Learning for Life, Work and the Future Initial ... - Unesco-Unevoc

Learning for Life, Work and the Future Participants’ Papers Page 61
15 MAJELA, Thelma K. (Botswana): Recalibrating and Refocusing TVET:
Setting up a Therapeutic Environment
1. Introduction
Like other countries in southern Africa, Botswana has
experienced exponential demand for tertiary education,
particularly in student numbers and courses offered. In
the past, tertiary education was regarded as the last
resort after people had exhausted all the possible
desired career options. The new trend clearly requires
a new approach to career exploration. A typical
example is the recently conducted entrance interviews
for places in the new Gaborone VTC, where approximately
18,000 people applied for 1,500 places. The
scenario raises concerns about the characteristics of the
learners, their academic background and the life
experiences they bring into the institution, to mention a
few. Moreover, the level of preparedness of those
dealing with the learners is an equally important area
of concern for education reform.
2. Philosophical Assumptions
The philosophical assumptions guiding the conceptualization
of the paper are based on the understanding
that people are unique in their personal characteristics
and yet they possess a complex reality that is influenced
by various components. We all exist within a
phenomenological worldview that is heavily influenced
by our personal, social, psychological, spiritual, cultural,
political, economic and educational contextual
realities. These realities are not mutually exclusive and
therefore remain closely intertwined. The implication
is that if a single component is not balanced, one is
likely to feel psychologically fractured, unbalanced and
disempowered, and will experience disequilibria either
at a personal and/or interpersonal level. A wellfunctioning
person will have all in synergy and
synchronized to maximize individual potential and
capabilities. The role of the institution is to recognize
and appreciate the imperative existence of all these
facets of student life and to strive towards addressing
them in totality.
3. Character of the Student Population
The development and implementation of the policy on
equal opportunities in the MoE is a giant step towards
equitable access to and sharing of resources. Technical
institutions will have a new student population with
different family backgrounds, gender composition,
special needs, ethnic origins and others. However,
such diversity presents a paradox because it both
strengthens the environment and yet may be a challenge
for those who do not know how to deal with it.
Consideration must be given to:
The culture of learning:
It is a reality that many of the students entering
vocational institutions have been trapped in the
backlog that could not be addressed by the limited
training spaces. Effective study skills and techniques
and general conceptualization may be a challenge.
Career guidance:
Some students chose vocational and technical
education as a last resort because they were probably
out-competed in their initial choices. This is very
dangerous and may lead to high drop-out rates and
dissatisfaction in the workplace.
Morale and motivation level:
Many of the learners have been exposed to repeated
failure and other demoralizing situations. It is critical
to recognize the internalized feeling of inadequacy that
could be perpetuated through the self-fulfilling prophecy,
leading to complacency and counter-productivity.
Self-esteem and self-confidence:
The continued feeling of rejection by the self, others,
and institutions of authority can lead to low selfesteem.
The value that one gives to the self is critical
in terms of internal growth, life aspirations and vision.
Exposure to socio-economic and psychosocial
dynamics:
Many of the learners have been exposed to the rigours
and challenges of life that include poverty, unemployment,
retrenchment, substance abuse, suicide, HIV/
AIDS and teenage pregnancy, to mention a few. This
means that institutions have students who are either the
primary or secondary victims of the stated ills and need
help to cope and function effectively.
Multiple roles and functions:
Many of the students perform multiple roles and
functions in life. These include being spouses/companions,
parents, siblings, caretakers or employees, and
some play them all simultaneously. It is important that
the learning environment recognizes these challenging
roles and assists the learner to juggle them all
effectively.
Varied coping resources:
Students bring coping resources that are fully entrenched
in their behavioural repertoires and have been
internalized in their world view. Some of the coping
resources may be maladaptive and need reshaping.