Suchergebnisse

Stable government and an expanding economy have made possible steady growth in the education system of Botswana. Because of its very rapidity, this growth has generated unforeseen problems. Education in Botswana has always been subject to close scrutiny, including rigorous attention in national development plans. Growing dissatisfaction in the mid-1970s with the direction of education led to the formation of the first National Commission on Education in 1975, which had to review the entire education system and recommend strategies for improvement. It reported its findings and recommendations in the report 'Education for Kagisano' (social justice). The Commission's recommendations still guide development within the education system. However, many other socioeconomic factors have come into play during these 15 years, and as frustration with the current educational system has grown, pressure has developed for a new National Commission on Education. The second National Commission on Education was annouced by the President in April 1992. Public concern revolved around the need for preschools, the allocation of resources to education, inefficiencies in the operation of the Ministry of Education, the number of untrained teachers, the quality of schooling, the place and role of Tswana as a national language, and the development of 'education for all'. (Documentatieblad/ASC Leiden)

Discussion paper for Round Table V: "Evaluation and follow-up of policies, plans and reforms of education" of the UNESCO International congress on "Planning and management of educational development", Mexico, 26-30 March 1990. (Centre for the Study of Education in Developing Countries)

Gestützt auf umfangreiches empirisches Material, untersucht der Beitrag Hintergründe der Entstehung, des Wirkens und des Scheiterns eines als Tirelo Setshaba bezeichneten Dienstjahres für ältere Schüler in Botswana. Der Dienst wurde ab 1975 geplant, in den 1980er Jahren etabliert und in den 1990er Jahren zunächst beträchtlich ausgebaut, bevor Ende der 1990er Jahre seine Einstellung beschlossen wurde. Im April 2000 ging der letzte Tirelo-Setshaba-Jahrgang zu Ende. Einer der Hauptgründe des Scheiterns wird darin gesehen, dass das Dienstjahr nicht vollwertig und vernünftig mit dem übrigen Bildungssektor integriert werden konnte. (DÜI-Kör)

Draft report of policies and practice of vocational training centres in New Ireland Province in Papua New Guinea. Examination of: effectiveness, problems, strategies for improvement, recommendations for future developments. (CESO/DÜI)