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.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Atkinson, S. (1990). Design and technology in the United Kingdom: Historical perspective. Journal of Design & Technology Education, 2(1), 1–12.
Cameron, E., & Green, M. (2012). Making sense of change management: A complete guide to the model, tools and techniques of organisational change (3rd ed.). London: Kogan Page Limited.
Chikasanda, V. K. M. (2010). An investigation of the development of students ‘and teachers’ perceptions towards technology: A framework for reconstructing technology education in Malawi. (Unpublished PhD). University of Waikato, New Zealand, Centre for Science and Technology Education Research: University of New Zealand.
Eggleston, J. (1996). Teaching design and technology (2nd ed.). Buckingham: Open University Press.
Fox, R. (1988). A report to the ministry of education, Botswana on completion of a consultation and in-service teaching tour. Gaborone: Government Printers.
Fullan, M. (1993). Change forces: Probing the depths of educational reform. London: The Falmer Press.
Fullan, M. (2001). The new meaning of educational change (3rd ed.). London: Routledge Falmer.
Gaotlhobogwe, M. (2010). Attitudes to and perceptions of design and technology students towards the subject: A case of five junior secondary schools in Botswana. (Unpublished PhD). University of Wales Institute.
Harvard Business Press. (2003). Managing change and transition. Boston: Harvard Business School Publishing Corporation.
Hiatt, J. M., & Creasey, T. (2012). Change Management. In The people side of change. Colorado: Prosci Learning Centre Publications.
Jones, A. (2003). The development of a national curriculum in technology for New Zealand. The Journal of Technology and Design Education, 13, 83–99.
Kotter, J. P. (1996). Leading change. Boston: Harvard Business School Press.
Lachiever, G., & Tardif, J. (2002). Fostering and managing change and innovation. In Frontiers in education, 2002, FIE 2002, 32nd Annual (Vol. 2).
Lewis, T. (2000). Technology education and developing countries. International Journal of Technology and Design Education, 10(2), 163–179.
Ministry of Education. (2000). Botswana general certificate of secondary education teaching syllabus: Design and technology. Gaborone: Curriculum Development and Evaluation.
Moalosi, R. (1999). Historical perspective of traditional technical subjects in Botswana. The DATA Journal of Design and Technology Education, 4(2), 159–160.
Moalosi, D. R. (2007). The impact of socio-cultural factors upon human-centred design in Botswana (Unpublished PhD). Queensland University of Technology, Australia.
Molwane, O. B. (2003). Assessing students’ capability in design and technology education in junior secondary schools in Botswana. (Unpublished PhD). Goldsmiths University of London, Department of Design; Goldsmiths University of London.
Morrison, K. (1998). Management theories for educational change. London: Sage Publications Company.
Ndaba, N. (1994). The effects of the shift from the traditional craft subjects to design and technology – the Botswana experience. IDATER Conference, Loughborough University.
Neuman, W. L. (2011). Social research methods: Qualitative and quantitative approaches (6th ed.). Boston: Pearson Education.
Rasinen, A. (2003). An analysis of the technology education curriculum in six countries. The Jounral of Technology Education, 15(1), 31–47.
Republic of Botswana. (1994). The revised national policy on education. Government paper No. 2. Gaborone: The Government Printer.
Republic of Botswana. (2009). Final BGCSE evaluation report. Gaborone: Department of Curriculum Development and Evaluation.
Welch, M., & Mueller, A. (2003). In the shoes of a student: Professional development in a classroom context. The Journal of Design and Technology Education, 8(2), 91–100.
Whitaker, P. (1993). Managing change in schools: Developing teachers and teaching. Buckingham: Open University Press.
Williams, P. J. (2007). A global curriculum: Design and technology in the international baccalaureate. Design and Technology Education: An International Journal, 12(3), 47–57.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2019 Springer Nature Singapore Pte Ltd.
About this chapter
Cite this chapter
Ruele, V. (2019). The Localisation of Technology Education Curriculum in Botswana. In: Williams, P.J., Barlex, D. (eds) Explorations in Technology Education Research. Contemporary Issues in Technology Education. Springer, Singapore. https://doi.org/10.1007/978-981-13-3010-0_3
Download citation
DOI: https://doi.org/10.1007/978-981-13-3010-0_3
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-13-3009-4
Online ISBN: 978-981-13-3010-0
eBook Packages: EducationEducation (R0)