LIST OF AMENDED RECOMMENDATIONS
RECOMMENDATIONS
ON STRATEGY FOR EDUCATION AND TRAINING INTO THE 21ST CENTURY
Recommendation
Reads:
REC.
5 [para. 2.4.20] With
regard to the structure of education, the Commission recommends the
re-introduction of the 7 + 3 + 2 + 4 system in 1995.
Amended
to read:
REC.
5 [para. 2.4.20] With
regard to the structure of education, the 7 + 3 + 2 + 4 system should be
re-introduced in 1996.
Reasons
for Amendment:
Amended
in view of the decision to amend recommendations 29 (a) to introduce the three
year JC in 1996.
Recommendations
Reads:
REC.
6 [para. 2.5.9] With
respect to the implementation of its proposal and to educational policy review,
the Commission recommends that:
c) the National Council on Education should report to the Head of State, who should
appoint an eminent person outside of Government as its Chairperson.
e) the National Council on Education should have full-time secretariat located in the
National Institute for Research of the
allocated the appropriate resources.
Amended
to read:
REC.
6 [para. 2.5.9] With
respect to the implementation of the proposals of the National Commission on
Education and to educational policy review,
c) the National Council on Education should report to the Minister of Education,
who should appoint an eminent person as its Chairperson.
e) the National Council on Education should have a full-time secretariat located in
the proposed Division of Planning, Statistics and Research of the Ministry of
Education, which should be allocated the appropriate resources.
Reasons
for Amendment:
c)
Since the National Council on Education is not a Commission as such, it
should report to the
Minister of Education who holds the overall portfolio responsibility for
education. Further,
the chairperson may be an eminent person regardless of whether or not
he/she is within or
outside Government because it is possible to get a qualified person
within as well as from
outside Government.
e)
The National Council on Education will be reporting to the Minister of
Education. It is
therefore logical that the Secretariat be based within the Ministry of
Education rather than at
an autonomous institution.
RECOMMENDATIONS
ON PRIMARY EDUCATION
Recommendation
Reads:
REC.
15 [para. 4.5.12] The
Commission recommends the following measures to increase access and
achieve equity in primary education:
a) the Ministry of Education should take immediate steps to establish one or two
teacher schools where these are needed.
Amended
to Read:
REC.
15 [para. 4.5.12] The
following measures should be taken to increase access and achieve equity in
primary education:
a) the Ministry of Education and the Ministry of Local Government, Lands and
Housing should take immediate steps to establish one or two teacher schools
where these are needed.
Reasons
for Amendment:
The
responsibility for establishing primary schools is jointly shared by the
Ministries of Education and Local Government, Lands and Housing.
Recommendation
Reads:
REC.
16 [para. 4.6.10] With respect
to the duration of primary education and the age of entry, the Commission recommends
that:
a) the 7-year duration of primary education recommended should be reviewed
periodically in view of the provision for pre-primary education and when
performance at this level has adequately improved, it should be shortened to 6
years.
Amended
to Read:
REC.
16 [para. 4.6.10] With respect
to the duration of primary education and the age of entry,
a) the 7-year duration of primary education recommended should be reviewed
periodically and when performance at this level has adequately improved, it
should be shortened to 6-years.
Reasons
for Amendment:
The
recommendation was partly based on Recommendation 7, which has not been
accepted. However, notwithstanding this it is still desirable to shorten primary
education when improves.
Recommendation
Reads:
REC.
18 [para. 4.7.31] With respect
to teaching of languages in primary school, the Commission recommends
that:
a) English should be used as the medium of instruction from Standard 1 by 2000.
c) in the meantime:
i) the Ministry of Education should ensure immediately that thepresent policy on
using English as the medium of instruction from Standard 5 is adhered to in
practice.
ii) the change from Setswana to English as the medium of instruction should take
place in Standard 4 from 1995.
iii) an accelerated programme of in-service training should be undertaken to
improve the teaching of English as a subject from Standard 1, with emphasis
on oral communication.
iv) teachers should increase the use of English from Standard 1 onwards in
teaching Mathematics and Science.
Amended
to Read:
REC. 18 [para.
4.7.31] With respect to teaching of languages in primary school,
a) English should be used as the medium of instruction from Standard 2 as soon as
practicable.
c) in the meantime:
i) the Ministry of Education should ensure immediately that the present policy on
using English as the medium of instruction from Standard 5 is adhered to in
practice.
iii) an accelerated programme of in-service training should be undertaken to
improve the teaching of English as a subject from Standard 1, with emphasis
on oral communication.
iv) teachers should increase the use of English from Standard 1 onwards in
teaching Mathematics and Science.
Reasons
for Amendment:
a)
The recommendation to use English as the medium of instruction from
Standard 1 was based
on children going through pre-primary education where they would be
introduced gradually
to English. Since the recommendation on pre-primary was not accepted it
is necessary for
children to be taught in a language they understand first before
switching to English. On the
other hand there is concern about the poor performance of primary school
children in
English and part of the problem is that children do not get used to using
English early
enough in the learning process and yet they are required to write their
examinations in the
language. Using English as the medium of instruction from Standard 2 will
improve their
performance.
c)
( ii) This part of the
recommendation falls away in view of amendment of (a) above.
Recommendation
Reads:
REC. 21
[para. 4.8.15] With respect to procurement and distribution of
instructional materials, the Commission recommends that:
e) funds should be made available to primary schools to enable them to collect
textbooks and stationery directly from Council warehouses.
Amended
to Read:
REC. 21
[para. 4.8.15] With respect to the procurement and distribution of
instructional materials,
e) adequate arrangements should be made to enable primary school Headteachers to
collect textbooks and stationery directly from Council warehouses.
Reasons
for Amendment:
Under
the Financial Regulations primary school Headteachers do not hold wants and
therefore cannot be given funds directly without an accounting system.
Recommendation
Reads:
REC. 25
[para. 4.8.43] The Commission recommends that the double-shift
system in primary schools should be abolished within 5 years.
Amended
to Read:
REC. 25 [para. 4.8.43] The double-shift system in primary schools should be phased out immediately and abolished within 10 years.
The
provision of classrooms and ancillary facilities will be required to abolish the
double shift system will take more than 5 years. Even if funds were made
available many of the District Councils lack the capacity to implement
programmes of the magnitude the recommendation requires in 5 years.
Recommendation
Reads:
REC. 27
[para. 4.10.13] The Commission recommends that:
b) the Inter-Ministerial Committee on Primary Education should be re-constituted
with high-powered representation from the Districts (i.e. Council Secretaries) and
should be chaired by either the Permanent Secretary or DPS of the Ministry of
Education.
c) professional issues regarding teachers, inspection, and procurement, should be
dealt with by Council`s Education Department and not Education Committees.
Amended
to Read:
REC. 27 [para. 4.10.13]
b) The Inter-Ministerial Committee on Primary Education should be re-constituted
with high-powered representation from the Districts (i.e. Council Secretaries) and
the Ministry of Local Government, Lands and Housing, and should be chaired by
the Permanent Secretary, Ministry of Education.
c) All personnel and purely professional matters (recruitment, transfers, promotions,
and other related matters) should be the responsibility of the Ministry of
Education preferably with effect from a date as soon as possible.
Reasons
for Amendment:
b)
It is desirable for a Permanent Secretary to chair the Committee so that
decisions
made can be effectively implemented. However, when the Permanent
Secretary is
unable to attend the Deputy can represent him/her. It is also necessary
that the
Ministry of Local Government, Lands and Housing should be represented at
a
high level.
c)
The amendment is meant to further clarify the roles to be played by the
Ministries
of Education and Local Government, Lands and Housing in the
administration of
Primary Education.
RECOMMENDATIONS
ON SECONDARY EDUCATION
Recommendation
Reads:
REC. 29 [para. 5.4.21] With respect to the duration of junior secondary education, the Commission recommends that:
a) the three year JC programme should commence in January 1995.
Amended
to Read:
REC. 29 [para. 5.4.21] With respect to the duration of junior secondary education,
a) the three year JC programme should commence in January 1996.
Reasons
for Amendment:
Starting a 3-Year JC in 1995 allows only a year to prepare the curriculum. This is almost an impossible task considering the fact that a curriculum outline for the whole 3 years as well as detailed syllabuses and supporting teaching materials for the first year, would all have to be prepared during 1994. Deferring the starting date by one year will allow sufficient time for such preparation.
Recommendation
Reads:
REC. 32 [para. 5.5.13] With respect to the Junior Certificate curriculum, the Commission recommends that:
a) all Junior Certificate students should take a minimum of 8 and a maximum of 10
subjects.
b) each student should take six core subjects, namely, English, Setswana, Social
Studies, Mathematics, Integrated Science, and Design and Technology.
d) in addition each student should select a minimum of two and a maximum of four
optional subjects. At least one of the subjects selected should be from each of the
following groups of subjects:
i) Practical Studies
- Home Economics
- Agriculture
- Commerce
- Principles of Accounts/Bookkeeping
- Office Skills
ii) General Studies
- Development Studies
- Religious and Moral Education
- Third Language (French, other local language)
- Art
- Music
- Physical Education
Amended
to Read:
REC. 32 [para. 5.5.13] With respect to the Junior Certificate curriculum,
a) all Junior Certificate students should take a minimum of 10 and a maximum of 11
subjects.
b) each student should take eight core subjects, namely, English, Setswana, Social
Studies, Mathematics, Integrated Science, Design and Technology, Agriculture
and Moral Education.
d) in addition each student should select a minimum of two and a maximum of three
optional subjects. At least one of the subjects selected should be from each of the
following groups of subjects:
i) Practical Studies
- Home Economics
- Commerce
- Principles of Accounts/Bookkeeping
- Office Skills
ii) General Studies
- Religious Education
- Third Language
- Art
- Music
- Physical Education
It
is noted that Office Skills under (d) (i) includes basic secretarial studies
such as typing and office management.
Reasons
for Amendment:
At
this stage of the country`s development Agriculture plays a very important role
and therefore there is no need to relegate it to an optional subject. Moral
Education, rather than Religious and Moral Education, is also included separate
from any religious aspects of the subject, in the core because it is an
important subject through which societal values, ethics, etc., may be developed
among children from diverse religious backgrounds. Religious Education can then
be offered as an option to those who may wish to study religion as indeed the
Education Act provides for optional religious instruction. Even though the
inclusion of the two subjects in the core increases the minimum number of
subjects a student has to take, such an increase is considered to be within the
ability of students to handle in a 3-year
programme. Development Studies has been removed from the options because at
junior secondary level it is incorporated in Social Studies.
Recommendation
Reads:
REC. 37 [para. 5.6.9] With respect to boarding policy for Community Junior Secondary Schools, the Commission recommends that:
a) all students who leave outside a 5 kilometre radius of the school should be eligible
for boarding.
c) students who are provided with boarding should pay 50% of the recurrent cost of
boarding.
Amended
to Read:
REC. 37 [para. 5.6.9] With respect to boarding policy for Community Junior Secondary Schools,
a) all students who leave outside a 10 kilometre radius of the school should be
eligible for boarding.
c) students who are provided with boarding should contribute towards the recurrent
cost of boarding.
Reasons
for Amendment:
a)
Five kilometres is too short a distance to be used as a criterion that
qualifies a
student for boarding. Acceptance of this criterion would qualify most
junior
secondary school students for boarding.
c)
50% of the recurrent cost may be beyond the means of many parents and
therefore the Ministry of Education will periodically review the fees to
be
charged.
Recommendation
Reads:
REC. 39 [para. 5.7.7] With respect to boarding in senior secondary schools, the Commission recommends that a clear policy should be formulated. Students who are provided with boarding should contribute fees equivalent to 50% of the recurrent costs of boarding.
Amended
to Read:
REC. 39 [para. 5.7.7] With respect to boarding in senior secondary schools, a clear policy should be formulated. Students who are provided with boarding should contribute fees towards the recurrent costs of boarding.
Reasons
for Amendment:
The
reasons for amendment of Recommendation 37 ( c ) apply.
Recommendation
Reads:
REC. 41 [para. 5.9.12] In order to increase access to senior secondary education, the Commission recommends that:
a) double session day schools should be developed immediately within the existing
day senior secondary schools as a temporary measure.
Amended
to Read:
REC. 41 [para. 5.9.12] In order to increase access to senior secondary education,
a) a pilot programme of double session day schools should be developed
immediately within the existing day senior secondary schools as a temporary
measure.
Reasons
for Amendment:
The
double sessions would require provision of additional teachers and with the
current shortage in most of the subject areas recruitment of adequate teachers
to sustain the programme would be impossible. Further, it would be impossible to
avail facilities for full activities of a normal secondary school. There is need
for extensive consultation with all those concerned before double session
secondary schools can be implemented.
Recommendation
Reads:
REC. 46 [para. 5.10.37] In order to improve the teaching and status of Setswana, the Commission recommends that:
b) job opportunities other than teaching should be created for those who have
specialized in the study of Setswana at tertiary level, e.g. in the media professions
and as translators, Court Interpreters, and Parliamentary translators. With some
guidance students at school level would then take their study of the language more
seriously, recognizing opportunities for development in the language.
Amended
to Read:
REC. 46 [para. 5.10.37] In order to improve the teaching and status of Setswana,
b) information about job opportunities other than teaching, e.g. in the media
professions and as translators, Court Interpreters, and Parliamentary translators
should be more extensively disseminated. With some guidance students at school
level would then take their study of the language more seriously, recognizing
opportunities for development in the language.
Reasons
for Amendment:
The
job opportunities are available for those who may have specialised in Setswana.
Thus it is a matter of disseminating information about them through the career
guidance and counselling programmes.
Recommendation
Reads:
REC. 50 [para. 5.11.9] With respect to the senior secondary examinations, the Commission recommends immediate preparation of a comprehensive programme of localization of the COSC examinations involving the following steps:
a) establishment of a fully fledged autonomous National Examinations Council that
will have adequate capacity to perform both the administrative and professional
duties related to examinations work.
Amended
to Read:
REC. 50 [para. 5.11.9] With respect to the senior secondary examinations, a comprehensive programme of localization of the COSC examinations involving the following steps should be prepared:
a) establishment of a fully fledged National Examinations Council that
will have adequate capacity to perform both the administrative and professional
duties related to examinations work
The
National Examinations Council will be responsible for the other school leaving
examinations as well.
Reasons
for Amendment:
The Ministry of Education has started the process of localization of the COSC examinations and is simultaneously implementing its Organization and Methods report which for establishment of a separate Division of Examinations, Research and Testing. These developments are seen as the first steps towards the ultimate establishment of a National Examinations Council. Therefore, it is not possible to immediately establish an autonomous body, it will be evolving process.
RECOMMENDATIONS
ON VOCATIONAL AND TECHNICAL TRAINING
Recommendation
Reads:
REC. 53 [para. 6.5.8] Given the lack of reliable data on skills shortages and labour market requirements, the Commission recommends that:
c) for purposes of the development of institutional training capacity in the immediate
term under National Development Plan 7, 1991-1997, the guiding targets should
be an output of 350 engineering technicians and 3 500 artisans and semi-skilled
workers annually.
Amended
to Read:
REC. 53 [para. 6.5.8] Given the lack of reliable data on skills shortages and labour market requirements,
c) for purposes of the development of institutional training capacity in the immediate
term under National Development Plan 7, 1991-1997, the guiding targets should
be an output of 350 technicians and 3 500 artisans and semi-skilled workers
annually.
Reasons
for Amendment:
The
training system should not be concerned only with engineering technicians, but
also with other technical vocations such as laboratory technicians where there
is an acute shortage.
Recommendation
Read:
REC. 54 [para. 6.6.6] The Commission recommends that the goals of the vocational and technical training system be expressed as follows:
a) to plan, promote and deliver the skill and technical training of school-leavers and
workforce entrants to meet the specific requirements of the formal sector to the
standards and quality defined by commerce and industry, and to contribute to the
productive development of the informal sector.
b) to provide for the continuing education and training of the existing workforce, for
their skill upgrading and re-training in the light of rapid technological change.
c) to provide opportunities for school-leavers who have completed basic school
education to learn skills which will improve their opportunities for employment
and self-employment.
d) with the objective of increasing national productivity, to promote “total training”
(i.e. the development of knowledge, skill, positive work attitudes, quality
consciousness, and the belief in training as a way of life) and the aspiration for
training amongst school-leavers and the workforce.
Amended
to Read:
REC. 54 [para. 6.6.6] The goals of the vocational and technical training system be expressed as follows:
a) to plan, promote and deliver the skill and technical training of school-leavers and
workforce entrants to meet the specific requirements of the formal sector to the
standards and quality defined by commerce and industry, and to contribute to the
productive development of the informal sector.
b) to provide for the continuing education and training of the existing workforce, for
their skill upgrading and re-training in the light of rapid technological change.
c) to provide opportunities for school-leavers who have completed basic school
education to learn skills which will improve their opportunities for employment
and self-employment.
d) with the objective of increasing national productivity, to promote “total training”
(i.e. the development of knowledge, skill, positive work attitudes, quality
consciousness, and the belief in training as a way of life) and the aspiration for
training amongst school-leavers and the workforce.
e) to provide open career paths to tertiary and higher education and training.
Reasons
for Amendment:
The
amendment is the inclusion of an additional goal (e). There is need for
provision of continuing education and training for those who have trained at the
Artisan level to develop to technician and degree level within their areas of
specialization through both part-time and full-time study.
Recommendation
Reads:
REC. 55 [para. 6.6.17] In respect of technician training, the Commission recommends that:
a)
a second Polytechnic be established during the National Development
Plan 8,
1997-2003 period.
Amended
to Read:
REC. 55 [para. 6.6.17] In respect of technician training,
a) consideration should be given to establishment of a second Polytechnic during the
National Development Plan 8, 1997-2003 period.
Reasons
for Amendment:
While
it is realized that the site of the present Polytechnic may not allow for any
significant expansion, there is a need to make a comprehensive assessment of
need including projections and target intakes, course provision, etc., before
any definitive statement can be made to establish a second Polytechnic.
Recommendation
Reads:
REC. 58 [para. 6.8.7] For the institutional framework of vocational and technical training, the Commission therefore recommends that:
b) the Botswana Training Authority should be established as a body corporate by
amalgamating the Department of Technical Education and the Directorate of
Apprenticeship and Industrial Training/Madirelo Training and Testing Centre, to
be responsible for the skills training system. It should be governed by a statutory
board of tripartite composition, chaired by an eminent person appointed by His
Excellency the President from the private sector. The new authority should be
responsible to the Ministry of Labour and Home Affairs.
Amended
to Read:
REC. 58 [para. 6.8.7] For the institutional framework of vocational and technical training,
b) the Botswana Training Authority should be established as a body corporate, under
the Ministry of Labour and Home Affairs, to be responsible for the skills training
system. It should be governed by a statutory board of tripartite composition,
chaired by an eminent person appointed by the Minister.
Reasons
for Amendment:
The
principle of establishment of the Botswana Training Authority is accepted in
view of the need for a more coordinated approach to a training and institution
of an effective structure to unify the training system. It is felt that
appointment of the chairmanship of the BTA can be adequately handled by the
Minister responsible, and that chairmanship should not be restricted to the
private sector. It should be the prerogative of the Minister to appoint an
eminent person from any sector within the country. It is also accepted that the
Ministry of Labour and Home Affairs is appropriately placed to take
responsibility for the BTA because of its relations with industry through the
operations of Madirelo Training, and Testing Centre and the Directorate of
Apprenticeship and Industrial Training, and its involvement with localization
and training in the private sector. However, there is concern about immediate
corporate status of the BTA and transfer of the Department of Technical
Education and its institutions. Rather the Ministry of Labour and Home Affairs
should develop capacity over a period of 5 years to take complete control of the
vocational training system through the proposed BTA.
Recommendation
Reads:
REC. 60 [para. 6.10.9] With respect to vocational and technician qualifications, the Commission recommends that:
f) the BTA should accredit vocational qualifications offered outside the National
Vocational Awards Scheme.
Amended
to Read:
REC. 60 [para. 6.10.9] With respect to vocational and technician qualifications,
f) the BTA should advice on accreditation of vocational qualifications offered
outside the National Vocational Awards Scheme.
Reasons
for Amendment:
The
Recommendation
Reads:
REC. 63 [para. 6.13.10] With respect to developing the capacity of the training system, the Commission recommends that:
a) the Ministry of Labour and Home Affairs immediately launches a joint planning
review exercise to determine the configuration of courses at the VTCs, Brigades
and VTTC in the light of the Commission`s recommendations, the equipment and
facilities and staffing required. It should propose modifications and supplements
to the provisions contained in National Development Plan 7, 1991-1997 as well as
estimate the increase in recurrent expenditure to be budgeted for in future.
Amended
to Read:
REC. 63 [para. 6.13.10] With respect to developing the capacity of the training system,
b) the Ministry of Education should immediately launch a joint planning review
exercise to determine the configuration of courses at the VTCs, Brigades and
VTTC in the light of the Commission`s recommendations, the equipment and
facilities and staffing required. It should propose modifications and supplements
to the provisions contained in National Development Plan 7, 1991-1997 as well as
estimate the increase in recurrent expenditure to be budgeted for in future.
Reasons
for Amendment:
The
Ministry of Labour and Home Affairs should ultimately take full responsibility
for vocational training including the proposed Botswana Training Authority.
However, during a transition period of five years and while Labour and Home
Affairs develops the capacity to take over, the Ministry of Education should
continue its current efforts towards the development of a comprehensive
vocational education and training system.
RECOMMENDATIONS
ON TERTIARY EDUCATION
Recommendation
Reads:
REC. 65 [para. 7.4.12] The Commission recommends that all tertiary education institutions take immediate steps to ensure that all lecturers undergo some training to acquire basic pedagogical skills and competencies.
Amended
to Read:
REC.
65 [para. 7.4.12] All tertiary
education institutions should take immediate steps to ensure that lecturers
acquire an appreciation of basic pedagogical skills and competencies. To
facilitate this, institutions should make a conscious effort to set up units for
the purpose.
Reasons
for Amendment:
Approaches
to teaching at tertiary level vary from one institution or Faculty to the other
and also differ from teaching at secondary school level. Therefore tertiary
education lecturers cannot be expected to go through formal training in pedagogy
as structures exist for those joining these institutions to benefit from
guidance of their more experienced colleagues in the various approaches to
teaching in their respective disciplines.
Recommendation
Reads:
REC.
66 [para. 7.5.29] With respect
to policy and the related institutional framework, the Commission recommends
the immediate establishment of a statutory Tertiary Education Council with the
following functions:
h) to accredit tertiary education institutions.
Amended
to Read:
REC. 66 [para. 7.5.29] With respect to policy and the related institutional framework, a statutory Tertiary Education Council should be established immediately, with the following functions:
h) to advice Government on the accreditation of tertiary education institutions.
Reasons
for Amendment:
The
Tertiary Education Council should not on its own accredit institutions, but
should rather advice Government on their accreditation following an assessment
and appraisal of such institutions.
Recommendation
Reads:
REC. 67 [para. 7.5.30] It is further recommended that the membership of the Tertiary Education Council should be of a high level, and to include Permanent Secretaries of the Ministries concerned, the Director of Public Service Management, Heads of Tertiary Institutions and outside representatives. The Council should have an independent Secretariat and the Ministry of Education as its line Ministry. Appointment of the Chairperson of the Tertiary Education Council should be the prerogative of the Head of State.
Amended
to Read:
REC. 67 [para. 7.5.30] Membership of the Tertiary Education Council should be of a high level, and to inclu