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National Professional Diploma in National Professional Diploma in Education ( NPDE)

Programme Type : Full Time

Fees : Fees

Faculty : Education

Entry requirements : 3 years teaching experience

Department : Teacher Education and development

Programme Duration : 2 Years



The NPDE is a two year programme leading to a qualification that offers classroom-based teachers an opportunity to gain qualified teacher status. It is designed to help the learner reflect and improve upon ones classroom practice within the context of Outcome Based Education (OBE). 
Enhancing Career Opportunities 

The programme offers training to two main groups of teachers at primary school level. The Foundation Phase which focus on the lower primary i.e (Reception to Standard 3) and Intermediate Phase (Standards 4 to 7). Learners choose their areas of specialization within these two categories. The major areas of specialisation for each phase are Mathematics, Life skills, Language and Communication and Environmental Science. 

Entry Requirements 
To qualify for direct entry into the two year NPDE programme, a candidate must: 
  1. Be a practising teacher with a minimum of three years teaching experience.
  2. Be in possession of at least Junior Certificate (JC) or Botswana General Certificate in Secondary Education, or its equivalent.
  3. Be in possession of a Primary School Teacher’s Certificate (PTC) or its equivalent.
  4. Candidates without PTC may gain entry through the BA ISAGO Recognition of Prior Learning (RPL) policy subject to the approval of the Academic Affairs Board.
  5. All candidates must submit an official letter from his/her School Head to confirm her/his current employment.

Programme Structure

All five first year modules are compulsory for all learners. 

The five modules are covered under the following main subject areas: 

  1. Language and Learning Skills : This is aimed at developing the educators personal literacy skills in ways that facilitate ones own academic learning and one�s ability to facilitate learning in the classroom. Finally, one should demonstrate that he/she has become a more effective and self-directed communicator
  2. Teacher in the Classroom : The module covers issues to do with general classroom management and ongoing professional development.
  3. Continuous Assessment : The learner is introduced to the conceptual principles underpinning the traditional and the outcomes-based approach to assessment.
  4. Outcome Based Education (OBE) : The module prepares the learner to become a proficient teacher with a deeper understanding of the relationship between the theory of OBE and issues of teaching.
  5. School and Profession : This module deals with current issues related to the education system, school management, education policy, and the teaching profession and teacher competences, as well as focusing on the legal instruments which impacts on the education system.
  6. Research Project : This module equips learners with research skills in their areas of specialization. The research is split into the two components. The first component is done in the first year, deals with research methods while in the second year learners do a research project which should be submitted at the end of the second year.

The core programme is followed by an elective programme in which teachers complete modules related to their particular specialisation.

Foundation Phase 

The following five modules and subject areas are covered at Foundation phase:

  1. Reception (Pre-school): The learner will be able to plan functional (effective) outside / inside space activities (to give learners the opportunity to practise their pre-skills in the three Learning Programmes: [LITERACY, NUMERACY and LIFE SKILLS] Above all, the module aims at assisting the learner to know the;
    1. factors that influence the quality of a learners school readiness�
    2. important role of the pre-school learner in the perceptual development of five-year old
    3. role perceptual development plays in the learners preparation for formal learning
    4. ways in which visual motor development can be integrated in the daily programme
    5. importance of fine /gross motor skills in pre-school learners
  2. Numeracy the learner must:
    1. know the aims of teaching Mathematics as implied in the national curriculum policy
    2. be aware of the Learning Outcomes and Assessment Standards for the Mathematics learning area and be able to use them in order to develop activities
    3. be able to judge ones behaviour in the classroom and make necessary changes to become an effective , facilitative teacher
  3. Life Skills � this module covers:
    1. personal development
    2. communication
    3. coping with lifes challenges
    4. shaping ones future
  4. Teaching & Learning Language Literature & Communication covers:
    1. language acquisition skills
    2. reading readiness, basic skills, literacy development
    3. the teaching of reading
    4. childrens writing
  5. Introduction to the Learning area Languages:
    1. The communicative approach to language teaching
    2. Planning learning and teaching in the learning area languages
    3. Planning assessment in the learning area languages

Intermediate Phase 

The following five subject areas are covered at Intermediate Phase:

  1. Life Skills: 
    The module instills an understanding of the importance of healthy living.
  2. Introduction to the Learning area Languages:
    1. The communicative approach to language teaching
    2. Planning learning and teaching in the learning area languages
    3. Planning assessment in the learning area languages
  3. Natural Sciences in the classroom – the module
    1. Provides the learner with a broader understanding of what science is all about
    2. Increases one’s scientific knowledge on various topics
  4. Principles of learning & language teaching the areas covered are:
    1. the importance of listening skills
    2. talking in the language classroom
    3. reading
    4. writing
    5. grammar teaching
    6. teaching thinking skills
    7. lesson planning
  5. Numeracy the structure of the module is as follows:
    1. mathematics literacy
    2. developing mathematics concepts
    3. assessment and mathematics
    4. planning in the mathematics classroom
    5. using technology in mathematics teaching

Additional information 

  1. The in-service learners will be expected to complete a research project in their area of specialization.
  2. All learners must pass an integrated assessment portfolio, NPDEP1-3
  3. Learners must pass 3 out of 5 first year modules in order to register for any second and final year modules in addition to the modules being repeated.

Foundation Phase Lower Primary (Pre-school to Standard 4)

This curriculum comprises 12 modules. 

First Year Modules – This a common year to all NPDE Learners

  1. NPDE0014 Language and Learning Skills
  2. NPDE043F The Teacher in the Classroom
  3. NPDE047K Continuous Assessment
  4. NPD048L Understanding OBE
  5. NPD052G School and Profession
  6. NPD0001 Research Methods

Second Year Modules – Learner to Select their area of Specialisations.

  1. NPDE0048 Numeracy 1
  2. NPD006A Introduction to the Languages Learning Area
  3. NPDE007B Teaching and Learning Language, Literature and Communication
  4. NPD009D Life skills 1
  5. NPD0116 Early Childhood
  6. NPD0002 Research Methods (Should be in the area of learner’s specialisation)


A Learner must complete a the first compulsory assignment that will give him/her admission to the examination. Three continuous assessment assignments for each module, will be submitted during the course of the year. These assignments constitute 50% of the final mark for each module. The final examination counts 50% of the final mark. Learners are counseled by either the Tutor or the Programme Coordinator. The College has an open door policy and learners have access to the College to discuss problems and difficulties. Information is given to learners in three main forms: 

  1. through tutorial letters, which can be read at the learners own time
  2. through Tutors at contact sessions
  3. through administrative support staff at contact sessions or at any other time

Tutorial letters and study guides are distributed at initial contact sessions and further tutorial letters are distributed throughout the course of the year. These are then complemented by Tutors direct guidance and administrative visits to classes during contact sessions.