The purpose of this study was to investigate the extent of primary school teachers' involvement in curriculum development in the South and South Central Education Regions of Southern Botswana. It also examined the teachers' contribution to curriculum development in Botswana. The introduction of the study provides the aim, problem statements, limitations, and defines critical concepts used in the study among other things. The methodology of the study employed IS survey research in its design. The population of the respondents in the two regions is five thousand five hundred and ninety (5590). The sample targeted was six hundred (600) teacher respondents. However, the actual number achieved was three hundred and fifty-three (353). Data was collected through a self-administered questionnaire, which was piloted before the main study was undertaken. Twenty (20) teachers in one primary school were used in the pilot study, out of which fourteen (14) teachers responded. The research findings indicated that primary school teachers are not involved in curriculum development. With respect to this, the majority of the respondents indicated that they wanted teachers to participate fully in curriculum development. The study found out that primary school teachers are not involved in curriculum development because teachers are in shortage in the schools. One other reason is that curriculum development is centralised, a factor which inhabits teacher involvement. the research also found out that primary school teachers are not involve in curriculum development because they are not qualified to develop the curriculum. it was found that all primary school teachers cannot be involve in curriculum development. The study made some recommendations for policy refocus so that teachers should be involved fully in curriculum development. it is recommended that membership of primary school teachers in the national Curriculum panel should be rotational. Further, it is recommended that the number of the teachers in the Panel should be increased to two per subject area. it is recommended that more power should be devolved to regions. / (Ph.D) North-West University, Mafikeng Campus, 2005

The purpose of the study was to examine the role of academic middle managers (AMMs) in the planning and implementation of curriculum change in private higher education institutions in Botswana. This study employed a mixed methods research approach which utilised a structured questionnaire and a semi-structured interview guide to gather data on AMMs‟ role in the planning and implementation of curriculum change in PHEIs in Botswana. SPSS version 21 was used for analysing quantitative data while thematic analysis was used for analysing qualitative data on the role of AMMs in the planning and implementation of curriculum change in PHEIs. The study showed that the role of AMMs in the planning and implementation of curriculum change in PHEIs was too complex and demanding because they spent most of their time on daily administrative routines instead of on core academic activities such as planning and implementing curriculum change in their departments. The AMMs in the PHEIs under study operated more like managers in academic departments than academics in management. As a result the study showed that AMMs faced more challenges than opportunities in their planning and implementation of curriculum change in PHEIs. The major challenges AMMs faced in the planning and implementation of curriculum change were a highly controlled and strict work environment, role conflict, lack of autonomy, role strain and heavy workloads which limited the time AMMs spent on the core business of managing curriculum change in their departments. The study also highlighted some of the strategies albeit a few, which, despite the numerous challenges AMMs faced, are used to try and make the planning and implementation of curriculum change by AMMs was to some extent successful. The study provided insight on the influence of AMMs biographical characteristics as well as the influence of AMM job requirements (such as having a detailed job description and having authority over curriculum matters) on how AMMs enacted their role in curriculum change. Based on the results of the study, a model to assist AMMs in the effective planning and implementation of curriculum change was proposed.

Museums and schools evolved as the definition of the concept of education to describe a lifelong process of developing knowledge, skills, values and attitudes that take place not only in the classroom, but also in a variety of formal and informal contexts and settings. In order to fulfil and extend the potential of the partnership, museum educators and school teachers should be assisted to develop a comprehensive understanding of the nature of the museum-school collaboration. They should learn the difference between museums and classrooms. When the Botswana National Museum was established in 1968, the Botswana government aspired to avail information relating to Botswana customs, indigenous knowledge system and values to Botswana‘s future citizens, with the hope that the information and artefacts collected at the time would retell the story of Botswana to learners and the public alike. The Botswana National Museum, through its educational programmes, has the capability to help educate learners; make teaching and learning an exciting undertaking; and provide the opportunities for hands-on activities and interaction with real objects. In order to address the research question posed for this study, the researcher conducted open-ended interviews with a sample comprising 40 participants: 10 teachers, 10 learners, 10 museum employees and 10 curriculum developers. The data collected from the interviews were decoded and presented in narrative form. The responses were presented using three identified categories: the curriculum development process in Botswana; the typical learner activities in the classroom and in the Botswana National Museum; and collaboration between the Botswana National Museum and schools. The data analysis revealed that the curriculum development process in Botswana was exclusively done by curriculum developers. Learners, teachers and museum employees were not involved. The Botswana National Museum‘s education programmes are not familiar to all role-players. All role-players were positive regarding a possible collaboration with the Botswana National Museum. Generic and specific recommendations were put forward to this end. / Educational Studies / D. Ed. (Didactics)

Theological Education by Extension (TEE) for parishioners is the general area of study. However, focus is placed on the developing of a curriculum, particularly on the problems and challenges around developing of a relevant TEE curriculum. Four different TEE programmes in Botswana were studied. The findings showed that problems were experienced by respondents and others who are involved in TEEs in Botswana. The respondents could identify and describe some of such problems and challenges. Therefore the researcher could arrive at the following conclusion:- Students, staff and all other parties of a TEE must collectively and fully participate in the developing of the curriculum. Moreover, the socio-cultural context influences TEE curriculum; therefore, students need to be trained to respond to such influences in their life situations. Once again, it is important that the curriculum policy and the process of planning take into account of some basic concerns like the theological presuppositions, aims and objectives and basic commitments or foci behind the curriculum. If these concerns are well attended, a more relevant TEE curriculum can be developed. / Philosophy, Practical & Systematic Theology / Th. M. (Practical Theology)

Museums and schools evolved as the definition of the concept of education to describe a lifelong process of developing knowledge, skills, values and attitudes that take place not only in the classroom, but also in a variety of formal and informal contexts and settings. In order to fulfil and extend the potential of the partnership, museum educators and school teachers should be assisted to develop a comprehensive understanding of the nature of the museum-school collaboration. They should learn the difference between museums and classrooms. When the Botswana National Museum was established in 1968, the Botswana government aspired to avail information relating to Botswana customs, indigenous knowledge system and values to Botswana‘s future citizens, with the hope that the information and artefacts collected at the time would retell the story of Botswana to learners and the public alike. The Botswana National Museum, through its educational programmes, has the capability to help educate learners; make teaching and learning an exciting undertaking; and provide the opportunities for hands-on activities and interaction with real objects. In order to address the research question posed for this study, the researcher conducted open-ended interviews with a sample comprising 40 participants: 10 teachers, 10 learners, 10 museum employees and 10 curriculum developers. The data collected from the interviews were decoded and presented in narrative form. The responses were presented using three identified categories: the curriculum development process in Botswana; the typical learner activities in the classroom and in the Botswana National Museum; and collaboration between the Botswana National Museum and schools. The data analysis revealed that the curriculum development process in Botswana was exclusively done by curriculum developers. Learners, teachers and museum employees were not involved. The Botswana National Museum‘s education programmes are not familiar to all role-players. All role-players were positive regarding a possible collaboration with the Botswana National Museum. Generic and specific recommendations were put forward to this end. / Educational Studies / D. Ed. (Didactics)

Theological Education by Extension (TEE) for parishioners is the general area of study. However, focus is placed on the developing of a curriculum, particularly on the problems and challenges around developing of a relevant TEE curriculum. Four different TEE programmes in Botswana were studied. The findings showed that problems were experienced by respondents and others who are involved in TEEs in Botswana. The respondents could identify and describe some of such problems and challenges. Therefore the researcher could arrive at the following conclusion:- Students, staff and all other parties of a TEE must collectively and fully participate in the developing of the curriculum. Moreover, the socio-cultural context influences TEE curriculum; therefore, students need to be trained to respond to such influences in their life situations. Once again, it is important that the curriculum policy and the process of planning take into account of some basic concerns like the theological presuppositions, aims and objectives and basic commitments or foci behind the curriculum. If these concerns are well attended, a more relevant TEE curriculum can be developed. / Philosophy, Practical and Systematic Theology / Th. M. (Practical Theology)

The purpose of the study was to propose a model (framework) for effective implementation of curricula in accredited Private Higher Education Institutions (PHEIs) operating in a highly regulated higher education environment in Botswana. The study used a mixed methods research approach that employed concurrent triangulation design. A structured questionnaire and a semi-structured interview guide were used to collect data on the views of both 306 lecturers and 12 academic middle managers (AMMs) respectively, on how the curriculum is implemented in the accredited PHEIs. Data analysis was done using statistical tables, Analysis of Variance (ANOVA), Mann Whitney U-Test, regression analysis, correlation analysis and structural equation modelling (SEM). Results of the study showed that characteristics of the external environment, lecturer, institution as well as characteristics and conception of the curriculum were all statistically, significantly and positively related to effective curriculum implementation in accredited PHEIs and hence acted as predictors of effective curriculum implementation in these institutions. The study also showed that factors in the above predictor variables which included heavy workloads, lack of training on pedagogical issues, limited opportunities for staff development in some of the PHEIs, limited teaching resources as well as a highly regulated higher education environment were major challenges affecting effective curriculum implementation in the PHEIS. It emerged from the study that a 1% improvement on each of the predictor variables could lead to improvements in the way curriculum is currently implemented in these institutions. Based on these results, a framework was proposed for enhancing curriculum implementation in accredited PHEIs. / Inhloso yalolu cwaningo kwabe kuwukuthuthukisa imodeli yokuqaliswa kwekharikhulamu ngempumelelo eziKhungweni Zemfundo Ephakeme Zangasese ezigunyaziwe (ama-PHEI) eziqhuba umsebenzi wazo ngaphansi kwesimo semfundo ephakeme esilawulwa kakhulu. Lolu cwaningo lwasebenzisa indlela yokucwaninga exubile ngokulandela i-concurrent triangulation design. Ucwaningo lwasebenzisa i-structured questionnaire kanye ne-semi-structured interview guide ukuqoqa idatha mayelana nemibono yabafundisi basenyuvesi abangama-306 kanye nabaphathi bezikhungo zemfundo ephakeme abasezikhundleni zokuphatha ezimaphakathi (ama-AMM) abayi-12, ngokulandelana, mayelana nendlela okuqaliswa ngayo ikharikhulamu kuma-PHEI agunyaziwe. Ukuhlaziywa kwedatha kwenziwa ngokusebenzisa amathebula ezibalo, i-Analysis of Variance (ANOVA), i-Mann Whitney U-Test, i-regression analysis, i-correlation analysis kanye ne-structural equation modelling (SEM). Imiphumela yocwaningo yabonisa ukuthi izici zobunjalo besimo sangaphandle, izici zomfundisi, izici zesikhungo kanye nezici eziphathelene nekharikhulamu kanye nomsuka womqondo wokusungulwa kwayo, konke kwabe kukhombisa ukuhlobana okucacile futhi obuboniswa nayizibalo phakathi kwalokhu nokuqaliswa kwekharikhulamu ngempumelelo kuma-PHEI agunyaziwe futhi ngalokho-ke lokhu kwasebenza njengezibikezeli zokuqaliswa kwekharikhulamu ngempumelelo kulezi zikhungo. Ucwaningo lwabonisa nokuthi ezinye izimo, ngaphezu kwezibikezeli, ezibandakanya umsebenzi omningi ngokweqile okumele wenziwe ngumfundisi ngamunye, ukuntuleka kokuqeqeshwa mayelana nezindaba eziphathelene nokufundisa, amathuba ayingcosana kakhulu okuthuthukiswa kwabasebenzi kwezinye zalezi zikhungo ezingama-PHEI, izinsizakufundisa eziyingcosana kanye nesimo semfundo ephakeme esilawulwa kakhulu, kwabe kuyizinselelo ezinkulu ezinomthelela ekuqalisweni kwekharikhulamu ngempumelelo ezikhungweni ezingama-PHEI. Kwahlaluka ocwaningweni ukuthi ukuphuculwa kwesimo nge-1% esibikezelweni ngasinye kungaholela ekutheni ibe ngcono indlela okusetshenziswa ngayo ikharikhulamu kulezi zikhungo. Ngokususela kule miphumela, kwathuthukiswa imodeli yokwenza ngcono ukuqaliswa kwekharikhulamu kuma-PHEI agunyaziwe. / Die doel van die studie was om ʼn model (raamwerk) voor te stel vir doeltreffende kurrikulumimplementering in geakkrediteerde private hoëronderwysinstellings (PHEIs) wat in ʼn hoogs gereguleerde hoëronderwysomgewing funksioneer. ʼn Gemengdemetode-navorsingsbenadering is gevolg, met gebruik van gelyktydige-triangulasie-ontwerp. ʼn Gestruktureerde vraelys en ʼn halfgestruktureerde onderhoudsgids is gebruik om data in te samel oor die sienings van 306 dosente en 12 akademiese middelbestuurders (AMMs) onderskeidelik, oor hoe die kurrikulum geïmplementeer word in die geakkrediteerde PHEIs. Data is ontleed met behulp van statistiese tabelle, Analise van Variansie (ANOVA), die Mann Whitney U-Test, regressieontleding, korrelasieontleding en strukturele vergelykingsmodellering (SEM). Die resultate van die studie het getoon dat eienskappe van die eksterne omgewing; van die dosent; van die instelling, sowel as eienskappe en beskouings van die kurrikulum, almal positiewe, beduidende en statistiese verwantskappe met doeltreffende kurrikulumimplementering in geakkrediteerde PHEIs het, en dus as voorspellers van doeltreffende kurrikulumimplementering in hierdie instellings opgetree het. Die studie het ook getoon dat faktore in die bogenoemde voorspellerveranderlikes – insluitende aansienlike werkslas, gebrek aan opleiding oor pedagogiese kwessies, beperkte geleenthede vir personeelontwikkeling in sommige van die PHEIs, beperkte onderrighulpbronne, sowel as ʼn hoogs gereguleerde hoëronderwysomgewing – groot uitdagings was wat doeltreffende kurrikulumimplementering in die PHEIs beïnvloed het. Dit het uit die studie geblyk dat ʼn 1%-verbetering in elk van die voorspellerveranderlikes verbeteringe kan teweegbring in die manier waarop die kurrikulum in hierdie instellings geïmplementeer word. Op grond van hierdie resultate is ʼn raamwerk voorgestel om kurrikulumimplementering in geakkrediteerde PHEIs te versterk. / Curriculum and Instructional Studies / D. Ed. (Curriculum and Instructional Studies)