Relevance, equivalence and progression in an adult basic education curriculum for Botswana

Abstract

The Department of Out of School Education and Training, Ministry of Education and Skills Development, Republic of Botswana has been engaged in a rigorous exercise to reform the adult basic education program. In this paper, we discuss briefly how the issues of relevance, equivalence and progression have been applied to the planning process built into the adult basic education program. We argue that a suitable progression scheme is required to enable adult learners to move on to an adult relevant post-basic education program which would enable them to acquire a recognisable certificate that can help them fit into the learning society and knowledge economy being created in Botswana.