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The role of the school administration in implementing an integrated arts syllabus

Abstract

Mothusi Phuthego

The implementation of the Creative and Performing Arts (CPA) syllabus at lower primary school level in Botswana, which was carried out in 2001, has been hampered by some administrative and logistical problems. It is the foregoing observation that has motivated a study, carried out towards the end of 2006 and early 2007, on the implementation of the syllabus with the following objectives: to establish what guidance has been given by the implementing authority to schools for the implementation of the syllabus, and to identify the problems and difficulties that have been encountered by the school administration in the implementation of the syllabus. Data was collected by means of semi-structured interviews. The findings revealed that, school administrators felt that they had not been duly recognized as key players in syllabus implementation. They suggested that specialization in the teaching of the subject be encouraged and that a syllabus review in which teachers would have more input be conducted.

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