IOE - Faculty of Education and Society


What will it take to change pedagogical practices in higher education in Botswana?

06 December 2018, 5:30 pm–7:00 pm


[Postponed: This event has been postponed and the new date will be announced shortly] Reports indicate that pedagogical practices in developing countries’ higher education systems are still oriented towards the demands of the withering industrial economy of the 20th century.

Event Information

Open to







Room 642
20 Bedford Way
United Kingdom

[Postponed: This event has been postponed and the new date will be announced shortly]

As a result, a lot of scholarly attention and practical interventions has been aimed at promoting pedagogies that hold the promise of promoting the 21st century skills demanded by a knowledge-based economy.

This is not proving easy though, demanding of us to pose and ask the question, “What does it take to transform the seemingly intractable extant pedagogical environment in developing countries’ higher education systems?” There are no easy answers to the question, but pointers are beginning to emerge.

Drawing from the Pedagogies of Critical Thinking research project, this presentation makes the argument that pedagogical reform in the higher education systems of developing countries can be facilitated by structural reforms, supported by education.

In other words, while lecturer (and in rare occasions, student) continuing development programmes are critical to the transformation of pedagogical practices, these need to be accompanied by structural reforms if sustainable pedagogical reform is to be experienced.

Data is drawn from two case studies (one ‘control’ and the other 'intervention’) to illustrate the power of ‘structures’ in (re)shaping both lecturers’ and students’ pedagogical practices.


This event is open and free for all to attend however, it does require registration.



  • The Travel Manuel via Flickr (CC BY-SA 2.0)

About the Speaker

Associate Professor Richard Tabulawa

Richard Tabulawa is Associate Professor and former Dean of the Faculty of Education, University of Botswana. He currently acts as Director, Centre for Continuing Education, University of Botswana. His areas of interest are pedagogy, education policy analysis, higher education, teacher education and the interface of education and globalization. Tabulawa is the author of the book Teaching and Learning in Context: Why pedagogical reforms fail in sub-Saharan Africa (2013), Dakar: CODESRIA. He has published chapters and journal articles in a variety of outlets.