Is Educational Reform Inherently Political? A Botswana Perspective

 Botswana's leadership has recently made bold pronouncements regarding curriculum reform from overhauling syllabi and introducing decolonized content, to emphasizing Artificial Intelligence (AI) integration in schools and abolishing corporal punishment. Yet, what has stirred the most debate is not merely the intent behind these reforms, but the platforms where they are being announced: mainly Kgotla meetings and institutional visits by political leaders.

As an education observer and engaged citizen, I wish to offer a few notable points for consideration. Yes, Botswana needs education reform but how reforms are communicated matters just as much as what they entail.

Educational reform is a complex and delicate process. It demands robust data, broad consultation, technical expertise and most importantly, stakeholder buy-in. Teachers, school leaders, parents, and learners themselves are critical agents in shaping what happens in classrooms.

However, when major reforms are announced informally at events like Kgotla meetings, it can signal a bypassing of key stakeholders. Many teachers first hear of these changes via social media, fostering confusion and a sense of exclusion.

Botswana’s education sector has witnessed landmark policies such as Education for Kagisano (1977) and the Revised National Policy on Education (RNPE, 1994). Both were visionary, yet their impact was blunted by implementation gaps, inconsistent political commitment and disruptions in policy continuity.

Without careful planning and genuine stakeholder engagement, even the most promising reforms risk failing. When reforms are announced without formal documentation or consultation, we may face real challenges like:

- Teacher resistance and confusion due to lack of clarity and training.
- Public mistrust, especially when reforms appear politically motivated.
- Inconsistency, as changes may be reversed or reshaped following election cycles.

Fortunately, Botswana has the institutional strength to manage reforms responsibly. Institutions such as the Ministry of Child Welfare and Basic Education, the Botswana Examinations Council (BEC), the University of Botswana, and teacher unions are well-positioned to design, pilot, and implement education reforms that align with international trends like AI integration, while maintaining Botswana’s cultural values.

These institutions can provide:
- Research-based insights
- Pilot testing of new initiatives
- Professional development programs for teachers
- Monitoring and evaluation frameworks to assess the effectiveness of reforms.

To strengthen education reform efforts in Botswana, we must:
1. Shift reform announcements into professional and public education forums rather than community gatherings.
2. Publish formal policy briefs explaining proposed changes in clear, detailed terms.
3. Consult broadly and meaningfully, especially with teachers, learners, and education experts.
4. Train and empower implementing teachers, recognizing that even the best curriculum will fail without prepared implementers.

There is no denying that education reform is inherently political, as education shapes the future of any nation. However, when educational reform expediency seems to override professional expertise and broad stakeholder engagement, the result is often confusion, mistrust, and policy failure.

If Botswana is truly committed to preparing its young people for a dynamic, tech-driven future, we must approach education reform as a shared national project anchored in consultation, transparency and a collective vision for success.

Only then can Botswana’s education system thrive in the 21st century and beyond.

About the Author:

Oabona Moses Sello is a primary school teacher in Botswana with twenty years of classroom experience. He holds a Masters of Education (M.Ed.) degree in Social Studies and Bachelor of Education (B.Ed.) Social Studies from the University of Botswana in 2018 and 2014 respectively. His initial teacher training was at Lobatse College of Education doing Diploma in Primary Education (D.P.E) with majors in Social Studies & Religious Education attained in 2004. He has previously taught at Tubu Primary School during 2005-2011 and Shashe Primary School from 2012-2014, Phuthadikobo Primary School from 2015-2017, Our Lady of Carmel Mission School from 2018-2022, Letsebe Primary School from 2022-2024 and Seingwaeng Primary School from 2024 to date. He has great interest in research, politics, policy and citizenship issues.