In 1992, the Government of Botswana appointed a National Commission to review the
education system and advise how it could promote human resource development to
address the country’s socio-economic challenges. The Commission identified the need
to diversify the labour market and shift towards occupational groupings based on skills,
attitudes and competence. However, fifteen years on, Botswana’s dependence on
diamond mining, coupled with immigration from neighbouring countries and a
mismatch of skills supply and demand has resulted in a pool of labour exceeding the
number of jobs available. Access, opportunity and social inclusion therefore represent
major challenges, since large numbers of under and un-utilised people imply a heavy
socioeconomic burden.
This thesis employed a Problem Based Methodology within the framework of a Project
Cycle Management approach to develop a project for an Adult Basic Vocational
Education and Training (ABVET) programme as a contribution towards the
development of human and social capital in Botswana.
In summary, the research suggests that the Botswana’s neo-liberal approach to
education and training may be lacking in its capacity to reach those without the human
and social capital necessary to gain access to education, training and employment.
Consultation with stakeholders confirmed the need to expand education and training
provision for the most vulnerable. However, evidence suggests that a simple human
capital approach: ‘more is better’ is not necessarily appropriate. Instead, stakeholders
deemed that the ABVET project must be relevant in terms of its content and approach
and in addition, it must be feasible and sustainable to warrant government investment
and inclusion in an education and training market fully subscribed in the race for
credentials.