ERIC Number: ED180734
Record Type: RIE
Publication Date: 1974
Reference Count: 0
Report From Swaneng Hill--Education and Employment in an African Country.
Van Rensburg, Patrick
Opened in 1963, the Swaneng Hill School in Serowe, Botswana, was an experiment for its untrained founders whose objectives were to reduce the exclusiveness of secondary education, equip students with skills and knowledge needed for development, make the school a focal point for community development, and instill a sense of social justice in the educated minority. Severe problems in implementing policies, staff turnover, student attitudes, school conditions, and insufficient jobs for graduates caused a slow radicalization of the founders and a change in direction of the school away from the production of intellectuals to the production of workers with skills matched to the market place. Among the strategies the founders employed were a policy of voluntary labor on the part of all staff and students; the creation of the Serowe Builders' Brigade (and subsequently six other trade brigades), a self-financing program to teach construction to students not accepted into secondary school; Boiteko, a model self-help community development project and cooperative enterprise; and the instigation of a course in social and economic development. The founders advocate a dual policy of modernized and popularly based development, a combined work and education curriculum, and reformed secondary education on a mass scale. (SB)
Descriptors: Community Development, Community Involvement, Cooperative Programs, Course Descriptions, Developing Nations, Economic Development, Education Work Relationship, Educational Change, Educational Objectives, Experiential Learning, Job Development, Justice, Models, Productivity, Program Descriptions, Relevance (Education), Rural Development, Secondary Education, Skill Development, Student Attitudes, Technical Education, Vocational Education, Volunteers
Publication Type: Reports - Descriptive; Reports - Evaluative; Opinion Papers
Education Level: N/A
Authoring Institution: Dag Hammarskjold Foundation, Uppsala (Sweden).