Promoting inclusive Technical and Vocational Education and Training (TVET) in Botswana

Abstract

The purpose of this paper is to explore the promotion of inclusive Technical and Vocational Education and Training (TVET) in Botswana by attempting to answer four critical questions: What measures can be put in place at TVET institutions to ensure inclusiveness? Is it necessary to categorise institutions according to learner different disabilities about enrolment? What can be put in place to ensure TVET leaners’ employability post- training? Is it necessary to tailor make a programme for learners with a disability or they can just be taught using the one for main stream learners? This is done through an in-depth literature review of relevant literature and descriptive data analysis from various sources. Hopefully, the findings will be of benefit to the government of Botswana and developing countries in general in their decisions on the development and implementation of their TVET policies and reforms.