oa Mosenodi - Towards quality through collaboration in Botswana: an example to Africa?

Volume 14, Issue 1-2
  • ISSN : 1021-559X



A massive shortage of teachers means that the goal of Education for All children and young people in Africa will not be achieved in the next decade. A contributory factor is that the continents higher education systems have failed to produce the necessary cadre of trained teachers. Botswana is an exception; ten years of basic education are available to al/. This is largely because well trained teachers are supplied through the University of Botswana s system of affiliation. A government funded three-way partnership exists between the University, teacher training colleges and the Ministry of Education. These stakeholders have distinct roles, the relationship is dialogical, and the University is responsible for professional and academic standards. These roles and the potential value of the Tertiary Education Council are descriptionbed and evaluated. Attention is paid to the benefits of collaboration and potential further development. This Botswana experience is offered as a strategy for tapping higher education resources to train teachers. African governments might consider this model for improving the quality of teacher training to achieve Education for All in their countries.

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