This syllabus is consistent with the recommendations of the Revised National Policy on Education and the aspirations reflected in Vision 2016. It is a two year course designed to meet the needs of candidates studying Development Studies in preparation for Botswana General Certificate of Secondary Education  (BGCSE).  It builds on the foundation laid by Social Studies in the Ten Year Basic Education Programme.

The organisation of this syllabus is modular in structure subdivided into topics. The modular sequence has been designed such that a logical, cumulative sequence is maintained. The objectives have been arranged such that they allow for flexibility in the sequence in teaching. The content and skills are arranged in a spiral format.

The syllabus adopts an interdisciplinary approach in the study of development processes and practices with specific focus on development problems and challenges in Botswana. It is learner centred emphasising project work, enquiry and a participatory approach to learning and teaching.

Time Allocation

The time allocation assumed in this syllabus is that Development Studies will be allocated a minimum of four (4) periods of forty minutes each per week. About 20% of this time should be used for project work.

Rationale

Development Studies is an important interdisciplinary subject in the secondary school curriculum  which focuses on the interaction of the economic, social and political systems in the production of  both development and underdevelopment. It helps learners to relate better to local, national and international developmental trends  through either direct or indirect participation.  It also equips them with skills and knowledge to initiate, organise and control production enterprises when they leave school.

It exposes students to a holistic approach to the study and understanding of development processes and practices. It addresses the concerns of bringing about sustainable development and utilisation of resources. By its nature, Development Studies reflects the linking of theory and practice which promotes in learners the acquisition of knowledge, skills, values and the development of attitudes which are politically, economically and socially desirable.

The learning of Development Studies promotes a practical approach which encourages learner-participation in community development.  In the process, students acquire and develop critical thinking, problem solving, decision making and interpersonal skills. These are transferable skills which learners can use in everyday life and in the world of work. Furthermore, the Development Studies programme  prepares learners to address emerging issues such as Population/Family Life Education, environmental and  gender issues, the effects of epidemics including HIV/AIDS. It also enhances the learners’ skills in the use of Information Technology.

 

Aims of Senior Secondary Programme

On completion of the two year secondary programme learners should have:

1. acquired knowledge , developed confidence and ability to assess their personal strengths and weaknesses and be realistic in choosing appropriate career/employment  opportunities and or further education and training.
2. developed skills to assist them in solving technical and technological problems as they relate to day –to- day life situations.
3. developed desirable attitudes and behavioural patterns in interacting with the environment in a manner that is protective, preserving and nurturing.
4. acquired attitudes and values , developed basic skills and understanding to allow for execution of rights and responsibilities as good citizens of Botswana and the world.
5. developed information technology skills as well as an understanding and appreciation of their influence in day-to-day activities.
6. acquired knowledge, attitudes and practices that will ensure good family and health practices including awareness and management of epidemics (such as HIV/AIDS) that prepare them for productive lives.
7. developed prevocational knowledge and manipulative skills that will enable them to apply content learnt and attitudes and values developed to practical life situations in the world of work.
8. developed an understanding of and acquired basic skills in business, everyday commercial transactions and entrepreneurship.
9. developed foundation skills such as problem solving, critical thinking, communication, enquiry, team work, interpersonal skills to help them to be productive and adaptive to survive in a changing environment.
10. developed study skills acquired for further study and training.

Aims of the Senior Secondary Development Studies

On completion of the two year Senior Secondary School Development Studies course learners should have:

1. acquired an understanding of the theory and practice of development within the context of their social, political and economic environment.
2. acquired an understanding of different forms of governments and organisations and their impact on development.
3. acquired an understanding of emerging issues such as HIV/AIDS, global warming, globalisation, information technology, gender relations, debt crisis and structural adjustment programmes and their impact on development.
4. developed analytic skills necessary for the understanding of the dynamics of social, economic and political relations.
5. developed the ability to critically examine and evaluate development strategies and experiences.
6. developed appreciation and utilisation of their talents and the resources in their environment to counter poverty, exploitation and other forms of injustice.
7. developed the ability to interpret and applyBotswana’s national principles.
8. acquired an understanding and appreciation of the interrelated nature of development at local, national, regional and international levels.
9. developed an understanding of both the prospects for and the constraints on development in Botswana and other developing countries.
10. developed an understanding and appreciation of the role of the individual, communities, organisations and governments as agents of development.
11. developed an appreciation of the spirit of self-reliance, entrepreneurship and active participation in community development.

Recommended Teaching Methods

In line with the aims of Senior Secondary Education, the syllabus encourages a learner centred approach. This involves putting emphasis on hands-on experience and skills such as problem solving and inquiry. Learners are also expected to take part in selected community development projects. The learner-centred approach aims at catering for,  and improving performance in all learners including those with special needs and different abilities.  The implications are that teachers should use a variety of action-results oriented teaching methods such as project work, group discussion, team work, class presentations, computer guided learning and many others which should be used to explain and illustrate different Development Studies concepts and processes.

The learner centred approach depends on thorough lesson preparation for its success. For instance, adequate planning should precede any form of project or practical work. In addition, Development Studies lessons should be made challenging, interesting and relate to the day-to-day local life experiences. Wherever possible, the teacher is advised to start with examples from the locality of the school then expand outwards to cover Botswana, Southern Africa and the rest of the world.

Assessment Objectives

Assessment of this Development Studies syllabus is based on the following objectives:

1. a) Knowledge with Understanding
2. b) Analysis and Evaluation
3. c) Investigation
4. d) Active Participation, Application and Problem -Solving

a) Knowledge with Understanding

Students should be able to:

1. recall, select and present relevant factual information.
2. demonstrate understanding of development terms , theories and concepts.

• show awareness of development strategies and their application.

1. demonstrate knowledge and understanding of development issues in Botswana, Southern Africa and the rest of the world.

b) Analysis and Evaluation

Students should be able to:

1. interpret relevant data presented in written, statistical, diagrammatic, pictorial and graphical forms.
2. analyse and evaluate information, recognise patterns and deduce relationships and draw reasoned conclusions.

• analyse and evaluate alternative approaches to development problems.

c) Investigation

Students should be able to:

1. i) plan and carry out a simple research exercise.
   1. select and use basic techniques to observe, record and classify relevant data and extract relevant information from a range of sources.

• organise and present their findings in a clear and coherent manner.

d) Active Participation, Application and Problem –Solving

Students should be able to:

1. i) apply practical and cognitive skills to solving actual problems.

1. take part in small scale practical activities related to development.

Assessment Procedures

The Botswana Senior Secondary Development Studies syllabus will be assessed through an examination and continuous school based assessment techniques.  Tests and assignments will be used to monitor the progress of the learners. At the end of the two year course, a final examination will be administered. The examining body will develop the examination syllabus to provide teachers with guidance on the objectives to be examined. This syllabus should be used together with the examination syllabus.

Project work, assignments and tests will be used to assess the progress made and to improve on instruction.

 

Syllabus Content and Layout

The syllabus emphasises issues and concerns primarily relevant to Botswana with examples drawn from Southern Africa and the rest of the world. It is arranged in modules. Each module is divided into topics. The first module outlines development and equips the learner with investigative skills necessary for enquiry in the modules that follow. Module two deals with production, consumption and investment while module  three and four focus mainly on development and its impact on the social, economic and political environment in rural and urban areas. Module five specifically deals with the changing roles of women in development. Module six focuses on population, health and education while module seven is a study of the political input into development. The last module discusses regional and international aid and trade  co-operation.