An Investigation of the Process of Local Curriculum Development and Implementation.
In 2000, Botswana introduced a locally developed programme for senior secondary schools(17-19 year olds) known as the Botswana General Certificate of Secondary Education (BGCSE). This included a new Design and Technology (D&T) curriculum. Prior to this,schools had followed D&T through collaboration between the Ministry of Education(Botswana) and the University of Cambridge Local Examinations Syndicate (UCLES, England). However, since the transition, very little research has been done to assess how the new D&T curriculum was being implemented in schools. It is against this background that a small-scale pilot study was designed. The goals were to explore a range of issues regarding the implementation the new D&T curriculum: Ultimately the findings would enablethe researcher to determine the focus for the main research study. Baseline data were captured from teachers, curriculum developers and administrators. Methods included a questionnaire, a group interview and individual interviews. Participants reported many factors affecting the implementation effort: inadequate communication with teachers regarding the change; limited capacity to implement; limited resources and lack of support for teachers,especially in the new technology content areas. This paper draws together significant factors and challenges identified.