Kgatleng district council kgatleng district development committee ministry of local government


National Policies and Legislation



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9.2National Policies and Legislation

9.2.1Revised National Policy on Education 1994


The Revised National Policy on Education (RNPE) was approved by the National Assembly on the 7th April 1994.
This policy outlines the government’s reactions to the recommendations of the Report of the National Commission on Education (1993) and lays down policy guidelines and strategies for future educational development.
The RNPE spells out the strategy for educational development whose long-term perspective is up to 25 years groups in the society through the following main issues:


  • Access and equity

  • Effective preparation of students for life, citizenship and the world of work

  • Improvement and maintenance of quality of the education system

  • Enhancement of the performance and status of the teaching profession

  • Efficient management of the education system

  • Cost effectiveness and cost sharing in the financing of the education system

The district has done much in trying to realise the above. For example in terms of cost effectiveness and cost sharing in financing of education, foreign students have already started paying for their education; the transition from primary to secondary education has been achieved by the district.



9.3Education


Education sector has the following responsibilities, primary, secondary, tertiary and private institutions. Map 9.1 shows the distribution of education facilities in the Kgatleng District.
Map 9.2 Distribution of education facilities in the Kgatleng District


9.3.1Schools

9.3.1.1Primary and Special Education


Primary education in the context of the Botswana education system falls under the joint jurisdiction of the Ministries of Education and Local Government with the former being responsible for the professional aspects of the primary education system such as the curriculum, development of instructional materials, teacher training at both pre-service and in-service levels, assessment/examinations procedures, school management/supervision, career progression of teachers including conditions of service. On the other hand, the Ministry of Local Government is responsible for development of infrastructure for primary education such as classrooms and teachers’ quarters construction. Local Government carries out this mandate through the local authorities and amongst other aspects the local authorities are charged with the responsibility for purchase and distribution of school supplies, school transport as well as matters relating to welfare such as provision of housing.
The Special Education is an integral component of the mainstream education system.

A notable achievement in this field has been the continued establishment of special education units within the conventional school system to cater for children with disabilities. In Kgatleng District special units have been introduced in some schools, for example there is a special unit for the visually impaired at Lencwe Primary School and a special unit for the mentally retarded at Kgafela Primary School.

This is an approach that should be emphasised for the education system to cater for the majority of our disabled children in a most cost effective manner that avoids unnecessary duplication of resources.

The government through all the stakeholders should put in place the required support structures or services like:-


 Transport for disabled students

 Support for both disabled children and their parents/guardians.

 Provision of requisite instructional materials and equipment

 Provision of appropriate trained teachers and support staff

 Inculcation of positive attitudes on the part of the parents/guardians and the community in general towards the disabled.
Naturally, provision of special education in the Botswana context cannot be viewed in isolation from the broader education system.
Kgatleng District Council has 35 Setswana medium primary schools. There is one mission school run by the Roman Catholic Church at Morwa. One new school is being built in Mochudi making a total of 36 primary schools. There is also one privately run English medium school.
The table below shows the current situation at our primary schools, the projected enrolment for the plan period 2003 – 2009 per school at 5% growth annual rate.

Table 9.36 Existing Primary School Facilities in Kgatleng District and Projected Pupil Enrolment up to 2009 at 5% Growth Rate



School

C/rooms

T/Quarters

No. of

Teachers

Toilets

Enrol

2002

Enrol

2003

Enrol

2004

Enrol

2005

Enrol

2006

Enrol

2007

Enrol

2008

Enrol

2009

1. Artesia

17

16

15

20

389

408

428

449

471

495

520

546

2. Bogatsu

21

10

22

50

614

645

677

711

747

784

823

864

3. Boiteko

7

6

6

8

85

89

93

98

103

108

113

119

4. Dikgonnye

9

7

8

8

195

205

215

226

237

249

261

274

5. Dikwididi

7

6

7

12

108

113

119

125

131

138

145

152

6. Isang

22

12

24

22

676

710

746

783

822

863

906

951

7. Kgabosereto

16

9

19

24

545

572

601

631

663

696

731

768

8. Kgabotshwene

9

6

8

9

161

169

177

186

195

205

215

226

9. Kgafela

22

11

32

9

944

991

1041

1093

1148

1205

1265

1328

10. Kgomodiatshaba

8

6

8

13

152

160

168

176

185

194

204

214

11. Khurutshe

7

4

8

12

81

85

89

93

98

103

108

113

12. Lady Mitchison

22

12

26

45

836

878

922

968

1016

1067

1120

1176

13. Leshibitse

9

7

7

10

92

97

102

107

112

118

124

130

14. Letsebe

19

14

15

27

446

468

491

516

542

569

597

627

15. Linchwe

13

7

26

9

379

398

418

439

461

484

508

533

16. Mabalane

9

8

8

13

173

182

191

201

211

222

233

245

17. Matebele

12

11

12

15

271

285

299

314

330

347

364

82

18. Matsieng

12

8

14

29

291

306

321

337

354

372

391

411

19. Mmusi

22

13

24

34

807

847

889

933

980

1029

1080

1134

20. Modipane

15

11

16

13

454

477

501

526

552

580

609

639

21. Olifantsdrift

11

9

9

18

214

225

236

248

260

273

287

301

22. Oodi

19

16

18

18

505

530

557

585

614

645

677

711

23. Phaphane

22

11

22

28

679

713

749

786

825

866

909

954

24. Pilane

11

8

12

13

266

279

293

308

323

339

356

374

25. Raditladi

22

16

20

41

538

565

593

623

654

687

721

757

26. Ramogotsi

10

6

11

15

240

252

265

278

292

307

322

338

27. Rankoa

21

15

21

22

617

648

680

714

750

788

827

868

28. Rasesa

18

11

21

30

518

544

571

600

630

662

695

730

29. Seingwaeng

18

12

19

20

498

523

549

576

605

635

667

700

30. Segale

22

14

29

23

967

1015

1066

1119

1175

1234

1296

1361

31. Sikwane

10

7

9

11

223

234

246

258

271

285

299

314

32. Tlhaakgame

14

13

13

18

302

317

333

350

368

386

405

425

33. Mmadipamo

8

14

7

15

29

298

329

345

362

380

399

419

34. Ramonaka

8

8

7

41

116

122

128

134

141

148

155

163

35. Ramotlabaki

7

7

7

22

90

95

100

105

110

115

120

125

Totals

491

351

530

717

13501

14445

15183

15941

16738

17578

18452

19072

Source: Primary Education Department (Kgatleng District Council) - 2002
According to the enrolment growth shown on the above table, there are no expectations of any large increase in the student population that might need an extra primary school. However, provision would be made for two new primary schools to cater for any crucial circumstances that might arise during the plan period.9. There are however plans to expand the same primary schools in order to meet the requirements of the RNPE.
When looking at the projected enrolment, Segale, Lady Mitchison, Mmusi and Kgafela primary schools would have more than 1000 pupils. It is the district ‘s hope that Lady Mitchison and Kgafela will be relieved by Kgabosereto primary school which is within the same catchment area. Segale and Mmusi would be relieved by Madipamo and Dichibidu new school currently under construction.
DDP 6 however proposes to build and purchase:-

  • Classrooms (assuming a long term ratio of 1:30)

  • Teachers quarters

  • Resource centres

  • Improved Administration blocks

  • Libraries

  • 2 x 65 seater buses

  • 2 x 25 seater buses for disabled pupils

  • Toilets (WC)

  • Tool sheds


General Recommendations

The distribution of teachers’ cheques should also be taken over by the Ministry of Education as this will relieve teachers of the stress they would have to go through in case they have not been paid properly.


In view of the current education system, there is nothing that compels parents to educate their children. So it is recommended that education be made compulsory for every Motswana child to build an Educated and Informed Nation.
As we go into NDP9, we still recommend that the shared responsibility of teachers by the two Ministries be looked into to avoid confusion.
Table 9.37 Planned Primary School Construction

Projects

2003/4

2004/5

2005/6

2006/7

2007/8

2008/9

Total

New schools










1




1

2

Classrooms

15

8

2

18 (new school included)

4

23 (new school included)

70

Tool sheds

6

7

6

7

6

6

38

Teachers quarters

51

41

19

32 (new school included)

20

27 (new school included)

190

Science Laboratory

6

6

6

6

7

7

38

Toilets

12

-

-

14

13

14

43

Library

6

6

6

6

7

7

38

Computer Room

6

7

6

7

6

6

38

Resource Centres

6

6

5

6

6

11

38

Source : Primary Education Department (Kgatleng District Council) – 2002

9.3.1.2Secondary School Education


The government has provided a nation wide network of Government Aided Community Junior Secondary Schools with reasonably adequate resources and with provision for communities to participate in the running of schools. Diversification of the curriculum in these schools has been vigorously implemented. The Junior Certificate Curriculum has been revised and expanded to accommodate more practically oriented subjects such as Business Studies, Music and Design and Technology. A computer awareness programme was introduced in some Junior Secondary Schools and will be offered to all schools in NDP9.
Massive expansion of all senior secondary schools was undertaken in NDP8 and this will continue during NDP 9/DDP 6.
In Kgatleng District there is the Molefi Senior Secondary, which is the only senior secondary school in the district and 11 Community Junior Secondary Schools. The Ministry of Education will continue to construct additional facilities in these schools as well as maintain existing ones.

9.3.1.3Non Formal Education


Map 9.3 DNFE Kgatleng Field Staff and their areas of operation.

Cluster

Villages and Settlement Covered

AEA/SAEA

No. of LGLs

No. of Groups

No. of Learners



















F

M

Artesia

Kgomodiatshaba Leshibitse

Khurutshe

Bodungwane


1

4

4

19

15

Bokaa

Morwa

Pilane


1

6

10

70

20

Mathubudukwane

Ramonaka

Malolwane



1

5

8

52

23

Mochudi

Mochudi

1

7

12

43

76

Olifantsdrift

Ramotlabaki

1

1

2

9

7

Oodi

Modipane

Dikwididi

Mokatse

Matebele


1

3

4

23

12

Rasesa

Malotwana

1

5

7

35

19

Sikwane

Mabalane

1

3

3

21

7

Totals




8

34

50

272

179

Source: Kgatleng District - Non-Formal Education Office 2002.

There are problems associated with this low participation in the Literacy programme in the District, which are:-




  • Lack of continuity after literacy or completion of primers

  • Learning needs not adequately addressed

  • Lack of resources such as transport as well trained and well motivated personnel

  • Lack of recognition and support by some local authorities



9.3.1.4Private Schools


Private schools play an important role in complementing government efforts in the provision of education and training. The Ministry of Education registers and monitors all private schools in order to ensure that quality assurance is implemented. Private education needs to be standardized so that good quality education is achieved. In the district there is only one private primary school and several pre-schools.

9.3.2Training

9.3.2.1Vocational and Tertiary Training


Post School Vocational and Technical training provides skills for specific occupations. An efficient and effective training system is crucial in a country’s economic development and therefore it is necessary to focus attention on the training system distinct from general education and to give it more priority. There should be infusion of prevocational skills and awareness in the basic education curriculum as a prerequisite for development of appropriate vocational/technical skills at subsequent levels of the education and training system through the vocational training colleges and the Brigades. Naturally, technical/vocational education is regarded as providing the basis for practical skills training for industry and the general employment sector with a view to filling in critical skills gaps in the national economy. NDP 9 will thus emphasise on a number of initiatives ranging from expansion of physical facilities to the development of new programmes in both brigades and vocational technical colleges.
Kgatleng Brigade Development Trust just like other Brigades is a community-based institution, which is currently being subsidised financially by the government through the Ministry of Education. It offers five different disciplines namely:- bricklaying and plastering, welding and fabrication, carpentry and joinery and forestry and textile.
Some few years after its inception, the organisation begun to focus more on youth and community development. Some vocational training begun as well as production work.



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