An examination of the implementation of Botswana General Certificate of Secondary Education Art and Design curriculum using the context-input-process-product model

There have been numerous reviews on the Botswana General Certificate in Secondary Education (BGCSE) Art and Design syllabus offered in Senior Secondary Schools concerning the intensity of the content especially the adaptation of digital technologies in the implementation process. Recommendations to introduce and implement technology focused content within the syllabus have been long called for, researchers and reviews pointed out that nothing has been done yet despite the number of recommendations from different studies suggesting that a review to implement the technology focused (Digital Content) be introduced within the syllabus.;This study therefore wanted to establish to what extent the intended objectives and outcomes geared towards the Digital Art content component within the syllabus were fulfilled. The study also wanted to determine if students had the digital art skills as aligned to the intended objectives and outcomes within the syllabus geared towards this component.