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This book uses the global-local dialect approach to explicate education policy reform in Botswana and interrogates the practical effects of the various education policies on curriculum, pedagogy and governance of the Botswana General Education system.
Considering the effect of three reform policies since Botswana's Independence in 1966, the book evaluates the performance of each of the policies and examines their consequences in terms of the interplay of global forces and domestic pressures. The result of this interplay has been an education landscape that, while reflecting globally circulating education discourses, markedly differs from those same discourses. The book argues that the State in Botswana has appropriated education policy to legitimate itself in times of crisis and that each policy has improved access to general education but, collectively, have failed to improve its quality, making suggestions for how this can be improved in the future.
As the first book of its kind to delve into education in Botswana from a single-authored critical lens, the book will be a highly relevant reading for academics, researchers and post-graduate students of African education, comparative education, education policy and curriculum studies.
List of contents
1. Pre-1966 State of Education: Neglected and Fragmented 2. Globalisation and Education Policy Reform 3. National Policy on Education (NPE): Growth, Stability, then Crisis 4. Contextualising the Revised National Policy on Education (RNPE) 5. The Revised National Policy on Eduction (RNPE): Botswana's Response to (Neoliberal) Globalisation 6. Education and Training Sector Strategic Plan (ETSSP): Addressing the Education-Economy Dislocation? 7. ETSSP: Critical Reflections
About the author
Richard Tabulawa is Professor and former Dean of the Faculty of Education at the University of Botswana. He has also acted as Director at the Centre for Continuing Education and Deputy Vice Chancellor, Academic Affairs (January 2022 to December 2022). He is the author of
Teaching and Learning in Context: Why Pedagogical Reforms Fail in Sub-Saharan Africa (CODESRIA, 2013).
Summary
This book uses the Global-local dialect approach to explicate education policy reform in Botswana and interrogates the practical effects of the various education policies on curriculum, pedagogy and governance of the Botswana General Education system.
