Curriculum Innovations in Design and Technology at the University of Botswana, Southern Africa

Abstract

The paper describes the rationale, methodology, and outcome of several innovations in developing the curriculum in design and technology for teacher education at the University of Botswana. The rationale for the development was to bring the curriculum up-to-date in the face of developments in design and technology in Botswana, and other parts of the world. The university's decision to semesterise all programmes of study commencing 2002-03 accelerated the process of curriculum development. The exercise involved a number of formally constituted bodies consisting of stakeholders from academia, government and industry. The final programme structure incorporating the new curriculum and regulations have been approved by the Departmental Board, Departmental Advisory Board, Faculty Executive, Faculty Advisory Board, the University Academic Policy Review and Planning Committee as well as the Senate.

The new curriculum has a number of distinctive and innovative features, which transform the progranune from the Bachelor's Degree of Education (design and technology) into Bachelor's Degree of Design (design and technology education). It commences with building a science-based foundation followed by basic engineering principles. Courses in the area of education are offered alongside courses in design and technology as professional studies, culminating in projects in the areas of design and technology and education. The emphasis on