Citation

A comparative analysis of curriculum formulation in Botswana and South Africa

Abstract | Word Stems | Keywords | Association | Citation | Similar Titles



Abstract:

This paper compares the respective policy-making processes that created the 6th grade mathematics curricula of Botswana and South Africa. The objective is to highlight how policy-making differed in two contexts, resulting in striking divergence between the curricula developed and their implementation by teachers. The study conceptualizes each country’s national curriculum committees – like its schools and classrooms – as organizational settings that are embedded in national and global contexts. The analysis builds on political and sociological frameworks to show how national politics and global norms interact in the committees’ policy-making processes. The mixed-method study design utilizes interviews and surveys of policymakers and implementers, reviews of policy and curriculum documents, and data from classroom observations. It shows that in a relatively more diverse, less centralized and newly democratic South Africa, teacher union representatives, academics and other policymakers on committees focused on shaping the curriculum as a socio-political tool to address Apartheid-era inequities. On the other hand, in the relatively more homogenous, centralized country of Botswana, which has been a democracy for longer, practicing teachers worked together with other experts to develop curriculum documents that are more focused on mathematics content. Contextual differences between the countries are also reflected in teachers’ curriculum coverage and other teaching practices. The study especially contributes to knowledge about how teachers’ roles in policy-making shape the nature of curriculum documents developed, and how those in turn affect classroom practices and outcomes in different contexts.
Convention
Need a solution for abstract management? All Academic can help! Contact us today to find out how our system can help your annual meeting.
Submission - Custom fields, multiple submission types, tracks, audio visual, multiple upload formats, automatic conversion to pdf.Review - Peer Review, Bulk reviewer assignment, bulk emails, ranking, z-score statistics, and multiple worksheets!
Reports - Many standard and custom reports generated while you wait. Print programs with participant indexes, event grids, and more!Scheduling - Flexible and convenient grid scheduling within rooms and buildings. Conflict checking and advanced filtering.
Communication - Bulk email tools to help your administrators send reminders and responses. Use form letters, a message center, and much more!Management - Search tools, duplicate people management, editing tools, submission transfers, many tools to manage a variety of conference management headaches!
Click here for more information.

Association:
Name: 55th Annual Conference of the Comparative and International Education Society
URL:
http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p486443_index.html
Direct Link:
HTML Code:

MLA Citation:

Addy, Nii. "A comparative analysis of curriculum formulation in Botswana and South Africa" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p486443_index.html>

APA Citation:

Addy, N. A. "A comparative analysis of curriculum formulation in Botswana and South Africa" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p486443_index.html

Publication Type: Panel Paper
Abstract: This paper compares the respective policy-making processes that created the 6th grade mathematics curricula of Botswana and South Africa. The objective is to highlight how policy-making differed in two contexts, resulting in striking divergence between the curricula developed and their implementation by teachers. The study conceptualizes each country’s national curriculum committees – like its schools and classrooms – as organizational settings that are embedded in national and global contexts. The analysis builds on political and sociological frameworks to show how national politics and global norms interact in the committees’ policy-making processes. The mixed-method study design utilizes interviews and surveys of policymakers and implementers, reviews of policy and curriculum documents, and data from classroom observations. It shows that in a relatively more diverse, less centralized and newly democratic South Africa, teacher union representatives, academics and other policymakers on committees focused on shaping the curriculum as a socio-political tool to address Apartheid-era inequities. On the other hand, in the relatively more homogenous, centralized country of Botswana, which has been a democracy for longer, practicing teachers worked together with other experts to develop curriculum documents that are more focused on mathematics content. Contextual differences between the countries are also reflected in teachers’ curriculum coverage and other teaching practices. The study especially contributes to knowledge about how teachers’ roles in policy-making shape the nature of curriculum documents developed, and how those in turn affect classroom practices and outcomes in different contexts.


Similar Titles:
Teacher training differences, teacher mathematics knowledge, and teaching quality in Botswana and South Africa: A comparative analysis

A Comparative-Historical Analysis of Early 20th Century Mining in South Africa and the American South

Comparative cases of curriculum policy-practice gaps in Botswana and South Africa


 
All Academic, Inc. is your premier source for research and conference management. Visit our website, www.allacademic.com, to see how we can help you today.