no research done on the relevance of home economics to the development of Botswana. Botswana's home economics program at the secondary level is guided by the Cambridge curriculum and the National JC Curriculum. The very extent of home economics involvement in, and influence over, the society makes it important to ensure that the program's content is relevant to the needs of Botswana. Botswana government's commitment to human development supports the need for developing a close tie between home economics objectives and national development. The relevance of home economics curriculum therefore plays a very important role in the building of Botswana. CHAPTER III

RESEARCH METHODOLOGY

The purpose in this study was to identify and describe the perceptions of educational administrators, home economics college students and home economics teachers regarding the relevance of home economics to the individual, family, community and national development needs of Botswana. The procedures used to conduct this study were discussed in the following sections: (1) research design; (2) subject selection, (3) instrumentation, (4) data collection, and (5) data analysis.

Research Design A model of factors having potential influence on the perceived relevance of home economics content to national, individual and family development in Botswana was developed. The variables of interest, identified in the review of literature, were represented in the model (Figure 1). A descriptive-correlational research design was utilized in obtaining data to describe and determine the relationship between the independent variables and the dependent variables. A seven part questionnaire was used to

43 44

Personal Characteristics Relevance of Home Economics to National Dev

Professional Characteristics

Attitude Towards Home Economics' Goals

Type of Curriculum

Home Economics Goals' Emphasis In The Curriculum Relevance of Home Economics To Family and Individual Home Economics Development Goals' Emphasis In Classroom Teaching

Figure 1. Conceptual Schema Reflecting the Relationship of the Variables in this Study 45 collect data from home economics teachers, headmasters and students majoring in home economics education at the college level. Data were collected to answer the following research questions; 1) What are the personal and professional characteristics of Botswana's home economics teachers, educational administrators and home economics college students in terms of age education attainment citizenship number of subjects taught years teaching number of years enrolled as a student years as headmaster marital status gender number of children type of home economics curriculum used type of school size of school 2) What are home economics teachers', headmasters', and students' level of agreement about what home economics should be doing in Botswana? 3) What are home economics teachers', headmasters', and students' level of agreement about what home economics is doing in Botswana? 4) What are home economics teachers', headmasters', and students' perceptions about the degree of relevance of the thirteen 46 development, goals to individual and family development? 5) What are home economics teachers', headmasters' and students' perceptions of the degree of relevance of the thirteen development goals to community and national development? 6) What are home economics teachers', headmasters', and students' perceptions about the degree of emphasis the thirteen development goals receive in the home economics curriculum in Botswana? 7) What are home economics teachers', headmasters', and students' perceptions about the degree of emphasis the thirteen development goals receive in home economics classroom teaching in Botswana? 8) What are the relationships between the variables affecting home economics' relevance to development and selected personal and professional characteristics of home economics teachers, headmasters, and students? 9) Do home economics teachers, administrators, and students differ on their attitude towards home economics, perception of what home 47 economics should be doing, perception of what home economics is doing, perception of the degree of emphasis development goals receive in home economics curriculum and classroom teaching, perception of the degree of relevance development goals are to individual, family, community, and national development? 10. Do attitudes towards home economics, perceptions of what home economics should be doing, perceptions of what home economics is doing, attitude towards home economics, perceptions of the degree of emphasis development goals receive in the home economics curriculum and classroom teaching, perceptions of the degree of relevance development goals are to individual, family, community, and national development differ according to type of curriculum used? 11. What is the proportion of variance in the dependent variable that can be explained by the personal, professional, and other selected variables for all respondents?

subject Selection For survey research to be valid, several errors need to be controlled. The major concerns, according to Miller (1985) 48 and Miller and Smith (1983), include measurement, frame, sampling, selection and non-response errors. These errors are discussed under this section. The population in this study consisted of; l) home economics teachers at both the junior and senior secondary level, 2) educational administrators (headmasters) at both the junior and senior secondary level, and 3) home economics students at the teacher training college. The home economics curriculum provides the skills and knowledge needed for individuals and families to make a positive contribution to the development of their community thereby contributing to their nation. Since this study was concerned with the relevance of home economics to individuals, families, community and national development needs throughout Botswana, the population of home economics teachers, secondary school administrators and home economics college students was considered to be appropriate for collection of these data. The teachers and administrators were separated according to the type of school at which they were working. This was done to identify the type of curriculum being used. For example, those teachers teaching in junior secondary schools can use only the National Curriculum and those teaching at the senior secondary schools can use only the Cambridge Curriculum. As for the administrators, the same process was used because they were asked to respond to the 49 type of curriculum used in their school, and the type of curriculum is dependent on the type of school. The home economics students at the teacher colleges were asked to respond to the questionnaire in regards to the Cambridge Curriculum. They were asked to respond to the Cambridge Curriculum for two reasons. First, the Cambridge Curriculum would have been studied last which allows for greater memory of the content. Secondly, the senior secondary schools are far less in numbers as compared to the junior secondary school. This also means that the number of teachers using the Cambridge Curriculum is less; therefore, using the responses of the home economics students from teacher colleges increased the number of responses for the Cambridge Curriculum. Permission to conduct this study was obtained from the office of the President of Botswana (Appendix A) Frame error was controlled by using up-to-date lists of home economics teachers, headmasters and students (See Appendix B). These lists were obtained from the Secondary Department of Education in the Ministry of Education in Gaborone, Botswana. In controlling for selection error the list of teachers, headmasters and students were carefully examined for duplication. Since this study was a census (inclusion of all subjects in the population), sampling error was not a threat to the external validity (Diliman, 1978). 50

Tnrntrumantmtian The instrument that was used in collecting data for this study was developed by the researcher. The title of this instrument was Home Economics Relevance to Botswana's Development (See Appendix C). The research instrument was a seven-part questionnaire. Part A and B of the questionnaire were comprised of items pertaining to the attitudes of respondents regarding home economics goals. Fishbein's model was used in this study to provide a precise system by which the data were collected, analyzed and interpreted to identify the attitudes of home economics teachers, administrators and home economics students toward home economics and development. A Likert- type scale format was used to determine respondents level of agreement with each of the development goals stated in section A and B of the instrument. The following point values were used in the scale: 1 = Strongly Disagree 4 = Agree 2 = Disagree 5 = Strongly Agree 3 = Neutral Statements of beliefs and concept statements were used to develop a belief scale and evaluative concept scale. The 13 belief statements were used to obtain respondents' agreement or disagreement concerning home economics goals. In addition, each attribute in the 13 belief statements were evaluated to provide direct measures of attitudes toward 51 home economics goals. The two scales contained matching items which were placed in different locations on each section. Both the belief scale and the concept scale were rated from a five point scale. The scores on the two scales' matching statements were multiplied together, then the products of each scale were summed to obtain an attitude score. The 13 statements for each scale were constructed on the basis of attributes taken from Botswana's Home Economics Program Goals' (SIAPAC, 1990) and Botswana's National Development Plan VII. Part A of this survey solicited information concerning respondents' beliefs about home economics relevance to Botswana's development. Part B gathered information regarding respondents' perceived level of agreement as to what home economics is doing in Botswana. Part A and B were also used in obtaining respondents' perception scores toward home economics relevance. The Borich Needs' Assessment Model was used in collecting and analyzing the data. Part C was used to measure the degree of emphasis home economics goals receive in the curriculum and in classroom teaching. Respondents' perceptions of the relevance of the development goals to national, individual and family development were assessed in section D. A rating scale was used to rank the degree of emphasis home economics goals received within classroom teaching and the curriculum. The following point values were used in assessing the degree of emphasis for section C: 52 1 = No Emphasis 4 = Adequate Emphasis 2 = Very little Emphasis 5 = A lot of Emphasis 3 = Some Emphasis D = Don't Know For section D, a five point rating scale was used to assess respondents' perception of the relevance of the thirteen development goals to individual/family and community /national development. This section along with Section A and B were used in calculating respondents' perception score of home economics relevance. The following point values were used: 1 = Very Little Relevance 4 = Much Relevance 2 = Little Relevance 5 = Very Relevant 3 = Somewhat Relevant The two scales that were used in Section C and D consisted of 13 statements per section. The statements used in this section were the goal statements (altered only slightly) used in Section A and B. In order to assess the relevance of home economics to Botswana's development, the Borich model was applied to the data to obtain a discrepancy score between what home economics is doing in relation to development and what home economics should be doing. Part E of the questionnaire comprised items pertaining to personal characteristics, and Part F comprised items pertaining to professional information. 53 Part G consisted of 2 open ended questions to assess: (1) teachers', administrators', and students' perceptions of how the home economics curriculum meets the needs and interests of Botswana's families and nation, and (2) the types of changes, if any, in the Home Economics curriculum that should be made so that the curriculum is responsive to the needs and interests of Botswana's families and the nation. Section H of this questionnaire was comprised of interview questions which were used to gather qualitative data on several of the same questions given in Sections A thru G.

Va1iditv To assess face and content validity, the instrument along with the research questions were given to a panel of nine content, measurement and population experts (See Appendix D). The panel of experts was asked to judge whether the items were adequate for measuring what they were supposed to measure and whether they were a representative sample of the concept under investigation. Revisions were made and returned to two (one content and one content and measurement expert) of the nine experts for re-evaluation. To assess construct validity of the instrument, the opinions of the judges (experts) were used. 54 A field test was conducted with eleven home economics education graduate students. During the field test, graduate home economics students at The Ohio State University were asked to assess the face and content validity of the instrument. They were asked to comment on the overall instrument, identify the amount of time it took to complete it, the clarity, ease of use and the content in general.

Reliabilitv After revisions from the field test, 70 students from Sub-Saharan Africa at The Ohio State University were sent questionnaires to complete. Of the 70 students, 26 completed and returned the questionnaires. The returned questionnaires were used to pilot test the instrument. The reason for choosing African students at The Ohio State University was that the population of home economics teachers in Botswana is small, and in order to keep as many as possible in the accessible population, individuals familiar with life in Africa were chosen. From the responses the instrument was assessed for reliability. According to Nunnally (1967) a reliability coefficient of .5 to .6 would be high enough for the instrument to be considered reliable. However, the researcher preferred to work for a reliability coefficient of .8 or .9. Reliability was assessed for each section of 55 the instruments. Cronbach's alpha was used to determine internal consistency— all items are measuring the same thing (Ary, Jacobs & Razavieh, 1990). A summary of reliability analysis can be found in Table 1. Once reliability and validity were established, the questionnaire was made into a booklet form. A subject code was placed on the back of each questionnaire to determine who responded and to assist with follow-up of nonrespondents. The subject code was also used in a raffle drawing. Data collection The data collection process was begun the last week in July 1994. The researcher was on site during the collection of the data. All data were collected through questionnaires and from personal interviews. The home economics teachers and headmasters were given questionnaires during the home economics teachers' national conference and a headmasters' conferences which were both held by the Secondary Department of Education in the Ministry of Education. The data for students majoring in home economics education were collected at one point in time at Tonota College of Education. Table 1 Summary of Reliabilitv Analysis

Cronbach Cronbach Cronbach Cronbach Cronbach Pilot Study" Study’’ Study" Study' Construct (n=26) (n=88) (n=94) (n=49) (n=23l) 1. Beliefs about Home Economics .82 .80 .71 .74 .75 2. What Home Economics Is Doing .92 .93 .89 .70 .88 3. H.E. Curriculum Emphasis to Dev. .89 .90 .89 .80 .87 4. H.E. Teaching Emphasis to Dey. .92 .89 .87 .72 .85 5. H.E. relevance to Indiv/Fam Dev. .92 .96 .91 .90 .93 6. H.E. relevance to Comm/Nat Dev. .93 .96 .93 .92 .94 7. Overall .94 .97 .96 .94 .96

"Headmasters "Home Economics Teachers "Home Economics Students 'All Groups

ui o\ 57 Follow up of teachers and headmasters who did not attend the conferences was done by obtaining the names of teachers and administrators from the Chief Education Officier and the Home Economics Education Officiers of the Ministry of Education. Questionnaires were sent to all respondents who did not participate in the conferences. A letter along with another guestionnaire were sent to non-respondents. Due to time constraints, only one follow- up letter was sent to those teachers and headmasters who had not returned the guestionnaire by August 19th for headmasters and August 26 for home economics teachers. A 47% response rate was achieved (See Table 2).

Table 2 Rate of Response To Instrument

No. No. % Position Surveyed Responded Responded

Teachers 245 93 38 Headmasters 199 97 49 Students 65 49 75

Total 509 239 47 58 Data Analysis Data analysis was carried out through the use of two model- Fishbein's Expectancy Model and Borich's Needs Assessment Model. Fishbein's Expectancy Model was used to collect information on the attitude of respondents. Fishbein (1967) makes a distinction between attitude and beliefs by defining them as follows: Attitudes are learned predispositions to respond to an object or class of objects in a favorable or unfavorable way. Beliefs, on the other hand, are hypotheses concerning the nature of these objects and the types of actions that should be taken with respect to them (p. 257). According to Fishbein and Ajzen (1975), a person's attitude towards an object can be estimated by multiplying his evaluation of each attribute associated with the object by his subjective probability that the object has that attribute and then summing the products for the total set of beliefs (p. 223). Fishbein's Model Algebraically, Fishbein's Model is expressed as follows: Equation 1 n

Ao= \ Bja;

1=1 where A, = the attitude toward some object "o" 5 9 Bj = belief i about o, that is, the probability that o is related to some other object Xj 3; = the evaluative aspect of B;, that is, the respondent's attitude toward x, n = the number of beliefs Fishbein and Ajzen (1975) state that in order to measure attitude about an object, a belief statement must be developed using attributes associated with the object. Using the concepts in the belief statements matching items are constructed. The two scales are scored from - to + with SD representing -2 and SA representing +2. The responses for each matching item are then multiplied. The scores are summed to obtain a total attitude score (Fishbein & Ajzen, 1975). Fishbein, cited in Conover (1985), states that two minus scores can be multiplied together and become a plus which is good because it indicates the person is consistent in his/her answers on the belief and concept scales.

Borich's Needs Assessment Model A needs assessment model by Borich (1980) was utilized in measuring the perceptions of home economics teachers, headmasters, and students regarding home economics relevance to Botswana's development. Borich's needs assessment model has been specifically designed to assess the effectiveness of a training program. 60 Borich (1980) defined "training need" as a discrepancy between an educational goal and a trainee's performance relative to the goal. The process of identifying training needs is conceptualized by Borich as a discrepancy between "what is" and "what should be". The discrepancies can be ranked for priority by a panel of trainers or by statistical techniques that weigh the importance of each goal statement from assigned values. Discrepancies ranked in descending order or priority provide the framework for program revisions or training priorities. There are 5 steps involved in the needs assessment model for implementing it. The steps are: 1. List of competencies. Competency statements can be constructed from research studies, an examination of activities and materials used in training programs, inservice teachers/trainees, program administrators or a list of program objectives. These competencies are then used to construct the survey instrument. 2. Survev Trainees. The population or a sample of trainees who have completed training, are asked to rate a) the relevance of each competency to their current job function (or perceived future job functions); and b) their knowledge level of each competency and c) their current level of attainment of each competency. According to Borich a typical questionnaire would have the following two-part format: 61 Perceived Level Competencv Perceived Relevance of Attainment 1 12345 12345 2 12345 12345 For rating competency attainment, an alternative format, according to Borich (1980), is to divide each competency statement into knowledge competency, performance competence, and consequence competence. An example of a questionnaire including these competency dimensions might have the following format: Example 1. Competency Item 1 Perceived Knowledge of Ability to Case Importance Competency Perform Low High Low High Low High 1 12345 12345 12345 2 12345 12345 12345 3 12345 12345 12345

Knowledge discrepancy = 2 Performance discrepancy = 4 Each competency yields two discrepancy scores for each respondent: knowledge discrepancy and performance discrepancy. The use of these discrepancy scores could help educators revise components of the training program, identify the effectiveness of a training program, or develop training programs to produce increased knowledge and performance. 62 Computing Discrepancy Scores The two discrepancy scores are determined by calculating the difference between 1) the perceived importance and perceived level of knowledge and 2) the perceived importance and perceived performance for each respondent. The mean score for all respondents on perceived importance of each competency is then multiplied by the differences. Using the example below the mean score for all respondents on perceived importance would be 3.67, the knowledge discrepancy score for case 1 would be 11.01 and the ability to perform competency discrepancy score would be 3.67. A competency discrepancy score is obtained by adding all respondents' scores for a competency and dividing the total by the number of respondents. Using the weighted knowledge and performance discrepancy scores, competencies are ranked in descending order. The higher the positive discrepancy scores the higher the priority is for training. Example 2. Competency Item 1 Perceived Knowledge of Ability to Case Importance Competency Perform Low Hiah Low High Low High 1 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 2 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 3 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 63 Mean Score for Competency 1 Importance = 3.67 5 (perceived importance rating for case 1) - 2 (perceived knowledge rating for case 1) 3 X 3.67 (mean importance score for competency 1) 11.01 (knowledge discrepancy score for case 1)

5 (perceived importance rating for case 1) - 4 (perceived knowledge rating for case 1)

1 X 3.67 (mean importance score for competency 1) 3.67 (knowledge discrepancy score for case 1)

Rank Competencies. Competencies are ranked according to discrepancy scores. Competencies with the greatest positive rank difference would have the highest priority for training. Compare Hiah Prioritv Competencies With Training. Competencies that are ranked highest are compared to the instructional experiences, instructional time given to competencies, clarity of instructions, and materials that receive high priority in the training curriculum. Revise Program or Revise Competencv. Modifying training programs to match high priority competencies. Cost effectiveness is considered when altering the program to stress a specific high priority competency. 64 According to Borich (1980) the needs assessment model can be extended and adapted to address a variety of institutional needs. This model can be used for formative and summative evaluation of training programs. Essentially, this model is a self-evaluative method which uses judgments about performance to assess program needs.

Researcher's use of Borich's Needs Assessment Model Borich's needs assessment model was utilized in this study to determine home economics teachers, headmasters, and students' perceptions of the relevance of home economics to Botswana's development. Changes made in the model are described according to the steps involved in the needs assessment model 1. List of competencies. Thirteen competency statements were taken from the National Development Plan VII and the home economics goals outlined by The Social Impact Assessment and Policy Analysis Corporation's evaluation of home economics programs in Botswana. 2. In-service trainees. All Botswana home economics teachers, headmasters, and college home economics students were asked to rate each competency as to a) perceived relevance - each competency will however be assigned the value 5; b) actual performance of the competency (behavior); and c) what should home economics be doing in Botswana (expectation). 65 3. Rank competencies. Competencies (goals) will be ranked according to suggestions given by Borich (1980). 4. Compare hiah priority competencies with training. Conclusion can be made based on the discrepancy score and the development goals. 5. Revise program or revise competency. Home economics curriculum recommendations can be based on the high priority competencies. Data were coded and analyzed using the Statistical Package for the Social Sciences (SPSS) at the Academic Computing Services at The Ohio State University. There was one score for Section A and one score for section B. The two scores from these two sections made up the respondent's attitude score. Both section C and D had two scores per section (See Table 3). The conventions used to discuss the strength of the associations came from Davis (1971) and are summarized as follows: Coefficient Description .70 or higher Very Strong Relationship .50 to .69 Substantial Relationship .30 to .49 Moderate Relationship .10 to .29 Low Relationship .01 to .09 Negligible Relationship Although this study was a census, inferential statistics procedures were employed as home economics 66 teachers, headmasters, and home economics college students were considered a sample at one point in time and thus, findings of this study could be generalized to future home economics teachers, administrators, and home economics college students (Miller, 1991). In order to answer the questions of this study a range of statistical techniques was employed (See Table 4) 67 Table 3 Section Codes. Section Titles and Number of Items of Questionnaire

# Of items Serial in the Section Number Section Name Section

A ——— Al-13 Home Economies Belief Scale 13 B ——— 314-26 Home Economies Concept Scale 13 C CC CC27-39 Emphasis of Home Economics Objec­ 13 tives in the Curriculum CT CT27-39 Emphasis of Home Economics Objec­ 13 tives in Classroom Teaching D DN DN40-52 Relevance of Home Economics Goals 13 to National Development DE DF40-52 Relevance of Home Economics Goals to Individual/Family Dev. 13 E — —— E52-57 Personal Characteristics 6 F — —— F58-65 Professional Characteristics 8 G — —— G66-67 Projected Changes 2 H — — — H68- Qualitative Data 7

Total 101 Table 4 Research Questions and Statistical Analyses

Research Questions Analysis

1) What are the personal and professional Frequencies characteristics of Botswana's home Means economics teachers educational admini­ Standard Deviations strators and home economics college Modes students? Medians 2) What are home economics teachers', head­ Means masters', and students' level of agree­ Standard Deviations ment about what home economics should be doing in Botswana? 3) What are home economics teachers', head­ Means masters', and students' level of agree­ Standard Deviations ment about what home economics is doing in Botswana?

table continues

0) Table 4 continued. Research Questions and Statistical Analyses

Research Questions Analysis

4) What are home economics teachers', head­ Means masters', and students' perceptions about Standard Deviations the degree of relevance of the thirteen development goals to individual and family development? 5) What are home economics teachers', head­ Means masters' and students' perceptions of the Standard Deviations degree of relevance of the thirteen development goals to community and national development? 6) What are home economics teachers', head­ Means masters', and students' perceptions about Standard Deviations the degree of emphasis the thirteen development goals receive in the home economics curriculum in Botswana? 7) What are home economics teachers', head­ Means masters' , and students' perceptions about Standard Deviations the degree of emphasis the thirteen development goals receive in home economics classroom teaching in Botswana? a\ table continues 10 Table 4 continued. Research Questions and Statistical Analyses

Research Questions Analysis

8) What are the relationships between the Pearson's Product variables affecting home economics' Moment Correlation relevance to development and selected Point Biserial personal and professional characteristics Correlation of home economics teachers, headmasters, and students? 9) Do home economics teachers, admini­ ANOVA strators, and students differ on their attitude towards home economics, perception of what home economics should be doing, perception of what home economics is doing, perception of the degree of emphasis development goals receive in the home economics curriculum and classroom teaching, perception of the degree of relevance development goals are to individual, family, community, and national development?

table continues

o Table 4 continued. Research Questions and Statistical Analyses

Research Questions Analysis

10) Do attitudes towards home economics, T-test perceptions of what home economics should be doing, perceptions of what home economics is doing, perceptions of the degree of emphasis development goals receive in the home economics curriculum and classroom teaching, perceptions of the degree of relevance development goals are to individual, family, community, and national development differ according to type of curriculum used?

11) What is the proportion of variance in the Stepwise Regression dependent variable that can be explained (Forward) by the personal, professional, and other selected variables for all respondents? CHAPTER IV

FINDINGS AND DISCUSSION

Introduction The overall purpose in this study was to identify and describe the perceptions of educational administrators, home economics college students and home economics teachers regarding the relevance of home economics to individual, family, community and national development goals of Botswana. This chapter presents the findings of the study pertaining to the research questions listed in Chapter I. This chapter is separated into several sections. Each section begins with a re-statement of the research question. Additional information from the written comments and personal interviews was provided in some sections to clarify findings. Results of the analysis of data for research questions 1 through 9 are presented separately for home economics teachers, secondary school administrators and home economics education students, since they constitute three distinct groups of respondents. For research question 10, data are discussed according to type of curriculum used.

72 73 Question One

What are the personal and professional

characteristics of Botswana's home economics

teachers educational administrators and home

economics college students in terms of selected

variables? Demographic characteristics included in this study were age, sex, marital status, number of children, nationality, educational level, where received highest degree, years teaching, administering or attending college,

AGE Ages of the respondents, as shown in Table 5, are presented in four categories. For the home economics teachers, the category 20-29 included 53% of the total, while the category 30-39 included 42% of the respondents. The categories 30-39 and 40-49 included the largest number of headmasters, accounting for 82% of the respondents. Twelve percent of the respondents were in the category of 50 or over. One hundred percent of the home economics education students were in the age category of 20-29. None of the respondents was in an age category of over 29 years. Data from the three groups revealed that headmasters were the oldest group with a mean age of 41. The home economics teachers were the second oldest group with a mean age of 31, 74 10 years younger than the headmasters. The home economics students were the youngest group of respondents with a mean age of 23.

Table 5 Frequency Distribution for Aae

Teachers Headmasters Students Age in Years N % N % N %

20-29 47 53 5 6 47 100 30-39 37 42 36 41 0 0 40-49 4 4 36 41 0 0 50 or Over 1 1 10 12 0 0

Total 89 100 87 100 47 100

Groups M SD

Teachers 31 6.1 Headmasters 41 7.3 Students 23 .5 75

SEX Table 6 shows data on the sex of Botswana's home economics teachers, headmasters and home economics education students. For home economics teachers, 100% were females. Botswana's headmasters were 69% males and 31% females. For the students, 96% were female and only 4% were male.

Table 6 Frequency Distribution for Sex

Teachers Headmasters Students Sex N % N % N %

Male 0 0 61 69 2 4 Female 94 100 27 31 47 96

Total 94 100 88 100 49 100

MARITAl STATUS Marital status of respondents is shown in Table 7. Fifty-two percent of home economics teachers were single and 48% were married. None of the teacher respondent group reported being widowed or divorced. The highest number of headmaster respondents was in the married category with 72%. Twenty-four percent of the 7 6 headmasters were single. Among student respondents the largest percent of them were single, 84%. Fourteen percent of the students were married while only 2% were divorced.

Table 7 Frequency Distribution for Marital Status

Teachers Headmasters Students Marital Status N % N % N %

Married 45 48 63 72 7 14 Single 49 52 21 24 41 84 Widowed 0 0 1 1 0 0 Divorced 0 0 3 3 1 2

Total 94 100 88 100 49 100

NUMBER OF CHILDREN Table 8 shows data on the number of children each respondents had. The highest number of teachers (60%) reported having one to two children. Nineteen percent of the teacher respondents reported having three to four children, 18% reported having no children, and 3% reported having five to six children. 77 The majority of headmasters (42%) reported having three to four children. Thirty-two percent of the headmasters reported having one to two children and 13% reported having five to six children. Twelve percent of the headmasters have no children. The highest number of students (64%) had no children. Thirty-six percent of the students had one to two children. No student respondents reported having more than two children.

Table 8 Freauencv Distribution for Number of Children

Teachers Headmasters Students No. of Children N % N % N%

0 16 18 10 12 30 64 1 - 2 55 60 27 32 17 36 3 - 4 17 19 36 42 0 0 5 - 6 3 3 11 13 0 0 7 or More 0 0 1 1 0 0

Total 91 100 85 100 47 100 78 NATIONALITY Participants were asked to report their nationality. Table 9 shows these data for the three groups of respondents. The highest number of teacher respondents, 87%, reported their nationality as Batswana. Eight percent of the teachers reported being Zimbabwean, 4% reported being Indian and 1% reported being Zambian. Seventy-eight percent of the headmasters reported being Batswana. Britians and Zimbabweans both represented 6% of the headmaster respondents. Three percent of the headmaster respondents reported being American and 1% reported being either Ghanaian, Tanzanian, Zambian, Canadian, German or Malawian. All student respondents (100%) reported being Batswana.

EDUCATIONAL LEVEL Educational level of respondents is shown in Table 10. Participants were asked to report the highest educational level attainfed. The home economics teacher respondent group's highest number was in the three year certificate/ degree category with 63%. The 2 year certificate category included 20% of the teacher respondents. Eleven percent of the teachers held a 4 year degree, 4% had the Cambridge Overseas Certificate and only 2% held a master's degree. In the headmaster respondent group, 60% held a 4 year degree and 16% had a 3 year certificate/ degree. Thirteen 79 percent of the headmaster respondents held master's degree and 11% had 2 year certificate. No headmaster respondent reported having only a Cambridge Overseas certificate for their highest degree. All student respondents (100%) reported the Cambridge Overseas Certificate for highest degree attained.

Table 9 Freauencv Distribution for Nationality

Teachers Headmasters Students Nationality N % N% N %

Botswana 82 87 68 78 49 100 U.K. 0 0 5 6 0 0 Ghana 0 0 1 1 0 0 U.S.A. 0 0 3 3 0 0 Tanzania 0 0 1 1 0 0 Zambia 1 1 1 1 0 0 Canada 0 0 1 1 0 0 Germany 0 0 1 1 0 0 Zimbabwe 7 8 5 6 0 0 Malawi 0 0 1 1 0 0 India 4 4 0 0 0 0

Total 94 100 87 100 49 100 80 Table 10 Freauencv Distribution for Highest Educational Attainment

Highest Teachers Headmasters Students Level of Education N % N%N% cose 4 4 0 0 49 100 2yr Crtif'* 18 20 9 11 0 0 3yr Crtif/Dg' 58 63 14 16 0 0 4yr Degree 10 11 51 60 0 0 Master 2 2 11 13 0 0

Total 92 100 85 100 49 100 'Cambridge Overseas Certificate '’certificate 'cert i f icate/Degree

WHERE HIGHEST DEGREE RECEIVED Participants were asked to report where their highest degree was received. Table 11 shows these data for the three groups. The majority of teachers (55%) received their highest degree in Botswana. The second highest number of teacher respondents, 22%, reported receiving their highest degree from Swaziland. The highest number of headmasters, 44%, reported receiving their highest degree in Botswana. Nineteen 81 percent of the headmaster respondents reported receiving their highest degree in the United Kingdom and 10% reported receiving their highest degree in the United States of America. All student respondents (100%) received their highest degree in Botswana.

YEARS TEACHING, ADMINISTERING OR ATTENDING COLLEGE Years of teaching or administering, as shown in Table 12, are presented in five categories. For the home economics teacher respondents, the category 0 - 5 years included 51% of the total. Twenty-seven percent of the teacher reported having taught 6 to 10 years. The mean year for teaching for the teacher respondents was 6.9. The highest number of headmaster respondents was in the category 0 to 5 years, 44% of the total. Forty-three percent of the headmaster respondents reported having been in the position of a headmaster for 6 to 10 years. The mean score for the number of years administering for the headmaster respondents was 6.6 years. Table 13 presents data on the number of years in college for student respondents. Forty nine percent of the student respondents were in their second year of college. The second highest number of students (37%) were in their first year of college. 82 Table 11 Freauencv Distribution for Where Highest Degree was Received

Where Teachers Headmasters Students Received N % N % N %

Botswana 51 55 37 44 49 100 Swaziland 20 22 7 8 0 0 Lesotho 0 0 5 6 0 0 U.K. 7 8 16 19 0 0 Ghana 0 0 1 1 0 0 U.S.A. 2 2 8 10 0 0 Australia 0 0 1 1 0 0 Zambia 0 0 3 4 0 0 Canada 0 0 1 1 0 0 Kenya 0 0 1 1 0 0 Zimbabwe 7 8 2 2 0 0 Malawi 0 0 1 1 0 0 India 4 4 0 0 0 0 Holland 0 0 1 1 0 0 Sierre Leone 1 1 0 0 0 0

Total 94 100 84 100 49 100 83 Table 12 Freauencv Distribution. Mean and Standard Deviation for Years Teaching and Administering

Teachers Headmasters Number of Years N % M SD N % M SD

0 - 5 45 51 32 44 6 - 1 0 24 27 31 43 11 - 15 13 15 7 10 16 - 20 4 5 2 3 Over 20 2 2 6.9 5.6 6.6 4.0

Total 88 100 72 100 84 Table 13 Frecmencv Distribution. Means and Standard Deviation for Years in College

Students Number of Years N% M SD

1 18 37 2 24 49 3 7 14 2.0 .6

Total 49 100

TYPE OF SCHOOL ATTENDING OR WORKING WITHIN The type of school respondents are attending or working within is shown in Table 14. Eighty-three percent of the teacher respondents worked in junior secondary schools while 17% worked in senior secondary schools. The highest number of headmaster respondents (73%) worked in junior secondary school. Twenty-seven percent of the headmasters worked in senior secondary schools. All students, however, were attending college. 85 Table 14 Frequency Distribution for Type of School

Teachers Headmasters Students Type of School N % N%N%

Junior Sec. 76 83 62 73 0 0 Senior Sec. 16 17 23 27 0 0 College 0 0 0 0 49 100

Total 92 100 85 100 49 100

TEACHERS WHO TEACH SUBJECTS OTHER THAN HOME ECONOMICS Of the home economics teacher respondents, 72% of them teach only home economics. Twenty-eight percent of the teachers teach home economics along with another subject (See Table 15).

HEADMASTERS WHO TEACH Table 16 shows data on the teaching responsibilities of headmaster respondents. Fifty-four percent of the headmasters did not teach. Forty-six percent of the headmaster respondents taught as well as did administration duties. 8 6 Table 15 than Home Economics

Teachers Teaching Other Subjects N%

No 67 72 Yes 26 28

Total 93 100

Table 16 Frecmencv Distribution for Teaching Responsibility of Headmasters

Headmasters Teaching N%

No 47 54 Yes 40 46

Total 87 100 87

TEACHERS WHO STUDIED HOME ECONOMICS AT JUNIOR SECONDARY

LEVEL Table 17 shows data on teachers who studied home economics at junior secondary school. Eighty-five percent of the teacher respondents studied home economics at the junior secondary level. Fifteen percent of the teachers did not study home economics at the junior secondary level.

Table 17 Frequency Distribution for Teachers Who Studied Home Economics at Junior Secondary School

Studied Teachers Home EC. Jr. Sec. N %

No 14 15 Yes 78 85

Total 87 100

AREAS OF HOME ECONOMICS STUDIED BY HOME ECONOMICS TEACHERS

AT SENIOR SECONDARY LEVEL The areas of home economics studied by home economics teachers at the senior secondary school is presented in

Table 18. Fifty-eight percent of the teacher respondents studied only Food and Nutrition at the senior high school 88 level. This finding might support the results of Ramatsui's 1989 comparative study whereby the majority of preservice teachers evaluated Food and Nutrition as strong and as the most useful area of home economics. Eight percent of the respondents studied only Home Management. Twenty percent of the teachers studied no areas of home economics at the senior secondary level.

Table 18 Frecmencv Distribution for Areas of Home Economics Studied bv Home Economics Teachers at Senior Sec. School

Areas of Teachers at Sr. Sec N %

Home Management (HM) 7 8 Fashion & Fabrics (FF) 5 5 Food & Nutrition (FN) 48 52 FN & HM 4 4 FF & FN 3 3 FN & FF & HM 7 8 None 19 20

Total 93 100 89 CAMBRIDGE AREAS OF HOME ECONOMICS TAUGHT BY HOME ECONOMICS TEACHERS Areas of Cambridge home economics taught by home economics teachers are shown in Table 19. Eighty-three percent of the teacher respondents taught no Cambridge areas of home economics. Food and Nutrition was taught by 7% of the teacher respondents. Four percent of the respondents taught both Food and Nutrition and Home Management, and another 4% taught both Fashion and Fabrics and Food and Nutrition.

Table 19

Tauaht bv Home Economics Teachers

Areas of Teachers H.E. Studied at Sr. Sec N %

Home Management (HM) 1 1 Food & Nutrition (FN) 6 7 FN & HM 4 4 FF & FN 4 4 FN & FF & HM 1 1 None 76 83

Total 92 100 90

8HOUI.D HOME ECONOMICS CURRICULUM BE CHANGED Table 20 presents data on teachers' opinions as to whether the home economics curriculum should be changed. Eighty-five percent of the home economics teachers thought the home economics curricula should be changed. Fifteen percent of the respondents thought that the curriculum should not be changed. Responses from an open ended question in section G of the questionnaire (in Appendix E) indicated that the major changes in the home economics curricula should be: a) make the content more relevant and transferable to the everyday life of students in Botswana; b) allocate more time to the subject or delete some of the concepts being taught; c) incorporate in the curriculum the concept of income generation or entrepreneurship; and d) delete topics which are not important (e.g. making a bed, cleaning metals, sweeping and dusting a room). Table 20 Frequency Distribution for Teachers Who Think the Home Economics Curriculum Should be Changed

Teachers Curriculum Should Change N %

No 11 15 Yes 64 85

Total 75 100 91 Question Two

What are home economics teachers', headmasters',

and students' level of agreement about what home

economics should be doing in Botswana? Table 21 presents the mean scores for home economics teachers, headmasters, and students regarding what home economics should be doing in Botswana. The scale used ranged from 1 to 5 with 1 indicating "strongly disagree", 2 "disagree", 3 "neutral", 4 "agree", and 5 "strongly agree". Among all groups, promoting skills that are applicable to everyday life and helping families improve their standard of living had the highest level of agreement (4.6), indicating that home economics should be addressing these two goals. The results of this finding agree with Ndaba's (1993) recommendation that it is crucial for students in Botswana to learn how to adapt skills and knowledge. Helping individuals understand their culture had the lowest level of agree (3.4 - 3.8) among all groups. Overall home economics teachers, headmasters, and students agreed (4.0 - 4.3) that home economics should be addressing the 13 development goals. For a rank ordering of the goals see Appendix F. Table 21 Means Scores and Standard Deviations for Beliefs About What Home Economics Should Be Doina In Botswana

Teachers Headmasters Students Beliefs— Should Be M SD M SD M SD

1. Help families improve their standard of living. 4.6 .66 4.6 .63 4.6 .57 2. Prepare students for many aspects of home and community life. 4.3 .76 4.5 .69 4.5 .87 3. Teach knowledge and skills that support the well-being of individ­ uals and families. 4.5 .62 4.6 .51 4.3 .63 4. Concerned with developing skills for self-reliance. 4.3 1.15 4.5 .81 3.7 1.36 5. Provide knowledge and develop skills for income generation. 4.2 .81 4.4 .70 4.2 .66

table continues

\D to Table 21 continued.

Doino in Botswana

Teachers Headmasters Students Beliefs— Should Be M SD M SD H SD

6. Concerned with family members' role in the community. 4.1 1.03 4.0 .99 4.0 1.19 7. Promote skills that are applicable to everyday life. 4.6 .52 4.6 .54 4.6 .77 8. Concerned with helping individuals develop leadership skills. 4.2 1.10 4.0 .97 3.6 1.44 9. Concerned with preparing individuals for dealing with everyday problems of families. 4.2 .96 4.3 .85 4.0 1.06 10. Provide individuals with the skills needed to perform well in a variety of career areas. 4.2 .76 3.9 .91 3.8 1.12

table continues

wu > Table 21 continued. Means Scores and Standard Deviations for Beliefs About What Home Economics Should Be Doina in Botswana

Teachers Headmasters Students Beliefs— Should Be M SD M SD M SD

11. Facilitate the development of self­ esteem in individuals. 4.4 .53 4.2 .66 3.9 .76 12. Help individuals understand their culture. 3.8 .95 3.7 .81 3.4 1.25 13. Concerned with promoting rural development. 4.3 .94 4.1 .97 4.0 1.05

Overall 4.3 4.3 4.0 1= strongly disagree 4= agree 2= disagree 5= strongly agree 3= neutral

u> 4^ 95

Question Three What are home economics teachers', headmasters',

and students' level of agreement about what home

economics is doing in Botswana? Respondents were asked to indicate their level of agreement about what home economics is doing in Botswana relative to development goals. The scale used ranged from 1 to 5, with 1 indicating "strongly disagree", 2 "disagree", 3 "neutral", 4 "agree", and 5 "strongly agree". Mean scores in Table 22 indicate that home economics teachers neither agreed nor disagreed (3.0 - 3.9) that the 13 development goals were being addressed through home economics in Botswana. Although teachers tended to have an overall neutral level of agreement about what home economics is doing, helping families improve their standard of living, developing skills for self reliance, concern with family members' role in the community, and promoting skills that are applicable to everyday life were the only four development goals that home economics teachers agreed (4.0 - 4.9) that home economics was addressing these goals. Headmasters' level of agreement about what home economics is doing was neutral (3.00 -3.99). Promoting skills that are applicable to everyday life and teaching knowledge and skills that support the well-being of Table 22 Means Scores and Standard Deviations for Beliefs About What Home Economics Is Doina ïn Botswana

Teachers Headmasters Students Beliefs— Is Doing M SD M SD M SD

1. Prepare students for many aspects of home and community life. 3.4 1.11 3.7 1.01 3.8 1.11 2. Provide knowledge and develop skills for income generation. 3.6 1.01 3.6 1.02 3.8 1.04 3. Teach knowledge and skills that support the well-being of individ­ uals and families. 3.8 .89 3.9 .91 4.0 .89 4. Help families improve their standard of living. 3.9 1.05 3.7 1.05 4.2 .87 5. Concerned with developing skills for self-reliance. 3.9 .94 3.7 1.00 4.0 .96

table continues

u> a\ Table 22 continued

Means Scores and Standard Deviations for Beliefs About What Home Economics Is 1Doinq

ïn Botswana

Teachers Headmasters Students Beliefs— Is Doing M SD M SD M SD 6. Concerned with family members' role in the community. 3.9 .98 3.2 1.00 2.7 1.03 7. Concerned with promoting rural development. 3.3 1.15 3.3 1.08 2.7 1.17 8. Concerned with helping individuals develop leadership skills. 3.5 1.17 3.2 1.04 3.0 1.36 9, Provide individuals with the skills needed to perform well in a variety of career areas. 3.4 1.11 3.2 1.02 3.2 1.03 10. Help individuals understand their culture. 2.7 1.01 3.0 1.00 2.4 1.02

table continues Table 22 continued Means Scores and Standard Deviations for Beliefs About What Home Economics Is Doinq In Botswana

Teachers Headmasters Students Beliefs— Is Doing M SD M SD M SD

11. Promote skills that are applicable to everyday life. 4.0 1.00 3.9 .88 3.9 1.06 12. Facilitate the development of self­ esteem in individuals. 3.7 .98 3.6 .95 3.5 .89 13. Concerned with preparing individuals for dealing with everyday problems of families. 3.7 1.18 3.7 1.03 3.3 1.28

Overall 3.6 .69 3.5 .71 3.4 .44 1= strongly disagree 4= agree 2= disagree 5= strongly agree 3= neutral

VO 00 99 individuals and families were both very close (3.9, 3.9 respectively) to a mean of 4 indicating headmasters' agreement that home economics was addressing these two goals. Home economics college students agreed (4.00 - 4.99) that home economics was helping families improve their standard of living, teaching knowledge and skills that support the well-being of individuals and families, and concerned with developing skills for self reliance. Although home economics students did not agree that home economics promotes skills that are applicable to everyday life, students were very close (3.9) to agreeing that it was being done through home economics. Overall, the level of agreement held by Botswana's home economics teachers, headmasters and students regarding what home economics is doing was relatively neutral, between 3.4 and 3.6. The home economics teachers had the highest mean score of 3.6 and home economics students had the lowest mean score of 3.4. Home economics perceived as helping individuals understand their culture had the lowest mean score for all three groups, indicating that all respondents felt that home economics was not helping individuals understand their culture. For a rank ordering of the goals see Appendix F. 1 0 0

Question Pour What ara homo aconomics taachars', headmasters', and students' perceptions about the degree of

relevance of the 13 development goals to

individual and family development? Responses to the relevance of development goals to individuals and families are presented in Table 23. The scale used ranged from 1 to 5, with 5 indicating "very relevant", 4 "much relevance", 3 "some what relevant", 2 "little relevance", and 1 "very little relevance". Respondents mean scores for their rating of the degree of relevance for each of the development goals were ranked from highest (very relevant) to lowest (very little relevance). Home economics teachers rated promoting skills that are applicable to everyday life, concern with preparing individuals for dealing with everyday problems of families and helping families improve their standard of living highest (3.6) of the 13 development goals. These three goals were rated as being somewhat relevant to individual and family development (See Table 23). Table 23

Individual/Family Develooment

Teachers Headmasters Students Relevance to Individual/Family M SD M SD M SD

1. Concerned with helping individuals develop leadership skills. 3.2 1.14 3.0 1.28 2.7 1.42 2. Provide individuals with the skills needed to perform well in a variety of career areas. 3.1 1.22 3.3 1.22 2.9 1.34 3. Help individuals understand their culture. 2.5 1.26 2.8 1.29 2.2 1.19 4. Promote skills that are applicable to everyday life. 3.6 1.15 3.8 1.07 3.3 1.30 5. Facilitate the development of self­ esteem in individuals. 3.4 1.26 3.3 1.37 2.9 1.33

table continues Table 23 continued

Individual and Familv Develooment

Teachers Headmasters Students Relevance to Individual/Family M SD M SD a SD

6. Concerned with preparing individuals for dealing with everyday problems of families. 3.6 1.26 3.4 1.24 2.7 1.41 7. Help families improve their standard of living. 3.6 1.33 3.6 1.21 3.2 1.20 8. Prepare students for many aspects of home and community life. 3.0 1.18 3.0 1.32 3.0 1.36 9. Teach knowledge and skills that support the well-being of individ­ uals and families. 3.5 1.25 3.6 1.28 3.0 1.30 10. Concerned with promoting rural development. 2.7 1.27 2.9 1.35 2.4 1.15

H WO Table 23 continued Means Scores and Standard Deviations for Dearee of Relevance Develooment Goals are to Individual and Familv Develooment

Teachers Headmasters Students Relevance to Individual/Family M SD M SD M SD

11. Concerned with developing skills for self-reliance. 3.5 1.09 3.6 1.19 3.5 1.32 12. Provide knowledge and develop skills for income generation. 3.1 1.30 3.4 1.20 2.9 1.20 13. Concerned with family members' role in the community. 2.9 1.17 3.0 1.25 2.4 1.48

Overall 3.1 .85 3.3 .91 3.0 .88 1= very little relevance 4= much relevance 2= little relevance 5= very relevant 3= some what relevant

o w 104 The two goals rated least relevant among home econmics teachers were helping individuals understand their culture (2.5) and concern with promoting rural development (2.7). Headmasters, just as home economics teachers, rated the development goal of promoting skills that are applicable to everyday life highest (3.8), indicating that this goal was somewhat relevant to individual and family development. Three development goals were rated second highest (3.6) among the headmaster respondents. They were concern with developing skills for self-reliance, helping families improve their standard of living, and teaching knowledge and skills that support the well-being of individuals and families. The two development goals ranked as least relevant to individual and family development were the same for both home economics teachers and headmasters. The lowest ranked goals were helping individuals understand their culture (2.8) and concern with promoting rural development (2.9). Among students, the most relevant of the thirteen development goals to individual and family development were concern with developing skills for self-reliance (3.5) and promoting skills that are applicable to everyday life (3.3) As with the other two groups, helping individuals understand their culture (2.2) was ranked least relevant to individual and family development. The second lowest ranked development 105 goal was concern with family members' role in the community (2.4) . overall, all respondent groups rated the thirteen development goals as being somewhat relevant to individual and family development (3.1). Headmasters, however, had the highest overall mean score of 3.3 and students had the lowest with 3.0, indicating that headmasters ranked the thirteen development goals as being more relevant to individual and family development than student respondents. Ranking of scores are in Appendix F.

Question Five

What are home economics teachers', headmasters'

and students' perceptions of the degree of

relevance of the thirteen development goals to community and national development? Respondents were asked to rate the degree of relevance each of the thirteen development goals were to community and National development. The scale used ranged from 1 to 5, with 5 indicating "very relevant", 4 "much relevance", 3 "somewhat relevant", 2 "little relevance", and 1 "very little relevance". Ratings were ranked from highest (very relevant) to lowest (very little relevance). Home economics teachers rated "concerned with developing skills for self-reliance" (3.5) and "teach knowledge and skills that support the well-being of 106 individuals and families'* (3.4) as the two most relevant goals to Botswana's community and national development (See Table 24). The two least relevant goals to Botswana's community and national development were "help individuals understand their culture" (2.5) and "concerned with helping individuals develop leadership skills" (2.7). Home economics teacher respondents' overall mean score was 3.1 indicating that they perceived the thirteen development goals as being somewhat relevant to community and national development. Headmasters perceived promoting skills that are applicable to everyday life as the most relevant (3.5) development goal to community and national development (See Table 24). The second most relevant goal was to teach knowledge and skills that support the well-being of individuals and families (3.4). Helping individuals understand their culture was again rated as being least relevant (2.7) to community and national development. The overall perception of headmasters was that the thirteen development goals were somewhat relevant to community and national development. The most relevant development goal to the community and national development of Botswana that was identified by home economics students was to promote skills that are applicable to everyday life (3.4). 107 Students perceived helping families improve their standard of living (3.3) to be the second most relevant goal. As with home economics teachers and headmasters, the home economics student respondents rated helping individuals understand their culture as the least relevant development goal. Overall, the students' perception of the relevance of the thirteen development goals was that the goals had little relevance to the community and national development of Botswana. The rank ordering of the mean scores are presented in Appendix F. 108

Table 24 Means Scores and standard Deviations for Dearee of Relevance Develooment Goals are to Community and National Development

Teachers Headmasters Students Relevance To Community/National M SD M SD M SD

1. Concerned with helping individuals develop leadership skills. 2.7 1.28 2.9 1.39 2.6 1.44 2. Provide individuals with the skills needed to perform well in a variety of career areas. 3.1 1.25 3.1 1.32 2.9 1.35 3. Help individuals understand their culture. 2.5 1.19 2.7 1.34 2.4 1.46 4. Promote skills that are applicable to everyday life. 3.3 1.27 3.5 1.17 3.4 1.29 5. Facilitate the development of self­ esteem in individuals. 3.1 1.13 3.1 1.40 3.0 1.27 table continues

o a> 109

Table 24 continued

Community and National üevelooment

Teachers Headmasters Students Relevance to Community/National M SD M SD M SD

6. Concerned with preparing individuals for dealing with everyday problems of families. 3.2 1.26 3.2 1.36 2.6 1.29 7. Help families improve their standard of living. 3.2 1.39 3.3 1.41 3.3 1.39 8. Prepare students for many aspects of home and community life. 3.1 1.25 2.8 1.28 2.9 1.47 9. Teach knowledge and skills that support the well-being of individ­ uals and families. 3.4 1.12 3.4 1.31 3.0 1.27 10. Concerned with promoting rural development. 2.9 1.43 2.9 1.40 2.8 1.55

table continues o 110

Table 24 continued

Communitv and National Develooment

Teachers Headmasters Students Relevance to Community/National M SD M SD M SD

11. Concerned with developing skills for self-reliance. 3.5 1.12 3.4 1.35 3.2 1.41 12. Provide knowledge and develop skills for income generation. 3.1 1.31 3.2 1.25 2.9 1.30 13. Concerned with family members' role in the community. 2.8 1.27 2.8 1.27 2.8 1.52

Overall 3.1 .93 3.1 1.10 2.8 1.08 1= very little relevance 4= much relevance 2= little relevance 5= very relevant 3= some what relevant Ill

Question 8i% What are home economies teachers•, headmasters', and students' perceptions about the degree of

emphasis the thirteen development goals receive in

the home economics curriculum in Botswana? Table 25 presents responses the home economics teachers provided about the degree of emphasis each development goal receives in the home economics curriculum in Botswana. The scale ranged from 1 to 5, with 1 indicating "no emphasis", 2 "very little emphasis", 3 "some emphasis", 4 "adequate emphasis", and 5 "a lot of emphasis". Mean scores in Table 25 show that teachers and headmasters perceived that the home economics curriculum places "some emphasis" on the thirteen development goals (3.0 and 3.1 respectively). The two development goals identified by home economics teachers and headmasters as receiving the most emphasis within the home economics curriculum were to promote skills that are applicable to everyday life and to teach knowledge and skills that support the well-being of individuals and families. The two development goals identified as receiving the least amount of emphasis in the home economics curriculum were the same for both groups. They were to help individuals understand their culture and concern with promoting rural development. Home economics student respondents rated helping families improve their standard of living (3.5) and concern 112 with developing skills for self-reliance (3.5) as the two development goals receiving the most emphasis in the home economics curriculum. The students rated concern with family members' role in the community (2.0), preparing students for many aspects of home and community life (2.2), and concern with promoting rural development (2.2) as the development goals that receive the least degree of emphasis in the home economics curriculum. Overall, students perceived that all thirteen development goals receive some emphasis in the home economics curriculum (3.0). Rank ordering of mean scores are given in Appendix F. Table 25 in Hone Economics Curriculum

Teachers Headmasters Students Emphasis in Curriculum M SD M SD M SD

1. Concerned with helping individuals develop leadership skills. 2.6 1.20 2.7 1.16 2.3 1.31 2. Provide individuals with the skills needed to perform well in a variety of career areas. 3.1 1.29 3.0 1.19 3.1 1.17 3. Help individuals understand their culture. 2.4 1.14 2.6 1.22 2.2 1.45 4. Promote skills that are applicable to everyday life. 3.7 1.07 3.8 1.08 3.2 1.12 5. Facilitate the development of self­ esteem in individuals. 3.2 1.13 3.1 1.07 3.0 1.44 table continues

HW Table 25 continued

in Home Economies Curriculum

Teachers Headmasters Students Emphasis in Curriculum M SD M SD K SD

6. Concerned with preparing individuals for dealing with everyday problems of families. 3.2 1.32 3.3 1.22 2.3 1.52 7. Help families improve their standard of living. 3.4 1.32 3.4 1.12 3.5 1.53 8. Prepare students for many aspects of home and community life. 3.0 1.18 2.9 1.18 2.2 1.27 9. Teach knowledge and skills that support the well-being of individ­ uals and families. 3.6 1.07 3.6 1.04 3.1 1.32 10. Concerned with promoting rural development. 2.5 1.32 2.5 1.23 2.2 1.31 table continues Table 25 continued

in Home Economics Curriculum

Teachers Headmasters Students Emphasis in Curriculum M SD M SD M SD

11. Concerned with developing skills for self-reliance. 3.4 1.20 3.5 1.19 3.5 1.47 12. Provide knowledge and develop skills for income generation. 3.1 1.26 3.3 1.12 3.2 1.36 13. Concerned with family members' role in the community. 2.6 1.23 2.8 1.16 2.0 1.25

Overall 3.0 .82 3.1 .80 3.0 .77 x = iiu einpiiaï>x£> 4= adequate emphasis 2= very little emphasis 5= a lot of emphasis 3= some emphasis

M oi 116 Question Seven

What are home economics teachers', headmasters',

and students' perceptions about the degree of

emphasis the thirteen development goals receive in home economics classroom teaching in Botswana? Home economics teachers, headmasters and home economics students were also asked to indicate the degree of emphasis the thirteen development goals receive in classroom teaching in Botswana. Table 26 reports the thirteen development goals and groups' mean scores for the degree of emphasis each goal received in home economics classroom teaching. The scale used ranged from 1 to 5, with 5 indicating "a lot of emphasis", 4 "adequate emphasis", 3 "some emphasis", 2 "very little emphasis", and 1 "no emphasis". The highest rated goals among home economics teachers were promoting skills that are applicable to everyday life (3.9), helping families improve their standard of living (3.7), teaching knowledge and skills (3.7), and concern with developing skills for self-reliance (3.7). Home economics teacher respondents rated the above four goals close to having "adequate" emphasis in classroom teaching (see Table 26). The two goals ranked as having the least amount of emphasis in teaching among teachers are "concern with promoting rural development" (2.6) and "concern with family members' role in the community" (2.8). Overall, teachers 117 rated all thirteen goals as having some emphasis in classroom teaching (3.2). Headmasters also rated promoting skills that are applicable to everyday life (3.8) and teaching knowledge and skills that support the well-being of individuals and families (3.7) as the two development goals receiving the most emphasis in the classroom teaching. The development goals receiving least emphasis in classroom teaching, identified by headmasters, were the concern with promoting rural development (2.7) and helping individuals understand their culture (2.8). Headmasters, just as home economics teachers, rated all thirteen goals as having some emphasis in the home economics classroom teaching (3.2) (see Table 26) . Helping families improve their standard of living (3.8) and developing skills for self-reliance (3.6) were rated by home economics students as the goals receiving the highest degree of emphasis in classroom teaching. The students rated helping individuals understand their culture (2.2) and concern with family members' role in the community (2.4) close to having no emphasis in home economics classroom teaching. Overall, students felt that very little emphasis is placed on the thirteen development goals in the home economics classroom (2.7). Rank ordering of mean scores are provided in Appendix F. Table 26 in Classroom Teachina

Teachers Headmasters Students Emphasis in Teaching M SD M SD M SD

1. Concerned with helping individuals develop leadership skills. 3.2 1.18 3.0 1.19 2.8 1.54 2. Provide individuals with the skills needed to perform well in a variety of career areas. 3.4 1.19 3.1 1.12 3.4 1.27 3. Help individuals understand their culture. 2.9 1.20 2.8 1.12 2.2 1.22 4. Promote skills that are applicable to everyday life. 3.9 .99 3.8 1.09 3.5 1.22 5. Facilitate the development of self­ esteem in individuals. 3.6 1.09 3.3 1.08 3.2 1.49 table continues

03 Table 26 continued.

in Classroom Teachina

Teachers Headmasters Students Emphasis in Teaching M SD M SD M SD

6. Concerned with preparing individuals for dealing with everyday problems of families. 3.6 1.31 3.4 1.12 2.6 1.53 7. Help families improve their standard of living. 3.7 1.14 3.6 1.13 3.8 1.25 8. Prepare students for many aspects of home and community life. 3.3 1.15 3.0 1.17 2.6 1.44 9. Teach knowledge and skills that support the well-being of individ­ uals and families. 3.7 1.07 3.7 1.04 3.3 1.45 10. Concerned with promoting rural development. 2.6 1.25 2.7 1.23 2.5 1.60

table continues

H U)H Table 26 continued.

in Classroom Teachina

Teachers Headmasters Students Emphasis in Teaching M SD M SD M SD

11. Concerned with developing skills for self-reliance. 3.7 .95 3.6 1.12 3.6 1.43 12. Provide knowledge and develop skills for income generation. 3.1 1.26 3.2 1.12 3.3 1.36 13. Concerned with family members' role in the community. 2.8 1.23 2.8 1.15 2.4 1.54

Overall 3.2 .75 3.2 .79 2.7 .77 j.— cuipiiasxa 4= adequate emphasis 2= very little emphasis 5= a lot of emphasis 3= some emphasis

(O o 1 2 1

Question Bight

What are the relationships between the variables

affecting home economics' relevance to development

and selected personal and professional

characteristics of home economics teachers, headmasters, and students? To find the relationships between selected personal and professional characteristics and the variables affecting home economics relevance to development, Pearson's product moment correlation and Point biserial correlation were used. Pearson's product moment correlations were used to identify the relationships between the variables measured on the interval level. Point biserial correlations were used to identify the relationships between the interval variables and the nominal variables of gender and nationality. Nationality was coded 1 for Batswana and 2 for non-Batswana. The age of home economics teachers and headmasters was correlated with the variables affecting home economics relevance and revealed no significant correlations. However, among home economics students a significant moderately positive correlation (e = . 3 6 , e =.04) was found between age and the variable "community and national relevance" (see Table 27). 1 2 2 Table 27 Relationship Between Aae and Variables Affecting Home Economics Relevance to Development bv Home Economics Teachers. Headmasters, and Students

Teacher Headmaster Students n=93 n=96 n=49 Variable C £ £ £ £ £

Attitude .08 .50 .06 .56 -.07 .66 Community/ National Relevance .21 .08 -.09 .44 .36 .04* Individual/ Family Relevance .20 .09 -.04 .70 .16 .35 Teaching Emphasis — . 04 .77 -.10 .42 Curriculum Emphasis -.04 .74 -.14 .27 Home Ec. Doing — . 04 .67 -.09 .39 .05 .73 Home Ec. Should be .13 .23 -.07 .50 -.17 .30

*p<.05 Pearson's Product Moment Correlation

When gender was correlated with the variables affecting home economics relevance, no variables correlated for home economics teachers and students (Table 28). The gender of headmasters had a significantly positive and moderate correlation with what home economics should be doing (r=.30, E=00). Female headmistresses tended to have a higher level 123 of agreement regarding the need for home economics to address the 13 development goals.

Table 28 Relationship Between Gender and Variables Affecting Home Economics Relevance to Development bv Home Economics Teachers. Headmasters, and Students

Teacher Headmaster Students H=93 n=96 n=48 Variable r E r E E E

Attitude .17 .13 -.03 .76 -.11 .49 Community/ National Relevance .11 .37 -.07 .55 .12 .48 Individual/ Family Relevance .12 .30 -.06 .55 .09 .59 Teaching Emphasis -.04 .77 -.13 .30 Curriculum Emphasis -. 04 .74 -.04 .73 Home Ec. Doing .20 .06 -.07 .51 .24 .11 Home Ec. Should be -.00 .98 .30 .00** -.13 .42

**p<.01 Point Biserial Correlation

When nationality was correlated with variables affecting home economics relevance, a point bi-serial correlation revealed that home economics teachers attitude score (£=.25,E“.02), community /national relevance (r=.26,p=.03) and individual/family relevance (r=.25,p=.02) 124 had a significantly low (.10 to .29) and positive relationship (Table 29). These relationships were significant at the .05 level. Mo statistically significant relationship existed for home economics students and headmasters. For students, correlations were not done because only Batswana students were within the study.

Table 29 Relationship Between Nationality and Variables Affecting Home Economics Relevance to Development bv Home Economics Teachers and Headmasters

Teacher Headmaster n=93 n=96 Variable C E £ E Attitude .25 .02* -.13 .23 Community/ National Relevance .26 .03* . 17 . 14 Individual/ Family Relevance .25 .02* .17 .12 Teaching Emphasis .23 .10 -.08 .54 Curriculum Emphasis .20 .13 -.07 .60 Home Ec. Doing .20 .07 -.11 .32 Home Ec. Should be .24 .03 -.15 .16 p < .05 Point Biserial Correlation Relationships between level of education and variables affecting home economics relevance for the three groups are reported in Table 30. Statistically significant positive 125 relationships were found between home economics teachers' level of education and perceived community and national relevance (£=.27,e =.02) and perceptions of what home economics should be doing in Botswana (£=.27,p=.01). The strength of these two positive relationships was low (.10 to .29). No statistically significant relationships existed between level of education and variables affecting home economics relevance for headmaster respondents and student respondents. 126 Table 30 Relationship Between Level of Education and Variables Affecting Home Economics Relevance to Development bv Home Economics Teachers. Headmasters, and Students

Teacher Headmaster Students n=93 n=96 n=49 Variable £ E £ £ £ £

Attitude .05 .69 — . 05 .65 -.03 .84 Community/ National Relevance .27 .02* -.00 .99 .07 .68 Individual/ Family Relevance .19 . 10 -.07 .53 -.15 .39 Teaching Emphasis .15 .28 -.24 .07 .21 .47 Curriculum Emphasis .01 .93 -.21 .10 .25 .37 Home Ec. Doing — . 04 .82 -.09 .39 .01 .92 Home Ec. Should be .27 .01* -.17 .11 .24 .13

*p<05 Pearson's Product Moment Correlation 127

Question Hine

Do home economics teachers, administrators, and

students differ on their attitude towards home

economics, perception of what home economics

should be doing, perception of what home economics is doing, perception of the degree of emphasis

development goals receive in home economics

curriculum and classroom teaching, perception of

the degree of relevance development goals are to individual, family, community, and national

development. Analysis of Variance (ANOVA) was performed to answer this research question. Table 31 provides the information for investigating the difference between the scores for attitude toward home economics across the three groups. The between groups mean square was .72. The within groups mean square was .23. The was 3.08 which was more than F,^(2,202)=3.04; therefore one would reject a null hypothesis of no difference. One-way analysis of variance indicated a significant difference at the .05 alpha level between groups and attitude scores (p=.0481). A Tukey post hoc analysis for pairwise comparison indicated a significant difference existed between home economics students and home economics teachers. Home economics students had a more positive attitude about home economics. 128 Table 31 Analysis of Variance Between Groups and Attitude Scores

Source df S3 MS F £

Between Groups 2 1.4505 .7252 3.0807 .0481 Within Groups 202 47.5543 .2354 Total 204 49.0048

*p<.05, Tukey (results below) Feri,(2,202)=3.04

Groups 1 2 3 n X SD 1(students) 40 .4827 .5935 2(headmasters) 87 .3245 .4619 3(teachers) * 78 .2485 .4482 Total 205 .3265 .4901 1 2 9 One way analysis of variance also indicated a significant difference (p<.05) between groups and perceptions of the degree of relevance of development goals to individual and family development (p=.0223) (Table 32). A Tukey test of pairwise comparisons indicated significant difference existed between home economics students and both home economics teachers and headmasters. Headmasters and home economics teachers were more likely to perceive the thirteen development goals as being more relevant to individual and family development in Botswana than home economics students. Also, one way analysis of variance indicated no significant differences existed between groups on the remaining five variables: what home economics is doing (£=.4642), what home economics should be doing (£=.1484), teaching emphasis (£=.4715), curriculum emphasis (£=.1484) and community and national development relevance (£=.4568) (see Appendix F). 130 Table 32 Analysis of Variance Between Groups and Relevance of Development Goals to Individual and Family Development

Source df S3 MS F E

Between Groups 2 6.7430 3.3715 3.8770 .0223* Within Groups 196 170.4450 .8696 Total 198 177.1880

*p<.05, Tukey (results below) F.rt(2,196)=3.04

Groups 1 2 3 n X SD 1(students) 36 2.7885 .8890 2(headmasters) * 84 3.2647 1.0221 3(teachers) * 79 3.2687 .8479 Total 199 3.1801 .9460 131

Question Ten Do attitudes towards home economics, perceptions

of what home economics should be doing, perceptions of what home economics is doing,

attitude towards home economics, perceptions of the degree of emphasis development goals receive

in the home economics curriculum and classroom

teaching, perceptions of the degree of relevance development goals are to individual, family,

community, and national development differ

according to type of curriculum used? In examining the difference between respondents according to the type of curriculum used within their school and the variables affecting their perceptions of home economics relevance to development, T-tests were done on both groups. The results of the t-tests, using the pooled variance estimates, indicated only two significant differences between respondents who use the National Curriculum and those who use the Cambridge Curriculum (see Table 33). The two groups were significantly different on what they believe home economics should be doing in Botswana

(t=3 .7, E=.00), and individual and family relevance (t=1.99,

E=.05). Based on these t-tests, respondents who used the national curriculum tended to have a higher level of agreement about what home economics should be doing relative to development. 132 Table 33

Cambridae fSR.) on Variables Affecting Home Economics Relevance for All Resoondents

Type of Curriculum n X sd t df P

What Home Economics Should Be Doing* National (J.C) 136 4.32 .39 3.7 211 . 00 Cambridge (Sr) 77 4.09 .46 Curriculum Emphasis on Development Goals' National (J.C) 91 3.00 .80 .04 131 .97 Cambridge (Sr) 42 2.99 .80 Teacher Emphasis on Development Goals' National (J.C) 86 3.17 .79 -.58 121 .57 Cambridge (Sr) 37 3.26 .73 Relevance To Individual/Family Development National (J.C) 127 3.27 .96 1.99 192 .05 Cambridge (Sr) 67 2.98 .92 Relevance To Community/National Development' National (J.C) 118 3.16 1.05 1.76 180 .08 Cambridge (Sr) 64 2.88 .99 What Home Economics Is Doing*’ National (J.C) 133 3.52 .71 .12 193 .90 Cambridge (Sr) 79 3.51 .56 Attitude Towards Home Economics'’ National (J.C) 128 .88 1.12 -.75 175 .46 Cambridge (Sr) 71 .99 .88

'Pooled Variance Estimate '’Separate Variance Estimate 133 Also, respondents of the national curriculum perceived the development goals to be more relevant to individual and family development than those of the Cambridge Curriculum. Being that the home economics college students were included only in the Cambridge Curriculum group and that a difference was found between the home economics college students and both headmasters, and home economics teachers on individual and family relevance (see Table 33), they were excluded from the group and t-tests were again run on the specific variables. After removing the home economics students, a significant difference between those who use the Cambridge curriculum and those who use the National curriculum was found on only one variable, what home economics should be doing in Botswana (t=2.03, p=.04) (see Table 34). Results from the second run indicated that the difference reported in Table 33 was not actually attributed to type of curriculum but more to groups. 134 Table 34 T-Test Between National Home Economic Curriculum fJ.CI and Cambridge fSR.1 on Variables Affecting Home Economies Relevance for Home Economies Teachers and Headmasters Onlv

Type of Curriculum n X sd t df p

What Home Economies Should Be Doing National (J.C) 136 4.32 .39 2.03 169 .04 Cambridge (Sr) 35 4.16 .42 Curriculum Emphasis on Development Goals National (J.C) 91 3.00 .80 -.93 116 .35 Cambridge (Sr) 27 3.16 .78 Teacher Emphasis on Development Goals National (J.C) 86 3.17 .79 -1.48 107 .14 Cambridge (Sr) 23 3.44 .66 Relevance To Individual/Family Development National (J.C) 127 3.27 .96 .30 156 .76 Cambridge (Sr) 31 3.21 .92 Relevance To Community/National Development National (J.C) 118 3.16 1.05 1.34 145 .18 Cambridge (Sr) 29 2.88 .90 What Home Economics Is Doing National (J.C) 133 3.52 .71 -.83 164 .41 Cambridge (Sr) 33 3.64 .64 Attitude Towards Home Economics National (J.C) 128 .88 1.12 -.67 157 .51 Cambridge (Sr) 31 1.03 1.00 135

Question Eleven What is the proportion of variance in the

dependent variable that can be explained by the

personal, professional, and other selected

variables for all respondents? Forward Stepwise multiple regression analysis was utilized to determine the amount of variance explained in the dependent variable, perception of home economics relevance, accounted for a linear combination of independent variables. In Stepwise multiple regression, the variable that makes the largest contribution to is entered into the equation at each step. According to Warmbrod (1993) Stepwise multiple regression is "frequently used when the research has a relatively high number of potential independent variables and little theory or logic to guide the order in which independent variables are entered into the equation" (p.13). The independent variables for this regression analysis were: 1) teaching emphasis, 2) curriculum emphasis, 3) age, 4) gender, 5) nationality, 6) marital status 7) group, 8) curriculum type and 9) education level. The dependent variable, home economics relevance, was created from information provided by the respondents from the behavior variable (what home economics is doing in Botswana) and the expectant variable (what home economics should be doing in Botswana). Each respond's scores for what home 136 economics is doing and what home economics should be doing were subtracted from an importance score for each development goal. The importance score for each development goal was given the value of 5, indicating very important. The differences in the scores were summed to obtain respondent's scores on home economics relevance. The higher the score, the less relevant home economics is to development. The process used to obtain the scores was adapted from Borich's Needs Assessment Model. Several independent variables were dummy coded. Curriculum was dummy coded to reflect the Cambridge curriculum as 0 and the National curriculum as 1. Also, the variables of gender, marital status, nationality, and educational attainment were all dummy coded to reflect 1 for females, married, Batswana, and 3 year certificate/diploma; while, 0 reflected all other categories for each variable. Table 35 summarizes the intercorrelation of the variables for the regression equation. The most highly correlated variables were emphasis in teaching (r=-.57) and emphasis in curriculum (r=-.51). Several independent variables were substantially correlated with each other, indicating a possibility of multicollinearity. A Tolerance test was conducted on all independent variables to determine the existence of multicollinearity. Tolerance is the proportion of variance in an independent variable not explained by the other independent variables. 137 Tolerance near 1 and a VIF near 0 indicate no threat of multicollinearity (Warmbrod, 1993). According to the results of the Tolerance test, there was no evidence of multicollinearity The results of the stepwise regression analysis are summarized in Table 36. The overall F-test for the stepwise regression model was significant at the .05 alpha level

(£=23.35, E<.000). Three of the original nine independent variables entered the regression equation, and accounted for

39% of the variance in the dependent variable score. The variable of emphasis in teaching entered the regression equation first and explained 32.7% of the variance. Gender entered the regression equation second and explained 5.6% of the variance; while education level entered third and explained 1.6% of the variance. The adjusted was 39%. Table 35

ResDondents ^n=105î

Variables Y XI X2 X3 X4 X5 X6 X7 X8 X9

H. Ec. Relevance (Y) Gender (XI) -.15 Group (X2) -.11 .54 Marital Status (X3) .10 -.26 — . 05 Curriculum Type (X4) -.05 -.01 .20 .16 Nationality (X5) -.02 -.10 .20 .05 .39 Age (X6) -.00 -.59 -.29 .43 .18 . 11 Educational Level (X7) .12 .27 .56 — . 05 .31 .18 -.23 Teaching Emphasis (X8) -.51 -.20 -.13 -.04 -.03 -.02 .16 — .08 Curriculum Emphasis(X9) -.57 -.14 -.03 — . 05 -.01 .01 .15 -.05 .84

w CD Table 36 Regression of Home Economics Relevance on Selected Variables for all Respondents (n=105) (Stepwise Entry-Forward)

p2 Variable R2 ^ chance b t B

Teaching Emphasis .3277 .3277 -56.68 -7.824 .000

Gender .3837 .0560 -43.75 -3.549 .001

Education Level .3920 .0158 24.77 2.100 .038

F=23.35; £<.001 Standard Error=57.14 Adjusted R^=.39

W U) CHAPTER V

SUMMARY, COMCLÜSIOMS, IMPLICATIONS AND RECOMMENDATIONS

Hiimni«T-Y A critical factor in the development of societies is effective education. Economic growth, distributional equity and social mobility have all been linked with education. In Africa, the need to relate education more closely to local needs and lifestyles of the people has for years been cited as a major problem. Educational relevance, a basic prerequisite for knowledge utilization or knowledge transfer, has been associated with development. The more relevant information is to individuals^ needs, the higher the probability of its use. The empowerment theory of development supports the need for inquiring into various education programs affecting development. A relationship between home economics subject matter and the empowerment of individuals in taking charge of their lives has been cited by Leidenfrost (1992). Home economics offers help to countries in dealing with factors contributing to development such as nutrition, family planning, health and hygiene, and income generation. It is more likely that home economics and other education

140 programs will make significant contributions to the development of any country, when the curriculum is in line with the overall goals of the nation. Little to no research has been done on the relevance of home economics to the development of Botswana. Botswana's home economics programs at the secondary level are guided by the Cambridge curriculum at the senior level and by a National curriculum at the junior level. Botswana's strong commitment to human development supports the need for a close tie between home economics objectives and national development goals.

Purpose. Questions, and Research Design This was a descriptive correlational study. The purpose was to investigate the perceptions of educational administrators (headmasters), home economics college students, and home economics teachers regarding the relevance of home economics to the individual, family, community, and national development of Botswana. The researcher sought to determine if any relationships existed between perceptions of home economics relevance and the following variables:

1. Age 2. Sex 3. Educational Level 4. Years of Teaching/Administering or attending college 5. Marital Status 141 142 6. Nationality 7. Attitude towards home economics 8. What home economics should be doing (expectant) 9. What home economics is doing (behavior) 10. Relevance to individual/family development 11. Relevance to community/national development 12. Curriculum Emphasis 13. Classroom Teaching Emphasis The following questions were investigated. 1) What are the personal and professional characteristics of Botswana's home economics teachers educational administrators and home economics college students? 2) What are home economics teachers', headmasters', and students' level of agreement about what home economics should be doing in Botswana? 3) What are home economics teachers', headmasters', and students' level of agreement about what home economics is doing in Botswana? 4) What are home economics teachers', headmasters', and students' perceptions about the degree of relevance of the thirteen development goals to individual and family development? 5) What are home economics teachers', headmasters' and students' perceptions of the degree of relevance of the thirteen 143 development goals to community and national development? 6) What are home economics teachers', headmasters', and students' perceptions about the degree of emphasis the thirteen development goals receive in the home economics curriculum in Botswana? 7) What are home economics teachers•, headmasters', and students' perceptions about the degree of emphasis the thirteen development goals receive in home economics classroom teaching in Botswana? 8) What are the relationships between the variables affecting home economics' relevance to development and selected personal and professional characteristics of home economics teachers, headmasters, and students? 9) Do home economics teachers, administrators, and students differ on their attitude towards home economics, perception of what home economics should be doing, perception of what home economics is doing, perception of the degree of emphasis development goals receive in home economics curriculum and classroom teaching, perception of the degree of 144 relevance development goals are to individual, family, community, and national development? 10. Do attitudes towards home economics, perceptions of what home economics should be doing, perceptions of what home economics is doing, attitude towards home economics, perceptions of the degree of emphasis development goals receive in the home economics curriculum and classroom teaching, perceptions of the degree of relevance development goals are to individual, family, community, and national development differ according to type of curriculum used? 11. What is the proportion of variance in the dependent variable that can be explained by the personal, professional, and other selected variables for all respondents?

Tngtrumantation Three instruments were developed by the researcher for use in this study. They all consisted of eight sections. Sections A thru D of these questionnaires were identical and sections E and F were slightly different for each group. Fishbein's Model was used to collect, analyze and report the information gathered from sections A and B. Respondents' 145 attitude score was calculated using the equation taken from Fishbein's model. An adaptation of the Borich's Needs Assessment Model was utilized to gather information on home economics relevance score. Sections A, B and D were used in determining home economics relevance scores. Adaptation of Borich's Needs Assessment Model involved the researcher assigning a value of 5 (very relevant) to each of the 13 statements in section D. Instead of using respondents' assigned value to the thirteen development goals, each statement in Section D was given the same value so as to allow for a relevance score. The larger the score, the less relevant home economics was perceived to be to development. The inverse scores were a result of the discrepancy component of the Borich model. Sections E and F contained questions relating to personal and professional information. These two sections differed slightly for each group (see Appendix C). Section G contained 2 question that gathered information on the changes, if any, that need to be made in the curriculum. Section H provided questions that were used in personal interviews. This section re-emphasized several of the questions that had already been asked. The content validity of the instrument was evaluated by a panel of nine experts. The instrument was field tested for content and face validity with 11 graduate students from 146 the Department of Home Economics Education at The Ohio State University. The instrument was pilot tested with 26 graduate African students attending The Ohio State University. Cronbach's Alpha coefficients were calculated for the instrument using the Statistical Package for the Social Sciences (SPSS). The instrument's overall reliability of .94 was calculated from the data collected in the pilot test, and a reliability of .96 was calculated from the data collected in the study.

Subject Selection There were three populations for this study: 1) home economics teachers, 2) educational administrators (headmasters), and 3) home economics college students. A census was conducted from these groups. The accessible population consisted of 57 home economics teachers, 199 headmasters, and 65 college home economics students.

Data Collection Procedures The researcher was on site from July 21, 1994 until September 13, 1994. Data collection started the last week of July, 1994, and went until September, 1994. The total number of respondents for home economics teachers was 95 for an accepting sample of 39%. There were two unusable surveys returned by the home economics teachers. The usable data sample was from a total of 93 respondents indicating a 38% 147 data sample. There were no unusable surveys for the headmaster and students respondents. Therefore, the accepting sample and the usable data sample for both groups remained the same, 49% and 75%, respectively.

Data Analysis The analysis of the data for this study was conducted using the Statistical Package for the Social Sciences (SPSS) available through the Academic Computing Services at The Ohio State University. Since this study was a census, descriptive statistics were used. For describing the interval data, means and standard deviations were used. Medians and frequencies were used to describe the ordinal data and modes and frequencies were used to describe the nominal data. The conventions identified by Davis (1971) were used to describe the strength of relationships. The correlation coefficients utilized in this study were Pearson's Product Moment correlations and Point Bi-Serial. Forward Stepwise Multiple Regression was used to identify the amount of variance in the dependent variable, home economics relevance, that could be explained by a combination of independent variables. Although this study was a census study, for research questions 9 and 10 inferential statistics, t-Test and Analysis of Variance (ANOVA), were used because the populations were regarded as 148 a sample in time (Miller, 1991). The level of significance was established a priori at the .05 level.

o f Findings Respondents were grouped into three categories - administrators (headmasters), home economics teachers, and home economics college students. Data for the variables of race, sex, age, educational level nationality, marital status, number of children, where received highest degree, and years of teaching, administering or attending college were analyzed according to categories.

Question One

Age For home economics teachers, 53% of the total respondents were between the ages of 20 and 29. Eighty two percent of the headmasters were between the ages of 30 and 49, with 41% of the headmasters included in the 30 - 39 category and 41% included in the 40-49 category. All of the home economics students (100%) were between the ages of 20 and 29. 149 s«z Home economics teachers and students were primarily females; headmasters were primarily males. One hundred percent of the teachers were females. In the student group, 96% were females and 4% were males. The headmasters group reported 69% as male and 31% as females.

Number of children The highest number of children were reported for the headmasters. Forty two percent of the headmasters had three to four children. The highest number of teachers (60%) reported having one to two children. Sixty four percent of the students had no children.

Marital status The majority of the home economics teachers and students were single. Fifty two percent of the teachers reported being single and 84% of the students reported being single. The highest number of headmasters, 72%, were married.

Nationality Approximately 87% of the home economics teachers were Batswana citizens. In the headmasters group, 78% were Batswana. All of the student respondents were citizens of Botswana. 150

Educational laval Approximately 63% of the teachers hold a three year certificate or degree; 20% hold the two year certificate; 11% hold a 4 year degree; and 2% hold a master degree. In the headmasters group, 60% hold a 4 year degree and 13% hold a master degree. All students reported the Cambridge Overseas Certificate as their highest degree.

Whara racaivad highest degree The highest number of teachers, 55%, reported Botswana as the place from which they received their highest degree; 22% reported Swaziland as the place from which they received their highest degree. Forty four percent of the headmasters received their highest degree from Botswana; 19 % received their highest degree from the United Kingdom; and 10% received their highest degree from the United States of America. In the student group, all (100%) students received their highest degree in Botswana.

Years teaching, administering or attending college Fifty one percent of the teachers have taught between 0 and 5 years. For the headmaster group, 44% reported having been in a headmaster position from 0 to 5 years; 43% reported having been in a headmaster position from 6 to 10 151 years. Nearly half (49%) of the students were in their second year of college.

Type of school attending or working within Home economics teachers and headmasters worked primarily in junior secondary school. Eighty three percent of the teachers taught in junior secondary schools. Seventy three percent of the headmasters worked in junior secondary schools. All students were attending Tonota Education College.

Teachers who teach subjects other than home economics The majority of home economics teachers teach only home economics. Seventy two percent of the home economics teachers teach only home economics and 28% teach home economics in addition to another subject.

Headmasters who teach A large percent of Botswana's headmasters do classroom teaching. Forty six percent of the headmasters teach as well as do administration duties and 54% do only administration duties. 152 Teachers who studied home economics at junior secondary level The majority of home economics teachers studied home economics when they attended junior secondary school. Eighty five percent of the teachers studied home economics at the junior secondary level.

Areas of home economics studied by home economics teachers at senior secondary level Food and nutrition was studied by the majority of teacher respondents during their senior secondary education. Fifty six percent studied only food and nutrition and 20% studied no areas of home economics.

Cambridge areas of home economies taught by home economics teachers Eighty three percent of the teachers did not teach Cambridge, indicating that they taught from the national curriculum. Food and nutrition was taught by 7% of the teachers who used the Cambridge curriculum; while both food and nutrition and home management and both food and nutrition and fashion and fabrics were both taught by 4% of the respondents. 153 Should home économies curriculum be changed The majority of home economics teachers (85%) felt that the home economics curricula should be changed. In support of this, qualitative data on the three most needed changes that should be made in the home economics curriculum to make it more responsive to the needs and interests of Botswana's families and the nation respondents were identified as following: 1. make content more relevant to everyday life in Botswana and less relevant to the lifestyle of Europeans, and 2. cut down on content given in curriculum or allow more class time, and 3. place more emphasis on income generating skills.

Question Two

Level of agreement about what home economics should be doing in Botswana The level of agreement as to what home economics should be doing in Botswana relative to thirteen identified development goals was rated high by administrators, teachers and students. The teacher's mean ratings were between 3.8 and 4.6, with 5.0 being the highest possible rating. The administrator's mean agreement rating was the same as that of the teachers, 4.3. The administrator's mean ratings were 154 between 3.7 and 4.6. The students had the lowest mean agreement rating of the three groups (4.0). The students' mean rating was between 3.4 and 4.6. All groups agreed that home economics should be addressing all 13 of the development goals. However, promoting skills that are applicable to everyday life and helping families improve their standard of living were identified as the two development goals receiving the highest level of agreement that home economics curricula should be addressing among all groups. Also, the goal receiving the third highest rating was different for each group. Both Home Economic teachers and headmasters agreed that teaching knowledge and skills that support the well­ being of individuals and families was the third most important goal of which home economics should be addressing in Botswana. Students, however, rated preparing students for many aspects of home and community life as the third most important goal. Helping individuals understand their culture received the least amount of agreement among all groups as to whether or not home economics should be addressing this goal.

Question Three

Level of agreement about what home economics is doing The level of agreement of what home economics is doing in Botswana with regards to the 13 identified development 155 goals was relatively low for each group. All respondents rated level of agreement on a five point scale where 5 is "strongly agree," 3 is "neutral," and 1 is "strongly disagree". The teachers rating were between 2.7 and 4.0. Their mean score was 3.6, highest among the three groups. Headmasters ratings ranged from 3.0 to 3.9, with a mean score of 3.5. Students had the lowest level of agreement (3.4) among all groups. The ratings were from 2.4 to 4.2. These findings indicate that of the 13 development goals, home economics teachers, administrators and students neither agreed nor disagreed that the 13 development goals are being addressed by the home economics curricula in Botswana. From among the 13 goals, promoting skills that are applicable to everyday life received the highest level of agreement among teachers and headmasters regarding what home economics is doing in Botswana. Students, however, tended to think that helping families improve their standard of living is being done more than any of the other 12 goals. Among all groups, helping individuals understand their culture was rated lowest, indicating that of the 13 goals home economics is doing this least of all. The overall level of agreement as to what home economics is doing in Botswana as compared to what home economics should be doing is lower among all groups. The lower level of agreement about what home economics is doing and what home economics should be doing in Botswana denotes 156 a gap between what is expected (expectancy) of home economics programs and what they are actually doing (behavior) in Botswana.

Question Four

Perceptions of relevance of development goals to individual/family development All groups rated relevance on a five point scale where 5 indicated "very little relevance," 3 "somewhat relevant" and 1 "very little relevance." The relevance of the 13 development goals to individual/family development was rated slightly above midpoint by each of the three groups: home economics teachers, headmasters, and students. This indicated that all groups thought that the 13 goals were only somewhat relevant to individual and family development. The teachers' rating for relevance of the goals to individual/family development ranged between 2.5 and 3.6. The headmasters rated relevance of the thirteen goals between 2.8 and 3.8. The students rated relevance of goals to individual and family development between 2.2 and 3.5. Promoting skills that are applicable to everyday life, and helping families improve their standard of living were rated by home economics teachers and headmasters as being two of the three most relevant goals to individual and family development. Home economics teachers and headmasters differed on the third most relevant goal to individual and 157 family development. Teachers perceived preparing individuals for dealing with everyday problems of families as one of the three most relevant goal; whereas, and developing skills for self-reliance was perceived by headmasters as being most relevant to individual and family development. The students' rating of the three most relevant goals to individual and family development were developing skills for self-reliance, promoting skills that are applicable to everyday life, and helping families improve their standard of living. Among all groups, promoting skills that are applicable to everyday life and helping families improve their standard of living were identified as being the two goals that are most relevant to the development of individuals and families in Botswana. This finding combined with the previous finding of which the same two goals were identified as the top two goals that home economics should be addressing tend to re-emphasize the importance of addressing these goals in the home economics curriculum. However, combining this same finding with previous findings that indicate that the same two goals were identified, with only low agreement, as the top two goals that home economics is addressing could indicate the existence of a gap between what respondents perceive as relevant to the development of individuals and families and what home economics is doing relative to addressing these goals. 158

Question 7 i v

Perceptions of relevance of development goals to community/national development All three groups rated the relevance of the development goals to community and national development at midpoint (3.0). The respondents perceived the development goals as being somewhat relevant to community and national development. The teachers rated the goals between 2.5 and 3.5. Teachers rating of the three most relevant goals to community and national development was different from their rating for individual and family development. Teachers perceived developing skills for self-reliance to be the most relevant goal to community and national development. Teaching knowledge and skills that support the well-being of individuals and families and promoting skills that are applicable to everyday life were identified by home economics teachers as the second and third most relevant goals to community and national development. The headmasters rated the relevance of the goals to community and national development between 2.7 and 3.5. They perceived promoting skills that are applicable to everyday life to be the most relevant goal to community and national development. The second and third most relevant goals identified by headmasters were teaching knowledge and skills that support the well-being of individuals and families and developing skills for self-reliance. Headmasters' perceptions of the 159 goals being most relevant to community and national development were very much the same as their perceptions of the goals being most relevant to individual and family development. Student ratings for the relevance of the development goals to community and national development were the lowest among the three groups. The student ratings were between 2.4 to 3.4. Promoting skills that are applicable to everyday life, helping families improve their standard of living and developing skills for self-reliance were identified as the three most relevant goals to community and national development in Botswana. Overall, all respondents perceived promoting skills that are applicable to everyday life and developing skills for self-reliance as being among the top three goals that are most relevant to community and national development. In comparing the overall responses between the perceived relevance of development goals to community and national development with perceived relevance of development goals to individual and family development, promoting skills that are applicable to everyday life was rated among the top three goals for individual, family, community, and national development among all respondents. 160 Question Si»

Perceptions of the degree of emphasis development goals racaive in homa aconomles curriculum The degree of emphasis development goals receive in the home economics curriculum was rated by home economics teachers, headmasters, and students on a 5 point scale. The 5 indicated "a lot of emphasis", 3 "some emphasis", and 1 "no emphasis". Overall, respondents rated the curriculum as placing some emphasis on the 13 development goals. The home economics teachers ratings for the degree of emphasis development goals receive in the curriculum were between 2.4 and 3.7. The ratings for the headmasters ranged between 2.5 and 3.8. The overall mean score of 3.1 for headmasters was the highest among all three groups. Home economics teachers and headmasters perceived the same three goals as receiving the highest degree of emphasis in the home economics curriculum. They both perceived promoting skills that are applicable to everyday life as the goal receiving the highest degree of emphasis in the home economics curriculum. Teaching knowledge and skills that support the well-being of individuals and families and developing skills for self- reliance were the two goals perceived by both teachers and headmasters as the second and third goal receiving the next highest degree of emphasis in the curriculum. The home economics students rated the degree of emphasis development goals receive in the curriculum between 161 2.0 and 3.5. Two of the three goals identified by both headmasters and teachers were identified by home economics students as being among the top three goals receiving the highest degree of emphasis in the home economics curriculum. Developing skills for self-reliance was identified by students as the goal receiving the highest degree of emphasis in the curriculum. The goals receiving the second and third highest degree of emphasis in the home economics curriculum identified were helping families improve their standard of living, promoting skills that are applicable to everyday life and providing knowledge and developing skills for income generation.

Question Seven Perceptions of the degree of emphasis development goals receive in home economics classroom teaching The degree of emphasis development goals receive in home economics classroom teaching was rated at midpoint (3.1), indicating that the development goals were perceived to receive some emphasis in home economics classroom teaching. The home economics teachers rated the degree of emphasis development goals receive in home economics classroom teaching between 3.9 and 2.6. Headmasters' ratings ranged between 2.7 and 3.8. 162 Again, both headmasters and teachers rated the same goals as receiving the highest degree of emphasis in home economics classroom teaching. Due to the same mean scores, four instead of three goals were rated by both groups as being the goals receiving the highest degree of emphasis in home economics classroom teaching. The goal identified as receiving the highest degree of emphasis in home economics classroom teaching for both teachers and headmasters was promoting skills that are applicable to everyday life. The next three goals receiving the two highest mean scores were teaching knowledge and skills that support the well-being of individuals and families, developing skills for self- reliance, and helping families improve their standard of living. Home economics students had the lowest mean rating of 3.0 for the degree of emphasis placed on development goals in home economics classroom teaching. Helping families improve their standard of living, developing skills for self-reliance, and facilitating the development of self­ esteem in individuals were identified among home economics students as the three goals receiving the highest degree of emphasis in home economics classroom teaching. Overall, both home economics teachers and headmasters perceived home economics classroom teaching as placing more emphasis on the development goals than the home economics curriculum. As for students, the opposite was perceived. 163 They rated the development goals as receiving more emphasis in the curriculum than in home economics classroom teaching.

Question Eight

Relationships between selected personal and professional variables and variables affecting home economics' relevance to development Generally, there were few relationships between selected personal (age, sex and nationality) and professional (education level) variables and variables affecting home economics relevance to development. A significant moderately positive correlation (r=.36,p=.04) was found between the age of home economics students and their perceptions of the degree of relevance the development goals are to community and national development. This finding indicates that as students grow older, their perceptions of the degree of relevance of each goal to community and national development tend to increase. Gender, among headmasters, had a positive moderate correlation with what home economics should be doing in Botswana. The point biserial correlation between gender of headmasters and what home economics should be doing (£=.30,E=.00) was found to be significantly positive at the .05 level. Female headmistresses tended to have a higher level of agreement than male headmasters regarding the need 164 for home economics curricula to address the thirteen development goals. A significantly positive low correlation was found between nationality and four of the variables affecting home economics' relevance for teachers only. A point biserial

correlation of e = . 2 5 , e = .0 2 , e = . 2 6 , e = .0 3 , r=.25,p=.02, and r=.24,p=.03 indicated that Batswana teachers had a more positive attitude towards home economics, perceived the 13 development goals to be more relevant to individual/family and community/national development, and had a higher level of agreement about that home economics should be addressing the thirteen development goals in Botswana than non­ citizens. Relationships between level of education and variables affecting home economics relevance were found significant only among home economics teachers. Significantly positive relationships were found between home economics teachers' level of education and the relevance of goals to community and national development and what they perceive home economics should be doing in Botswana (r=.27,p=.02;

£=.27.e =.01, respectively). As home economics teachers level of education increased so did perceptions of how relevant development goals were to community and national development and their agreement that home economics should be addressing the goals in Botswana. 165 Question Nine

Differences between home economics teachers, headmasters, and students regarding variables that affect the perceived relevance of home economics There were only two significant differences found between home economics teachers, headmasters, and students on the variables affecting the relevance of home economics. Analysis of Variance (ANOVA) indicated a significant difference existed between home economics students and home economics teachers (£=3.080481). Home economics students had a more positive attitude toward home economics than home economics teachers. The second difference was found to exist between home economics students and headmasters, and, home economics students and teachers on their perceptions of the degree of relevance the development goals are to individual and family development (F=3.88,p=0223). Headmasters and home economics teachers were more likely to perceive the 13 development goals as being more relevant to individual and family development in Botswana than home economics students.

Question Ten

Differences between type of curriculum used and variables affecting home economics relevance to development Only one significant difference was found between respondents who use the Cambridge curriculum and those who 166 use the National curriculum on variables affecting home economics relevance. A t-Test revealed that respondents who used the Cambridge curriculum had a higher level of agreement as to what home economics should be doing in Botswana as compared to respondents who used the National (JC) curriculum, (t=2.03,p=.04). Home economics teachers and administrators of the Cambridge Curriculum tended to agree more strongly than those of the National Curriculum that home economics should be addressing the 13 development goals. A possible explanation for this could be that home economics teachers and headmasters who are teaching at the Cambridge level (senior high school level) realize that being a young adult, entering into the job market and rearing a family are all more of a reality to the students they teach than for those who are teaching students at the junior secondary level.

Question Eleven

Proportion of variance in the dependent variable that can be explained by selected independent variables Three of nine independent variables were identified through the use of Forward Stepwise Multiple Regression as accounting for 39% of the variance in the dependent variable, home economics relevance score (£=23.35,p<.000). The three variables identified were emphasis in teaching, gender, and education level. These three variables 167 contributed 32.7%, 5.6% and 1.6% of the variance. The amount variance in home economics teachers, headmasters, and students perceptions of home economics relevance can be explained by the amount of emphasis placed on the 13 goals in home economics classroom, gender and level of education.

Conclusions The following conclusions are based on the findings in this study: 1. Attitude towards home economics is positive among Home economics teachers, headmasters and students. 2. Home economics curricula should be changed to a) make content more relevant to everyday life in Botswana and less relevant to the lifestyle of Europeans, and b) cut down on content given in curriculum or allow more class time, and c) place more emphasis on income generating skills. 3. A gap exists between what home economics is actually doing in Botswana and what home economics teachers, students, and headmasters expect home economics to be doing. 4. Home economics programs are not putting much emphasis on development goals. This may be due to feelings that 168 the goals are not very relevant to individuals, family, community and national development. The importance and transferability of what is taught in class and its contribution to the development of the individual, the family, the community and the nation seems not to be realized.

Implications This research has implications for those who plan and develop curricula for home economics courses in Botswana. The findings in this study suggest that future curricula efforts should be focused on making home economics content more relevant to the lifestyle of families in Botswana. Curricula content needs to be focusing on developing skills that are transferable from the classroom into the homes of the majority of students who take home economics courses. More curricula materials might be developed in areas which address the two major identified goals: promoting skills that are applicable to everyday life and helping families improve their standard of living. Curriculum planners might also allow for many of the suggested changes to be incorporated into the new and upcoming three year national home economics curriculum. Although the development goals are seen as relevant, adequate emphasis is neither being placed in the curriculum 169 nor the teaching of home economics; therefore, inservice teacher training might be provided to give teachers strategies on how to incorporate the goals into their classroom teaching. Home economics teachers, headmasters, and students consistently ranked what home economics is doing (behavior) lower than what home economics should be doing (expectation) relatively to the home economics curricula used in Botswana. Since discrepancy exists, it is recommended that home economics curricula be developed and implemented that would close the gap between what home economics is doing in Botswana and what it should be doing. Data gathered in this study revealed that all 13 of the development goals were perceived as being only somewhat relevant to individual, family, community, and national development. The Ministry of Education might take necessary action to clarify the relevance of the goals to the overall development of Botswana for home economics teachers, students, and headmasters. In addition to sharing the results of this study with administrators who are responsible for planning and developing curricula materials, the results could also be shared with home economics education officers, professors and home economics teachers. Home economics education officers as well as home economics professors and teachers might be involved in planning future inservice training and 170 can use the results in the planning of topics to discuss. Since home economics is just beginning, as of August, 1994, at the University of Botswana, the results from this study might be used in helping to plan some of the future courses in the home economics department. For example, a course could be developed in entrepreneurship to help teachers with the business aspect of home economics as well as to teach income generating skills. This is especially important since this is a goal of Home Economics programs, at the junior and senior level, as well as a goal of the nation. Achieving the goals of the nation as well as the goals of home economics will be somewhat difficult if home economics teachers and students are not provided with training or skills needed to achieve them.

Based on the findings of the research, there is a need for re-evaluating the home economics curricula used in Botswana's junior and senior secondary schools. From the findings and conclusions of this study, and the literature on which it is based, the following recommendations are presented. 1. Further testing and refinement of relevance perception instrument. 171 2. Repeat this study with home economics teachers, administrators and students in other Sub-Saharan African countries. 3. Curriculum developers might re-evaluate home economics curricula now being used at the junior and senior secondary levels. 4. Repeat this study with home economics teachers, headmasters, and students in Botswana after in-service training and re-evaluation of the curricula have been completed. 5. Conduct similar studies to identify other factors related to perceptions of home economics relevance to development. 6. Conduct baseline studies on home economics teachers, home economics curricula and home economics goals in African countries. A model reflecting possible variables impacting the perceptions of development goals relevance was proposed to direct this study (see Chapter 3). As a conclusion to this study, Figure 2 is presented as a revised version of the relationship of this study's major variables. Future researchers and practitioners may utilize this conceptual schema as a base in designing their studies of educational relevance. 172

Personal Characteristic age

Relevance of Professional Home Economics Characteristics to individual, family, community education and national level development

Home Economics Goals' Emphasis In Classroom Teaching

Figure 2. Revised Conceptual Schema Reflecting the Relationship of the Variables to the Dependent Variable APPENDIX A RESEARCH PERMIT FOR BOTSWANA

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c.c. District Commissioners. Caoorsne. Moiepoiola Tonota Director, tihrary Service Government Archivist Director, M.I.8. APPENDIX B UP-TO-DATE LIST OF BOTSWANA'S HOME ECONOMICS HOME ECONOMICS TEACHERS, HEADMASTERS, AND TONOTA COLLEGE HOME ECONOMICS 1ST AND 2ND YEAR STUDENTS

175 176 ** SECONDARY DEPARTMENT ** SENIOR SECONDARY SCHOOL ADDRESSES UPDATE 17/08/94 SCHOOL NAME PLACE HEADMASTER Francistown Francistown Mr. D. Thapa Gaborone Gaborone Mr. A. Makgothi Ghanzi Ghanzi Mr.M. Sabone Kagiso Ramotswa Mr. Moputhing Kgari Sechele Molepolole Mr. B. Williams Ledumang Gaborone Mr. D. Tau Letlhakane LethIkhakane Mr. J. Mpetsane Lobatse Lobatse Mrs . A. Monosi Lotsane Palapye Mr. H. Motsie Madiba Mahalapye Mr. A. John Masunga Francistown Mr. B. Munthali Mater Spei Francistown Mr. P. Appiah Matsha Kang Mr. L. Mokete Matshekge Hill Bobonong Mr. Makhandlela Maun Maun Mr. Tregilges Moeding Lobatse Mr. T. Pheto Moeng Moeng Mr. J . Geary Molefi Mochudi Mr. J. Bell Hoshupa Moshupa Mrs . Sivertsen Naledi Gaborone Mr. B . Moswela Seepapitso Kanye Mr. C . Monkge Selibe Phikwe Selibe Phikwe Mr. T. Kooagile Shashe River Shashe Mr. Habangana Shoshong Gaborone Mr. G. Ruda St. Joseph's Gaborone Mr. B. Motsepe Swaneng Hill Serowe Mr. C. Jorosi Tutume Tutume Mr. S. Thambula 177 ** SECONDARY DEPARTMENT ** JUNIOR SECONDARY SCHOOL ADDRESSES UPDATE 25/07/94

SCHOOL NAME PLACEHEADMASTER Artesia Via Gaborone Mr. Nthebolang Baitirile Moshupa Mr.Trennepohl Baitlotli Ramotswa Mr. K. Mogale Bakgatle Mochudi Mr.P. Sechele Bakgopeng Maunatlala Mr. R. Bashe Baratanl Otse Mr.D. Mmereki Batanani Ramokgwebane Mr. T. Mbangiwa Bathoen II Kanye Ms. Gaongalelwe Bobonong Bobonong Mr.Basaakane Boikhutso Selebi Phikwe Mr. D . Mnkandla Bolpelego Serowe Mr. K. Dibapile Bolteko Kanye Mrs. Sorinyane Bokamoso Gaborone Mr.M. Sedisa Bonwatlou Serule Mr. M. Kuswani Borwa Mochudi Mr.G. Mathiba Boswelakgosi Mmankgodi Mr. A. Kgarebe Chamabona Francistown Mr. B. Morwaeng Chichi Hill Lobatse Mr. Mouwane Chobe Kasane Mr. M. Chebani Denjebuya Tutume Mr. K. Mpatane Dikgatlhong Mahalapye Mr. A. Thapedi Dithejwane Molepolole Mr. Tselaesele Ditsweletse Letlhakane Mrs. Mosime Donga Francistown Mr. Tsatsi Dukwi Francistown Mr. Moribame Emang Lobatse Mr.Sikunyana Etsha Etsha Mr. P . Midgley Gabane Gabane Mrs . Chalebgwa Gaborone West Gaborone Mrs . Seitshiro Gobojango Bobonong Mr.Morake Gold Mine Francistown Mr. Nkhwa Gosemama Goo Tau Via Palapye Mr. Rantape Goshwe Francistown Mr. M. Ratshaa Ikageng Mogoditshane Mrs . Kgari Ipelegeng Lobatse Mrs. Fembo Iphutheng Lobatse Mr. Thabaneng Itekeng Ghanzi Mr. L. Kolagano Itireleng Lobatse Mrs. J. Mbulawa John Nswazwi Sebina Mr. C. Mudadi Kalamare Kalamare Mr. J. Rakhudu Kgalemang Mots. Serowe Mr. L. Mogotsi Kgamanye Mochudi Mr. K. Masendu Kgatadima Maokatumo Via Palapye Mr. J. Mosinyi 178 Kgolagano Middlepits Mr. F . Lombe Kopong Mogoditshane Mr. Babitseng Kumsikwane Via Gaborone Mr. 0. Andrew Kutlwano Gweta Mr. B. Nzamani Kwenasereto Molepolole Mr. J. Tlhoiwe Lebogang Selebi Phikwe Mr. J. Gabi Ledunadumane Mogoditshane Mrs. E. Mavuma Lehutshelo Hukuntsi Via Lobatse Mr. P. Monyatsi Lentsweletau Lentsweletau Ms. 0 Beleme Lerala Lerala Mr. Badirwang Letlhabile Tonota Mr. S. Seemule Letlole Mosiele Thamaga Mr. B. Molake Letsopa Lobatse Mr. T . Mokhosoa Linchwe II Mochudi Mr. H. Visser Lotiamoreng I Good Hope Mr. S. Masala Mabogo Palapye Mrs. M. Moampe Madawu Francistown Mr. S. Oabile Hadikve Sikwane Mr. M. Kgotlele Maenjane Sekakangwe Mr. S . Rahube Mahalapye Mahalapye Mr. Malambane Mahupu Letlhakeng Mr. B . Mokhawe Maikano Gaborone Mr. P . Tsumake Maiteko Mabutsane Mr. Phalagaae Makalamabedl Maun Mr. T . Kwerepe Hakhubu Selebi Phikwe Mr. J . Chaudry Makome Hill Mmadinare Mr. L. Mphale Mannathoko Serowe Mr. G. Dipholo Maoka Gaborone Mrs. J. Mawela Maraka Kanye Mr. T. Tau Marakanelo Ncojane Mrs . T. Jorosi Marang Gaborone Mrs . N. Phalalo Mariba Lobatse Mr. K. Sharp Maruj e Masunga Mr. L. Matlhape Mathiba Kanye Mrs . Makgaben- yana Matlala Tlokwng Mrs . N . Sephuma Matsheng Sojwe Via Molepolole Mr. J. Radibe Matsilojwe Matsilojwe Mrs . Chakalisa Maunatlala Maunatlala Via Palapye Mr. D . LéiMance Meepong Selebi Phikwe Mr. D . Senabye Metsimasweu Serowe Mr. H. Dlodlo Mmachibaba Moeng Mr. M. Mogapi Mmanaana Moshupa Mr. B . Kgomotso Mmaphula Palapye Mr. F. Mhuriro Mmashoro Mmashoro Mr. M. Bitsang Mmathethe Mmathethe Mr. Modisenyane Mmei Francistown Mr. Pabalinga Moeti Maun Mr. T. Shole Mogale Jwaneng Mr. Moshoboro Mogobane Otse Mr. Motlale- kgosi Mogoditshane Mogoditshane Mr. Motswagole 179 Mokgalo Palapye Mr. T. Mumba Mokobeng Sefhare Mr. K. Koko Molalatau Bobonong Mr. L. Mokobi Molongwa Jwaneng Mrs. J. Van Wyk Holopo River Sedibeng Mrs. Sebonego Montsanaisa Francistown Mr. V. Masunga Montshiwa Pitsane Mr. J. Rammekwa Mookami Kanye Mr. F. Mogotsi Mookane Mookane Mr. K. Maphane Mopipi Mopipi Mr. M. Dintwa Morama Jwaneng Mr. S. Rampa Moselewapula Gaborone Mr. Mokalake Hoses Mengwe Maitengwewn Mr. Chakandina- kira Mosetlha Bobonong Mr. J. Mdzima Mosikari Machaneng Mr. 0. Koma Motaung Kang Mr. Mandikate Mothamo Moijabana Mr. L. Thaga Motsumi Letlhakane Via Orapa Mr. M. Paledi Motswasele Molepolole Mr. Ramatebele Motswedi Gaborone Mr. A. Basa Mowana Mahalapye Mrs. Mogano Mphuthe Letlhakeng Mr. Letebele Nanogang Gaborone Mrs. K. Pule Ngambao Seronga Mr. G. Brock Ngami Sehitwa Mr. W. Phiri Ngwaketse Kanye Mr. 0. Moleele Nkange Nkange Mr. J. Maphane Ntebogang Kanye Mr. M. Molau Nthwalang Digawana Mr. Makhumalo Nxakato Sua Town Mr. A. Mamabolo Odima Oodi Mr. G. Lijane Okavango Gomare Mr. M. Raditsi Orapa Orapa Mr. S. Mphele Palapye Palapye Ms. T. Mokobi Pandagala Tutume Ms. Motlhagodi Parwe Mahalapye Ms. Maphanyane Patikwane Serowe Mr. J. Sekgwama Pekenene Mahalapye Mr. J. Sekgwama Pelaelo Makaleng via Francistown Mr. S. Macneil Radikolo Mochudi Mr. S. Mfolwe Radisele Palapye Mr. Koosimile Rakops Rakops Mr. 0. Monyatsi Ranoja Ramokgwebane Mr. J. Elson Ramokgonami Ramokgonami via Palapye Mr. J. Davies Ramotswa Ramotswa Mr. M. Dlamini Rethuseng Charles Hill Mr. H. Kuswani Rutwang Tonota Ms. Mudzingwa Sedie Maun Mr. S. Tiro Sedimo Hill Sefhophe Mr. M. Moswela Sedumedi Molepolole Mr. Habangaana Sefhare Sefhare Mr. D. Makhiwa 180 Sefhophe Sefhophe Mr. A. Hock Sekgoma Maun Mr. G. Mohube Selepa Francistown Mr. L. Moloyi Selolwe Hill Monarch Francistown Mr. C. Mlilo Senane Serowe Mr. R. Mothibi Sesholo Seleka Via Palapye Mr. J. Nare Setlalekgosi Francistown Mr. Mbaakanyi Shakave Shakawe Mr. S. Harpt Shanganani Francistown Ms. B. Dube Shangano Sebina Mr. G. Pule Shoshong Shoshong Mr. B. Pharo Sua Nata Mr. T. Habana Tapologo Werda Mr. G. Ndwapi Tashatha Tatitown Mrs. M. Marata Taung Ramotswa Ms. L. Oteng Thamaga Thamaga Mr. Monnaatsie Thamani Tshesebe Mr. S. Bartlett Thobega Mmankgodi Mr. P. Lesetedi Tlhomo Kanye Mrs. Sennanyana Tlokweng Tlokweng Mrs. Maphanyane Tonota Shashe Mr. T. Mothobi Tsetsebye Tsetsebye Mr. C. Lebekwe Tshabong Tshabong Mr. Ditlhobolo Tshegetsang Molepolole Ms. B. Ntsabane Tshimologo Chantsi Ms. Nthobatsang Tshwaragano Maun Mr. B. Tshoso Tsodilo Maun Mr. A. Ncube Zwenshambe Masunga Mr. G. Bayani 181 ** SECONDARY DEPARTMENT ** JUNIOR AND SENIOR SECONDARY HOME ECONOMICS TEACHERS

SCHOOL NAME PLACETEACHERS Baitlotli Ramotswa Ramokhua, I. Baitlotli Ramotswa Thokwane, G. Bakgatle Mochudi Bogatsu, C. Baratani Otse Gupta S. Bobonong Bobonong Mpofu, A. Boikhutso Selebi Phikwe Mwikisa, G. Boipelego Serowe Majumdar, P. Boiteko Kanye Leinaeng, P. Bokamoso Gaborone Silechena, A Bokamoso Gaborone Senna, G . Bonwatlou Serule Malibala, T. Borwa Mochudi Molefi, V. Chamabona Francistown Loeto, S . Chichi Hill Lobatse Phala, P. Chobe Kasane Sekgoma, S. Dithejwane Molepolole Radipudi, B. Ditsweletse Letlhakane Lesiapeto, P Donga Francistown Mathew, R. Dukwi Francistown Magola, G. Emang Lobatse Malepa, B. Francistown Francistown Koboyatau, J Francistown Francistown Bamfo, A. Francistown Francistown Senn, Francistown Francistown Tubego, T. Gabane Gabane Osei-Ofei Gabane Gabane Singh, S. Gaborone Gaborone Ndaba, M. Gaborone Gaborone Ndzinge, L. Gaborone Gaborone Ndoro, C. Gaborone Gaborone Sebonego, S. Gaborone West Gaborone Baiketsi, M. Gaborone West Gaborone Kgakge, F. Gold Mine Francistown Lefhoko, 0. Gold Mine Francistown France, S. Gosemama Goo Tau Via Palapye Mosenene, 0. Ikageng Mogoditshane Chabaditsile Ipelegeng Lobatse Sharma, S. Itekeng Ghanzi Chimbombi, S John Nswazwi Sebina Mudadi, K . John Nswazwi Sebina Kauffmann, I Kagiso Ramotswa Antwi, P. Kagiso Ramotswa Kebaetse, M. Kalamare Kalamare Mapogo, M. Motaung Kang Sibanda, L. Motaung Kang Thoje, G. Kgalemang Mots. Serowe Phiri, M. 182 Kgananyane Mochudi Motaung, L. Kgari Sechele Molepolole Mensah, D, Kgari Sechele Molepolole Ndlovu, P. Kgari Sechele Molepolole Robinson, M. Kgari Sechele Molepolole Maswabi, L. Kgolagano Middlepits Robert, P. Kopong Mogoditshane Sedebi, K. Kwenasereto Molepolole Maribe, R. Kwenasereto Molepolole Matumo, P . Lebogang Selebi Phikwe Lunga, E . Lebogang Selebi Phikwe Mbayi, M. Lehutshelo Hukuntsi Via Lobatse Tsheole, A. Lentsweletau Lentsweletau Beleme, O. Lentsweletau Lentsweletau Radibe, R. Letlhabile Tonota Muzumara, M. Letlhakane Lethlkhakane Hlophe Letlhakane Lethlkhakane Musonda, M. Letsopa Lobatse Tangane, P . Linchwe II Mochudi Moirapula, G. Lobatse Lobatse Underwood, L. Lotsane Palapye Gatsi, S. Lotsane Palapye Khumalo, S. Lotsane Palapye Lombe, E . Lotsane Palapye Moganetsi, M. Mabogo Palapye Modipe Madiba Mahalapye Baitseng, O. Madiba Mahalapye Chengeta, B . Madiba Mahalapye Ditshego, M. Madiba Mahalapye Keshupile, T. Madikwe Sikwane Setlhabi, M. Maejane Sekakangwe Maripe, N. Mahalapye Mahalapye Majaga, K. Mahalapye Mahalapye Mokopane, R. Mahupu Letlhakeng Molony, J. Maikano Gaborone Malikongwa, C. Maikano Gaborone Serwadi, M. Maikano Gaborone Simwaka, R. Maiteko Mabutsane Molebatsi, M. Makalamabedi Maun Mulenga, G . Makhubu Selebi Phikwe Kurien Patikwane Serowe Chewe Makome Hill Mmadinare Nkuru, J. Maoka Gaborone Mhango, B . Maoka Gaborone Mphuthing, M. Maoka Gaborone Sentsho, L. Marang Gaborone Larkai, P. Marang Gaborone Chakalisa Mariba Lobatse Banda, S . Naledi Gaborone Maseko, N. Ngambao Seronga Makhubu, B . Mater Spei Francistown Mosweu, F. Mater Spei Francistown Mwamba, J . 183 Hater Spei Francistown Simwaka, P. Mater Spei Francistown Keitsile, K. Orapa Orapa Mahupela, M. Mathiba Kanye Senosi, B. Matlala Tlokwng Ramsden, T. Matsha Kang Nakalonga, W. Matsha Kang Ramotopo, B . Matshekge Hill Bobonong Serumola, P. Matshekge Hill Bobonong Khalipa, B. Matsheng Sojwe Via Molepolole Modise, K. Maun Maun Masime Maun Maun Noke, M. Maun Maun Turnell, C. Maun Maun Nyarukowa, F . Maun Maun Jansen, M. Naledi Gaborone Hammond Meepong Selebi Phikwe Mabua, C . Meepong Selebi Phikwe Gabi, P. Metsimasweu Serowe Gaborone, K. Mmachibaba Moeng Bogopa, K . Mmanaana Moshupa Dikgomo, S. Mmanaana Moshupa Ramontsho, G . Mmaphula Palapye Kgabung, P . Mmaphula Palapye Moyo, M. Mmathethe Mmathethe Masilonyane, G. Mmei Francistown Boshati, B. Moeding Lobatse Gaetsewe, A. Moeding Lobatse Sakarea, L. Ngami Sehitwa Masale, M. Moeng Moeng Motswagosele, Moeng Moeng Piet, M. Moeng Moeng Menz Mogobane Otse Koko L. Mogoditshane Mogoditshane Phometsi, M. Molefi Mochudi Letebele, S. Molefi Mochudi Letsogile, T. Molefi Mochudi Tibesigwa, L. Molefi Mochudi Mosiakgabo Mosetlha Bobonong Karabo, G . Montsamaisa Francistown Phuthego, I. Montsamaisa Francistown Tau, E. Montshiwa Pitsane Esua-Mensah, T. Mookami Kanye Amankwah, M . Moshupa Moshupa Tesfaye, G. Morama Jwaneng Yeboah, J. Ntebogang Kanye Selabe, R. Seepapitso Kanye Sopa, T . Shashe River Shashe Chakalisa, C. Sua Nata Raditladi, D. Tlhomo Kanye Kawanda, G. Tutume Tutume Mwale, R. Moshupa Moshupa Stirton, A. 184 Moshupa Moshupa Wekare, L. Hothamo Moljabana Makobole, S. Motswedi Gaborone Galeforolwe, D. Motswedl Gaborone Babb, W. Mowana Mahalapye Mokgweetsl, 0. Mphuthe Letlhakeng Norris, T. Naledi Gaborone Amoah, M. Nanogang Gaborone Owusu, Applantl Nanogang Gaborone Bockarle, M. Ngwaketse Kanye Maruplng, G. Ngwaketse Kanye Matome, S . Nkange Nkange Machlngambl, T. Ntebogang Kanye Madlbela, S. Nthwalang Dlgawana Dlngwe, K. Odima Oodl Pllane, B. Okavango Gomare Segotso, 0. Orapa Orapa Hahupela, M. Orapa Orapa Seachaa, T. Palapye Palapye Moetl, D. Palapye Palapye Sankar, S . Radikolo Mochudl Molefl, B. Rakops Rakops Modlbedl, M. Ramoja Ramokgwebane Moalosl, K. Ramotswa Ramotswa Maphutha, N. Rethuseng Charles Hill Kuswane, 0. Sefhare Sefhare Masesane, B. Sefophe Sefhophe Ramodl, T. Selibe Phlkwe Selibe Phlkwe Maslre, D. Sellbe Phlkwe Selibe Phlkwe Danlso, V. Selibe Phlkwe Selibe Phlkwe Chlfamba Semane Serowe Woto, A. Setlalekgosl Francistown Maphane, D. Setlalekgosl Franclstown Sheik, A. Shangananl Franclstown Rampane, C. Shashe Shashe Maslme Shashe Shashe Danana, E . Shoshong Shoshong Radlposo, L. St. Josephs Gaborone Susu, J. St. Josephs Gaborone Dakwa, E . Tapologo Werda Setumo, L. Swaneng Serowe Estlbah, M. Swaneng Serowe ObusItse, G. Tashatha TatItown Gaorengwe, M. Thamanl Tshesebe Makobole, S. Tlhomo Kanye Mpuang, K. Tlokweng Tlokweng Matlhare, L. Tlokweng Tlokweng Seema, M. Tonota Shashe Dltlrwa, M. Tsetsebye Tsetsebye Maglna, M. Tshabong Tshabong Tlhwalerwa, L. Tshwaragano Maun Zlmunya, E. Tsodllo Maun Nare, A. 185 Zwenshambe Masunga Musa, M. Zwenshambe Masunga Tembo, M. Maraka Kanye Sibanda, S. Sefare Sefhare Matokwane, M. Selepa Franclstown Motlhatlhobi, Letsopa Lobatse Phofuetsile, G. Sesholo Seleka Via Palapye Malikongwa Mosikarl Machaneng Binang, J. Kgatadima Maokatumo Via Palapye Otukile, J. Mokgalo Palapye Baatweng, S. Itekeng Ghanzi Mulenga, L. Iphutheng Lobatse Ndigibela, T. Franclstown N Franclstown Mmualefe, C. Makome Hill Mmadinare Macy, B. Gobej ango Bobonong Ramogapi, M. Chichi Hill Lobatse Mogotsi, K. Makhubu Selebi Phikwe Makgaka, C. Ikageng Mogoditshane Mmesetse, T . Swaneng Hill Serowe Ndolwane, N. Mowana Mahalapye Sewela, K. Lerala Lerala Snook, I. Sedimo Hill Sefhophe George, M. Batanani Ramokgwebane Nkwanadze, F. Marang Gaborone Chakalisa, C. Swaneng Hill Serowe Smith, A. Mookane Mookane Batshu, P. Marakanelo Ncojane Nthoi, S. Ramokgonami Ramokgonami via Palapye Oteng, M. Maruj e Masunga Elleck, L. Molopo Sedibeng Mess, G. Ledumadumane Mogoditshane Rakgantshwane, Mmashoro Mmashoro Seleka, K. Radikolo Mochudi Moruakgomo, R. Shakawe Shakawe Maripe, N. Goshwe Franclstown Gunda, B. Sedie Maun David, E. Taung Ramotswa Pheto, M. Molalatau Bobonong Karabo, M. Pandagala Tutume Banda, M. Matshekge Hill Bobonong Hammer, D. Etsha Etsha Muzembo, M. Tshimologo Ghantsi Hatwiko, R. Ipelegeng Lobatse Laryea, A. Bakgatle Mochudi Morwaagole, N. Semane Serowe Ntalabgwe, L. Thamaga Thamaga January, S. Chobe Kasane Sekgoma, S. Kgamanyane Mochudi Mmapilo, E. Lotlamoreng I Good Hope Wadipodi, G. Kutlwano Gweta Masole, E. Rutwang Tonota Mbulawa, M. Mookami Kanye Moyo, M. 186 TONOTA COLLEGE 1ST AND 2ND YEAR HOME ECONOMICS STUDENTS

FIRST YEAR SECOND YEAR Dibeela, Onpelege Loeto, Tsebekgale Gaborone, Onthusitse Moalafhi, Hilda Hulela , Milikani Morapedi, Taswika Keatshabe, Itieseng Mogaesi, Kessy Keitshoklte, Miriam Mosienyane, Nnaniki Makgetho, Grace Marula, Lechani Maoketsa, Constance Disek, Kgomotso Moilwa, Boitumelo Leketo, Boitumelo Motshwanele, Theresa Motswetla, Ke inetse Morothwane, Kelebogile Nkwada, Jacqueline Mpuru, Mary Jorone, Marover Paul, Collet Sedimo, Osi Peloentle, Boikanyo Mkhwebu, Anna Pilane, Gertrude Madz ikwa, Gosego Pilane, Morwadi Pans ir i, Mased i Sarao, Cecilia Mahlunge, Tebogo Seane, Boipuso Mareka, Bonno Sekole, Seanokeng Keitumetse, Gabainewe Tlhakanelo, Khanana Nfila, Monica Tseme, Basiti Olekantse, Tinaye Nare, Chawada Mogopodi, Godiraone Letebele. Borne Magogodi, Maipelo Mthethwa, Maria APPENDIX C INSTRUMENTS Students Home Economics Teacher Headmasters

187 188

8t%ld#ntS— — Section K. Please indicate your level of agreement to the following statements which address your about what home economics should be doing in Botswana. Circle the letter(s) that best represents your response. Codes: SO = Strongly Disagree SA = strongly Agree D = Disagree A = Agree H = Neutral BBLIBES 1. Home economics should help families improve their standard of living SO D N A SA

2. Considering traditions, home economics should prepare students for many aspects of home and community life. SO D N A SA

3. Home economics should teach knowledge and skills that support the well-being of individuals and families. SO 0 N A SA

4. Home economics should not be concerned with developing skills for self reliance. SO D N A SA

5. Home economics should provide knowledge and develop skills for income generation. SD D N A SA

6. Home economics should not be concerned with family members' role in the community. SD D N A SA

7. Home economics should promote skills that are applicable to everyday life. SD D N A SA

8. Home economics should not be concerned with helping indi­ viduals develop leadership skills. SD D N A SA

9. Home economics should not be concerned with preparing indi­ viduals for dealing with every­ day problems of families. SD D N A SA

10. Home economics should provide individuals with the skills needed to perform well in a variety of career areas. SD D N A SA

11. Home economics should facilitate the development of self-esteem in individuals. SO D N A SA

12. Home economics should help indi­ viduals understand their culture. SD D N A SA

13. Home economics should not be concerned with promoting rural development. SD D N A SA 189

Section B Please indicate your level of agreement to the following statements which address what home economics is doing in Botswana. Circle the letter that best represents your response. Codes: SD = Strongly Disagree SA = Strongly Agree D = Disagree A = Agree N = Neutral

Concepts 14. Considering traditions, home economics prepares students for different aspects of home and community life. SD D N A SA

15. Home economics provides know­ ledge and develop skills for income generation. SD D N A SA

16. Home economics teaches know­ ledge and skills that support the well-being of individuals and families. SD D N A SA

17. Home economics helps families improve their standard of living. SD D N A SA

18. Home economics develops skills for self reliance. SD D N A SA

19. Home economics supports family members' role in the community. SD D N A SA

20. Home economics promotes rural development. SD D N A SA

21. Home economics does not help individuals develop leadership skills. SD D N A SA 22. Home economics provides individ­ uals with the skills needed to perform well in a variety of career areas. SD D N A SA

23. Home economics helps individuals understand their culture. SD D N A SA

24. Home economics promotes skills that are applicable to everyday life. SD D N A SA

25. Home economics facilitates the development of self-esteem in individuals. SD D N A SA

26. Home economics does not prepare individuals for dealing with everyday problems of families. SD D N A SA 190

Section C. Circlo th# number that beet repreeente your rating of the degree of enphaeia each statement received in the home economics curriculum used in your senior secondary school (column A) and used in the classroom teaching during your senior high school years (Column B). A. In Column A indicate the B. In Column B indicate the degree degdegree of emphasis each of of emphasis each of the state­ the statesMnts received in ments received in the class­ the curriculum used in your room teaching of home economics school. classes in your school. Codes: 1 = No Emphasis 4 = Adequate Emphasis 2 » Very little Emphasis 5 z A lot of Emphasis 3 e Some Emphasis D » Don't Know B Curriculum Teaching 27. Helping individuals develop leadership skills. 2 3 4 5

28. Providing individuals with the skills needed to perform well in a variety of career areas. 1 2

29. Helping students to understand their culture. 1 2

30. Promoting skills that are ap­ plicable to everyday life. 2 3

31. Facilitating the development of self-esteem in individuals.

32. Preparing individuals for dealing with everyday problems of families. 1 2

33. Helping families improve their standard of living. 1 2 3

34. Preparing students for dif­ ferent aspects of home and community life with respect to the traditions. 1 2

35. Teaching knowledge and skills that support the well-being of individuals and faunilies.

36. Promoting rural development.

37. Developing skills for self reliance. 1 2 3 4 5 3 4

38. Prodividing knowledge and developing skills for income generation. 1 2 3

39. Supporting family members' role in the community. 1 2 2 3 191

S#ctioa Dt Circl# th# number that beat rapraaant# you rating of how ralavant tha atataaanta in Column C fi D ara to Individual/Family and Comunity/Hational davalopmant. Codea: 1 = Vary littla Ralavanca 4 = Much Ralavanca 2 a Littla Ralavanca 5 = Very Ralavant 3 a Somewhat Ralavant

INDIVIDUAL/ COMMUNITY/ FAMILY NATIONAL

40. Helping individuals develop leadership skills. 1 2 3 4 5 1 2 3 4 5

41. Providing individuals with the skills needed to perform well in a variety of career areas. 1 2 3 4 5 1 2 3 4 5

42. Helping students to understand their culture. 1 2 3 4 5 1 2 3 4 5

43. Promoting skills that are applic­ able to everyday life. 1 2 3 4 5 1 2 3 4 5

44. Facilitating the development of self-esteem in individuals. 1 2 3 4 5 1 2 3 4 5

45. Preparing individuals for dealing with everyday problems of families. 1 2 3 4 5 1 2 3 4 5

46. Helping families improve their standard of living. 1 2 3 4 5 1 2 3 4 5

47. Preparing students for different aspects of home and community life with respect to the traditions. 1 2 3 4 5 1 2 3 4 5

48. Teaching knowledge and skills that support the well-being of individ­ uals and families. 1 2 3 4 5 1 2 3 4 5

49. Promoting rural development. 1 2 3 4 5 1 2 3 4 5

50. Developing skills for self reliance. 1 2 3 4 5 1 2 3 4 5

51. Providing knowledge and developing skills for income generation. 1 2 3 4 5 1 2 3 4 5

52. Supporting family members' role in the community. 1 2 3 4 5 1 2 3 4 5 192

Section B. Poraonal Data Plaasa raapond to tha atataaanta balow by placing an X or your appropriate raaponaa in tha apace provided.

53. What is your gender? male female

54. Please state your age. years old

55. Marital status. married widowed

single divorced

56. How many children do you have?

57. What is your nationality? ___

Section P. Professional Data

58. How many years have been a college student? ______

59. What is the highest level of education you have attained?

______COSC (form 5) ______2 year Certificate/Diploma

______3 year Certificate/Diploma 4 year Degree

______Master's Degree ______Doctorate

Other; specify ______

60. Where did you receive your highest qualification?

61. In which type of college are you presently studying?

______Molepolole College of Education

______Tonota College of Education

62. In which district is your school located? __ 193

Section O. PIm s o answer the following questions in the space provided.

How does the current Home Economics curriculum being used at the Cambridge level meet the needs and interests of Botswana's families and the nation?

What changes in the Cambridge Home Economics curriculum should be made so that the curriculum is responsive to the needs and interests of Botswana's families and the nation? 194

Section H. INTERVIEW QUESTIONS Do not answer the following questions. These questions will be answered orally by volunteers. If you «fould like to volunteer to answer these questions please inform the researcher. Your help is needed in getting specific information for the following questions. Also, your name will not be associated with the collected data.

1. How does the home economics curriculum at the senior high school level help individuals develop leadership skills?

2. What are some things your teacher did to help students develop leadership skills?

3. What type of skills does the home economics curriculum at the senior high school level provide to individuals to help them perform well in a variety of careers?

4. How did the home economics curriculum at the senior secondary level facilitate the development of self-esteem in students?

5. How did your teachers at the senior high school level facilitate the development of self-esteem in their students?

6. How did the home economics curriculum help students develop skills for self reliance?

7. How did your teachers at the senior secondary level help students develop skills for self-reliance? 195

— S#etiom A. indicats your levai of agreement to the following statements which address your BELIEFS about what home economics should be doing in Botswana, circle the letter(s) that best represents your response. Codes: SD = Strongly Disagree SA = Strongly Agree D = Disagree A = Agree M = Neutral BELIEFS 1. Home economics should help families improve their standard of living SD D N A SA

2. Considering traditions, home economics should prepare students for many aspects of home and community life. SD D N A SA

3. Home economics should teach knowledge and skills that support the well-being of individuals and families. SD D N A SA

4. Home economics should not be concerned with developing skills for self reliance. SD D N A SA

5. Home economics should provide knowledge and develop skills for income generation. SD D N A SA

6. Home economics should not be concerned with family members' role in the community. SD D N A SA

7. Home economics should promote skills that are applicable to everyday life. SD D N A SA

8. Home economics should not be concerned with helping indi­ viduals develop leadership skills. SD D N A SA

9. Home economics should not be concerned with preparing indi­ viduals for dealing with every­ day problems of families. SD D N A SA

10. Home economics should provide individuals with the skills needed to perform well in a variety of career areas. SD 0 N A SA

11. Home economics should facilitate the development of self-esteem in individuals. SD D N A SA

12. Home economics should help indi­ viduals understand their culture. SD D N A SA

13. Home economics should not be concerned with promoting rural development. SD D N A SA 196

Section B Plomm# indicate your level of agreement to tbe following atatenenta which addreaa what home economica ia doing in Botawana. Circle the letter that beat repreaenta your reaponae. Codea: SD = Strongly Disagree SA = Strongly Agree D = Disagree A = Agree N = Neutral Concepts 14. Considering traditions, home economics prepares students for different aspects of home and community life. SD SA

15. Home economics provides know­ ledge and develop skills for income generation. SD SA

16. Home economics teaches know­ ledge and skills that support the well-being of individuals and families. SD SA

17. Home economics helps families improve their standard of living. SD SA

18. Home economics develops skills for self reliance. SD SA

19. Home economics supports family members' role in the community. SD SA

20. Home economics promotes rural development. SD SA

21. Home economics does not help individuals develop leadership skills. SD SA 22. Home economics provides individ­ uals with the skills needed to perform well in a variety of career areas. SD SA

23. Home economics helps individuals understand their culture. SD SA

24. Home economics promotes skills that are applicable to everyday life. SD SA

25. Home economics facilitates the development of self-esteem in individuals. SD SA

26. Home economics does not prepare individuals for dealing with everyday problems of families. SD SA 197

Section C. Circlo tho number that beat represents your rating of the degree of emphasis each statement receives in the home economics curriculum (column A) and in home economics classroom teaching (Column B) in your school. In Column A indicate the B. In Column B indicate the degree degree of emphasis each of of emphasis each of the state­ the statements receives in ments receives in the class­ the home economics curriculum room teaching of home economics in your school. in your school. Codes: 1 = No Emphasis 4 = Adequate Emphasis 2 = Very little Emphasis 5 = A lot of Emphasis 3 = Some Emphasis D a Don't Know

Curriculum Teaching 27. Helping individuals develop leadership skills. 1 2 3 4 5 2 3 4 5

28. Providing individuals with the skills needed to perform well in a variety of career areas. 1 2 3 4 5

29. Helping students to understand their culture. 1 2 3 4 5

30. Promoting skills that are ap­ plicable to everyday life. 1 2 3 4 5

31. Facilitating the development of self-esteem in individuals. 1 2 3 4 5

32. Preparing individuals for dealing with everyday problems of families. 1 2 3 4 5 2 3

33. Helping families improve their standard of living. 1 2 3 4 5

34. Preparing students for dif­ ferent aspects of home and community life with respect to the traditions. 12 3 4 5

35. Teaching knowledge and skills that support the well-being of individuals and families. 1 2 4 D

36. Promoting rural development. 1 2 4 D

37. Developing skills for self reliance. 1 2

38. Prodividing knowledge and developing skills for income generation. 12 3 4 1 2 3 4 39. Supporting family members' role in the community. 1 2 3 4 198

Section D: Circlo the number thet best represents your rating of how relevant the statements in Column C & D are to Individual/Family and Community/National development. Codes I 1 = Very little Relevance 4 = Much Relevance 2 = Little Relevance 5 = Very Relevant 3 = Somewhat Relevant

INDIVIDUAL/ COMMUNITY/ FAMILY NATIONAL

40. Helping individuals develop leadership skills. 1 2 3 4 5 1 2 3 4 5

41. Providing individuals with the skills needed to perform well in a variety of career areas. 1 2 3 4 5 1 2 3 4 5

42. Helping students to understand their culture. 1 2 3 4 5 1 2 3 4 5

43. Promoting skills that are applic­ able to everyday life. 12 3 4 5 1 2 3 4 5

44. Facilitating the development of self-esteem in individuals. 1 2 3 4 5 1 2 3 4 5

45. Preparing individuals for dealing with everyday problems of families. 1 2 3 4 5 1 2 3 4 5

46. Helping families improve their standard of living. 1 2 3 4 5 1 2 3 4 5

47. Preparing students for different aspects of home and community life with respect to the traditions. 1 2 3 4 5 1 2 3 4 5

48. Teaching knowledge and skills that support the well-being of individ­ uals and families. 1 2 3 4 5 1 2 3 4 5

49. Promoting rural development. 1 2 3 4 5 1 2 3 4 5

50. Developing skills for self reliance. 1 2 3 4 5 1 2 3 4 5

51. Providing knowledge and developing skills for income generation. 1 2 3 4 5 1 2 3 4 5

52. Supporting family members' role in the community. 1 2 3 4 5 1 2 3 4 5 199

Section E. Forsonal Data Plaaaa raapond to tha atataaanta balow by placing an X or your appropriate raaponaa in be apace provided.

53. What is your gender? male ______female

54. Please state your age. ______years old

55. Marital status. ______married widowed

______single divorced

56. How many children do you have? ______

57. What is your nationality? ______

Section P. Profaaaional Data

58. How many years have been a headmaster?

59. What is the highest level of education you have attained?

______COSC (form 5) ______2 year Certificate/Diploma

______3 year Certificate/ ______4 year Diploma Degree

______Master's Degree ______Doctorate

Other; specify

60. Where did you receive your highest qualification?

______Botswana Swaziland Other; Specify

61. In which type of school are you presently working?

______junior secondary school

______senior secondary school

______other; specify ______

62. Are you also teaching a subject? _____ no yes

If yes, please specify which subject(s) you are

teaching ______

63. In which district is your school located? ______200

64. What is the name of the school in which you are presently the headmaster?

65. How many students attend your school?

(e.g. 250 students) ______201

Section O. Pie### answer the following questions in the space provided.

How does the current Home Economics curriculum being used meet the needs and interests of Botswana's families and the nation?

What changes in the Home Economics curriculum should be made so that the curriculum is responsive to the needs and interests of Botswana's families and the nation? 202

Section B. INTERVIEW QUESTIONS Do not answor th# following guomtion#. Ih#s# questions will be answered orally by volunteers. If you would like to volunteer to answer these questions please infon the researcher. Your help is needed in getting specific information for the following questions. Also, your name will not be associated with the collected data.

1. How does the home economics curriculum help individuals develop leadership skills?

2. What are some things your home economics teachers do in helping their students develop leadership skills?

3. What type of skills do the home economics curriculum provide to individuals to help them perform well in a variety of careers?

4. How does the home economics curriculum facilitate the development of self-esteem in students?

5. How do your home economics teachers, in their teaching, facilitate the development of self-esteem in their students?

6. How does the home economics curriculum help students develop skills for self reliance?

7. How do your home economics teachers, in their teaching, help students develop skills for self-reliance? 203

T#mch#r*— — — Section A. Ploaao indicate your level of agreement to the following mtatementm which address your BELIEFS about what home economics should be doing in Botswana. Circle the letter(s) that best represents your response. Codes: SO = Strongly Disagree SA = StronglyAgree D e Disagree A = Agree H = Neutral BELIEFS 1. Home economics should help families improve their standard of living SD D N A SA

Considering traditions, home economics should prepare students for many aspects of home and community life. SD SA

Home economics should teach knowledge and skills that support the well-being of individuals and families. SD SA

4. Home economics should not be concerned with developing skills for self reliance. SD D N A SA

5. Home economics should provide knowledge and develop skills for income generation. SD D N A SA

6. Home economics should not be concerned with family members' role in the community. SD D N A SA

7. Home economics should promote skills that are applicable to everyday life. SD D N A SA

8. Home economics should not be concerned with helping indi­ viduals develop leadership skills. SD D N A SA

9. Home economics should not be concerned with preparing indi­ viduals for dealing with every­ day problems of f«unilies. SD D N A SA

10. Home economics should provide individuals with the skills needed to perform well in a variety of career areas. SD D N A SA

11. Home economics should facilitate the development of self-esteem in individuals. SD D N A SA

12. Home economics should help indi­ viduals understand their culture. SD D N A SA

13. Home economics should not be concerned with promoting rural development. SD D N A SA 204

Section B Please Indicate your level of agreement to the following •tateaenta which addreaa what home economics ia doing in Botawana. Circle the letter that beat repreaenta your reaponae. Codea: SD = Strongly Disagree SA = Strongly Agree D = Disagree A = Agree N * Neutral Concepts 14. Considering traditions, home economics prepares students for different aspects of home and community life. SO SA

15. Home economics provides know­ ledge and develop skills for income generation. SD SA

16. Home economics teaches know­ ledge and skills that support the well-being of individuals and families. SD SA

17. Home economics helps families improve their standard of living. SD SA

18. Home economics develops skills for self reliance. SD SA

19. Home economics supports family members' role in the community. SD SA

20. Home economics promotes rural development. SD SA

21. Home economics does not help individuals develop leadership skills. SD SA 22. Home economics provides individ­ uals with the skills needed to perform well in a variety of career areas. SD SA

23. Home economics helps individuals understand their culture. SD SA

24. Home economics promotes skills that are applicable to everyday life. SD SA

25. Home economics facilitates the development of self-esteem in individuals. SD SA

26. Home economics does not prepare individuals for dealing with everyday problems of families. SD SA 205

Section C. Circle the number that beet represents your rating of the degree of emphasis each statement receives in the home economics curriculum (column A) and in your classroom teaching (Column B). A. In Column A indicate the B. In Column B indicate the degree degree of emphasis each of of emphasis each of the state- the statements receives in ments receives in your class- the home economics curriculum room teaching of home economics, you are using. Codes: 1 = No Emphasis 4 = Adequate Emphasis 2 = Very little Emphasis 5 = A lot of Emphasis 3 = Some Emphasis D = Don't Know B Curriculum Teaching 27. Helping individuals develop leadership skills. 2 3 4 5 D 1 2 3 4 5 D

28. Providing individuals with the skills needed to perform well in a variety of career areas. 1 2 3 4 5 D 1 2 3 4 5 D

29. Helping students to understand their culture. 1 2 3 4 5 D 1 2 3 4 5 D

30. Promoting skills that are ap­ plicable to everyday life. 1 2 3 4 5 D 1 2 3 4 5 D

31. Facilitating the development of self-esteem in individuals. 1 2 3 4 5 0 1 2 3 4 5 D

32. Preparing individuals for dealing with everyday problems of families. 1 2 3 4 5 D 1 2 3 4 5 D

33. Helping families improve their standard of living. 1 2 3 4 5 D 1 2 3 4 5 D

34. Preparing students for dif­ ferent aspects of home and community life with respect to the traditions. 1 2 3 4 5 D 1 2 3 4 5 D

35. Teaching knowledge and skills that support the well-being of individuals and families. 1 3 4 5 D 1 2 3 4 5 D

36. Promoting rural development. 1 3 4 5 D 1 2 3 4 5 D

37. Developing skills for self reliance. 1 2 3 4 5 D 1 2 3 4 5 D

38. Prodividing knowledge and developing skills for income generation. 1 2 3 4 5 D 1 2 3 4 5 D

39. Supporting family members' role in the community. 1 2 3 4 5 D 1 2 3 4 5 D 206

S#ctiom Di Circl# th# nuab#r that b#st r#pr#s#nts your rating of how ralavant tha atataaanta in Column C & D ara to Individual/Family and Community/National davalopmant. Codaat 1 = Vary littla Ralavanca 4 = Much Ralavanca 2 « Littla Ralavanca 5 = Vary Ralavant 3 a Somawhat Ralavant

INDIVIDUAL/ COMMUNITY/ FAMILY NATIONAL

40. Helping individuals develop leadership skills. 1 2 3 4 5 1 2 3 4 5

41. Providing individuals with the skills needed to perform well in a variety of career areas. 1 2 3 4 5 1 2 3 4 5

42. Helping students to understand their culture. 1 2 3 4 5 1 2 3 4 5

43. Promoting skills that are applic­ able to everyday life. 1 2 3 4 5 1 2 3 4 5

44. Facilitating the development of self-esteem in individuals. 1 2 3 4 5 1 2 3 4 5

45. Preparing individuals for dealing with everyday problems of families. 1 2 3 4 5 1 2 3 4 5

46. Helping families improve their standard of living. 1 2 3 4 5 1 2 3 4 5

47. Preparing students for different aspects of home and community life with respect to the traditions. 1 2 3 4 5 1 2 3 4 5

48. Teaching knowledge and skills that support the well-being of individ­ uals and families. 1 2 3 4 5 1 2 3 4 5

49. Promoting rural development. 1 2 3 4 5 1 2 3 4 5

50. Developing skills for self reliance. 1 2 3 4 5 1 2 3 4 5

51. Providing knowledge and developing skills for income generation. 1 2 3 4 5 1 2 3 4 5

52. Supporting family members' role in the community. 1 2 3 4 5 1 2 3 4 5 207

Section E. Personal Data

Please respond to the statements below. Place an Z or your appropriate response in he space provided.

53. What is your gender? male ______female

54. Please state your age. ______years old

55. Marital status. ______married widowed

______single divorced

56. How many children do you have? ______

57. What is your nationality? ______Section F. Professional Data

58. How many years have you taught home economics? ______

59. What is the highest level of education you have attained?

______COSC (form 5) ______2 year Certificate/Diploma

______3 year Certificate ______4 year Diploma Degree

______Master's Degree Doctorate

Other; specify

60. Where did you receive your highest qualification?

______Botswana ______Swaziland Other; Specify

61. Did you study home economics as a subject in junior secondary school?

yes

62. Which of the following did you study in senior secondary school?

______Food and Nutrition Clothing and Textiles ______Home Management None of the above 63. In which type of school are you presently teaching?

______junior secondary school

______senior secondary school

If you are using the Cambridge Curriculum, please indicate which area(s) of home economics are you teaching (e.g. Food and Nutrition) 208

64. Are you teaching a subject(a) other than home economics? ______no yes

If yes, please specify which subject(s) you are teaching __

65. In which district are you teaching?

66. What is the name of the school in which you are presently teaching?

67. How many students attend the school in which you are teaching?

(e.g. 250 students) ______209

Section O. Plaaea answer the following questions in the space provided.

How does the current Home Economics curriculum you are using meet the needs and interests of Botswana's families and the nation?

Are changes needed in the curriculum? ____ yes no if yes please answer the next question.

What changes in the Home Economics curriculum should be made so that the curriculum is responsive to the needs and interests of Botswana's families and the nation? 210

Section H. INTERVIEW QUESTIONS Do not mnswor tho following questions. These questions will be answered orally by volunteers. If you would like to volunteer to answer these questions please inform the researcher. Your help is needed in getting specific information for the following questions. Also, your name will not be associated with the collected data.

1. How does the home economics curriculum help individuals develop leadership skills?

2. What are some things you do in your teaching to help your students develop leadership skills?

3. What type of skills does the home economics curriculum provide to individuals to help them perform well in a variety of careers?

4. How does the home economics curriculum facilitate the development of self-esteem in students?

5. How do you, in your teaching, facilitate the development of self­ esteem in your students?

6. How does the home economics curriculum help students develop skills for self reliance?

7. How do you, in your teaching, help students develop skills for self- reliance? APPENDIX D PANEL OF EXPERTS

211 212

Panel of Experts

Dr. R. Agunga Professor— Ohio State University (Population) College of Agriculture Agriculture Education Dr. P. Burdette Professor— Ohio State University (Content) College of Human Ecology Home Economics Education

Dr. J. Crus Professor— Ohio State University (Measurement) College of Education Teacher Education

Dr. R. Dohner Professor— Ohio State University (Content) College of Human Ecology Home Economics Education

Dr. J. Gritzmacher Professor— Ohio State University (Measurement & Content) College of Human Ecology Home Economics Education Dr. W. Hull Professor— Ohio State University (Measurement & Content) College of Human Ecology Home Economics Education

Dr. Haefela Professor— Ohio State University (Measurement) College of Education Service and Research

Dr. J. Laster Professor— Ohio State University (Content) College of Human Ecology Home Economics Education Dr. M. Loyd Professor— Ohio State University (Content) College of Human Ecology Home Economics Education Dr. A. Mazuri Professor— Ohio State University (Population) Department of Black/ African Studies Dr. L. Mphanda Professor— Ohio State University (Population) Department of Black/ African Studies 213

Dr. E. Norland Professor— Ohio State University (Measurement) College of Food, Agr icuIture, and Environmental Sciences Agriculture Education

Dr. F. Took* Ohio State Graduate (Content & Measurement) Certified Home Economist APPENDIX E QUALITATIVE DATA

214 215

Qualitative Data For the following Questions;

How doe* the current Home Economics curriculum being used meet the needs and interests of Botswana's families and the nation?

Junior Secondary Headmasters 2137 Several years ago I was teaching agriculture at a different school and we had an abundant crop of green beans and peas. I soon discovered that students did not know how to eat green beans or peas. I asked the home economics teacher if she could teach her students how to properly prepare beans and peas. Also, if she could can a few. She said she couldn't because it was not in the syllabus. The student at the time were very busy learning how to prepare savory sandwiches, pack a picnic lunch and set an English tea properly. This story sums up my feelings about the relevancy of home economics to Botswana's families. 2004 In practice the home economics curriculum does very little in meeting the needs and interests of Botswana's families and nation. I think it is because home economics as a subject is wide and covers a lot of things, but here in Botswana it is regarded as a minor subject and not given the importance it deserves. The curriculum also makes more theoretical than practical so much that instead of students acquiring as many skills as they could so that they could help families and the nation they acquire very little skills. 2097 Learning to manage a home is very important as so many women find themselves in position of single parent in Botswana. The skills required can only be an advantage when so many of these students become dropouts and have to fend for themselves with mostlv verv low incomes. With the high unemployment rate the skills students acquire in Home economics can help them to become self-employed e.g. as take always or dress-making or any other business they wish to try more effectively. 2073 Unfortunate I have not been able to lay my hands upon the syllabi so it may not be appropriate for me to write personal impressions. 2047 Not much. The current home economics curriculum teaches students how to use gas and electric stoves. Host families do not have these things. 216 2041 I am not very sure but I think it does. Only that there is no statistics to indicate the degree of its relevance. 2138 Teaches a little bit of family life, personal hygiene and responsibility in the community. Needs to be changed. Does not meet the needs and interests of Botswana's families and the nation. 2167 The curriculum does not meet the needs of the Botswana families and the nation in the sense that: i) it does not expose students to the practical aspects of the course to an extent that they can utilize the acquired practical skills as soon as they graduate from schools/colleges. ii) thus they cannot start profit generating businesses. 2084 It teaches students how to run a family - students learn about cookery, knitting, sewing, laundry, budgeting and the importance of time. 2025 The current Home Economics curriculum encourages in a small scale self-reliance e.g. in sewing it encourages students to use some left over materials or scraps to make some useful household items. It also provides in a small scale skills in child care taking as well as family care of household equipment. It also provides students with knowledge of types of foods that are necessary for the good health. 2013 It used by teaching nutrition, maternal and childcare, home management to women in clinics by FWE; Extension workers (HE) run courses at rural training centers or various aspects of home economics. Girl Guides associations run courses for young school dropouts who later on offer their own "workshops" and make garments for individuals and schools. Students who have taken Home Economics in high schools end up teaching their parents how to prepare better meals and take care of the families. Some even open "Caravans" where they sell food to the busy workers who can not go for lunch. 2135 Students are taught cookery where they use locally available foods. They learn home management, child-care, child development, meal-planning, needlework and laundry. These are needed in the home of every Hotswana. 217 2106 (1) It builds up the students by teaching them how to look after themselves as well as their families (personal hygiene). (2) It teaches students to budget. (3) Also teaches students about family life e.g. looking after babies and spouses. (4) Cookery part has been one of the interesting field. It teaches students to improve their cooking methods at home, how to purchase food and balance the ingredients and how to look after special diets. (5) Needle work has also equipped them with some knowledge to improve dress making in themselves, families, communities and nation demands. 2170 The needs of Botswana's families and the nation are catered for by skills for self-reliance which are offered in the curriculum.

2102 It could be argued it offers knowledge and skills on use of sewing machines, cookery.... Would pupils use the skills on completion to generate income to support families??? 2075 A wide variety of topics is covered in the J/C syllabus. But the content to be covered is so wide that teachers just hurry through the syllabus and hope for the best. In essence, very little actual learning takes part on the part of the student. He/she quickly crams what sh/she can, in order to regurgitate it at the examination, but to be soon forgotten afterwards. For example, there's time to cover a topic like the creaming method only once. There is no way such a child can acquire the skill for after-school life. The curriculum is too exam- oriented. 2031 By promoting skills that are applicable to everyday life i.e. sewing skills which can be used in textile industries and cooking skills that can be used in hotels, restaurant and even at home. By preparing individuals for dealing with everyday problems of families i.e. under child care section students are taught how they should take care of their children in the future, how relatives can help. 2153 It meets the needs and interests of Botswana's families and the nation by its educational objective which is to promote the culture of Batswana. There are some topics which meet the aim such as traditional cookery and cleaning equipment using 218 the homely abrasive. The nation does not want to abandon its food instead it wants to improve them so students are taught such to be aware of their culture and to apply the acquired knowledge to their families through to the nation. 2151 It prepares them to manage their homes. 2146 It attempts to expose students to problems they encounter in every-day life. The practical part of the subject is very relevant as it can encourage self employment. 2145 Topics on hygiene, nutrition are very important as well as topics an health. Dishes which involve traditionally available and inexpensive ingredients are very useful, because teaching how to cook these can help in everyday life. However, a number of dishes and other activities do not help a child whose family background does not allow "playing with money", e.g. by buying rather expensive ingredients. The hope that skills can be provided at JC level, which are already useful for income generation is false. Instead, it can help to create an interest in sewing, dressmaking etc., leading to a later training in these areas. 2027 We have only just started home economics in this school, so my knowledge is limited. As with other subjects in the two year J.C. the curriculum tries to reach a balance between the academic aspects and usable skills, this naturally leads to some comprise. I feel that the curriculum may still be too exam based. 2014 Through teaching students the things they do at home e.g. sweeping, cooking, washing, sewing, knitting etc. i.e we relate our teaching to the students experiences. 2096 With the teaching of topics such as sewing, knitting, childcare and even cleaning of articles, the curriculum tries to bring up future independent and self-reliant Batswana. This enables Batswana to make their own garments and to reduce a lot of imports from other countries. 2049 In a limited way by giving emphasis on self-reliance so that graduates can stand by themselves economically. 2038 The curriculum is okay except that in needlework. Students 219 are not keen on making a baby gown.

2002 I must be honest and say that I am not very certain whether the current curriculum for home economics is meeting the needs and interests of Botswana's families, and the nation. From what I have observed, there is not enough time in the junior schools to do a great deal more than the very basic.

2042 It teaches students the different aspects of family life e.g. contraception, cooking to provide a nutritious diet, cleanliness of the self and the surroundings, teaches students sewing and knitting skills which can allow students to be self-employed after school. 2149 Not much, after students have left school, either due to lack of facilities or by way of fitting back into traditional ways, they forget about the skills they learned from school. Then follows the usual problem of passive decay through disuse. 2090 By catering for individuals, equipping them with basic skills, enabling them to fit in a variety of careers to help their families and the nation. Preparing individuals to deal with everyday problems of families and National development. Develop skills for self reliance, to support families and nationwide. 2130 I am not a home economics teacher and I am not knowledgeable on the current home economics curriculum. 2199 Provides skills (basic) in cooking and basic needlework. 2093 At present the curriculum has been changed, overpacked. There is a lot of information which makes one to instill the importance of passing on students instead of building one's self esteem, or helping in any other way. 2054 Students are taught sewing, knitting, cooking, very necessary in the needs of Botswana. Not only female students do home economics male students also take it. A step forward to avoid training or teaching which is connected with gender. In other words this breaking old notion that certain subjects are for women and others for men. This is good to make men realize 220 that they can do this subject to help women in the household. 2172 The emphasis today is on providing students with necessary skills to make them face the world. Home economics does exactly that. It prepares students for life. 2087 Somewhere it meets but some of the students after leaving school they don's use the skills taught.

2114 To some extent it doesn't because most of the material covered is of foreign nature so this becomes difficult for the students to apply the skills that they have acquired to their everyday life. If the moment I would say that it benefits those students who are well off because they could afford the equipment that goes with the subject. 2040 It does not really meet them much as the teaching is to finish the syllabus to get the students ready for the exam- not much time given to developing skills which will help meet the needs and interest of families and the nation.

2122 In my own point of view, this current home economics curriculum does not fully meet the interests of Botswana's families and the nation because of the following reasons: 1. At the end of two year J.C. the students have little knowledge and skills that could be of benefit to the families and nation because there is little time allocated to this subject while the syllabus, which has to be covered by the end of two years is crowded with content. This leads to teachers to rush through the syllabus and this leads to students grasping little knowledge and skills that could develop the standard of living in families and the nation. 2. Some topics in the syllabus needs to be modified in order for them to meet the needs and standards of this changing world. 2085 I think the current curriculum helps by making the recipients to become aware of some basic house/home management. The basic skills if applied will certainly improve the living conditions. The awareness may also help the recipients choose foods that the body needs for proper growth and development. 2008 It brings out young adults- responsible women from the young 221 girls by emphasis on home management in general. 2117 1. It is largely irrelevant. 2. It is too occupied at J.C. in developing culinary skills which most students will not use unless they proceed to do home economics at senior school. 3. It is also my observation that a large majority of home economics teachers her in Botswana wish their pupil to work in total silence. There is scope in anv subject to develop leadership skills and self-esteem by using a teaching approach which will encourage pupils to interact and spend much of their time investigating things for themselves. It is unfortunate that few teachers actually practice this approach. 2015 The home economics curriculum meet the needs and interests of Botswana's families and the nation because through it, students are able to acquire skills and knowledge of family care which is one of the basic needs of a family or a nation as a whole. Students acquire skills in food production and self sufficiency. Food hygiene, clothing and housing which are the basic needs of a human being. 2076 It helps students to acquire knowledge and skill in home care and management. These are passed on to the families. Helps individuals to adapt to social, economic and technical change by adjusting acquired. Knowledge to new situations and appropriate action. Also assist in problem solving, commercial transactions e.g. making mats, fabrics. Baby cots. Helps them improve traditional food to meet the requirements in balanced diets. 2168 To the larger population of our students in the rural areas some of the cookery lessons are just way out for them. The concepts that are in section B are ideal but our curriculum is more geared towards examinations. 2164 The syllabus contains a lot of topics which are desirable in meeting the needs and interests of Batswana but the emphasis is more on teaching for exams than for lifeskills. The syllabus is congested and teachers have to rush through to finish the syllabus in time for examinations. 2063 1) Nutritionally, low cost meals that are nutritional can be prepared by improving the cheap local foods. 2) Home improvement being studied does improve the standard of living as well as learning how to improvise. 222 3) Textiles can promote rural development through small industries. 2140 The curriculum meets the needs of Botswana's families and the nation. The only problem is that students or recipients do not know how to apply the knowledge they received to their lives. 2165 Since Botswana is undergoing rapid changes from rural to urban (Western Style) life the curriculum will be okay in the future. For the present the large majority of the students from the rural section of Botswana's needs are not met. 2152 The curriculum used, while broadly valuable, is taken almost directly from a western home economics curriculum and does not address local family issues. In addition, in an attempt to cover all aspects of home economics education in a relatively short period of 2 years, the curriculum contains too much material. This prevents students from learning any of the skills well enough to be very useful to them after they leave school. 2026 Training on cookery and family care develops pupils to be better citizens. 2142 I do not think it meets the needs and interests of Botswana's families and the nation. Most of our students may not practice what they were taught at school in their homes. This is because what they learn is divorced form what is available at home. No gas stoves at home, no oarslev at home, no electric stoves t home, etc. Iiistead most of the home economics girls dropout (J.C) are in drought relief work in the local village. 2071 - In general what is taught is easily practiced at home since adaptation and application are taught at school and students do give feedback. - Through group discussions students share ideas as to how best the teaching can be adapted within different families given different situations. - Students spread the knowledge gained with their immediate families, neighbors, community and the nation as a whole. 2044 In a junior school the material taught help in stimulating awareness of one self especially the way one looks after 223 herself. Importance of hygiene and reasons for different types of goods to be eaten give pupils an insight on health. Hence I think it helps the national to have better mothers or who can care well for family. 2132 (1) Promotes health/hygiene. (2) Promotes family's economic awareness. (3) Promotes self-sufficiency - to a degree. 2127 It does not. 2043 Because it covers a wide/broad spectrum of topics covering most of the things which are of great importance - the lives of Batswana - from child cura to needle work. Senior Secondary Headmasters 2200 To some extent relevant especially in town life where equipment used and foods (menus) use in schools are the same as those used in towns. The idea of balance diets are relevant especially to health issues nowadays. 2223 Use of relatively sophisticated equipment or sewing machines/cookers etc, students are moving away from traditional methods of cooking, making clothes, preparing homes to a more western style. This would be beneficial in the urban areas, but of little significance in isolated rural communities.

2222 Curriculum lays too much emphasis on western foods and clothing. 2226 One feels that home economics should be made a universal subject as it deals with our everyday lives. It would be useful to have home economics exhibition, to improve upon a wide spectrum of the population. The presence of home economics stalls at trade fairs both local and regional are important. 2228 It is geared to western ideas which in most homes does not apply. It will be many years to come when this curriculum will be relevant.

2220 Topics covered are very much in relation to the running or what take place in a home for instance- learning how to sew 224 which in the end can be applied by the student at home as a way of generating income- the end products sewn may be sold to the community. Students get to learn about child care being mothers of tomorrow they easily learn how to take care of their babies. 2217 It is completely irrelevant to the everyday practical life of Botswana.

2221 The curriculum is adapted by the encouragement of the cooking of traditional food. 2209 No teacher at the moment but the information given here was derived at a community junior secondary.

2205 In fact my school offers a variety of home economics subjects and not home economics per se. The teaching in these subjects provides basic skills more intended to enable students to pursue the subjects at a more advanced level and/or to be applied in simple tasks at home. The course structure is of a rather international nature and thus divorced from the local situation. 2206 By providing the students with education relevant to their everyday life. 2208 It emphasizes on things that its recipients would embark on when leaving school. On other words, it is partly geared towards making it possible for students to go into self- employment if they do not get the chance to continue with their studies. The curriculum emphasizes on using resources and materials that are readily available so that if in need an ex-student may decide to continue doing what he/she learned at school he/she may then have difficulty getting things to use. The course formulates a recognition of and an appreciation of our culture since students do and make what is taught. 2216 Helps in home management

2210 Products of this end up opening up businesses (small) of their own e.g. become self-employed. Source of finance-family support. 225 2215 The kids are taught how to prepare family dishes, taught needlework/knitting. 2213 It give the student a good amount of knowledge to run a home in the modern Botswana.

What Changes in Home Economics curriculum should be made so that the curriculum is responsive to the needs and interests of Botswana's families and the nation?

Junior Secondary Headmasters 2075 I strongly feel that menial topics like classes of dirt, order of cleaning a stove, window, etc. should be left out completely. Even in rural areas, people know how to do these things without being taught. We know from our rural home experiences that our grandmother use woodash to clean enamel and sand to scour iron pots. It is a was of time to teach these topics in class apparently on the assumption that it's new knowledge! Formal employment is getting more and more scarce. Emphasis should therefore be laid on good nutrition and acquiring self reliance skills.

2002 It would need a major restructuring of the time allocated to the subject, so that more than just basic skills could be taught 2038 Students should be taught labour saving devices instead of dried vegetables and other foods because nowadays people use refrigerators for preparing their food. Even topics like darning are not relevant to students' way of living. 2049 Greater emphasis should be placed on those topics that are career oriented- e.g. dress making and quantity food preparation etc. and cut out topics not related to this. 2096 The curriculum should try to include traditional dishes and limit the use of foreign foods of which some to the ingredients are not even known. This will encourage the spirit of Buv Botswana. 2014 Make the curriculum relevant to our culture e.g. child care- most materials covered in this topic are irrelevant to our culture. In cookery for example, the equipment used is very 226 sophisticated. Why not use traditional equipment students use at home? 2027 Perhaps more emphasis could be placed on practical skills that they can use at home and provide the basis of business skills that could help support the family where the student seeks or is obliged to seed self employment after school. 2145 At J.C. level most topics should focus on the everyday situation in (rural) moderately earning households, not to despise it. but to offer simple, basic alternatives or chances for improvement, which could be implemented without extra cost. After all the majority of students (girls?) will probably not find employment immediately, but should have gained something for the family, even if that was all training/schooling she got. 2146 There should be more emphasis on practical work.

2151 It must be made a core subject. 2153 It should be made in such a way that there is little theory and more practical work to provide skills for self reliance and students should be given chance to choose the projects they can make well as long as the concepts are similar for easier marking. 2137 Botswana's families range from excessively rich to depressingly poor, the vast majority being the latter. The curriculum is developed from, in my perception, middle class, western values and developed by those who maintain them. The curriculum needs a heavy dose of productive, income generating skills that caters more to needs of the majority of females. The students should be taught how to clean and care for a pit latrine as much as basting a chicken or making a bed. Any Ohio farm wife can probable give you excellent ideas for a curriculum relevant to the families and nation of Botswana. 2031 Skills on how to start their own businesses should be taught so that they have something to rely on in the future especially if they do not do well in school. 2097 1. More should be done about the language problems students 227 have, so that they could do better in this subject. 2. With the modern society where more men now find themselves running a home. More boys should be encouraged to do at least the basics in home economics. Many boys might find their vocation lies here. 3. Teachers should try their best to help fight the cultural bias about men not doing something like home economics. 2004 Firstly, the curriculum has to be more practical since the subject itself is a practical subject. The subject should be started at a lower level e.g. primary level. Facilities in secondary schools should be improved to cater for students taking this subject. It should focus more on practical skills and how they could be used in the future for life. Careers should be developed her if a student wants to be marriage counsellor she/he should study family in detail etc. and probably specialization start at Junior Secondary. 2170 Most students should have access to doing home economics not to be made an optional subject.

2106 Changes to be made in the home economics curriculum: (1) Teachers should specialize in their fields of intent e.g. needlework rather/or/ food and nutrition to encourage them to be more competent. (2) Students too should be given enough time to choose which field they would like to do e.g. food-nutrition, needle work and home management. (3) Last but not least, the home economics projects should be left to school choose and this shows creativity. 2138 Introduce the concept of income-creation, rural development and problem-solving in the community e.g. responsibilities and disease control. 2167 1) 60% of the course should be practical 2) Basic record-keeping be included in the curriculum to equip those students who would like to take home economics as a career (business) 3) Individual student practical projects be encouraged thereby allowing students to sell the products for themselves i.e. make them aware that home economics could be employed as profit generating business. 4) Adequate equipment and spacious work places (rooms) be provided. 228 5) Senior students should be offered free practical courses during the vacations at the hotels, motels, hospitals and many other institutions where catering is performed, dressmaking firms etc. 2135 More emphasis should be given on the topics taught, especially on relevance to local conditions; more traditional recipes should be introduced and a chapter on culture and traditions should be included in the textbook but care should be taken not for information to lag behind modern societies. More income generating projects should be suggested. 2043 No change need to be done so far. 2127 It must be brought closer to the home. Teach students to improve on what is already available at home, more out-door cooking more of morogo than shepherd's pie, especially at Junior school level. 2025 There is need for change in the current Home Economics curriculum. More emphasis must be laid on skills that would encourage self-employment, so that even after school students should have been equipped with such skills that would see them through life without accepting to be unemployed. 2013 The syllabus should be in such a way that a student can specialize from Form I. As it is students fail home economics because of the vastness of the content. More traditional meals should be emphasised. A lot of old fashioned topics like starching (who does it these days anyway) blueing, cleaning with things lit whiting (which is not available in the whole country) should be wiped out. More emphasis should be on synthetic fabrics (very few people can afford cotton). Home economics should be taught from standard 4 and later on examined in standard 7. Students should be given the option to choose it not forced to do it. 2132 1) The dishes cooked should include mostly traditional foods. 2) More traditional things should be included in the syllabus. 2044 More practical and useful things be made by pupils at junior level. Needlework has so little to be done that I feel does not help pupils at all. If we need for example future designer more should be done at junior level. 229 2071 1. Home economics to be taught more seriously at primary school level. 2. At junior certificate level a cut in the syllabus would be more beneficial. At the moment the time is too short for the material to be covered. 2142 The curriculum should adapt to the life of the people. Emphasize more on textile and handwoven material. Childcare should be scrapped. There seems to be a lot of money spent on food and cooking which is of no benefit to the nation; except for examination purposes. On the whole home economics should emphasize on productive skills where a J.C. dropout can find employment-say in a textile firm. Less emphasis should be on baking etc.-it is out of this world! 2152 The change to the 3-year system will be beneficial in that more time will be available to learn the skills. The curriculum itself should be improved to incorporate the positive aspects of the culture along with enhancements to those aspects. 2165 Probably it should incorporate more of the valuable traditional/cultural heritages than it does at present.

2140 Okay as it is, except that maybe more of the traditional way of life, culture in the form of roles and norms, traditional dishes and attire be taught. Traditional craft work should also be introduced. 2063 Content should be less broad concerning junior secondary so that intensive teaching and learning can be carried out, therefore making curriculum to be more beneficial as individuals will be more professional. 2164 Teaching approaches should be adjusted. Emphasis should be on child centered approach and on problem solving approach. Students' attention should be drawn to the relevance of the subject to the everyday living and emphasis should be on topics which encourage self-reliance and income generation. 2149 Material taught to students should be made simpler and manageable. As of now home economics at junior certificate level is a failing subject in the majority of schools and we 230 do not understand why. 2042 Part of the curriculum should teach students how to establish a small scale business and how to manage it. Students should also be exposed to information dealing with credit facilities and how to make use of them. 2168 The syllabus should be less examination geared. Students should be given life long skills and the practicals should be given more emphasis and more marks. 2076 Home economics has the following subjects which needs to be pursued 2 years each: 1. Health and Child Care 2. Home Management 3. Textiles, Clothing and Laundry Work 4. Food and Nutrition (Food Preparation). This will enable a sound teaching on one course so that those who do not proceed to Cambridge may have the opportunity to employ their full skills in small business scale which will help create jobs. All courses should be pursued at Cambridge O'level in preparation for a further studies which demands that all courses be taken by students. Home economics is done by both boys an girls. Materials for the male sexes should be introduced as teaching aids to provide for a more free atmosphere for the boys. 2015 No changes should be made. The curriculum should remain as it is. 2117 1. Become less gender sensitive. 2. Reduce the theory content. 3. Integrate itself much more with agriculture, maths, etc. 4. Incorporate small group projects where students could practice setting up small business etc. (part of continuous assessment) 5. Develop materials, and train teachers to encourage a pupil orientated approach, especially in theory lessons. 6. Formally involve itself in school and community projects; and these should be recognized (school uniform repair, etc) 2008 It should be in such a way that they follow it after school- The dressmaking and baking should be made intensive over years. 231 2085 The curriculum assumes that the economy is a prosperous one, that is the recipients will proceed to senior schools and then university. It is also assumed that the recipients will be employed in the modern sector or live in the modern sector of the country. I, therefore, think that since the majority of the recipients will not proceed beyond this level the curriculum should put some emphasis on skills that will make the recipients relevant to situations they will find themselves in. The first aim of the home economics programme needs to be clarified and evaluated regularly.

2122 1. The subject be allocated enough time in schools to enable teachers to impart enough knowledge and skills to students and for them to enough time to evaluate if knowledge and skills imparted have been well understood. 2. The syllabus modified and cut down where possible so that it balances with the duration of the course. 2040 1. J.C. syllabus too long - to be divided into: a) domestic science to really concentrate on skills in cookery and home management and b) needlework for skills in sewing, this would help a lot in developing skills for self reliance and improve their standard of living as well. This to be done at J.C. level. 2. At Senior level they would specialise in the three areas offered : i) Foods and Nutrition ii) Home Management iii) Fashion and Fabrics This would help to fulfil the relevance of statements made in this booklet which I think are important to the home economics area. 2114 It should rather centre itself around the way of life of the Batswana. On food and nutrition there should be more material on traditional means which an ordinary Motswana can afford. That subject should be taught and examined at Primary Level so that the skills are instilled onto the pupils at an early age. 2087 Involve more of tradition matters more especially when it comes to cookery. 2172 It should be made more to cater for the cultural aspects of students e.g. cookery recipes - soups/packed meals should not be over emphasized. 2054 232 i. Teach subjects to men and women irrespective of gender consciousness. ii. Home economics could also be taught as a core subject because of its role in the good health of a human being. iii. All what is done in home economics must be introduced at its rudimentary step for pupils at the primary school. 2093 Reduce topics and improve on the practicality of dishes. Dishes should be repeated not done one time only. 2199 To include a portion of basic vegetable production. The preparation of food to include that of traditional foods at JC level. 2090 - A three year Junior Course would be more preferable. - A change of the subject little to something more attractive for encouraging both males and females would be more challenging. 2025 More emphasis should be given on the topics taught, especially on relevance to local condition; more traditional recipes should be introduced and a chapter culture and traditions should be included in the textbook but care should be taken not for information to lag behind modern societies. More income generating projects should be suggested.

Senior Becondarv Headmasters 2217 It needs to be changed to become more practical than it is now. It should tech more practical skills such as cooking traditional meals that are eaten and liked by the people of Batswana. Skills such as button sewing, tailoring etc. which could provide self-employment in rural areas or urban areas need to be included in the curriculum. Attachment to industry should be part and parcel of it.

2220 Not really much as most of the home chores are taken care of already. 2226 Most of the schools lack the facilities. These should be availed so that the subject can easily filter into the rank and file of the Batswana.

2222 More traditional dishes to be taught. 233 2223 Excessive use of western culture -meal preparation The course should be more in tune with the situation of most Batswana families and inclusion of more "masculine" topics in Foods and Nutrition, Fashion and Fabrics, and Home Management to attract boys.

2200 To be made a little more relevant to rural catering. Equipment used to be made less complicated and simpler. 2208 Where certain aspects of the things talked about above have not been sufficiently emphasized or, efforts must be made to do just that. The ability to become self-employed on leaving school must be something that is real and must not be merely paid lip-service too. The curriculum must be fashioned in a way that those for whom it is meant are versatile enough and able to move from one form of engagement to another without any loss of face. It must be rewarding all round.

2221 Family welfare and education typical of the tswana should be introduced. 2215 Include commercial/business elements.

2202 Greater emphasis on locally produced/grown foods.

2210 Demands of the country - clothing - food etc. 2209 More concentration should be on sewing and cutting of materials or and designing. But cooking should also be emphasized. 2205 The incorporation of traditional concepts and use of more local material would go a long way in making home economics meet the interests of Batswana families. 2206 More locally based curriculum using local resources. 2204 My apologies; I was appointed to this post in February 1994 and have little experience (as yet) of the home economics 234 curriculum. However I feel that many of the areas covered in the questionnaire are valid, but not appropriate to home economics. Home economics has rightly or wrongly, an "image" problem concerning gender bias. It is also not taught universally; some students (a loti) may "miss out". Therefore, there issues should be compulsorv for all and included in either a guidance and counselling program or taught in a cross-curricular manner. The latter approach is, however, inappropriate to Botswana, with its constantly changing teacher population and allocation to schools. The possibility of achieving "cross-curricular" approaches is very small. Better to have a 'syllabus' in a subject or subjects to ensure: - all students follow the programme - consistency from year to year - training of teachers who can deliver.

2216 Not sure, seems okay. 235 Qualitatlv Data For the following Questions; Hov doas the currant Koma Economics curriculum being used at the Cambridge level meet the needs and interests of Botswana's families and the nation? 1046 Sometimes they help more especially on foods, fabrics but things like traditional foods is difficult for home economics to provide the ingredients. 1045 The current curriculum does not meet the needs and interest of the families and nation because most of the things are not included in the curriculum, things like teaching about traditional foods, their importance and how they can be made more appetising and nutritious. 1015 Students are being taught skills that develop their ways of life especially in cooking, and using labour saving devices. 1018 It doesn't because not all the aspects of home economics are covered at this stage in detail. 1019 By improving the community with teaching them some short time course attended by the people.

1020 Being taught about food and nutrition at Cambridge O' level most students were interested in other areas of home economics which were not offered at their schools. So its better every student be free to choose what she thinks is best and more teachers provided. 1025 The current home economics curriculum being used at the Cambridge level meets the need and interest of Botswana families and the nation. It helps in learning about nutrition which will help them eat balanced meal. 1027 By teaching them how to cook, sew and knit even cleaning. 1026 Being taught about food and nutrition at Cambridge O' level most students were interested in the art of cooking attractive meals and were interested in knowing the needed skills for cooking. 1024 It helps pupils understand their culture and how they can use 236 their skills at home. 1023 Most of what is done at the Cambridge level is associated with what is done at home. It helps to improve the skills used at home and it goes hand in hand with what students does at their homes. The whole nation, is somehow to be improved by what takes place in secondary schools as pupils will be able to spread the knowledge.

1022 It teaches them how to use different methods of cooking using different kinds of food.

1021 It does not meet needs of families more so that most of things in the labs are missing (financially). The government does not provide enough money to meet their needs. 1074 Different subject areas like cooking, needlework and home management are taught which students would choose their careers from in interested in any. 1080 The home economics curriculum being used at the Cambridge level does not meet the needs and interests of Botswana's families and the nation because there is too much of Western orientated things for the needs of Botswana families and the nation at large. They should try and fit in things relevant to Botswana's needs. 1072 According to my own point of view the current home economics curriculum merely reaches our needs as Batswana. I merely covers most of the foreign interests e.g. when it comes to preparation of dishes we merely specialise on foreign dishes. Tswana traditional dishes are overlooked and also in home management under abrasives - little is emphasized on traditional ones actually too much attention is given to the modern ones. 1073 It doesn't meet them much because some of the courses which are in home economics are not covered like one only does home management or foods and leave out the rest. Fashion and fabrics which makes it difficult when one continues with home economics for your course. It is being covered to the fullest in the Tonota College of Education. 1052 It does not benefit either any, because thing which are taught 237 are rather very exotic, instead of concerning Batswana Culture, so as to see where improve and improvise if at all necessary. 1051 I am not well informed about the contents of the curriculum except that this comment if from what I have learnt. Here, we were mainly concerned with learning English way of families as it is said that Botswana has a changing society with its values and norms conforming to the Western ones. Some improvements on the diets and nutrition of our welfare at home are evident. 1050 Pupils are able to apply the skills at home. 1049 It does not meet our needs and interests. The curriculum only caters for educated people, wealthy people. The teaching of traditional foods is neglected which could be of help as the families can improve their diets after being taught. It only cater for our needs in some areas e.g. in child care, or the knowledge we gain can be used at heme e.g. care of the baby, bottle feeding etc. 1048 It does not meet the interest and needs of Botswana's families and nation because it does not include things that are readily available in Botswana. The students have to learn new things that seem to be difficult to them. 1047 It does not meet the needs and interests of Botswana's families and the nation because they're taught only to pass their exams. 1003 The learn more about the family and help most of them to manage home when we get to budgeting for different items needed in the home. Most of them know what to eat because it contains a particular nutrient useful in the body. 1004 Some people build their own textile shops/boutiques, restaurants to earn a living. Others work in hotels, become teacher nutritionists by so doing they work for the nation. 1084 The students are taught fashion and fabrics which I think meet the needs of Botswana's families and nation. If students continue with this course they are better able to make their own garments and even sell to others for income generation. 238 1063 It does not help much because there is no need to specialise they should do all the home economics skills. But the current one at least helps in the field that they do e.g. food and nutrition they are taught basics that help them even at home. 1062 The curriculum does not at all meet interests and needs of a Motswana child, because it is too Western oriented - therefore on the part of food and nutrition especially all of them are taught foods which are too exotic therefore these do not equip students enough with skills relevant to their needs at home. 1061 It is not adequate enough because it does not teach all fields of home economics. 1060 Teachers and curriculum do not emphasize the importance of home economics so they do not meet the needs and interests of Botswana's families and the nation. 1059 It does not meet the needs and interests of Botswana ' s families and nation because 1. The food used cannot be found and/or afforded by an average Botswanan. 2. The curriculum excludes needlework which is very important in the life of the Batswanan. 1058 It does not meet the needs of Botswana's families and the nation because at the Cambridge level students are taught only one skill, i.e. they don't do home economics but thy specialise in one area e.g. foods. 1057 It does not meet the needs of a Motswana child. Since Junior Certificate doe not link with Cambridge. 1044 None because the way they teach does not have link with the normal life we live at home. 1043 It does not meet them anyway. It mainly concentrate on foreign things. 1042 It doesn't really meet the needs and interests of Botswana's families anyhow. Because I think whatever we produce in school is very impossible to produce at home because we are not really taught to improvise at our homes. The ingredients 239 used are very expensive therefore we fail to be productive in our families and the nation at large. What we do does not really apply in our daily life. Traditional foods are not included in the curriculum. Its only here and there. 1040 It does not meet the needs and interests of Botswana's families and nation because it is interested more in western culture for example in foods. There is less concentration in traditional foods. 1041 - Very little is taught concerning our culture. - some of the practical skills are not well developed since there is always shortage of equipment or food and also sometimes we are just too many in a class to grasp. 1037 I don't think it really meet the needs and interests of Botswana's families and the nation because it is based completely on Western styles. 1036 It doesn't meet the needs and interests of Botswana's families and the nation because our traditional dishes are ignored or they are not covered in the curriculum. We are practising only western foods.

1012 It is more to their level that is why it is easy for them to pass exams. They find their exams very simple. So the pupils do well and apply their skills at home. So the family benefit from their children.

1010 At Cambridge we are taught many things. For example we are taught important things we should consider. For instance, methods of cooking foods, ways to prepare food, important hygienic ways we should consider. So I think this is important to our lives and families and the nation as well.

1011 The curriculum does not really meet all the interest but in some areas it does. In case of learning how to cook seafoods, pupils just learn for the sake of learning but they cannot practice that in their homes. It is only situated in the developed way (area) or in an area where parents of the students are of a high class (socio-economic status). So, it is of no use in almost 78%. 1009 It teach the students to be always clean and in order to be 240 healthy. To clean the surrounding to avoid germs which cause disease. How to cure infectious, venereal disease and childhood diseases. 1008 It helps but a little only on the home management area including textiles but usually students they do not use the skills obtained from school at their homes. This is because sometimes they do not have the equipments they used at school in their homes. So this course does a little help. It could do a great help if students are encouraged to use skills obtained at school. Students only learn these thing to pass after exam they forget. 1006 The current home economics curriculum meet the needs of interests of Botswana's families and the nation in this way: a) Botswana's families- pupils at secondary schools are taught how to knit, sew, cook and even how to make a budget. So if you know all this you can be able to maintain your family by making clothes for them and also you know how you can use your money well. b) The nation- you can teach your friends who have never gone to school and then you can make a market to sell all those things you have done and you earn a lot of money. What changes in the Cambridge Home Economics curriculum should be made so that the curriculum is responsive to the needs and interests of Botswana's families and the nation? 1008 Traditional foods should be used during lessons more of men than others. Students should be encouraged to use their skills also taught how to improvise at home. 1009 More of Batswana culture should be included e.g. traditional foods. You will find that at school they do not study none about cooking traditional foods.

1011 Pupils should be taught relevant things which are in their day to day lives. They also have to be taught things more in their cultural way, those that they are of a certain benefit/use to their lives.

1012 It is not supposed to be changed. 1036 The only change is that traditional dishes should also be included in the curriculum. So we need to mix the dishes or 241 we should compare the dishes after preparation. 1037 Traditional Batswana dishes should be included in the foods section so that what ever method the students do should apply to the daily lives of Batswana and hereby improving their traditional dishes. As such a Setswana foods recipe book should be written and as such they wont destroy their culture too. 1041 - Try to balance the content traditional and western culture. - Put more emphasis on self reliance and improvisation. - give families to choose what they want to be taught. 1040 Traditional foods should be included in the curriculum. 1042 I think the traditional foods should be included and emphasized seriously in order for the pupils to benefit and be able to practice some things at their home and to show their creativity at home. 1043 Which bring things closer to home more of the locally available things should be encouraged. 1044 They should not be too westernized. They should try to mix it with our own way of life. 1057 J.C. Syllabus should be made a foundation for Cambridge that is J.C. should be traditional orientated and Cambridge should be more western orientated. 1058 All the areas of Home Economics should be included in the curriculum. 1059 - They must try to use the locally available foods. - They must also introduce needlework in the curriculum. 1060 There should be emphasis on the importance of Home Economics. There should use the local foods so that students can be able to use at home. 1061 242 You will find that in Cambridge pupils are taught one field for example food and nutrition and here in the college we are taught all fields of home economics. 1062 More emphasis should be put on equipping students with skills relevant to their needs, e.g. in Food and Nutrition emphasis should be on using local available foods and modifying them than using food which are just food which is too exotic for an African child.

1063 Let them do all the skills. Let them use local available food. 1082 Traditional foods should be taught in details. 1004 The community must be involved. More time given to difficult areas. 1003 All the schools should have all home economics components that should be done by each and every pupil, who will be doing home economics. It has to be general no specialisation. 1047 The curriculum should be meet the individuals interest and be relevant to our culture. 1048 They should be taught how to improve things that are readily available in their country. 1049 1. Teach traditional foods throughout the year. 2. There's too much to be done, the syllabus is too long, we never had time to learn. 3. Should not specialise in one area because its a problem when we get to colleges as we are to do the subject as a whole. 1050 Pupils should be taught home economics in general not specialising in either food and nutrition or home management. 1051 I believe the available resources should be utilized and improved so that needs and interests of Botswana's families and the nation are met, ie. curriculum should emphasize on 243 improving local dishes and crafts for example and family planning leading to the strong building of our societies and therefore the nation at large. 1052 Students should be taught things related to our culture, tradition and custom, e.g. foods. 1073 All that are being left out should be covered at Cambridge level- Needlework, Fashion and Fabrics, Food and Nutrition and others will widen one's knowledge in order to cater for the needs and interests of Botswana's families for those entering to college. 1072 I think there should be more emphasis on the improvement of the nutritive value of our dishes other than basically being taught too much about foreign dishes. 1080 There should be national/Traditional topics added into the curriculum and the western orientated topics should be reduced, these are the things that make our interests in Botswana to become extinct. 1074 Mother care, nutrition should also be included in home economics.

1021 Give it money (enough). Provide enough teachers. Fashion and Fabrics Syllabus should be reduced.

1022 Include more traditional dishes that Batswana student are used to and that can be applicable for them to make at home. 1023 I don't think there must be changes to be made, instead there can be improvements since the curriculum is just okay and does suits the Cambridge level. All what is needed is to add on the Curriculum for students to be exposed to the world of home economics- for their further education. 1024 The home economics must have a course dealing with family relationships and the development. 1026 Food and nutrition and Fashion and Fabrics should be combined and not separated as will have a good effect in future 244 studies. 1027 There should be no specialisation in home economics, meaning they have to do home economics in general. 1025 The pupils should be taught about relevant knowledge that they can apply at home. E.g they should not be taught about such food as seafoods that are not available in the local market. Taught about traditional foods not exotic foods.

1020 - Teachers should be give more training specialising only in one subject. 1019 The fashion and fabric may be will somehow be change. 1018 Teach in such a way that all aspects are covered so that it will enable one to cope with the diploma. So that it won't be the first time she/he comes across the thing for the first time. 1015 Needlework should be continued. 1045 It should include: i) Traditional foods. ii) How we can improve our way of living at our homes. iii) How and what we can benefit when we finish school as a home economics student. Host Batswana or even the curriculum is more concerned about the modern way of living, have forgotten our traditions. 1046 More projects should be made more especially on needlework department. Students need to specialize on one section only e.g. if at all a student is doing food it should not be mixed with needlework nor home-management. More periods should be increased at least 3 periods (For Theory 2 for practicals) because there was too much in the syllabus. 1006 I think the students should be taught more about things that are related to their culture e.g cooking traditional foods and how the foods can be improved. And again they should be taught on how they can develop the rural areas by what they have learnt from school. 245 Qualitative Data Fer the following Questions;

Hov does the current Home Economics curriculum you are using meet the needs and interests of Botswana's families and the nation?

Home Economics Teachers 3087 It does very little to meet the needs and interests of Botswana's families and the nation it is more theoretical and does not develop any skills which could help in the future. 3202 It is not meeting the families and nation interest in the sense that only those exposed to schools (secondary) have that chance of learning Home Economics. There is also time contraints frustraiting the curriculum. 3080 I don't know. 3238 I think it does not meet the needs and interests of Botswana's families to a large extent in the sense that we do not concentrate more on projects that will benefit them at the end of the day. With regards to foods, I think we concentrate more on western foods than our local foods. 3210 It does not cater for the needs of the Botswana's families and the nation. 3090 - Very little. - Should try to concentrate on the families needs of nation. 3017 It enables students to be more self-reliant since they can use the information especially practical one to earn a living and thus lessening the demand for reliance on jobs but can make use of the knowledge and help even those unemployed members of the community to get a job. 3138 It helps because it covers most aspects which are carried out in the home and community. 3139 It really covers all areas because students are taught all four units (food and nutrition, needlework, home management and health and hygiene). So which means Botswana students are taught how to take care of themselves what to eat, how to take 246 care of their clothes and how to produce their clothes. 3303 - It does not due to content saturated syllabus. - Lack funds. - Less time allocated to this subject. 3284 Students are taught foods and they help families in eating the right kinds of food etc. 3102 It features very little as concerns the needs and interests of Botswana and the nation. 3279 Less time allocated. Lack of funds. 3116 Promotes knowledge and skills that support the well-being of families. 3998 The curriculum contains some of the topics that are relevant to the needs of the society. 3236 It does not help much since at J.C. level the syllabus is just too long such that teachers just go over topics. 3240 Pupils gain the skills for life, improve the lives of students. 3121 By giving students the practical skills which will help them in the future. 3098 It does to a certain extent make student sufficiently equipped to be able to help themselves if they don't go on to Senior School. More skill develop should be included. 3103 It promotes skills that are applicable in everyday life. 3066 Home economics curriculum is helping to use the resource available for their day-to-day need as economical as possible to also how to use other available options which serve the same purpose but affordable. It definately helping how to cope with daily problems and how to raise standard of living which 247 can lead to uplift of Botswana's families standards. Creating awareness of family which is the same unit of the community. 3067 1) The child is given basic knowledge of self living. 2) The skills given are useful to become a self employed. 3) The literates number thereby is increased. 4) The course Home Economics can mould a woman in a better way thereby she can be a better citizen (child can be all round developed). 3213 It meets the needs and interests of Botswana's family and the nation to the small extent. It does not do much because of the financial constraints, hence this hinders the children to continue in the world outside. Children or whoever has done home economics have no money to buy either materials or food to start business. This is ideal. Most of the students who do home economics are low achievers therefore they do not make it because ther is more of theory than practicals. These children need to be catered for. They may not be good in theory but good in practicals. 3113 The home economics meets the needs and interests of Botswana at a very low extent because it does not address the needs of the local students. 3999 At the moment it meets the needs and the interest of those Batswana that are well off e.g. one would find that those students in urban areas are more exposed to certain aspects concerning the subject e.g. gas and electric use and use floor coverings, food etc. 3035 It doesn't meet the needs and interest well enough. 3022 It tries to impart living skills as well income generating skills in an attempt to improve family life. 3015 Encourage self-reliance. 3304 - There is very little time allocated for home economics. - More funds needed. 3232 It doesn't meet the needs and interests of Botswana's families and the nation. 248 3214 - Curriculum a bit off,some topics outdated e.g. darning, rules for sweeping, etc. The world is changing so should meet the demands of a changing society. Labour saving devices should also be encouraged at Junior school, even convienience foods. 3115 - Helps the individuals to develop themselves and even their community. - Promotes skills that are applicable in daily life. 3112 Meal planning includes preparation of cultural dishes. Homely or traditional methods are also emphasised. 3042 I feel the curriculum needs to be worked on, be amended on certain areas in order to meet community needs. 3089 The current syllabus does not cater for Botswana families since students are rushed over a lot of materials. If only our students (J.C.) would either learn skills in Food Preparation so that they can later foods specialists or learn child care so that they can later cater for day care centres as teachers or make projects that are related to child care, or specialize in clothing so that they can later go into the clothing indusstry etc. 3025 To a certain extent it meet the needs, but if the syllabus can be altered some relevant information can be given to students. 3285 It does not. 3282 It is exposing one or more members of the family to ways of improving their present family status and future families. The nation benefits from fashion and fabrics and food and nutrition literate people in that they will make better family life using the skills learnt, which they can also sell. 3040 - It provides basic skills in need1work e.g. sewing, knitting - Teaches family planning and child care. 3328 It does notmeet needs and interests of families and nation because in most cases the things covered in the curriculum are 249 not traditional. The curriculum is much based on Western things more especially foods. 3107 I don't think it meets the needs and interests of Botswana's families and nation because everything modernised. 3093 It helps them develop leadership skills. They have improved their living standards. 3099 There is very little done in the subject to meet the nees of Botswana's families and the nation. 3229 It teaches them about life-skills e.g. dnowing how to design which could help students become designers and therefore earn a living i.e. in fashion and fabrics. Foods and nutrition - how to care for a home, family members, provides some knowledge on nutrition thus feeding their family members properly thus reducing the chances of developing malnutrition. 3094 After secondary education students can go into the teaching career, social work. They can also make their own business like tailoring. The skills gained can also be used to assist with baby care, and keeping the house tidy. 3019 By teaching students the skills related to their cultural aspect in an improved way. 3268 It does not meet the needs and interests of families as such the information got from schools is not utilized in most cases. 3288 Students are taught the ways of using their money i.e budgeting. So, this will help the community to have ideas of using money effectively. They are also helped in how to manage their homes e.g. taught how to knit, sew using a sewing machine. This can help them to be self-reliant when they leave school. The cooking they do in schools also help to promote self-reliance. 3234 It teaches i) nutrition ii) child care iii) the care of the home and 250 iv) needlework. But at the J.C. level the skills are so elementary that they hardly equip the drop-out with meaningful skills for life. 3072 It educates the pupils for many aspects of the home and community life. 3262 It doesn't meet them because of the time factor. Teachers teach to finish the syllabus and not to equip students with skills. 3071 By promoting skills for self reliance e.g. one can be able to make mini business. By helping families to promote their standard of living e.g. teaching of family planning, home management etc. 3144 - Culture is a bit emphasised as students are taught to prepare traditional meals/dishes and they are also taught to improvised/take use homely measures. - Students are equipped with skills of today's demanding life styles as they are taught to prepare modern dishes and use of commercial... 3145 Students are taught to prepare traditional meals. Taught improvisation in home management. 3188 The current curriculum to a lesser degree meets the needs of the Botswana's families through use of local materials in home management and food and nutrition such as flower arrangement and the locally available foods e.g. meat-goats and beef. 3199 The curriculum does not in anyway meet the needs and interests of Botswana families. It is way above their interest and therefore does not help them in any way. 3209 - Host of the topics apply to a middle family in the home especially the childcare and house craft section. 3068 It hardly meets the needs and interest of Botswana families because students don't relate what they learn in school with their day to day life. 3110 251 I think we are mostly using western thing e.g. ovens, saucepans, foods more than traditional thing by that its not applicable at the home, more especially in the rural areas. 3021 1) By exposing both boys and girls to the subject. 2) By teaching nutrition and balanced diets the whole of Botswana can not suffer from deficiency diseases. 3) Child care, personal hygiene and first aid help the families in Botswana to have better, healthey families. 4) The home management taught covers some of the skills they use in everyday life. 5) The basic needle work offered is good for the well being and the appearance of everyone in the family and the nation. Mending is also important in the life of a Motswana. 6) Laundry work also help to keep everyone in the family wearing clean clothes, without stains, etc. 3106 It does not meet the needs and interest of Botswana families and the nation as a whole because most the dishes which are prepared are just foreign. Batswana families can not afford the ingredients which are used for preparing dishes. It only meets the needs and interests of Botswana families in home management and needlework topic e.g. making gowns, booties, bonnets. This encourage self-relieance. 3267 It provides individuals with knowledge and skills that helps them to perform better in different careers, and also helps them to generate income i.e. if they are not working. 3062 Most of the students we teach do not have the equipment we teach about and use in class (but rather traditional and simple) and therefore the majority will not use the knowledge and skills given or acquired until maybe late in life. 3006 I think the curriculum needs to be orient most of the students towards more national (Botswana) needs. 3091 1) Improve the standard of living. 2) Know more skills in cooking and needle work. 3269 It does very little. 3033 - Some of the topics are not relevantto our everyday life 252 eg. darning- nowaday we no more darn. - Practicals are not applicable because some of the equipment we use in our labs are mostly not present in our homes. 3084 The J.C. curriculum needs a littl change or modification if it has to cater to the ability of the primary school leavers. Instead of the present practical examination, a provision to have internal assessment would help the students better. More work in way of projects could be of help to the students- in particular and to the families and the nation in general.

What Changes in Horn# Economics curriculum should ba mad# so that the curriculum is responsive to the needs and interests of Botswana's families and the nation?

Home Bocnomics Teachers 3117 - Shorten the syllabus - Divide schools according to subject areas eg. one school doing either nutririon, fashion and fabrics etc. Instead of doing all these areas in a very short time. 3236 GO back to 3 year J.C. gc shorten the syllabus. 3066 It should add more to chiId-development in the area of -mental health -disabled children etc. More about child development, to help the would be young mother. 3103 The content should be reduced. 3098 Reduction of subject matter or increasing number of periods. 3121 Give students more skills which can help them. The curriculum must be more traditional. 3998 The curriculum should be developed in such a way that it covers topics related to the needs, problems of families in Botswana. 3116 Should be geared towards rural development. 3073 More local dishes be prepared in food and nutrition (dishes 253 too western). A lot of students don't prepare them at home. 3279 The dishes done should be that they cater for Batswana i.e. traditional . Increase funds. 3102 It should be relevant to the present situation and the lives of Batswana. It should concentrate basically on the vocational trade and the daily life situations. 3303 - To cut on the syllabus. - To increase funds. - Allocate enough time for home economics during the week. 3139 The food that we prepare in the lab should suit the needs of all Batswanas. Thing or ingredients used should be found in Botswana. Not the food that we take from other countries. 3138 They should look at the aspects of the nation which should be improved. Interests of the families and nation. 3017 The home economics syllabus needs to be shortened in the Junior Certificate level in order to make the student grasp the imparted information and be able to remember and use it even after school. Problems experienced in teaching Home Economics Lack of P.R.K. Limited facilities. Syllabus Number of student = +20 = lab small Home economics given to low abilities Teachers not well equipped on certain topics. The funds of home economics Solutions Guide to teachers provide uniform teaching Increase facilities Specialising and training 3090 - Focus on family needs and nation - Equip students with skills which can be of great use to them. - Bring changes to their own traditional meals e.g. focus on foods they can easily prepare have not too much of British dishes. 3210 254 There should be something in the curriculum about the welfare being of the nation and the family. 3238 Concentrate more on the making of household projects, but basing more on the materials available in most communities. 3202 Time should be extended to allow learning to take place more effectively. Extension work on home economics should also be re-enforced. 3087 It Should be more practical and not theoretical students should be trained so that it could meet their needs after J.C. They should know how they could do projects which generate income and make them self-reliance. They should be also trained to work and provide services in rural areas. 3214 - Remove some topics: eg what is dirt laundry (i.e. starching, soaking, etc) instead put dry cleaning. making of samples e.g. curtains, patches and darns. - Include allow use of labour saving devices convenience foods, e.g. allow mayonnaise instead cooked dressing change pattern of baby gown, allow any pattern with prescribed processes. 3304 Should include dishes which are relevant to our lifestyles i.e. traditional. To cut on the syllabus as it is too long. 3232 It should cater for the families not only concerned with academics as it is the case. 3015 It should dwell more in home affairs. 3022 Business management skills should be incoorporated in the home economics curriculum to enable graduates to meaningfully utilise their income generating skills. 3035 - The cookery/foods section - emphasis should be more on improving on local dishes or foods. - Include areas which will help more in developing skills 255 for self-reliance. - The senior school curriculum should be localized and examinations. 3999 The curriculum should be planned in such a way that it addresses itself to the way in which the Batswana live. Food recipies should be traditional based. I am for the idea that there should be more emphasis on the use of traditional itmes because thats what most Batswana use in their everyday life. 3058 The syllabus must be reduced. 3113 The syllabus is based in foreign culture. There is very little included in the curriculum about the local culture (Botswana culture). 3213 Theory must be reduced to cater for low achievers. In home economics curriculum there should be emphasis on traditional foods and items, because foreign dishes and these dishes are so expensive that students can not afford when they are out of school. They need to be taught traditional dishes because traditional food are easy to ge. When floors and floor coverings are addressed, home economics curriculum should not neglect our floors and floor coverings like phate, sampole and meseme. Traditional taboos also need to be addressed. 3067 The home course can be introduced as a certificate course with more emphasis on the practical side, the theory can be reduced by which even if a student completes J.C. she could be employed ina firm with her basic skills and the recognised certificate. 3040 Management skills e.g. money management, human resource management. 3282 - Stop teaching for A's and B's from a foreign background. The curriculum is not very relevant to the pupils backgrouda it is too foreign. - Fashion and Fabrics is much more relevant than foods and nutrition in that there is nothing foreign about the clothing and skills they learn. 3285 It should be made in such a way that it moulds students to achieving academeic requirements (entry) to higher learning 256 institutes. 3025 1) The time table should be increased. 2) local foods should be emphasized. 3) some of the things should be left out e.g. darning and patching. 4} Pupils should do own garment, this motivates students since thay are going to wear thos thing hence can be as neat as possible. 3042 - Adjust the textiles and laundry concept of home economics. - Encourage the preparation of foods that are traditional. 3112 Expose pupils to real community situation. 3239 Localization of Cambridge syllabus so that it may be made relevant to local needs; could address more of family life issues e.g. marriage and parenthood; consumer education. 3071 For Cambridge all the courses should be pursued e.g. Fashion and Fabrics and food and Nutrition, because when one wants to pursue her studies one is expected to do all the courses. J.C. Syllabus is too long hence the time is too short since the home economics syllabus is divided into four dividion e.g. food and nutrition, home management etc. I feel one or two course need to be done in J.C. so that in completing the course (J.C.) one is capable of helping herself as well as the knowledge. 3262 Students should be taught topics related to their everyday lives i.e. There is no longer darning in todays's lifes. Drying of vegetables is no longer practiced as most people use refridgerators. 3234 It should not be exam oriented. More emphasis should be laid on skills that students do not have already - skills that will help in income-generation as well as thought— provoking and leading to employment in sectors like the hotel and textile industries. 3268 It should include a lot of traditional ways (correct) of doing thing i.e. methods of cooking, laundry, recipes etc. To show students that it's not anly foreign ways that apply to home economics but that these are correlated. 257 3019 Time allocation to topics is very limited i.e. there should be increased number of periods in a week rather than having only 4 periods per week. 3094 The subject should not be an option-every student should be given chance to do it. 3099 Food and nutrition- both J.C. and Cambridge- more traditional foods should be taught unlike today when very little is done on the topic of traditional foods. 3107 Cater for Batswana's needs by including cultural aspects. 3033 - Projects which are sewn by students are too complicated and demanding for them to work on them independently and even outside school life. - Practicals which we do in schools should be to the standard of our everyday life. - The curriculum should be based on our cultural and traditional way of living than to adopt western culture lie it is now. Improve on traditional foods than to introduce the foreign stuff. 3006 Students should be trained to be more independent even during education. There should be more consumer education. 3062 The curriculum should also address itself to the traditional and self reliance skills which are required by the people and the nation at large. 3106 All the traditional foods should be included and taught thoroughly. 3021 1) If home economics could be offered to all students as a core subject then it could easily and quickly benefit all families. 2) If the Ministry of Education would see to it that the home economics syllabus for primary schools is put into force. 3) A little bit more time given to Home Economics would be appreciated. 3110 They should try and include more of things which will match 258 with the life style of Batswana living in the rural areas. 3119 The curriculum should address the needs of people living in the rural areas. It should also consider the fact that pupils have different backgrounds. Some few aspects of the culture (traditions) which hinder the implementtion of home economics be included. 3068 The topics should be more related to the students tradition so as to understand the subject better. 3209 Certain topics which you wouldn't find the equipment used being found in a typical Botswana family e.g. use of certain abrasives which are not locally found instead of using ash, sand etc. 3199 The curriculum must be shortened and adapted to the type of families that we have and thus serve their interests. 3188 There should be a relationship between junior and senior syllabuses. APPENDIX F TABLES

259 260

Table 37

What Home Economics is Doino in Botswana

Teachers Perceptions— Is Doing M SD

1. Promote skills that are applicable to everyday life. 4.0 1.00

2. Concerned with developing skills for self-relieance. 3.9 .94

3. Concerned with family members' role in the community. 3.9 .98

4. Help families improve their standard of living. 3.9 1.05

5. Teach knowledge and skills that support the well-being of individ­ uals and families. 3.8 .89 6. Facilitate the development of self -esteem in individuals. 3.7 .98

7. Concerned with preparing individuals for dealing with everyday problems of families. 3.7 1.18

8. Provide knowledge and develop skills for income generation. 3.6 1.01

9. Concerned with helping individuals develop leadership skills. 3.5 1.17

10. Provide individuals with the skills needed to perform well in a variety of career areas. 3.4 1.11

11. Prepare students for many aspects of home and community life. 3.4 1.11

12. Concerned with promoting rural development. 3.3 1.15

13. Help individuals understand their culture. 2.7 1.01

Overall 3.6 .69

1*> strongly disagree 4z agree 2« disagree 5» strongly agree 3* neutral 261

Table 38

What Home Economics is Doina in Botswana

Headmasters Perceptions— Is Doing M SD

1. Promote skills that are applicable to everyday life. 3.9 .88

2. Teach knowledge and skills that support the well-being of individ­ uals and families. 3.9 .91

3. Concerned with developing skills for self-relieance. 3.7 1.00

4. Prepare students for many aspects of home and community life. 3.7 1.01

5. Concerned with preparing individuals for dealing with everyday problems of families. 3.7 1.03

6. Help families improve their standard of living. 3.7 1.05

7. Facilitate the development of self -esteem in individuals. 3.6 .95

8. Provide knowledge and develop skills for income generation. 3.6 1.02

9. Concerned with promoting rural development. 3.3 1.08

10. Concerned with family members' role in the community. 3.2 1.00

11. Provide individuals with the skills needed to perform well in a variety of career areas. 3.2 1.02

12. Concerned with helping individuals develop leadership skills. 3.2 1.04

13. Help individuals understand their culture. 3.0 1.00

Overall 3.5 .71

1« strongly disagree 4* agree 2» disagree 5= strongly agree 3* neutral 262

Table 39

What Home Economics is Doina in Botswana

Students Perceptions— la Doing M SD 1. Help families improve their standard of living. 4.2 .87

2. Teach knowledge and skills that support the well-being of individ­ uals and families. 4.0 .89

3. Concerned with developing skills for self-relieance. 4.0 .96

4. Promote skills that are applicable to everyday life. 3.9 1.06

5. Provide knowledge and develop skills for income generation. 3.8 1.04

6. Prepare students for many aspects of home and community life. 3.8 1.11

7. Facilitate the development of self -esteem in individuals. 3.5 .89

8. Concerned with preparing individuals for dealing with everyday problems of families. 3.3 1.28

9. Provide individuals with the skills needed to perform well in a variety of career areas. 3.2 1.03

10. Concerned with helping individuals develop leadership skills. 3.0 1.36

11. Concerned with family members' role in the community. 2.7 1.03

12. Concerned with promoting rural development. 2.7 1.17 13. Help individuals understand their culture. 2.4 1.02

Overall 3.4 .44

1= strongly disagree 4= agree 2« disagree strongly agree 3a* neutral 263

Table 40

Home Economics Should be Doina in Botswana

Teachers Beliefs— Should Be M SD

1. Promote skills that are applicable to everyday life. 4.6 .52

2. Help families improve their standard of living. 4.6 .66

3. Teach knowledge and skills that support the well-being of individ­ uals and families. 4.5 .62

4. Facilitate the development of self -esteem in individuals. 4.4 .53

5. Prepare students for many aspects of home and community life. 4.3 .76

6. Concerned with promoting rural development. 4.3 .94

7. Concerned with developing skills for self-relieance. 4.3 1.15

8. Provide individuals with the skills needed to perform well in a variety of career areas. 4.2 .76

9. Provide knowledge and develop skills for income generation. 4.2 .81

10. Concerned with preparing individuals for dealing with everyday problems of families. 4.2 .96

11. Concerned with helping individuals develop leadership skills. 4.2 1.10

12. Concerned with family members' role in the community. 4.1 1.03

13. Help individuals understand their culture. 3.8 .95

Overall 4.3

1»» strongly disagree 4= agree 2= disagree 5= strongly agree 3= neutral 264

Table 41

Home Economics Should be Doina in Botswana

Headmasters Beliefs— Should Be M SD

1. Teach knowledge and skills that support the well-being of individ­ uals and families. 4.6 .51

2. Promote skills that are applicable to everyday life. 4.6 .54

3. Help families improve their standard of living. 4.6 .63

4. Prepare students for many aspects of home and community life. 4.5 .69

5. Concerned with developing skills for self-relieance. 4.5 .81

6. Provide knowledge and develop skills for income generation. 4.4 .70

7. Concerned with preparing individuals for dealing with everyday problems of families. 4.3 .85

8. Facilitate the development of self -esteem in individuals. 4.2 .66

9. Concerned with promoting rural development. 4.1 .97

10. Concerned with helping individuals develop leadership skills. 4.0 .97

11. Concerned with family members' role in the community. 4.0 .99

12. Provide individuals with the skills needed to perform well in a variety of career areas. 3.9 .91

13. Help individuals understand their culture. 3.7 .81

Overall 4.3

1= strongly disagree 4= agree 2 = disagree 5= strongly agree 3= neutral 265

Table 42

Home Economics Should be Doina in Botswana

Students Beliefs— Should Be M SD 1. Help families improve their standard of living. 4.6 .57

2. Promote skills that are applicable to everyday life. 4.6 .77

3. Prepare students for many aspects of home and community life. 4.5 .87

4. Teach knowledge and skills that support the well-being of individ­ uals and families. 4.3 .63

5. Provide knowledge and develop skills for income generation. 4.2 .66

6. Concerned with promoting rural development. 4.0 1.05 7. Concerned with preparing individuals for dealing with everyday problems of families. 4.0 1.06

8. Concerned with family members' role in the community. 4.0 1.19

9. Facilitate the development of self -esteem in individuals. 3.9 .76

10, Provide individuals with the skills needed to perform well in a variety of career areas. 3.8 1.12

11. Concerned with developing skills for self-relieance. 3.7 1.36

12. Concerned with helping individuals develop leadership skills. 3.6 1.44

13. Help individuals understand their culture. 3.4 1.25

Overall 4.0

1= strongly disagree 4= agree 2 * disagree 5“ strongly agree 3» neutral 266

Table 43 Rank Ordered Means Scores and Standard Deviationg for Degree of Relevance Development Goals are to Individual and Family Development

Teachers Relevance to Individual/Family M SD 1. Concerned with helping individuals develop leadership skills. 3.0 1.14

2. Provide individuals with the skills needed to perform well in a variety of career areas. 3.1 1.22

3. Help individuals understand their culture. 2.5 1.26

4. Promote skills that are applicable to everyday life. 3.6 1.15

5. Facilitate the development of self -esteem in individuals. 3.4 1.26

6. Concerned with preparing individuals for dealing with everyday problems of families. 3.6 1.26

7. Help families improve their standard of living. 3.6 1.33

8. Prepare students for many aspects of home and community life. 3.0 1.18

9. Teach knowledge and skills that support the well-being of individ­ uals and families. 3.5 1.25

10. Concerned with promoting rural development. 2.7 1.27

11. Concerned with developing skills for self-relieance. 3.5 1.09

12. Provide knowledge and develop skills for income generation. 3.1 1.30

13. Concerned with family members' role in the community. 2.9 1.17

Overall

1= very little relevance 4= much relevance 2= little relevance 5= very relevant 3= some what relevant 267

Table 44

Develooment Goals are to Individual and Pamilv Develooment

Headmasters Relevance to Individual/Family M SD

1. Promote skills that are applicable to everyday life. 3.8 1.07

2. Concerned with developing skills for self-relieance. 3.6 1.19

3. Help families improve their standard of living. 3.6 1.21

4. Teach knowledge and skills that support the well-being of individ­ uals and families. 3.6 1.28

5 Provide knowledge and develop skills for income generation. 3.4 1.20

6. Concerned with preparing individuals for dealing with everyday problems of families. 3.4 1.24

7. Provide individuals with the skills needed to perform well in a variety of career areas. 3.3 1.22

8. Facilitate the development of self -esteem in individuals. 3.3 1.37

9. Concerned with family members' role in the community. 3.0 1.25

10. Concerned with helping individuals develop leadership skills. 3.0 1.28

11. Prepare students for many aspects of home and community life. 3.0 1.32

12. Concerned with promoting rural development. 2.9 1.35

13. Help individuals understand their culture. 2.8 1.29

Overall 3.3 .91

1= very little relevance 4= much relevance 2= little relevance 5= very relevant 3= some what relevant 268

Table 45

Develooment Goals are to Individual and Pamilv Develooment

Students Relevance to Individual/Family M SD

1. Concerned with developing skills for self-relieance. 3.5 1.32

2. Promote skills that are applicable to everyday life. 3.3 1.30

3. Help families improve their standard of living. 3.2 1.20

4. Teach knowledge and skills that support the well-being of individ­ uals and families. 3.0 1.30

5. Prepare students for many aspects of home and community life. 3.0 1.36

6. Provide knowledge and develop skills for income generation. 2.9 1.20

7. Facilitate the development of self -esteem in individuals. 2.9 1.33

8. Provide individuals with the skills needed to perform well in a variety of career areas. 2.9 1.34

9. Concerned with preparing individuals for dealing with everyday problems of families. 2.7 1.41

10. Concerned with helping individuals develop leadership skills. 2.7 1.42

11. Concerned with promoting rural development. 2.4 1.15

13. Concerned with family members' role in the community. 2.4 1.48

12. Help individuals understand their culture. 2.2 1.19

Overall 3.0 .88

1- very little relevance 4« much relevance 2« little relevance 5= very relevant some what relevant 269

Table 46

Develooment Goals are to Communitv and National Develooment

Teachers Relevance to Community/National M SD

1. Concerned with developing skills for self-relieance. 3.5 1.12

2. Teach knowledge and skills that support the well-being of individ­ uals and families. 3.4 1.12

3. Promote skills that are applicable to everyday life. 3.3 1.27

4. Concerned with preparing individuals for dealing with everyday problems of families. 3.2 1.26

5. Help families improve their standard of living. 3.2 1.39

6. Facilitate the development of self -esteem in individuals. 3.1 1.13

7. Provide individuals with the skills needed to perform well in a variety of career areas. 3.1 1.25

8. Prepare students for many aspects of home and community life. 3.1 1.25

9. Provide knowledge and develop skills for income generation. 3.1 1.31

10, Concerned with promoting rural development. 2.9 1.43

11. Concerned with family members' role in the community. 2.8 1.27

12. Concerned with helping individuals develop leadership skills. 2.7 1.28

13. Help individuals understand their culture. 2.5 1.19

Overall 3.1 .93

1* very little relevance 4= much relevance 2= little relevance 5= very relevant 3= some what relevant 270

Table 47

Develonment Goals are to Communitv and National Develooment

Headmasters Relevance to Community/National M SD

1. Promote skills that are applicable to everyday life. 3.5 1.17

2. Teach knowledge and skills that support the well-being of individ­ uals and families. 3.4 1.31

3. Concerned with developing skills for self-relieance. 3.4 1.35

4. Help families improve their standard of living. 3.3 1.41

5. Provide knowledge and develop skills for income generation. 3.2 1.25

6. Concerned with preparing individuals for dealing with everyday problems of families. 3.2 1.36

7. Provide individuals with the skills needed to perform well in a variety of career areas. 3.1 1.32

8. Facilitate the development of self -esteem in individuals. 3.1 1.40

9. Concerned with helping individuals develop leadership skills. 2.9 1.39

10. Concerned with promoting rural development. 2.9 1.40

11. Concerned with family members' cole in the community. 2.8 1.27

12. Prepare students for many aspects of home and community life. 2.8 1.28

13. Help individuals understand their culture. 2.7 1.34

Overall 3.1 1.10

1= very little relevance 4- much relevance 2= little relevance 5= very relevant 3= some what relevant 271

Table 48

Development Goals are to Communitv and National Develooment

Students Relevance to Community/National Ü SD

1. Promote skills that are applicable to everyday life. 3.4 1.29

2. Help families improve their standard of living. 3.3 1.39

3. Concerned with developing skills for self-relieance. 3.2 1.41

4. Teach knowledge and skills that support the well-being of individ­ uals and families. 3.0 1.27

5. Facilitate the development of self -esteem in individuals. 3.0 1.27

6. Provide knowledge and develop skills for income generation. 2.9 1.30

7. Provide individuals with the skills needed to perform well in a variety of career areas. 2.9 1.35

8. Prepare students for many aspects of home and community life. 2.9 1.47

9. Concerned with family members' role in the community. 2.8 1.52

10. Concerned with promoting rural development. 2.8 1.55 11. Concerned with preparing individuals for dealing with everyday problems of families. 2.6 1.29

12. Concerned with helping individuals develop leadership skills. 2.6 1.44

13. Help individuals understand their culture. 2.4 1.46

Overall 2.8 1.08

1= very little relevance 4= much relevance 2* little relevance 5= very relevant 3= some what relevant 272

Table 49 Rank Ordered Means Scores and Standard Deviations for Degree of Emohagim Develooment Goals receive in the home economics curriculum

Teachers Curriculum Emphasis M SO 1. Promoting skills that are applicable to everyday life. 3.7 1.07

2. Teaching knowledge and skills that support the well-being of individuals and families. 3.6 1.07

3. Helping families improve their stand­ ard of living. 3.4 1.32

4. Developing skills for self-reliance. 3.4 1.20

5. Facilitating the development of self­ esteem in individuals. 3.2 1.13

6. Preparing individuals for dealing with everyday problems of families. 3.2 1.32

7, Providing knowledge and developing skills for income generation. 3.1 1.26

8. Providing individuals with the skills needed to perform well in a variety of career areas. 3.1 1.30

9. Preparing students for different aspects of home and community life with respect to the traditions. 3.0 1.10

10. Supporting family members' role in the community. 2.6 1.23

11. Helping individuals develop leader­ ship skills. 2.6 1.20

12. Promoting rural development. 2.5 1.32

13. Helping students to understand their culture. 2.4 1.14

Overall 3.0 .82

1» no emphasis 4= adequate emphasis 2» very little emphasis a lot of emphasis 3« some emphasis 273

Table 50 Rank Ordered Means Scores and Standard Déviations for Degree of Emohaaim Development Goals receive in the home economics curriculum

Headmasters Curriculum Emphasis H SD

1. Promoting skills that are applicable to everyday life. 3.8 1.08

2. Teaching knowledge and skills that support the well-being of individuals and families. 3.6 1.04

3. Developing skills for self-reliance. 3.5 1.19

4. Helping families improve their stand­ ard of living. 3.4 1.12

5. Providing knowledge and developing skills for income generation. 3.3 1.12 6. Preparing individuals for dealing with everyday problems of families. 3.3 1.22

7. Facilitating the development of self­ esteem in individuals. 3.1 1.07

8. Providing individuals with the skills needed to perform well in a variety of career areas. 3.0 1.19

9. Preparing students for different aspects of home and community life with respect to the traditions. 2.9 1.18

10. Helping individuals develop leader­ ship skills. 2.8 1.16

11. Supporting family members' role in the community. 2.8 1.16

12. Helping students to understand their culture. 2.6 1.22

13. Promoting rural development. 2.5 1.23

Overall 3.1 .79

very little emphasis 5= a lot of emphasis 3% some emphasis 274

Table 51 Rank Ordered Means Scores and Standard Deviations for Degree of Emphaaim Development Goala receive in the home economics curriculum

Students Curriculum Emphasis M SD

1. Developing skills for self-reliance. 3.5 1.47

2. Helping families improve their stand­ ard of living. 3.5 1.52

3. Promoting skills that are applicable to everyday life. 3.2 1.12

4. Providing knowledge and developing skills for income generation. 3.2 1.36

5. Providing individuals with the skills needed to perform well in a variety of career areas. 3.1 1.17

6. Teaching knowledge and skills that support the well-being of individuals and families. 3.1 1.32

7. Facilitating the development of self­ esteem in individuals. 3.0 1.44

8. Helping individuals develop leader­ ship skills. 2.3 1.31

9. Preparing individuals for dealing with everyday problems of families. 2.3 1.52

10. Preparing students for different aspects of home and community life with respect to the traditions. 2.2 1.27

11. Promoting rural development. 2.2 1.32 12. Helping students to understand their culture. 2.2 1.45

13. Supporting family members' role in the community. 2.0 1.25

Overall 2.7 .77

1= no emphasis 4= adequate emphasis 2= very little emphasis 5= a lot of emphasis 3= some emphasis 275

Table 52 Rank Ordered Means Scores and Standard Deviations for Degree of Emohaai# Development Goals receive in the claaaroom teaching

Teachers Classroom Teaching Emphasis M SD

1, Promoting skills that are applicable to everyday life. 3.9 1.00

2. Teaching knowledge and skills that support the well-being of individuals and families. 3.7 1.08

3. Developing skills for self-reliance. 3.7 .95

4. Helping families improve their stand­ ard of living. 3.7 1.14

5. Facilitating the development of self­ esteem in individuals. 3.5 1.09

6. Preparing individuals for dealing with everyday problems of families. 3.5 1.31

7. Providing individuals with the skills needed to perform well in a variety of career areas. 3.4 1.19

8. Preparing students for different aspects of home and community life with respect to the traditions. 3.3 1.15

9. Helping individuals develop leader­ ship skills. 3.2 1.18

10. Providing knowledge and developing skills for income generation. 3.1 1.26

11. Helping students to understand their culture. 2.9 1.20

12. Supporting family members' role in the community. 2.8 1.23

13. Promoting rural development. 2.6 1.25

Overall 3.2 .75

1« no emphasis 4= adequate emphasis 2» very little emphasis 5= a lot of emphasis 3= some emphasis 276

Table 53 Rank Ordered Means Scorea and Standard Deviations for Degree of Eephaaia

Develonmen't Goala receive In the claaaroom teaching______

Headmasters Classroom Teaching Emphasis M SD

1. Promoting skills that are applicable to everyday life. 3.8 1.09

2. Teaching knowledge and skills that support the well-being of individuals and families. 3.7 1.04

3. Developing skills for self-reliance. 3.6 1.12

4. Helping families improve their stand­ ard of living. 3.6 1.13

5. Preparing individuals for dealing with everyday problems of families. 3.4 1.12

6. Facilitating the development of self­ esteem in individuals. 3.3 1.08

7. Providing knowledge and developing skills for income generation. 3.2 1.11

8. Providing individuals with the skills needed to perform well in a variety of career areas. 3.1 1.12

9. Preparing students for different aspects of home and community life with respect to the traditions. 3.0 1.17

10. Helping individuals develop leader­ ship skills. 3.0 1.19

11. Helping students to understand their culture. 2.8 1.12

12. Supporting family members' role in the community. 2.8 1.15

13. Promoting rural development. 2.7 1.23

Overall 3.2 .79

1= no emphasis 4= adequate emphasis 2= very little emphasis 5= t lot of emphasis 3- some emphasis 277

Table 54 Rank Ordered Means Scorea and Standard Deviationg for Degree of Zmohaaim Develotanent Goals receive in the claaaroom teaching______

Students Classroom Teaching Emphasis M SD

1. Helping families improve their stand­ ard of living. 3.8 1.25

2. Developing skills for self-reliance. 3.6 1.43

3. Promoting skills that are applicable to everyday life. 3.5 1.22

4. Providing individuals with the skills needed to perform well in a variety of career areas. 3.4 1.27

5. Providing knowledge and developing skills for income generation. 3.3 1.36

6. Teaching knowledge and skills that support the well-being of individuals and families. 3.3 1.45

7. Facilitating the development of self­ esteem in individuals. 3.2 1.49

8. Helping individuals develop leader­ ship skills. 2.8 1.54

9. Preparing students for different aspects of home and community life with respect to the traditions. 2.6 1.44

10. Preparing individuals for dealing with everyday problems of families. 2.6 1.53

11. Promoting rural development. 2.5 1.60

12. Supporting family members' role in the community. 2.4 1.54

13. Helping students to understand their culture. 2.2 1.22

Overall 3.0 .77

1= no emphasis 4= adequate emphasis 2= very little emphasis 5= a lot of emphasis 3» some emphasis 278 Table 55

Home Economies is Doina

Source df SS MS F B Between Groups 2 .6731 .3366 .7703 .4642 Within Groups 215 93.9402 .4369 Total 217 94.6133 Tukey (results below) F.ri,(2,215)=3.04

Groups 1 2 3 n M SD 1(students) 46 3.4264 .4843 2(headmasters) 90 3.5385 .7107 3 (teachers) 82 3.5760 .6888 Total 218 3.5289 .6603 279 Table 56

Home Economics Should be Doina

Source df SS MS F E

Between Groups 2 0907 .0454 .6502 .5229 Within Groups 216 15. 0689 .0689 Total 218 25. 2597

Tukey (results below) F,rit(2,216)=3.04

Groups 1 2 3 n M SD 1(students) 42 3.4011 .2911 2 (headmasters) 92 3.3470 .2402 3 (teachers) 85 3.3529 .2749 Total 219 3.3597 .2637 280 Table 57

National Goals Receive in Classroom Teachina

Source df SS MSF £

Between Groups 2 .8963 .4481 .7563 .4715 Within Groups 125 74.0636 .5925 Total 127 74.9599

Tukey (results below) F,rt(2,125)=3.07

Groups 1 2 3 n M SD 1(students) 14 2.9670 .7738 2(headmasters) 61 3.2308 .7867 3 (teachers) 53 3.2395 .7486 Total 128 3.2055 .7683 281 Table 58

Develooment Goals Receive in Curriculum

Source df SS MS F

Between Groups 2 2.4990 1.2495 1.9351 .1484 Within Groups 134 86.5238 .6457 Total 136 89.0228

Tukey (results below) F.rt(2,134)=3.07

Groups 1 2 3 n M SD 1(students) 15 2.6923 .7687 2(headmasters) 64 3.1298 .7936 3(teachers) 58 2.9748 .8226 Total 137 3.0163 .8091 282 Table 59

National Goals have to Communitv and National Develooment

Source df SS MS F E

Between Groups 2 1.6782 .8391 .7869 .4568 Within Groups 183 195.1321 1.0663 Total 185 196.8103

Tukey (results below) F,ri,(2,183)=3.04

Groups 1 2 3 n M SD 1(students) 35 2.8791 1.0816 2(headmasters) 79 3.0925 1.1016 3(teachers) 72 3.1414 .9246 Total 186 3.0711 1.0314 Bibliography

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