The dynamics of curriculum reforms in Botswana with reference to science education

Abstract

This paper identifies changes that occurred in Botswana Science Education. The paper indicates that Botswana follows a centralized system of curriculum development and this approach facilitates the implementation of new curricula. The paper also describes models of curriculum development used in Botswana. Furthermore, the paper also identifies barriers to curriculum change and factors that influence changes in science curriculum. In conclusion, the paper suggests ways of improving science education in Botswana so that it is of high quality.