The major educational policies, models and ideas that have influenced Botswana’s education system

Abstract

Botswana’s education system, like many other African systems, is greatly influenced by western educational ideas and models. This article reviews Botswana’s education system by examining the policies, models and ideas that have influenced its development. Specifically, the review involves tracing the development of the education system of Botswana from the pre-colonial era to the present and highlighting the educational ideas and models in use at each stage. Since most of the educational ideas are based on western models, the article seeks whatever Platonic underpinnings that might belie these ideas. This is because Plato is considered to be one of the greatest thinkers of all time whose ideas on education are pervasive. His ideas have influenced western education systems as well as modern intellectual and educational thinking.

Enhancing graduate employability: Why do higher education institutions have problems with teaching generic skills?

“…Evidence from many studies in developed countries suggests that HEIs, educationalists, policymakers and government departments pay greater attention to generic skills (Jackson, 2012; Mattern, 2016; McLarty, 2005; Sojot, 2018). Arguably, HEIs in Nigeria, as in some other developing countries, put more emphasis on ‘content knowledge’ (Okolie, Nwosu and Mlanga, 2019) and less emphasis on generic and softer skills (Okunuga and Ajeyalemi, 2018; Pitan, 2017), and this has been regarded as a disadvantage (Bagwasi, 2019; Darvas et al., 2017; Varghese, 2016) leading to a high rate of graduate unemployment. To explore the question ‘How do HEIs conceptualize the teaching of generic skills?’ we present the views of students, senior academics and industry experts.…”

“…Álvarez-González et al., 2017; Hassan et al., 2015; Tomlinson, 2007). However, given the high rate of graduate unemployment in Nigeria and many other developing countries, the impact has been highly felt in recent time (Bagwasi, 2019; Darvas, et al., 2017; Havergal, 2015; Varghese, 2016). A manufacturing industry executive explained during the interview that they can go all out just to get graduates with generic skills in addition to the main technical skills they acquired from their disciplines or courses studied in HEIs:During a recent job interview that my company conducted, we received over four thousand applicants.…”

“…Higher education systems (HES) across the world have gone through many transformations over the years (see e.g. Bagwasi, 2019; Bordoloi, 2018; Hawkins, 2008; Masino and Niño-Zarazú, 2016; Pitan, 2017). These transformations have been in response to their changing social and economic status’ (i.e.…”

“…These transformations have been in response to their changing social and economic status’ (i.e. the status of HES) (Auld and Morris, 2019; Bagwasi, 2019). Despite the changes, there are still criticisms that HES are failing to produce graduates who can be relied upon to integrate the functions of management (Álvarez-González et al., 2017; Leong, 2013).…”

“…Since the development of university education in Nigeria, more attention has been given to theoretical content knowledge development while the practice of holistic and competency education is often ignored (Okolie, Igwe and Elom, 2019; Okolie, Nwosu and Mlanga, 2019). As a result, students attain ‘theoretical content knowledge’ ability but lack professional and generic skills which attract the interest of employers (Bagwasi, 2019; Hassan, et al., 2015; Okunuga and Ajeyalemi, 2018). This may have lead to graduates overestimating their capability, performance or chances of success (Anderson et al., 2012; Bi et al., 2016; Johnson and Fowler, 2011).…”