22 Sep 2026

Gone are the days of chalkboards and dusters at Mophane Primary School in Gaborone, following the installation of digital interactive panels to enhance teaching and learning. The initiative, a partnership between Grant Thornton and Education Infrastructure and Management Company (EIMC), seeks to promote digital learning and modernise the school’s teaching environment.

The equipment was unveiled during a handover ceremony recently, with EIMC board chairperson, Mr Tebogo Sebego, saying the initiative was part of efforts to place digitalisation at the centre of public schools infrastructure development.

Mr Sebego said the objective was to create an environment where learners could access quality education and learning tools comparable to those available to their peers elsewhere in the world.  He described the private-sector partnership as an important step toward improving the school’s academic performance, challenging Mophane Primary School to aim higher.

Mr Sebego said the partnership demonstrated how government and the private sector could work together to improve education infrastructure, adding that EIMC hoped to replicate the initiative at other schools.

Presenting the equipment, Grant Thornton Managing Partner, Mr Kaylyanaraman Vijay, said the company had donated two visualisers, one collaborator and two digital interactive panels. He explained that the visualisers enabled teachers to project learning materials directly onto the screen, while the collaborator could convert a standard television into a smart television.

 The interactive panels, equipped with video-conferencing capabilities, would also enable learners and teachers to connect with schools locally and internationally.

Mr Vijay said learning materials had already been loaded onto the devices, ranging from pictorial counting and alphabet lessons for younger learners to human anatomy content for older pupils. He said the technology would make lessons more visual and interactive, moving away from a predominantly lecture-based approach. 

He cited previous exchanges with Therisanyo and Tshwaragano primary schools as examples of how technology could facilitate collaboration and knowledge-sharing between schools.

He, however, cautioned that the availability of technology alone would not improve learning outcomes, emphasising the importance of training teachers and learners to use the equipment effectively. “Technology is of no use whatsoever unless you make the best use of it,” he said. ENDS