REIMAGINING POST GRADUATE SECONDARY SCHOOL TEACHER TRAINING PROGRAMME FOR SUSTAINABLE DEVELOPMENT IN BOTSWANA

Abstract

Education is the bedrock for all forms of development in any country, be it in the social, political, technological and economic fields. In this regard, nations should strive to churn out trained and qualified teachers who are well-disposed to preside over the preparation of learners for the future. The study aimed to reimagine a post-graduate secondary school teacher training programme for sustainable development in Botswana. The study was guided by the general systems theory. A qualitative case study design was used to understand participants’ perceptions regarding the reimagined programme that is preferred to prepare learners for the nation’s future development. The study comprised of postgraduate secondary school teachers who taught social studies, science and practical subjects and a university lecturer at an institution located in the study context. A purposive sampling technique was used to select participants for the study based on their knowledge and experience pertaining to the training of postgraduate secondary school teachers in Botswana. Individual face-to-face interviews were conducted with 5 teachers and a lecturer using a semi-structured interview guide. The gathered data were analysed thematically. The study established that some teachers in schools are unaware of the sustainable development goals for the country, lack technology competence, and are able to infuse fragmented aspects of sustainable development components in their teaching. The study recommends that post-graduate secondary school teacher training curricula should include deliberate courses on sustainable development goals (SDGs), soft skills and be sensitive to unanticipated national hazards.