Purpose The purpose of this paper is to investigate the nomological web between technology acceptance model metrics such as perceived ease of use, perceived usefulness, perceived web privacy of e-learning resources on attitude and behavioural intention of virtual platform for learning by university students. Design/methodology/approach The study employed a quantitative method by using self-administered survey instruments among university students who have at least one year of e-learning experience. Psychometric nomenclature of survey instruments was conducted and the reliability and validity metrics of perceived ease of use, perceived usefulness, extent of e-learning use, perceived web-based privacy, attitude and behavioural intentions meet the threshold as established in extant literature. Correlation and regression analysis were conducted to explicate hypothesised relationship. Findings The study found out that e-learning use, perceived usefulness and attitude are associated with learners behavioural intentions, while perceived ease of use and perceived web-based privacy are not significantly associated with behavioural intentions of e-learners in Botswana. The findings further showed in the regression analysis that the extent of e-learning use, perceived usefulness, perceived ease of use and attitude are significantly related to behavioural intentions, while the perceived web-based privacy is not significantly related to behavioural intentions. Practical implications The e-learning processes thus help outline the effective marketing strategies and promotions or nichemanship among university students which help uncover the influence of innovation metrics on e-learning among the youth target audience in Botswana as the country seeks to achieve a paradigm shift from mineral-led economy to knowledge-based society. Originality/value Despite the popularity of e-learning approach as explicated in extant literature, the extent to which such platform is accepted with respect to security and reliability most especially in an emerging economy like Botswana is ambiguous. This study thus seeks to establish the extent to which e-learning in Botho University and Botswana Open University creates a platform for intention to use as regards technological acceptance parsimonious model in Botswana.

Teaching and learning in Contemporary Higher Education is experiencing a change of paradigm in the approach used for curriculum design and instruction. This paper examines the application of democratisation of teaching and learning as a crucial tool for the implementation of the Tuning Approach in the teaching and learning processes in higher education. A qualitative research approach was used to collect information from two institutions of higher learning in Botswana. Findings from the study indicate, that, there are democratic elements in the teaching and learning processes as evidenced by the use of the learning -outcomes approach in lesson planning by the lecturers, and in the various ways students are engaged in teaching and learning processes. However, the study revealed that students are not fully involved in planning curriculum and workload.

Teaching and learning in contemporary education systems are experiencing a paradigm shift. There is a move from the traditional teacher-centred teaching, to student-centred education. Outcome-based education is a process of curriculum design that starts with a clear picture of what is important for students to be able to do, then organizing curriculum, instruction, and assessment to make sure that learning ultimately takes place. At the centre of outcome-based education is the learner. How best can the learner learn? What is the role of the teacher in making sure that learning takes place? How do we prepare teachers for the successful implementation of outcome-based education? How do we take care of every learner's needs? These are pertinent questions that this paper addresses. The study was carried out in Botswana using a qualitative research approach. Semi-structured interview questions were adopted to collect data from twelve teachers purposively selected from three technical colleges in Botswana. Relevant documentary analysis was used to augment the data that was collected through semi-structured interviews. Findings of the study revealed that different stakeholders understand the role of teachers in the implementation of outcome-based education differently and that teachers should be adequately prepared if outcomes-based education is to be implemented successfully in Botswana. The study concludes that the teacher recruitment exercise in the 21 st century should be geared towards hiring teachers who are equipped with the necessary skills needed for teaching 21 st century learners.

Abstract

Botswana was one of the countries (of the world) that signed at the Jomtein Conference of 1990 to provide equal access to education for all citizens of their countries. Botswana's Revised National Policy on Education (RNPE, 1994 and Vision 2016(1997) emphasised on the need to provide equal access to education for all children, including those with special needs. This paper focuses on how mixedability classes work in Botswana schools especially at the basic education level. It examines how teachers attend to learners with learning difficulties. The paper goes on to show the strides that the Botswana Government has made in catering for mixed ability groups in the educational system and efforts being made to ensure the effectiveness of "mixed-ability" teaching at the basic education level. Every child has the potential to learn and succeed in life. It is therefore the responsibility of the effective and efficient teacher to bring out the best in the children he/she teaches.