A systematic review of policy reforms to address youth unemployment in Botswana

Abstract

This paper examined the relationship between learning, teaching and youth unemployment. It argues that even though Botswana has and continues to enact a wide range of policies and programmes aimed at reducing unemployment among the youth, unemployment rate remains high. The paper utilized existing literature on youth unemployment and official policy documents on youth and employment. It is argued that education reforms are an attempt to prepare young people for the labour market. The general assumption is that practical subjects help to inculcate flexible and transferable skills such as team-work, problem solving, enterprise and communication and interpersonal skills. The outcomes of the education reforms are however disappointing as the education system continues to produce graduates who are more oriented towards theory than the acquisition of practical skills. The paper concludes by acknowledging that education is one of the critical components in addressing youth unemployment. There is therefore the need for a well-articulated link between the supply of education and the labour market demands. Part of the answer lies in looking into the nature of the curriculum as well as the teaching and learning processes and reflecting on ways through which schools could produce graduates who are either employable or can be self-employed, thus contributing to the reduction of youth unemployment.