Access to relevant learning resources is an important aspect in ensuring inclusive and equitable quality education and lifelong learning opportunities for all as outlined in the sustainable development goal 4 (SDG4). The Commonwealth of Learning (COL) has identified the development of open educational resources (OER) as a potential answer to these challenges. A total of 29 provincial/regional OER policies and guidelines were developed in Sri Lanka, Botswana, and Cameroon closely involving 608 provincial/regional policymakers from the general education system. The innovation of this project lies in the collaborative approach adopted for OER policy/guideline development where a maximum number of policymakers at the provincial/regional level have been included in the policy development process. Key applications of the approach are mass-sensitization of policymakers, identification of champions in each province or region to drive the OER agenda forward, and the development of policies/guidelines tailored to the specific needs of a particular jurisdiction. The paper will also highlight the success factors, challenges, and the follow-up activities of the project.

The purpose of the study was to investigate the adoption of open educational resources (OER) at Botswana Open University (BOU). The paper examines the journey the university traversed over the years, both as a user and contributor of OER resources. The problem was that despite the institution’s involvement in a number of OER initiatives since 2009, it was observed that OER uptake was still slow. The objective of the study was therefore to investigate the perceptions of the academic staff involved in the use of OER programmes so as to examine the successes and challenges experienced by BOU in adopting and implementing OER. The following research questions were posed: What are the perceptions of academic staff on the OER? What skills are required for effective utilisation of OER? What are the challenges experienced in using the OER? The methodology followed a qualitative case study approach and used document analysis with an open-ended written questionnaire as methods for data collection. The research population comprised four lecturers and purposive sampling was preferred. Some of the key findings were that OER were useful, good quality, cost saving and time saving. One of the outstanding findings was that academic staff lacked adequate training on the use of OER. They also required provision of adequate ICT and connectivity resources. Some of the challenges highlighted were inadequate funding as well as an inadequate academic staff complement. The paper recommends possible solutions to address some of these challenges at a local level in line with international trends. Consideration should also be made to capacitate the academic structures of the university with more qualified personnel to take responsibility for programme design and course content using OER.

The Botswana College of Distance and Open Learning (BOCODOL), presently Botswana Open University (BOU), was founded to provide nation-wide learning opportunities for out-of-school young adults using the Open Distance Learning (ODL) mode. The BOU used a number of strategies to enable it to deliver on its mandate; one such strategy being the implementation of e-Learning, following contemporary delivery trends internationally within the ODL field. This paper reports on the findings of a study that sought to investigate the extent to which organisational efforts (means) were able to produce organisational results (ends) and associated societal impact in e-Learning implementation at BOCODOL. The diffusion of an innovation theoretical framework and Organisational Elements Model (OEM) conceptual framework was used to underpin the study. Qualitative data collection methods of inquiry (ethnography, document analysis and written interviews) were used. After providing a relevant literature review, the paper firstly reports on the Botswana e-Learning landscape, as well as the nature of inputs and processes serving as means to e-Learning implementation at BOU. Secondly, it reports on the products, successes and challenges as well as outputs and outcomes during e-Learning implementation at BOU. The methodology and findings of the study directing this paper are discussed, and lastly, the paper acknowledges the impact of organisational results (outputs and outcomes) encountered during e-Learning implementation and their implications to the ODL field.

Research supervision in higher education is considered essential in promoting lifelong learning and the creation of knowledge. At Botswana Open University (BOU) research supervision is conducted at a distance. However, this mode of supervision is not without its challenges. The purpose of this study was to investigate the perceptions of students on research supervision in three master’s programmes namely: Master of Education (Educational Leadership), Commonwealth Executive Master of Business Administration and Commonwealth Executive Master in Public Administration. The problem was that despite graduate students being allocated supervisors there continued to be a significant number of students who fail to complete their research on time or even failed to complete their programme of study due to the incomplete dissertation. This study was situated within the theory of Transactional Distance by Moore (1991). The study adopted a qualitative approach to gather data and purposive sampling was preferred to gather data from students who were in their final year of the identified programmes. A thematic approach comprising students- supervisor relations, supervision models, and research support was adopted for analysing the data. Some of the key findings revealed that students encountered a series of challenges regarding supervision, indicating that their experiences were varied. There were variations in student supervisor relations and student research support for the different programmes. Education students had a positive supervision experience while Business students indicated having had challenges with their supervision. In conclusion, the study recommends possible strategies that could enhance graduate research supervision experience and student research completion.

The Covid-19 pandemic has been a global nightmare that continues to pose a multi-facetted threat to human existence. For many institutions, the pandemic outbreak has actually forced them to take an Online and Distance Learning pedagogical approach by adopting the use of various educational technologies to facilitate online teaching and learning as the main form of instruction in higher education globally. This paper seeks to discuss the impact of Covid-19 and highlight the initiatives conceived and implemented by some Universities across Botswana in response to the disruptions caused. The paper focuses on the interventions in leadership, curriculum delivery, assessment, research and student support. // Desk research shows that responses to the pandemic varied across institutions as shown by the identified three Botswana Public universities: University of Botswana (UB), Botswana International University of Science and Technology (BIUST), Botswana Accountancy College (BAC) and Botswana Open University (BOU). Common across these universities is that they all took a decision to find ways of ensuring continuity of teaching and learning activities through adoption of educational technologies. Going forward, it is important that institutions should undergo a serious paradigm shift towards embracing the use of educational technologies in learning and teaching.