APPENDIX A
LIST OF TOWNS AND VILLAGES VISITED AND MEETINGS HELD
| PLACE | DISTRICT | MEETINGS |
| Molepolole | Kweneng | Kgotla, Public Hearing, Council,College of Education |
| Jwaneng | Jwaneng |
Kgotla, Council, Publlic Hearing |
| Francistown | Francistown | Council, Public Hearing |
| Selebi-Phikwe | Selebi-Phikwe | Council, Public Hearing |
| Gaborone | Gaborone | Council, Public Hearings, Polytechnic, University of Botswana |
| Maun | Ngamiland | Kgotla, Council, Public Hearing |
| Tlokweng | South East | Kgotla |
| Ramotswa | South East | Kgotla |
| Otse | South East | Kgotla |
| Lobatse | Lobatse | |
| Ntlhantlhe | South East | Kgotla |
| Goodhope | Southern |
Kgotla |
| Digawana | Southern | Kgotla |
| Mochudi | Kgatleng | Kgotla |
| Morwa | Kgatleng | Kgotla |
| Mmathubudukwane | Kgatleng | Kgotla |
| Odi | Kgatleng | Kgotla |
| Artesia | Kgatleng | |
| Mogoditshane | Kweneng | Kgotla |
| Thamaga | Kweneng | Kgotla |
| Mmankgodi | Kweneng | Kgotla |
| Lentsweletau | Kweneng | Kgotla |
| Letlhakeng | Kweneng | Kgotla |
| Sojwe | Kweneng | Kgotla |
| Takatokwane | Kweneng | Kgotla |
| Moshupa | Southern | Kgotla |
| Mmathethe | Southern | Kgotla |
| Kanye | Southern | Kgotla |
| Phitshane Molopo | Southern | Kgotla |
| Mabutsane | Southern | Kgotla |
| Werda | Kgalagadi | Public Hearing |
| Tsabong | Kgalagadi | Kgotla |
| Middlepits | Kgalagadi | Kgotla |
| Bokspits | Kgalagadi | Kgotla |
| Hukuntsi | Kgalagadi | Kgotla |
| Kang | Kgalagadi | Kgotla |
| Ghanzi | Ghanzi | Kgotla |
| Charleshill | Ghanzi | Kgotla |
| Ncojane | Ghanzi | Kgotla |
| Kalkfontein | Ghanzi | Kgotla |
| Gweta | Ghanzi | Kgotla |
| Letlhakane | Central | Kgotla |
| Rakops | Central | Kgotla |
| Mahalapye | Central | Kgotla |
| Shoshong | Central | Kgotla |
| Machaneng | Central | Kgotla |
| Serowe | Central | Kgotla |
| Moijabana | Central | Kgotla |
| Palapye | Central | Kgotla |
| Tumasera | Central | Kgotla |
| Lerala | Central | Kgotla |
| Maunatlala | Central | Kgotla |
| Maokatumo | Central | Kgotla |
| Mogapi | Central | Kgotla |
| Tsetsebjwe | Central | Kgotla |
| Lentswelemoriti | Central |
Kgotla |
| Semolale | Central | Kgotla |
| Bobonong | Central | Kgotla |
| Mmadinare | Central | Kgotla |
| Tonota | Central | Kgotla |
| Tati Siding | North East | Kgotla |
| Matsiloje | North East | Kgotla |
| Tsamaya | North East | Kgotla |
| Masunga | North East | Kgotla |
| Mapoka | North East | Kgotla |
| Makaleng | North East | Kgotla |
| Sebina | Central | Kgotla |
| Tutume | Central | Kgotla |
| Maitengwe | Central | Kgotla |
| Nata | Central | Kgotla |
| Sowa | Central | Kgotla |
| Pandamatenga | Chobe | Kgotla |
| Kasane | Chobe | Kgotla |
| Kachikau | Chobe | Kgotla |
| Sehithwa | Chobe | Kgotla |
| Gomare | Ngamiland | Kgotla |
| Etsha 6 | Ngamiland | Kgotla |
| Seronga | Ngamiland | Kgotla |
| Shakawe | Ngamiland | Kgotla |
APPENDIX
B
LIST OF INSTITUTIONS VISITED
| PLACE | DISTRICT |
INSTITUTIONS VISITED |
| Molepolole | Kweneng | KRDA Brigade |
| Jwaneng | Jwaneng | Vocational
Training Centre,
Jwaneng Mine |
| Francistown | Francistown | DNFE Office
, Teacher Training College |
| Selebi-Phikwe | Central | Vocational Training Centre,
BCL Training Centre |
| Mahalapye | Central | Senior Secondary School |
| Gaborone | Gaborone |
Botswana Polytechnic |
| Tlokweng | South-East | Tlokweng Teacher Training College |
| Ramotswa | South-East | Tswelelopele Brigade |
| Otse | South-East | Camphill Community School for the Disabled |
| Lobatse | Southern | Senior Secondary School |
| Mochudi | Kgatleng | Education Centre |
| Mmathubudukwane | Kgatleng | Community Junior Secondary School |
| Oodi | Kgatleng | Community
Junior Secondary
School |
| Sojwe | Kweneng | Primary School |
| Tsabong | Kgalagadi | Education Centre |
| Tsabong | Kgalagadi | Community Junior Secondary
School |
| Middlepits | Kgalagadi | Community Junior Secondary School |
| Maun | Ngamiland | Senior Secondary School |
| Tonota | Central | College of Education |
| Bobonong | Central | Senior Secondary School |
| Mmadinare | Francistown | Community Junior Secondary School,
Primary School, Day Care Centre |
| Tutume | Central | Senior Secondary School,
Tutume Brigade |
| Maokatumo | Central | Community Junior Secondary
School |
| Mogapi | Central | Community Junior Secondary
School |
| Tumasera | Central | Primary School |
| Palapye | Central | Community Junior Secondary
School |
| Takatokwane | Kweneng | Takatokwane Brigade |
| Kachikau | Chobe | Primary School |
| Gomare | Ngamiland | Community Junior Secondary
School |
| Shakawe | Ngamiland | Community Junior Secondary
School |
| Seronga | Ngamiland | Community Junior Secondary
School |
APPENDIX
C
LIST OF WRITTEN SUBMISSIONS
| INDIVIDUALS | LOCATION |
|
Appiah PKL, Kagiso Sec. School |
Lobatse |
| Asantey E. K., CDO(Maths) DNFE | Gaborone |
| Ashwell M. MCE | Molepolole |
| Attwell G.,NVQ Staff Development Office | Cardiff , Wales |
| Bimbo F. | Werda |
| Bimbo, D & Kgaodi | Werda |
|
|
Dinotswe |
| Chabaesele P | Takatokwane |
| Chan T. G. | Berlin |
| Chanda P.B.J, Madiba Brigades Coordinator | |
| Chilisa, Adams | Goshwe Village |
| Chokwe F. | Morwa |
| Coangae S. T., SEO (Secondary) | Gaborone |
| Cowen, Robert, Lecturer UB | Gaborone |
| Dambe C. S. | Gaborone |
| Dichaba E. | Gaborone |
| Don-Wilson, Chobe Brigades | Kasane |
| Edward E. O, Ministry of Finance & Dev Planning | Jwaneng |
| Gaolokwe J.G. | Gaborone |
| Gaorewe G | Bobonong |
| Gobotswang, |
Molepolole |
| Hilsdon J. FEO (English) (MoE) | Gaborone |
| Hopkin, A. G. U.B (1),(2),(3) | Gaborone |
| Jones A, Director, British Council | Gaborone |
| Keakile K. M. Headmaster, Marang CJSS | Gaborone |
| Kekwaletswe Councillor | Central D. C. |
| Kerton A. V | Gaborone |
| Ketlhoilwe J. M. | Bobonong |
| Ketlogetswe G.T. | Palapye |
| Ketshabile R. L. | Lobatse |
| Kgamane G. B. | Shoshong |
| Kgengwenyane E. S., Education Officer | GoodHope |
| Kinunda M, (UNICEF, |
Gaborone |
| Kolanyane G. | Palapye |
| Kgomanyane G. | Gaborone |
| Lauglo.J. | |
| Lefhoko K.S | Shoshong |
| Mack K, Councillor | Francistown |
| Magwadi J.M., Board Vice Secretary, Tlokweng CJSS | Gaborone |
| Mogwe A, (Hon) M.P | Kanye |
| Maine | Mochudi |
| Makanye B. S. | Zwenshambe |
| Makgekgenene L. H., MP. | Tonota |
| Makupelo M. | Selebi |
| Malikongwa, Brigade Coordinator | Francistown |
| Marang S. B. | Gaborone |
| Marope M, U.B. | Gaborone |
| Masimilole, John | Lotlhakane |
| Masimolole J. P., Chairman CJSS PTA | Kanye |
| Masolotate M. | Palapye |
| Matekane D, Councillor | |
| Matenge G. | Gaborone |
| Matenge K | Gaborone |
| Matthiessen J, Principal Tlokweng TTC | Tlokweng |
| Mckenzie M. H., Headmaster,
Marua-Pula |
Gaborone |
| Mhemele G. | Gaborone |
| Mmereki F. T. S | |
| Modisang G. G. |
Bobonong |
| Mogano B. R., Board Secretary | |
| Mogasha, Chief Education Officer, (Primary Education) (MoE) | Gaborone |
| Mdupi D. T., | Tshane |
| Mohamadi I. G., Ag Brigade Co-ordinator | Ramotswa |
| Moji Monnawe | |
| Mokalake O. M., Radisele Primary School | Mahalapye |
| Molefi M. | Rasesa |
| Moncho N. K. | Lobatse |
| Moncho Z. A., Education Officer | Hukuntsi |
| Morgan K | Gaborone |
| Mosinyi E., MP. | Shoshong |
| Mothibi A. A. | Serowe |
| Mothibakgomo W., T.S Participant | Maunatlala |
| Mothibatsela, M, UB | Gaborone |
| Mothusi L. G. | Gaborone |
| Motsholapheko | Palapye |
| Moupi,D.T. | Tshane |
| Ndaba N., SEO (Des & Tech) | Gaborone |
| Nleya P.T., U.B | Gaborone |
| Nfila B. B., Lecturer, UB | Gaborone |
| Ntshebe F. O. Ag Principal, Palapye VTC | Palapye |
| Oodirea | Mochudi |
| Palmer J. | Lobatse |
| Pitso M.K (Mrs) | Lobatse |
| Price G | Manchester U.K |
| Qobose E. N., U.B Library | Gaborone |
| Ramonyane Paul, Geological Survey | Lobatse |
| Rampa (Mrs) | |
| Rauwe B.A | Ghanzi |
| Salepito B. O., Board Chairman,
|
Gomare |
| Salkin J. L. MFDP, | Gaborone |
| Sankoloba N. L. | Francistown |
| Sechele G.K., Dept Teacher Training (MoE) | Gaborone |
| Segwabe, Selebi-Phikwe VTC | Selebi |
| Seiape J.A, Brigades | Lobatse |
| Shakawe Primary School | Shakawe |
| Smith EPJ, Senior Education Officer(D&T), (MoE), (1),(2) | Gaborone |
| Swartland J. R. | Commonwealth Secretariat London |
| Tantsidi K, Councillor | Maunatlala |
| Taolo D. M., Ag Chief Inspector of Factories | Gaborone |
| Tselaesele S.R.M. Headmaster | |
| Teacher |
Gobojango CJSS |
| Teacher Mongwa MDK, Mathiba CJSS | Mahalapye |
| Teacher |
Gaborone |
| Teacher Segolodi, M. M. | Bonwapitse |
| Teacher Makgoweng, Alfred C, Headteacher |
|
| Teacher Banda S.A.M. Tapologo CJSS. | |
| Teacher Mmono V, Mmusi L, Masimolole J.P, | Gaborone |
| Teacher Mucangani B., Letlhakane Senior School | |
| Teacher Mokasha B. B., Headteacher | Gweta Primary |
| Teacher Tselaesele S.R.M. Headteacher (CJSS) | Molepolole |
|
Teacher Mmereki F.S.T., Primary
School |
|
| Teacher Letebele A.M, Headteacher | Mafitlhakgosi |
| Teacher Mbofwana L. K., Zambian Teacher | |
| Teacher Modisane., Primary School | Sikwane |
| Teacher Mokwaleng, Primary School | |
| Teacher Letshwenyo G. W., Primary School | Serowe |
| Teacher Mpofu AJD, Primary School | Lobatse |
| Teacher Savitri R, (Mrs), Science Teacher | Machaneng |
| Teacher Mongwa M.D.K., Mathiba
CJSS |
|
| Teacher Masimolole J. P., Primary School | |
| Teacher Molefi M. | Mochudi |
| Teacher Makgetho, Moremi III Primary School | |
| Teacher Mokalake O.M. Radisele Primary School | Mahalapye |
| Teacher Bome E.L Tawana Primary School | Pitsane |
| Teacher Mosupiemang T.B. Sebeso Primary Sch. | Palapye |
| Tempest T., SEO, Technical Education (MoE) | Gaborone |
| Thaselo D., Reverend | |
| Thekiso, Ezekiel R | Selebi |
| Tlou T., Vice Chancellor, UB | Gaborone |
| Townsend-Coles E. K., Education Consultant | United Kingdom |
| Tsekane L. S., Councillor | |
| Tshoagong,P.P.T | Mahalapye |
| Tyrchan G., Technical Education Consultant | Germany |
| Van Rensburg T., FEP., | Gaborone |
| Van-Wyk J | |
| Gakhibane | |
| Verzey A | |
| Wood A |
Bolton , U.K |
| Zonneveld M.E,UB | Gaborone |
ORGANIZATIONS/GROUPS
| African Musical Instruments | Gaborone |
| Agriculture Education Panel | Gaborone |
| Annual Report | Selebi |
|
|
Gaborone |
| BDP ( |
Gaborone |
| Board of Governors, Emang CJSS | Lobatse |
| Board of Governors, Kgolagano CJSS | Middlepits |
| Board of Governors, Matsiloje CJSS | Matsiloje |
| Board of Governors, Patikwane CJSS | Serowe |
| Board of Governors, Ipelegeng CJSS | Lobatse |
| Board of Governors, Sefhope CJSS | Sefhope |
| Board of Governors, Mabogo CJSS | Palapye |
| Board of Governors, |
|
| Board of Governors, PTA Mariba & Feeder schools | Pitsane Molopo |
| Board of Governors, Sefhare CJSS | Sefhare |
| Boiteko CJSS | |
|
Bokaa
|
|
| Bonwatlou CJSS staff | Serule |
|
|
Gaborone |
|
|
Gaborone |
|
|
Gaborone |
| Botswana Library Association | Gaborone |
|
|
Gaborone |
| Botswana Bird Club | Gaborone |
| Botswana College of Agriculture | Gaborone |
| Botswana Foundation For Education with Production | Gaborone |
| Botswana Centre for Accountancy Studies | Gaborone |
| Botswana National Front Education Committee | Gaborone |
| Botswana Confederation of Commerce Industry & Manpower (BOCCIM) | Gaborone |
| Botswana Society | Gaborone |
| Botswana Defence Force | Gaborone |
| Botswana Adult Education Association | Gaborone |
| Botswana Institute of Accountants | Gaborone |
| Botswana Peoples Party | Francistown |
| Botswana Telecommunications Corporation | Gaborone |
| Botswana Prisons Service | Gaborone |
| Broadhurst P.S. Council | Gaborone |
| Bridec |
Gaborone |
| B.T.U, Palapye Branch | Palapye |
| B.T.U, Bamalete Branch | Ramotswa |
| B.T.U, Semabotswa Region | Selebi |
| B.T.U, Bososhale Branch | |
| B.T.U, Gakobokhuni Branch | |
| B.T.U, Bamalete Branch | Ramotswa |
| Catholic Church, Diocese of Gaborone | Gaborone |
| Conference of Private Schools | Botswana |
| Cheshire Foundation of Botswana | Mogoditshane |
| Child to Child Foundation of Botswana | Gaborone |
|
|
Gaborone |
| Commission for People with
Disabilities |
|
| Council, North |
Tatitown |
| Council, Selebi-Phikwe Town | Selebi |
|
Council
|
Jwaneng |
| Council, South |
Ramotswa |
| Damelin Botswana | Gaborone |
| Debswana Diamond Company (PTY) LTD | Jwaneng |
| Debswana Diamond Company Trades Union | Jwaneng Mine |
| Dept. Curriculum Development & Evaluation (MoE) | Gaborone |
| Dept of Library & Information Studies, UB | Gaborone |
| Dept Teacher Training & Dev. (MoE) (1),(2),(3) | Gaborone |
| Dept of Bursaries (MoE) | Gaborone |
| Dept of Primary Education (MoE) | Gaborone |
| Dept of Teacher Education, F.E.O Secondary | Gaborone |
| Dept. of Secondary Education (MoE) | Gaborone |
| Design & Technology Special Interest Group | Gaborone |
| Director of Public Service Management (1),(2) | Gaborone |
| Edu. Committee of Roman Catholic Church | Gaborone |
| Education Committee S/Phikwe |
Selebi |
| Education Officers (Inspectorate) Primary (MoE) | |
| Education Officer, Secretary & School Staff | Jwaneng |
| English Subject Panel (MoE) | Gaborone |
| Examination Research &Testing Division (MoE) | Gaborone |
| Francistown Teacher Training College | Francistown |
|
Francistown
|
Francistown |
| Gaborone Parents & Teachers of Children with Disabilities | Gaborone |
| Gender Policy & Programme Committee, U.B | Gaborone |
| Headmaster, Gabojango CJSS |
Hanhukine VillageHukuntsi |
| Head & Deputy Head Teacher, Serowe | Serowe |
| Headmasters Conference (Secondary) | Heads of Private Schools Botswana |
| Headteacher Gobojango CJSS | |
| Inservice Scheme | Gaborone |
| Jwaneng Vocational Training Centre | Jwaneng |
| Kalanga Bible Translation Project | Francistown |
| Khawa Village | Middlepits |
| Karakubisi Primary School | Ghanzi |
| Kekakgona Home & Workshop for the Handicapped |
Selebi |
| Kgatamodimi CJSS English Teachers Ass. | Tswapong North |
| Khisa Village | Tshabong |
| Kuru Development Trust | Ghanzi |
| Lehututu Village | Hukuntsi |
| Longman Botswana | Gaborone |
| Lotlamoreng CJSS | Lotlamoreng |
| Mack K, Councillor | Maunatlala |
|
Mafitlhakgosi
|
|
| Macmillan Botswana Publishing Co. (PTY) Ltd | Gaborone |
| Maikano CJSS | Gaborone |
| Maiteko CJSS |
|
| Makopong Village | Werda |
| Maleshe Village | Tshabong |
| Maubelo Village | Tshabong |
|
Ministry of |
Gaborone |
| Ministry of Works Transport & Communications | Gaborone |
| Mokolodi Wildlife Foundation | Mokolodi |
| Morwa District Consultation | |
| Moshupa Sec. School | Moshupa |
| National Science Panel (MoE) | Gaborone |
| National Mathematics Panel (MoE) | Gaborone |
| Omaweneno Village | Tshabong |
| Phatlhogo Resource Unit (Special Edu) | Francistown |
| Phitsane Molopo Education Committee | Pitsane Molopo |
| Pitshane Photlokwe School | GoodHope |
| PTA/VDC | Lephephe |
| PTA Sojwe PTA | |
| PTA Moses Mengwe CJSS | Maitengwe |
| PTA Gakhibane | Middlepits |
| PTA Botsalano |
|
| PTA Northside Primary School | Gaborone |
| PTA Shakawe CJSS | Shakawe |
| Centre for Deaf Education | Ramotswa |
|
Sebeso
|
Palapye |
| Sechele G.K, Dept of Teacher Education(MoE) | Gaborone |
| Sekolo Sa Anne-tine | Molepolole |
| Serowe Brigades | Serowe |
| Society for the Promotion of Ikalanga Language | Francistown |
| Struizendam, Rappelspan and |
Gaborone |
|
Teacher
|
Lobatse |
| Teachers, Primary Schools | Moshupa |
| Teachers, Primary Schools | |
| Teacher, Bonwatlou CJSS | Serule |
| Teachers, Boiteko CJSS | Teachers, Kgatamodimo CJSS English Teachers |
Digawana Association Tswapong |
Teachers, Pitsane Photlolane P.S |
| Teachers, Lotlamoreng CJSS |
|
| Teachers, |
Hukuntsi |
| Teachers, Modisane C, Primary School | Sikwane |
| Teachers, Mokatako Primary School | Sediberg |
| Teachers, Muncangani B, Letlhakane CJSS | Letlhakane |
| Teachers, |
|
| Teachers, Seleka P.S, Tumasera P.S & Sesholo CJSS | Sesholo |
| Teachers, Shakawe P.S | Shakawe |
| Teachers, Makgetho R.W | |
| Teachers, Sedimo Hill CJSS | Sedimo |
| Teachers, Mmereki FST, PS | |
| Teachers, |
Francistown |
| Teachers, Sefhare CJSS | Sefhare |
| Teachers, Kgatleng P.S | Mochudi |
| Teachers, PTA, Board of Governors, Maikano CJSS | Gaborone |
| Teachers, Tawane P.S | Pitsane |
| Teachers, St, |
Lobatse |
| Teaching Staff, |
Gaborone |
| TKS Training & Consulting Service | Francistown |
| Tshane Village | Hukuntsi |
| Tshimologo, Red Cross Stimulation Centre | |
| Francistown | |
| Tswapong South | Tswapongƒ |
| Tswapong Sub©region (CJSS English Lit) | Serowe |
|
University
of |
Gaborone |
| Vocational Training Centre | Jwaneng |
APPENDIX D
LIST OF RESEARCH AND POLICY STUDIES
Alao,
A and Kandjii-Murangi, I. A
Survey of Private English Medium Primary Schools. Gaborone: Botswana
Educational Research Association, 1993.
Atta,
J. K. and Gyekye, A. B. A Study
on Labour Market Trends and Implications for Education and Training In Botswana.
Gaborone: University of Botswana, 1993.
Bantsi
- Chimidza, L. with Mbunge, J. Analysis of Policy Options for Transition
Rates from Junior Secondary to Senior Secondary Education. Gaborone:
Botswana Educational Research Association, 1993.
Dodds,
T. Report on a Feasibility Study on the Establishment of a Distance Education
College for Botswana. Cambridge: International Extension College, 1993.
Jefferis,
K. R. The Nature of Botswana's Economy in the Next Twenty-Five Years and the
Implications for Education and Training. Gaborone: University of Botswana,
1993
Mautle,
G; Konesapillai, K. and Lungu, E. The Quality of Primary School Completers
and Its Implications for Form 1 Organisation and Teaching. Gaborone:
Botswana Educational Research Association, 1993.
Mogome
- Ntsatsi, K. and Tau, O. Situation Analysis of the Street Children in the
Urban Centres of Botswana. Gaborone: UNICEF, 1993.
Monau,
R. M; Mmolai, S. K. and O'Mara, F. R. Analysis of Policy Options for
Preschool Education in Botswana. Gaborone: Botswana Educational Research
Association, 1993.
Moorad,
F. R; Dambe, M. R. and Maravanyika, O. E. Analysis of Policy Options for
Vocationalisation of Basic Education in Botswana. Gaborone: Botswana
Educational Research Association, 1993.
Mudariki,
T. and Weeks, S. Vocationalisation of Senior Secondary Education.
Gaborone: Botswana Educational Research Association, 1993.
Nyathi-Ramohobo,
L and Prophet, R. Analysis of Policy Options for Educational Research.
Gaborone: Botswana Educational Research Association, 1993.
Obok
Opok, A with Boni, P. Report on The Evaluation of Artisan and Technician
Training in Botswana. Gaborone: Botswana Educational Research Association,
1993.
Pendaeli,
J; Ogunniyi, M. B. and Mosothwane, M. Strategies for the Improvement of
Performance in Science and Mathematics at all Levels in the Education System of
Botswana. Gaborone: Botswana Educational Research Association, 1993.
Winter,
S. Costing of Recommendations of the National Commission on Education,
Gaborone, May 1993.
APPENDIX E
LIST OF COUNTRIES VISITED
| Denmark |
Germany |
Ireland |
| Japan |
Kenya |
Malaysia |
| Mauritius |
Singapore |
South
Korea |
| Sweden |
United
Kingdom |
Zambia |
| Zimbabwe |
APPENDIX
F
LANGUAGE
POLICY: A
MINORITY REPORT
There was a minority view that strongly disagreed with the majority view
on issues pertaining to language education policy.
Specifically, the areas of concern are:
(i)
the lack of a detailed exposition on policy guidelines that would address
language education policy at three levels, namely, the Official Language Policy
(OLP), the National Language Policy (NLP) and the Local Language Policy (LLP)
levels..
(ii)
the contradiction between the arguments adduced for the use of the mother
tongue (used inter-changeably with "dominant language") at pre-primary
and those put forward for abolishing Setswana as a medium of instruction in
Primary.
(iii)
the inconsistency between the downgrading of Setswana at the primary
stage of the education system in preference to English for reasons of commercial
interest and the concerns expressed later about having to enhance employment
opportunities for Setswana specialists. The
abolition of Setswana as a medium of instruction would run counter to the
encouragement of greater interest by students in the Setswana language.
(iv)
the total absence in the report of any reference to the considerable body
of evidence from other countries in support of the use of the dominant language
at the primary stage of the education system.
(v)
The lack of a clear appreciation that the single most important factor in
the education of a child is the quality of the teacher and not principally the
language of instruction.
What follows addresses our perceived short-comings in the
Report, as far as the issue of language is concerned.
Language policy in general, and not just language policy
as it relates to education, does not exist in Botswana.
A general language policy would encompass issues relating to Education
policy, Cultural policy, Social Services, language development, institutional
framework, role of language in the economy and research.
The multi-lingual nature of the Botswana society, its historical
development before and after the attainment of independence, economic
considerations, the international relations and the nature of its ethnic
composition would suggest that a language policy based on the principles of
Democracy, Self-reliance and Unity should recognise three levels viz,
Official language policy, National language policy and Local language policy.
The Official Language Policy (OLP) would mainly affect
the English language. The
National Language Policy (NLP) would be about Setswana and the prerogatives to
be conferred on it. The Local
Language Policy (LLP) would address itself to the nations minority languages,
their structural development, their role in the country's educational system and
their place in the cultural development.
The existing policy is that English is the official
language and Setswana the National language.
There is no clear expression of the status of other local languages.
The suggested three levels of language policy formulation seeks to
capture the prevailing paradigm, as inferred from practice.
National Language Policy
The current policy on language as it relates to
education, especially the use and development of Setswana, has its origins from
the 1st National Commission on Education of 1977.
The 1st Commission noted that the normal practice prior to 1977 was for
Setswana to be used as a medium of instruction in the first two or three years
of primary education. In the
subsequent years English was used as a medium of instruction, and Setswana
continued to be taught as a subject after the transition to English as a medium
of instruction.
The 1st Commission felt strongly that the prevailing
practice discriminated against Setswana and considered that, as a national
language, Setswana ought to be given "a prominent place ... in the
education system". The 1st
Commission therefore recommended, inter alia, that:
i.
Setswana should be the medium of instruction in the 1st four years of
schooling.
ii.
English should continue to be taught as a subject from Std 1.
iii.
The transition to English as a medium of instruction should take place at
Std 5.
iv.
The time allocated to Setswana in the school time-table should be
increased.
v.
Setswana as a subject should have the same status as English in the PSLE
and in the selection process for secondary schools.
Non-Setswana speaking children should be compensated by an adjustment in
the scores.
The 1st Commission further proposed a host of other
actions in support of Setswana, such
as curriculum development for Junior Secondary and Teacher Training Colleges,
development of and research into Setswana, provision of improved instructional
material and annual awards for story writing and essay competition.
As a follow-up to the recommendation of the 1st
Commission, a National Policy on Education was promulgated in 1977.
The National Policy on Education accepted most of the recommendations of
the 1st Commission. It specifically
provided, inter alia, for:
i.
Setswana as a core subject at both intermediate and senior secondary
schools, with focus on Tswana languages and culture.
ii.
The strengthening of the teacher training courses to enable all teachers
to gain a sound foundation in Setswana.
iii.
Literacy first in Setswana and then in English.
In 1979, the National Setswana Language Committee (NSLC)
was established to be replaced by the National Setswana Language Council in
1985. The latter is responsible for
monitoring the current usage and development of Setswana as a language and the
means by which cultural heritage is nurtured and preserved.
Other developments relating to Setswana as a national language have taken
place since the adoption of the National Policy on Education in 1977.
Significant amongst these was the commissioning in 1991 of a consultancy
by Dr. Baral on the "Improvement of the Training of Teachers of Setswana",
the objective of which was
"to
analyse the present Setswana programmes in the Primary Teacher Training
Colleges, the Colleges of Education and the University of Botswana for preparing
teachers of Setswana and to propose steps which may be taken to improve Setswana
instruction".
Baral's findings were, inter alia, that:
i.
the school syllabuses, although they address important aspects relating to
the development of the language and preservation of Tswana culture, they provide
"no clear linkage between the use of the language and current cultural life
of the nation ...". The syllabuses
are written entirely in English.
ii.
at the Teacher training level the programmes were consistent with the
expectations of the MoE in that they are designed to "develop a commitment
to the promotion of the Setswana language and culture as an
important unifying force in the nation".
iii.
in the field of teaching methods and materials there is a lack of text
books on the methodology of teaching Setswana.
Baral went on to propose a set of recommendations
directed at Teacher Training Institutions, MoE and NSLC:
i.
The Teacher Training institutions were to improve the teaching of
Setswana; formulate suggestions, for consideration by MoE and NSLC, on the
increased use of Setswana as a means of communication and the improvement of the
low prestige of Setswana among students teachers and parents.
ii.
The MoE was to provide opportunities for Setswana teachers to visit other
African countries and to address the "various issues concerning the
language education policy in the charge to the National Commission on Education
which will be convened during the NDP 7".
iii.
Apart from the Standard Orthography, the NSLC should examine the
expansion of the Setswana vocabulary to enable it to act effectively as a means
of communication in contemporary society, leading to its use in "the
professions, in secondary education and in academic programmes at the UB".
The NSLC should encourage scholarly research by Batswana in the areas of
the "diversity of language varieties spoken in the country, the process of
language change, first and second language acquisition ... and the history of
the Setswana language ...".
Bilingual Education Theory
In written submissions to the Commission, BERA poses the
following questions, in the context of Setswana as a national language:
°
"What are the problems arising from the current language policy?
°
What does the literature say about such problems within the Botswana
context?
°
And finally, what recommendations could we provide to the Commission in
this area?"
The BERA submission puts forward a Bilingual Education
Theory that postulates "three basic models of bilingual education operating
around the world", namely the Transitional,
Maintenance and Enrichment Models. Only
the first two will be described.
The Transitional Model is one where the child's first
language is used as a medium of instruction with conversion to a second language
later. The Maintenance Model
involves the initial use of the child's first language and a second language
added later for instructional purposes.
It is indicated that the Transitional Model is the one in
use in the Botswana education system. The
characteristic features of this model are "underlying goals of language
shift, cultural assimilation and social incorporation ...".
Thus the model in operation in Botswana "is assimilating all
Batswana into the English culture (thus) negating the value of Setswana language
and culture" and is therefore inimical to the objectives of the NSLC which
is "concerned about ... the loss of the Setswana language and
culture".
BERA argues that the Maintenance Model is the appropriate
one for Botswana in that it is the one that will "sustain the vigorous and
long-term use of an ethnic language ...".
The point being made is that Setswana should be the medium of instruction
initially, with English
Regarding language teaching, BERA submits that
"teachers are not trained to teach language skills to a satisfactory
level" and that "there is not a generally accepted methodology for
teaching Setswana". Regarding
language status, it is argued that English occupies a higher status than
Setswana because the former is "taught for socio-economic advancement"
whilst the latter is taught for "cultural identity and unity and early
concept formation". Thus
English has an economic value and opens up opportunities for employment,
Setswana does not.
The BERA submission offers a number of recommendations in
support of the foregoing technical considerations:
Briefly:
i.
At the policy level, it is recommended that Setswana be (a)
declared an official language; (b)
it should be a passing requirement for professional courses; (c)
all minority languages should be recognised as distinct entities and
their development encouraged.
ii.
At the research level, there is need for systematic research on language
issues, especially those affecting minority groups, so that the development of
policy can be influenced by objective facts.
The use of the dominant language as a medium of
instruction in those countries, which like Botswana, have more than one local
language, is prevalent. No evidence
has been adduced in the countries
visited by the Commission, to suggest that the use of the mother tongue or
dominant language at the initial stages of the primary cycle, 'a la' the
Transition model, has lead either to the decline in educational standards
generally or lack of proficiency in the English language in particular.
On the contrary, the professional view is that early concept formation
are best provided in the mother tongue.
The Commission is aware of the concerns that have been
expressed about the quality of teachers at primary.
Their lack of proficiency in English has often led to Setswana being used
as a medium of instruction beyond Std 4. This
has often resulted in primary school leavers having a poor standard of English.
Based on the lessons learned elsewhere, an appropriate response to this
situation would be to improve the quality of teaching by upgrading the standard
and quality of teachers at primary level, as the use of Setswana, per se, cannot
be implicated in the poor standard of English of primary school leavers.
It is obvious from the foregoing that the issue of
language policy is of great concern to educationists and the public at large.
As far as issues of language, as they affect the system of education at
all levels are concerned, the following are identified:
°
The role of Setswana as a medium of instruction in the nations education
system and the effect that this has had on the quality of education.
°
The status of Setswana as a national language and its standing vis-a-vis
English as the official language.
°
The balance between preservation of culture and the promotion of national
unity thorough the national language and the socio-economic dictates that lays
emphasis elsewhere.
°
The current language policy is not clearly defined, but merely inferred
from its application in the educational field.
°
The current policy does not cater for minority languages at all levels of
the education system. There is need
to recognise that Botswana is a multi-lingual society.
°
Setswana has a very low status and is lowly regarded, as it provides very
limited opportunities for employment.
°
The quality of Setswana teaching is very low and no "generally
accepted methodology for teaching Setswana" exists.
°
The NSLC is often referred to as the body charged with responsibility for
the preservation, promotion and development of Setswana language and culture.
Its TOR, however, are
strictly about the usage of the language and are silent on the cultural aspects.
The Council is merely advisory and has no executive powers.
°
The prerogatives to be conferred on Setswana as a national language are
unclear. What does the
"national" character of the language imply?
°
The need for a National Book Policy to develop the culture of reading in
Setswana and other local languages.
Local
Language Policy
The foregoing is largely concerned with language policy
as it relates to Setswana, i.e. at the level of the National Language Policy.
A legitimate concern that has been expressed by
educationists is that concerning the language policy on the numerous local
languages in the country. As
stated earlier, no official policy exists on local languages.
The Commission can only address this matter as it relates to education
policy and within the limits of the third level of the policy on language, i.e
the Local Language Policy.
It is imperative that a policy on local languages be
developed. In terms of education,
that policy would need to address, inter alia:
ii.
the development of the languages from a pedagogical standpoint
iii.
the employment of appropriate bilingual teaching methodologies
iv.
the training of teachers in bilingual teaching methods
v.
the issue of cultural expression and preservation through the use of
local languages
vi.
literary policy at the level of local languages
vii.
Text Book policy on local languages.
This is not an exhaustive list, but an indication
of the areas that could be covered by language policy on education.
A point that needs to be explained is that concerning the
appropriate language of instruction during the first years of schooling.
Linguists contend that concepts are best understood in the mother-tongue
or the dominant language of the community.
A child is usually exposed to three situations in the use of language:
Home, the community and the school. The
appropriate language of instruction at school is the dominant language of the
community. Thus where the mother
tongue is also the dominant language, then the mother tongue would be the
appropriate one to use if concepts are to be clearly formed and understood.
Where the dominant language is other than the mother tongue, the dominant
language applies - without significant adverse effects on the education of the
child. Hence the need to carefully
survey each locality to determine the appropriate language of instruction.
This approach is necessary if the minority language speakers are not to
be disadvantaged.
Institutional Framework
One organ that could be charged with promoting languages
is a Botswana Language(s) Council, not just a council for Setswana.
A Council that is not only staffed by qualified personnel, but one that
has solid leadership, coherent structure, stature and power to enforce its
decisions. Ideally, such a council
should be independent, with line function to the Office of the President, since
this is the office that coordinates policy implementation in all government
sectors; and the various sectors may have language policies peculiar to them and
not to the rest of the other sectors.
Research
If policy is to be effective, it must be informed by
sound research.
The major goal of research into language policy should be
to examine the historical basis of policies and to make explicit the mechanisms
by which policy decisions serve or undermine particular political and economic
interests. Language planning
institutions are inseparable from the political economy, and therefore changes
in institutional organisation and manpower may be necessary for the problem to
be tackled. Connections between
language and social structure have to be investigated.
A number of variables would have to be considered; but this pre-supposes
systematic studies into the language situation in Botswana.
It is necessary to carry out a country-wide survey to
determine which languages are spoken where, by whom and in what numbers.
It would also be informative to focus on prevailing patterns of
language shift or maintenance. We
should identify dominant languages and the regions they cover.
Of course such studies should be guided by language specialists.
This type of information is necessary before any firm policy decisions
can be made at general language policy level and at the various levels of usage
such as in education. To make any
firm recommendations about the implementation of policy relating to the use of
minority languages in education would be premature at present.
Obviously a number of models are available, but first we need fundamental
changes at the general policy level.
Conclusion:
It is our considered view that the foregoing captures
more clearly the main features of a language education
policy than is contained in the Commission's Report.
In our view it also harmonises the various sections of the Report
pertaining to language policy and language usage.
We therefore conclude as follows:
1.
That language policy be addressed at three levels viz Official Language
Policy, National Language Policy and Local Language Policy, following the
guidelines given in this paper.
2.
That as far as the medium of instruction is concerned, the Maintenance
Model should be adopted.
3.
Appropriate language teaching methodologies should be developed and
teachers trained to teach language skills.
4.
The standard and quality of teachers and the quality of teaching at
primary should be substantially improved, in order to overcome the poor standard
of English and the poor performance at the PSLE.
5. That Setswana should be declared an official language along side English
6.
That the minority languages should be recognised and their development
and role in the nations education system encouraged.
7.
That the proposed Botswana Language(s) Council be enhanced in stature,
empowered to enforce its decisions and be mandated to address all aspects
relating to language policy and its implementation.
SIGNED:
PROF.
SERARA SEGARONA KUPE
JOHN BODUTU SHAW DIPHAHA