This study explored the pedagogical content knowledge (PCK) and its development of four experienced biology teachers in the context of teaching school genetics. Pedagogical content knowledge was defined in terms of teacher content knowledge, pedagogical knowledge and knowledge of students" preconceptions and learning difficulties. Data sources of teacher knowledge base included teacher constructed concept maps, pre-and post-lesson teacher interviews, videorecorded genetics lessons, post-lesson teacher questionnaire and document analysis of teacher"s reflective journals and students" work samples. The results showed that the teachers" individual PCK profiles consisted predominantly of declarative and procedural content knowledge in teaching basic genetics concepts. Conditional knowledge, which is a type of meta-knowledge for blending together declarative and procedural knowledge, was also demonstrated by some teachers. Further, the teachers used topic-specific instructional strategies such as context based teaching, illustrations, peer teaching, and analogies in diverse forms but failed to use physical models and individual or group student experimental activities to assist students" internalization of the concepts. The finding that all four teachers lacked knowledge of students" genetics-related preconceptions was equally significant. Formal university education, school context, journal reflection and professional development programmes were considered as contributing to the teachers" continuing PCK development. Implications of the findings for biology teacher education are briefly discussed.

One of UNESCO's advocacy messages states that ‘lifelong learning for all is the most appropriate philosophy, conceptual framework and organising principle for learning, education and training in the 21st century’. To ensure innovative and resilient employees, companies need to integrate lifelong learning into their operations. Investing in upskilling and reskilling employees across all gender has a potential to close the ever-increasing workforce skills gap in the complex business setting. Actively learning new skills and technologies by employees is mandatory to align with sustainable development goal No 4. Work-based learning is one approach that has increased access to higher education for working adults in many parts of the world. Though still not common in Sub-Saharan Africa, this approach resonates well with the 21st century demands for skilled workforce, innovation and educational resilience. This paper discusses views of Thirty-two (32) Education stakeholders who participated in the Survey on the importance of introducing a work-based learning approach using the distance education mode to upskill industry employees at the University of Eswatini. Survey questions were sent to stakeholders and document analysis on Work-based learning as a means to upskill the workforce in engineering was done. The findings showed that stakeholders embraced work-based learning as an approach to create a skilled workforce but policies have to be in place for effective implementation.