Revitalising and sustaining Botswana cultures through the secondary school curriculum: A myth or reality?

Abstract

The government of Botswana is committed to recognising, supporting and strengthening the different languages and cultural traditions of the country by the year 2016, within the education system. The main way in which this goal will be attained, is by implementing the curricula that were reformed in 1998. The curriculum emphasises the need for learners to understand their cultural practices, to develop self-esteem, pride and appreciation for the national cultural heritage, and to acquire knowledge of cultural practices, including those that promote the conservation of the environment and have implications for the future. Contrary to curriculum reform efforts, many teachers ignore the topics that fall under the domain of Culture; an anomaly that has adverse effects in actual classroom practices. This article argues that the non-teaching of these topics denies learners the essential knowledge, attitudes and skills they need in order to understand themselves and others, to appreciate cultural diversity and participate effectively both in their communities and nationally. Data sources included an analysis of official documents, interviews and a questionnaire administered to a number of Setswana1 secondary school teachers. The findings revealed that in Botswana schools, teaching is driven by the requirements of national examinations.

Keywords:

• Assessment
• culture
• curriculum
• education
• language
• Setswana

Notes

1. Setswana is the national language of Botswana. It is offered as a compulsory school subject to all citizen students in the country.