Exploring lifelong learning as a strategy for professional technical vocational education and training curriculum developers in Botswana

Abstract

This research is a critical analysis of lifelong learning (LLL) as a strategy for continuous professional development (CPD) of curriculists in the Department of Technical Vocational Education & Training (DTVET) in Botswana. The assumption that formal education will provide the required competencies for the duration of the work cycle is obsolete. The researcher argues that the workplace provides a rich environment for informal, problem-centred learning and that LLL skills are essential tools that enable practitioners to be actively involved in their professional development. The main discussion is within a postmodern paradigm which views learning and development as both a cognitive process as well as a social construct. This view forms the basis for an analytical construct to examine the fundamental question; do practitioners see themselves as observers on the outside, or as active participants, within the experience, having the ability to adapt to changes in the nature of work? The study used a mixed, exploratory design to determine, motivators and barriers to LLL, and the LLL skills practitioners require to perform efficiently in their jobs. The conclusion was that in order to enhance the skills of practitioners to a level consistent with an evolving knowledge economy that continuous development rests on the inclusive principles of LLL, and on the acquisition of LLL skills. Data indicated that these modern day skills are perceived to empower practitioners to, not only manage change, but also to be change agents through the use of information technology, research, self-management, and team work. The fundamental barriers emanating from the research were the lack of support from DTVET management as well as cultural barriers which inhibit self-directed learning. Data from the study were conclusive in showing that LLL was an effective strategy to enhance CPD. Based on the roles, barriers, motivators and LLL skills identified in the research, recommendations are presented along with a conceptual model for LLL as a strategy for CPD.