Publicerad: 2012-06-18
ISBN: 978-91-7519-849-1
ISSN: 1650-3686 (tryckt), 1650-3740 (online)
Enrolment numbers in Design and Technology and other technology related subjects are reported to be declining in Botswana and in other countries of Africa. Design and Technology enrolment in Botswana junior secondary schools have declined by up to 6% per year over 10 years; while in Kenya enrolment in Art and Design has gone down to as low as one student in a year stream in some schools. In Swaziland female enrolment in Design and Technology dropped from 200 in 2007 to 25 in 2011. Research has indicated that while a decline in enrolment numbers cannot be attributed to lack of resources alone; this is a major factor that should be accorded much research attention; at least in the African continent. Africa is endowed with indigenous materials and technologies that could relieve curriculum systems in the continent the burden of too much reliance on western systems of production that require modern materials; tools and equipment. This paper explores the role of Indigenous Knowledge Systems (IKS) in addressing the problem of declining enrolments in Design and Technology. Two examples of the same product (an indigenous design and a western design) are compared in terms of resource needs in making the products. It is concluded that the western design is far more capital intensive in terms of resources needed to make the product and therefore costly for African economies.
Indigenous Knowledge Systems; Culture; Euro-Western; Design and Technology; Botswana; Kenya; Swaziland
Chilisa; B. (2012). Indigenous Research Methodologies. London: Sage.
Barlex; D. (Ed) (2007). Design and Technology for the next generation. Shropshire: Cliffeco communications.
DeWalt; B. (1994). Using Indigenous Knowledge to Improve Agriculture and Natural Resource Management. Human Organization; 53 (2); 123 – 131.
Gaotlhobogwe; M. (2012). The Impact of Lack of Resources on Declining students’ enrolments in Design and Technology in Botswana Junior Secondary Schools. Design and Technology Education: An International Journal; 17 (1); 10 – 17.
Indoshi; F.C.; Wagah; M.O.; and Agak; J.O. 2010). Factors that determine students’ and teachers’ attitudes towards art and design curriculum. International Journal of Vocational and Technical Education; 2 (1); 9-17.
Keirl; S. (2007). The politics of technology Curriculum; in Barlex; D. (Ed.) Design and Technology for the next generation. Shropshire: Cliffeco communications.
Kumar; K.L. (2002). Impact of new technology on teaching and learning in technology education. Design and Technology Association International Research Conference Proceedings; 119 – 130.
Levin; I.; and Kojukhov; A. (2008). Virtualization and Educational Technology in Postindustrial Society. PATT -20 Conference proceedings. Tel Aviv; Israel.
Mapara; J. (2009). Indigenous Knowledge Systems in Zimbabwe: Juxtaposing Postcolonial Theory. The Journal of Pan African Studies;3(1); 140-155.
Moalosi; R. (1999). Historical perspective of traditional technical subjects in Botswana. The Journal of Design and Technology Education; 4(2); 159-160.
Moalosi; R.; Popovic; V.; and Hickling-Hudson; A. (2010). Culture-Oriented product design. International Journal of Technology and Design Education; 20(2); 175 – 190.
Republic of Botswana. (1994a). A Report On The Evaluation Of The Three-Year Junior Certificate Programme. Gaborone: Department of Curriculum Development and Evaluation.
Republic of Botswana. (2009). Final BGCSE Evaluation Report. Gaborone: Department of Curriculum Development and Evaluation.
Wagah; M.O.; Indoshi; F; C;. and Agak; J.O. (2009). Attitudes of teachers and students towards art and design curriculum: Implications for vocational education in Kenya. Educational Research and Review; 4(10); 448-456.
