Reminiscing with Dr Chiepe on the history of education in Botswana....
Mmegi: What are your thoughts on the history of education in Botswana? Who came up with the project, and as you reflect on its past, where would you say it all began?Chiepe: Botswana's education system has evolved, rather than was produced, by one person. It has been a collective engagement and a collaborative project. This collaborative engagement started even before independence when I was a student.
Mmegi: Interesting. What year would that be?
Chiepe: That was in the late 1930s and the 1940s curriculum then was the responsibility of the Department of Education. You know our headquarters was in Mafikeng, the only country I know whose capital was outside its frontiers and the man in charge of education of course lived in Mafikeng. There were no government schools; each tribe had its own schools and teachers. It depended on how financially able the tribe was to hire trained teachers.
A lot of my own teachers were taught up to a certain stage. They had no training whatsoever and had only done primary education. Infact, right at the beginning, the teacher who taught me at Sub A and Sub B had passed only primary education, the equivalent of Standard 4 now. We were taught various subjects with core subjects being Setswana, English and a little Christian Education. And Hygiene and so forth. We had the most renowned educationist in the whole of Africa, if not worldwide - our own Director go twe Harold Jawitt.
Mmegi: Harold Jawittt?
Chiepe: Yes. When we were at the University of Fort Hare, we read his books: Principles of Education and others. In class I would say, "Oh I know Harold,' and other students were shocked, and I said, 'Ooh, that's the Director of Education in my country.' 'What? Is he alive?' And I would say, 'Of course!'
Mmeg: What were you studying at the time? Chiepe: I was reading for my Education degree. I remember vividly one of the books that we used in Botswana classrooms at the time - where my education director (Jawitt) had a book on education and (it) said the real Director of Education in Botswana is the Motswana child. He put a picture of a toddler playing with a ball with an inscription that education must be centred on the child's interests and that the education must assist the child to get out there into the world and play its part.
Mmegi: What year would this be?
International Development And Syllabus - News
Chiepe reiterated that education was singled out as one of the priorities critical to the development of Botswana. Several reports by the Ministry of Education, the University of Botswana and others by a number of international players such as the
After prima facie finding that the syllabus was inferior in nature, the government took the policy decision, he said."The government is taking steps to enrich the knowledge of students and the CM is committed to the development of children in the right
The new Revision Cards are highly visual and colourful and break the syllabus down into bite-sized chunks. Cesar Alvarez, Head of Professional Development Products & Services, CIMA, commented: “This new partnership will ensure that the CIMA Study Texts
in the A level syllabus, but it seems to me genuinely bizarre that in the 21st Century so many children leave school essentially trapped in a mathematical world predating Newton and Leibniz, essentially unaware of the development of calculus.
Not only does the grading system bring stress levels down, the educational system provides an all-round development,” Raman said, citing 15 cases where students abandoned international syllabi for CBSE. “Our curriculum is new and evolving.
KPSC Probationary Officers Grade II Exam Syllabus | Way 2 Freshers
A) Type of community, rural, urban and tribal social and contextual understand tor practice. Skills in community organization and practice, utilization or resources within and outside the community marginalized groups in urban. rural and tribal community.
b) Some important social problems — unemployment among women, illiteracy, poverty, delinquency, crime, trafficking and corruption.
UNIT—3 Casework Method- as a social work practice and overall purpose and objectives of working with individuals, groups, remedial preventive, pro motive and developmental, indigenous of case work practice, specific techniques in social work practice. Group work process, group formation, formulation of objectives and programme planning in implementation — group process communication in group work and measures of group effectiveness, rules of group working, personality development- stages ol` group development.
UNIT-4 Special categories of children 2 – Deprived and delinquent children, destitute children. handicapped children, specially exploited and oppressed children. street children, child labour, Child in prostitution, child bondage, child beggars, school dropouts, children in broken homes, child victims of abuse, behavioral problems of children. Family life education concept, need, principles. techniques, value education programmes, inter disciplinary approach in family like education. social work intervention in families principles approaches, techniques, premarital counseling and family therapy.National health policy 1983, Mentally Health Act, 1987, Equal Opportunities for Physically Challenged 1995, PNDT Act, 1998, National & International Organizations for working tor Women & Children. Crime against Women, Criminology and Correctional Administration and Rehabilitation.
UNIT-5 Counseling — definition : importance. elements. characteristics. goals, counseling relationship. Counseling in different settings- family. school, nutritional relief and rehabilitation, information, education, communication (IFC) approaches, nutrition intervention programmes, de-addiction centers, correctional settings, HIV/AIDS counseling, marriage counseling.
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