Historical Perspective of Traditional Technical Subjects in Botswana

The Botswana education system is based on a three-tier: primary, post primary and higher academic education. Because of this linear type of education system, Botswana lags behind in the technical field. She has to rely on expatriates for technical manpower. Ultimately, the government realised that it was necessary to introduce technical subjects into the secondary school curriculum to provide a foundation for the much needed technical manpower. These technical subjects include woodwork, metalwork, technical drawing and most recently design and technology, which embraces most of the subjects in the school curriculum. Because design and technology embraces all of the subjects mentioned above, they are slowly being phased out. Design and technology is slowly gaining recognition because of its importance to the national economy and to the quality of life in Botswana. This paper will now look at the factors which led to the introduction of design and technology to replace traditional technical subjects in Botswana secondary schools. Traditional technical subjects in perspective In schools, practical subjects were generally aimed at those snldents who were intellectually not performing well as it is acknowledged by the Education for Kagisano which maintains that, "...practical subjects options were relegated to a position ofleast choice". (1977: 3-12) Before 1990, it was a common misconception that if a student is academically weak he/she may perform well in practical subjects. At 0' Level, some schools tended to offer practical subjects to less able students and this is a reflection of the attitude towards such subjects. These subjects tended to be studied by boys only and the teaching style was dominated by the teacher. There was little or no room for critical thinking, ingenuity and creativity to be nurtured. However, the purpose of this submission is to trace the origins of design and technology in Botswana. When looking at the National Commission of Education 1997, the Commissioners recommended the introduction of a subject called 'Practical Skills ' to supplement the traditional subjects. Practical Skills- this would be a completely new type of practical course embracing aspects of technical drawing, woodwork, metalwork and other allied crafts. At this present time, there is no equivalent practical course within the secondary schoo