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The Localisation of Technology Education Curriculum in Botswana

  • Victor RueleEmail author
Chapter
Part of the Contemporary Issues in Technology Education book series (CITE)

Abstract

This chapter explores the management of change from a British model of design and technology (D&T) curriculum to the Botswana model designed for senior secondary schools. The study employed the ADKAR (awareness, desire, knowledge, ability and reinforcement) change model, originally designed for business and industry as a diagnostic tool to assess the nature of change and use insights gained to identify gaps in the implementation and make proposals for more effective implementation. In terms of data collection, a multi-method approach was adopted which included questionnaires, individual and group interviews as well as document review. The bulk of the data were collected from in-service officers and teachers because of their role as change managers and implementers, respectively. A number of challenges are identified with the implementation of this curriculum as follows: a limited implementation strategy, a limited participation by key stakeholders, a weak coalition for change, a limited administrative support especially in terms of provision of resources and a limited teacher support system as well as weak reinforcement mechanisms to sustain the change. The ADKAR framework employed in this study was found to be a useful diagnostic tool to assess readiness across all levels of the Ministry of Education in terms of the capacity to implement a new curriculum.

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Copyright information

© Springer Nature Singapore Pte Ltd. 2019

Authors and Affiliations

  1. 1.University of BotswanaGaboroneBotswana

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