05 May 2026

Africa should strive for a resilient, inclusive and future facing education system capable of innovation, productivity, social cohesion and renewal on a scale that could alter the trajectory of the global economy.

Officially opening the 13th Africa Federation of Teaching Regulatory Authorities Teaching and Learning Conference and round table, Tuesday in Gaborone, President Advocate Duma Boko, said it was therefore no coincidence that the principal continental and global policy framework of the modern time placed education at the centre of the development strategy.

He said Agenda 2063 under the powerful formulation of ‘The Africa we want’, envisaged a continent defined by well-educated citizens and a skills resolution underpinned by Science, Technology and Innovation.

President Boko added that the Sustainable Development Goal four, also advocated for a sustainable roll out of an inclusively and equitable quality education and lifelong learning opportunities for all to the international community.

He stated that it was on that regard that the continental education strategy for Africa located teacher development, quality assurance and research and innovation at that centre of educational transformation.

President Boko said SADC had within the region, continued to emphasise cooperation in teacher development, curriculum reform and quality assurance.

This frameworks, he said stated in policy language what experience had always taught in practice and that no education system could rise above the quality, professionalism and ethical fibre of its teachers.

He said AFTRA therefore, sat at the heart of that continental effort, with its mission being to raise teacher education , teacher practice and status to the highest possible status though networking, solidarity, cooperation and the promotion of African philosophy as well as holistic education.

“AFTRA should be commended for recognising standards, legitimacy, public trust, accountability and the protection of learners,” he said.

Additionally, President Boko emphasised that teacher regulation was a democratic necessity and at the core of such regulations was a simple proposition which highlighted that children must learn in safe environments and receive the highest possible quality of education.

Similarly, Minister of Child Welfare and Basic Education, Ms Nono Kgafela-Mokoka, reaffirmed Botswana’s commitment to strengthening teacher professionalism, improving learning outcomes and ensuring equitable access to quality education.

She said Botswana continued to invest in teacher development, curriculum transformation and systems that supported both learners and teachers. ENDS