Evaluating the Implementation Realities of Learner-Centred Methodology in Botswana Secondary Schools

DOI

10.2991/978-94-6463-906-3_30How to use a DOI?

Keywords

Learner-centred methodologies; Implementation realities; Teacher-centred pedagogy; Botswana secondary schools; Curriculum

Abstract

Learner-centred methodology (LCM) has been widely promoted as a transformative approach to teaching and learning in many education systems, including Botswana. However, despite policy commitments advocating for learner-centred pedagogy, its actual implementation in classrooms remains inconsistent and often limited. This study investigates the realities surrounding the implementation of LCM in Botswana secondary schools, focusing on the extent of its adoption, the challenges faced by educators, and the contextual factors that influence its effectiveness. The research is guided by the objectives of assessing how learner-centred methods are practiced in classrooms, identifying barriers to their implementation, and proposing strategies to enhance their integration. Qualitative research design was employed to gain in-depth insights from multiple perspectives. The study involved purposively selected junior and senior secondary schools in both urban and rural settings in Botswana to ensure geographic and contextual diversity. Data was collected from a total of 30 participants, including school administrators, teachers, and students through semi-structured interviews (individual and focal groups), classroom observations, and curriculum document analysis. The findings reveal that while LCM is acknowledged in policy and partially understood by educators, its practical application is severely constrained. Key impediments include overloaded syllabi that limit flexibility in teaching and learning, inadequate teacher preparation in LCM techniques, insufficient teaching and learning resources, large class sizes, and a misalignment between curriculum structure and learner-centred principles. These factors collectively inhibit meaningful learner engagement and hinder the full realization of learner-centred goals in classrooms. Based on these findings, the study recommends aligning curriculum design more closely with learner-centred approaches, reducing student-teacher ratios, increasing investment in instructional resources, and providing ongoing professional development and mentorship for teachers. These strategies are essential for institutionalizing and sustaining LCM in secondary schools. The study also suggests further research into the integration of digital technologies as a means of enhancing learner engagement and supporting LCM in resource-limited educational contexts.

Copyright

© 2025 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

Download article (PDF)

TY  - CONF
AU  - Marang Mutuna
AU  - Jane Iloanya
PY  - 2025
DA  - 2025/12/12
TI  - Evaluating the Implementation Realities of Learner-Centred Methodology in Botswana Secondary Schools
BT  - Proceedings of Botho University International Research Conference (BUIRC 2025)
PB  - Atlantis Press
SP  - 471
EP  - 482
SN  - 3005-155X
UR  - https://doi.org/10.2991/978-94-6463-906-3_30
DO  - 10.2991/978-94-6463-906-3_30
ID  - Mutuna2025
ER  -