BTU calls for the dismantling of colonial curricula
Outgoing Botswana Teacher Union (BTU) President, Gotlamang Oitsile, says the country’s education system is in urgent need of radical transformation.
He is of the view that in alignment with the African Union's Agenda 2063 and its bold vision of “The Africa We Want”, the country must dismantle the remnants of colonial education models that continue to suppress African identity, knowledge systems, and potential.
He recalled that at its 2023 Conference, the Southern Africa Teachers’ Organisation (SATO) boldly reaffirmed its commitment to this cause.
They demand an education system that truly reflects African realities, aspirations, and philosophies of knowledge.
Addressing the BTU Congress of Delegates in Palapye, Oitsile said the continued use of colonial curricula, designed to marginalise African cultures and reproduce dependency, must be rejected.
“Africa needs a liberatory curriculum: one that affirms African identity, centres indigenous knowledge, and equips the youth to lead the continent into a future of self-determination, innovation, and global influence.
The time to act is now. Education must become a tool for empowerment, not a means of oppression,” he said.
Oitsile told the congress that the call to finance public education is not just about increasing the budget; it is about political will. He said that year after year, they have watched the education sector receive allocations that do not match its centrality to national development.
“We say: no more token budgets for the foundation of our future! Education is an investment, not an expense. If we want to compete globally, we must invest locally, in our schools, our teachers, and our children,” he said.
This call is made in response to sentiments expressed by high-ranking officials that the government might consider privatising public education.
This move, he said, would open the floodgates of inequalities in the society. Oitsile explained that BTU is vehemently opposed to such proposals.
He stated that BTU proudly joins the global wave of action under Education International’s campaign, “GO PUBLIC! FUND EDUCATION,” launched in early 2024.
“This bold initiative demands full public funding for education systems to ensure inclusive, equitable, and high-quality education for all. Teachers are the backbone of the education system, the engine that drives national development and progress.
Yet, far too many continue to work under harsh and demoralising conditions: inadequate remuneration, delayed promotions, severe housing shortages, and overcrowded classrooms that translate into overwhelming workloads,” he said.
According to Oitsile, despite repeated calls, critical demands remain unaddressed: the return of school sports, the resuscitation of the Public Service Bargaining Council (PSBC), and the payment of Levels of Operation (LOO) and Scarce Skills allowances to deserving educators.
“These are not luxuries; they are essential for a functional and equitable education system. It must be understood: teachers build nations. A demotivated teacher cannot inspire or uplift a generation”, he said.
“Let me reflect on our theme for this congress: 'Finance Public Education: Advancing Equity, Access and Quality.'
This theme is not a mere slogan; it is a call to action. It is a cry from classrooms without chalk, schools without teaching and learning materials, and teachers without decent accommodation.
It serves as a reminder that education is not a privilege, but a human right, guaranteed under international law and enshrined in our national aspirations.”
Oitsile indicated that they still see alarming disparities between urban and rural schools. He said Equity means that every learner, regardless of their location, should receive the same quality of education.
It means inclusive education for learners with disabilities. Equity is justice in the classroom, adding that access must go beyond physical presence in a school.
“I must include the provision of safe infrastructure, nutritious meals, and emotional support for learners from vulnerable backgrounds. Education must be protected as a gateway out of poverty, not a casualty of it.
We must interrogate the quality of what we teach and how we teach it. Are our children gaining relevant skills for the 21st century? Is our curriculum responsive to national development? Are we empowering learners to be critical thinkers, innovators, and responsible citizens?”
The BTU leader stated that teachers must be equipped with continuous professional development, resources, and support, not just expectations. The working conditions of teachers are the learning conditions of students, he added.