- Title
- The technical and vocational education and training system in Botswana: stakeholder perceptions of TVET practices
- Creator
- Ngati, Lydia
- Relation
- University of Newcastle Research Higher Degree Thesis
- Resource Type
- thesis
- Date
- 2016
- Description
- Research Doctorate - Doctor of Philosophy (PhD)
- Description
- Poor quality TVET provision in Botswana has prompted the government to attempt to revitalise the system. The country’s two educational reviews in 1976 and 1993 have been very instrumental in guiding the overall education and training provision in Botswana. These reviews saw the establishment of the country’s first National Policy on Vocational Education and Training in 1997, and the Botswana National Qualifications Framework (BNQF) and the Botswana Training Authority (BOTA) in 2000 to ensure quality and raise standards by harmonising existing training provision. This study focused on stakeholder perceptions of current TVET practice since the inception of NPVET (1997) and Revised National Policy on Education (1994) and the challenges brought about by these changes. Quantitative and qualitative methods of inquiry were used to collect data from stakeholders. For the quantitative part of this study, surveys were used to collect data from TVET Learners, TVET Lecturers in the sampled eight Government TVET institutions (4 Technical Colleges and 4 Brigades) and Employer groups in Botswana. For the qualitative part, interviews were held with Government officials. The SPSS software package was used to analyse quantitative data while NVivo was used for qualitative analysis. Findings from this study point to many variables that hinder the system’s relative effectiveness. Some of these included fragmentation of the current TVET system in Botswana, minimal stakeholder involvement, limited resources for effective delivery of TVET programs, and inadequate instructional methods. Another important finding was that TVET Learners in the Brigades felt disadvantaged in terms of resources compared to their counterparts in Technical Colleges. Moreover, recognition of TVET qualifications and progression pathways within Government TVET has proven difficult. Thus, the study concluded that a holistic approach was needed involving all key stakeholders in formulation and implementation of policies and programs to address the short, medium and long term measures to improve the TVET system’s effectiveness in Botswana.
- Subject
- education; Botswana; technical education; vocational education; TVET practices
- Identifier
- http://hdl.handle.net/1959.13/1312120
- Identifier
- uon:22348
- Rights
- Copyright 2016 Lydia Ngati
- Language
- eng
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