As populations grow, and the number of students attending secondary
schools escalates, the need for relevant and appropriate courses for students
who finish 12 years of education, but are unable to continue to any tertiary
institution, becomes perceived as being more urgent.
Botswana, combining political stability and democracy since independence
in 1966, has been an example of planned and sustained growth to the rest of
Africa. Yet Botswana has resisted the full vocationalisation of its secondary
schools. In 1992 only 6,400 students took the Cambridge Overseas School
certificate. Except for Agriculture, which 45% of the students took, the other
nine practical subjects were taken by from 814 to only 14 students each.
The senior secondary school (SSS)system has grown immensely. The number
of students in Forms Four and Five had in 2001 grown by 2.68 times, while
participation in the 10 key practical subjects had increased from 2.98 to 39
times since 1992 depending on the subject. Sixty-five percent of the Form Fivestudents were now taking Agriculture. Commerce, Design and Technology, Art
and Food, and Nutrition had all expanded significantly. The number of teachers
nearly doubled during these years; but for practical subjects the increase
was more dramatic and was coupled with extensive training and localisation.
Over 23,000 students took the new Botswana General Certificate of Secondary
Education (BGCSE) in 2001, of whom 16,500 were in the nation’s 27 government
senior secondary schools. The University of Botswana was able to enroll
approximately 3,400, or only 15%, of these in August 2002.
What is the place of practical subjects in Botswana’s secondary schools
today? It might be assumed that as the proportion of students who can continue
their education to the next level declines, the demand for practical subjects
and vocational-related education will increase. What has actually happened?
What subjects are being taken in the new millennium in the schools and with
what results?
This paper examines the literature on vocationalisation and assesses the
status of practical subjects, issues of assessment, school organisation, staffing,
the high cost of vocationalisation, poor guidance and counselling, and the
absence of support systems for vocational graduates.
Is Botswana continuing to be successful in preparing the school leaver for
the world of work? What are the lessons to be learned from Botswana?