In-Service Teacher Training for Local Languages Teachers in Botswana as an Enabler for Inclusive Curriculum

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Author(s): Budzani Mogara (University of Botswana, Botswana)and Andy Chebanne (University of Botswana, Botswana)
Copyright: 2025
Pages: 16
Source title: Enablers, Barriers, and Challenges for Inclusive Curriculum
Source Author(s)/Editor(s): Erasmos Charamba (University of Limerick, Ireland)and Shalom Nokuthula Ndhlovana (University of the Witwatersrand, South Africa)
DOI: 10.4018/979-8-3373-1000-8.ch012

Keywords: Curriculum Development and Instructional Design / Gender & Diversity / Information Science Reference / Medicine & Healthcare

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Abstract

B. Gabanamotse-Mogara, University of Botswana(mogarab@ub.ac.bw), A. Chebanne, University of Botswana (chebanne@ub.ac.bw) In 2022, the Botswana Government adopted a Languages Policy in Education, introducing thirteen (13) local languages in lower primary schools from Reception to Standard two.However, the absence of a dedicated and enabling curriculum for training teachers in these languages at existing teacher training colleges posed practical and logistical challenges. To address this, the government opted for in-service training for local languages teachers. This option raised several practical and theoretical issues such as the question that in-service training could not be as comprehensive as pre-service training. This could potentially leave these languages teachers under prepared, and resources allocated for training and materials could be complex and costly.

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In-Service Teacher Training for Local Languages Teachers in Botswana as an Enabler for Inclusive Curriculum

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