AN EXPLORATION OF TEACHER COMPETENCE IN BOTSWANA AND BEYOND: A PRELIMINARY ASSESSMENT OF EXTANT LITERATURE

Abstract

This article explores literature on competence-based education (CBE) internationally, regionally and  locally as it attempts to agitate for a comprehensive study and implementation of CBE in the Botswana education system. It underscores the necessity of equipping teachers with essential competencies required for effective teaching and learning in schools. The article delves into the concept of 'competence' in relation to educators, highlighting their pivotal role in fostering a workforce proficient in 21st-century skills and competencies. Such preparation is vital for addressing emerging challenges that may impede the successful adoption of CBE systems. Additionally, the article is an in-depth examination of the literature on perceived proficiency of teacher competencies among graduates. In the Botswana context, the study examines graduates holding a Diploma in Primary Education (DPE) from two teacher education institutions in Botswana, covering the period from 1995 to 2019 to assess the level of perceived mastery of teacher competencies as prerequisites for competent teachers.