BA ISAGO pilots industry-led learning model
Kabelo Boranabi | Monday April 13, 2026 06:00
The initiative, launched at the Gaborone campus on Wednesday, forms part of the Upscaling Graduates’ Employability Tracking through the Implementation of Special Dual Career Paths under the UPSCaLE Project, supported by the European Union.
Speaking at the launch, University President, Ruramayi Tadu said the institution is deliberately moving away from traditional academic models that separate learning from industry realities.
“Our goal is to produce complete graduates, individuals who are academically grounded, socially adaptable and fully prepared for the workplace,” he said.
“We can no longer speak about skills mismatch and assign blame to one party. Industry, students, lecturers and regulators must all take responsibility.”
At the centre of the reform is a concept referred to as Juwara Education, which integrates classroom learning with structured, continuous workplace experience.
Institutional Project Coordinator, Bolatumi Oyegoke said the initiative is part of a wider collaboration involving institutions in Botswana, Eswatini and Europe, designed to embed dual education systems in the region.
The project will run from December 2024 to November 2027, with a pilot phase expected to inform broader curriculum transformation.
“Our objective is not only to promote dual education but to build national consensus around graduate employability,” Oyegoke said.
“This includes strengthening policy frameworks, improving career guidance systems and ensuring institutions are responsive to labour market demands.”
Meanwhile, Project Quality Assurance Manager, Kelebogile Makati said the university has spent over 25 years aligning its curriculum with industry needs, but acknowledged that current systems require deeper integration.
“For years, we have developed programmes based on identified skills gaps, and many of them have been unique and relevant,” she said.
“However, as the environment evolves and competition increases, we must continuously innovate to remain relevant.”
Makati said the university has adopted a competency-based framework that prioritises not only knowledge but practical application.
“We want graduates who can demonstrate what they know in real work environments. That is why we are strengthening work-integrated learning and embedding industry participation at every stage,” she said.
She added that the curriculum already incorporates emerging global trends such as artificial intelligence, sustainability and the digital economy, alongside critical soft skills like communication, teamwork and problem-solving.
Project Dissemination Manager, Gugulethu Ndebele said insights from benchmarking visits to Europe highlighted how far-reaching the dual education model can be.
“Education in those systems is no longer preparation for work, it is work itself,” she said. “In countries like Spain, there is strong employer participation and high demand for graduates trained under this model.”
Ndebele said Poland’s data-driven approach to tracking graduate outcomes and Slovenia’s policy alignment offer critical lessons for Botswana.
“If we cannot track our graduates and measure employability outcomes, then we cannot claim impact as institutions,” she said.
“This is not about copying Europe, but about adapting best practices to our context.”
The pilot phase will involve 34 second-year students, with 20 from Quantity Surveying and 14 from Risk Management, starting in August.
The initiative is being implemented in partnership with Botho University and Botswana University of Agriculture and Natural Resources.
Under the proposed structure, students will spend 60% of their time at the university and 40% in industry, with a phased transition beginning in their second year.
From that stage, students will alternate between academic semesters and workplace placements, allowing for continuous integration of theory and practice.
Dean of the Faculty of Built Environment, Arts and Science, Darlington Mugonderwa, noted that programmes such as Quantity Surveying are particularly suited to this model due to their applied and technical nature.
“Core competencies like cost planning, contract administration and measurement are best developed through a combination of theory and real-world practice,” he said.
The model is expected to significantly reduce the transition period from graduation to employment, a long-standing concern among employers.
“Employers often say graduates are not sufficiently grounded in practical experience. With this approach, students will be able to contribute productively from day one,” Mugonderwa added.
Beyond technical skills, the model also aims to address gaps in soft skills and professional behaviour.
“There is a consistent concern that graduates lack communication skills, teamwork and professional conduct. Continuous industry exposure will help address these challenges,” he said.
The initiative also introduces opportunities for students to earn micro-credentials and develop entrepreneurial capabilities, including readiness to establish small and medium enterprises.
To support implementation, the university will establish a career guidance and employability tracking system, alongside strengthened partnerships with industry players such as construction firms, professional bodies and government departments.
Students will be jointly supervised and assessed by academic staff and industry mentors, ensuring that training remains aligned with workplace expectations.
Mugonderwa said the pilot will provide critical insights into how the model can be refined and scaled across programmes and institutions.
“This is about co-creating graduates with industry so that there is alignment from the beginning and no mismatch at the end,” he said.
The initiative comes about as BA ISAGO University marks its 25th anniversary, positioning the project as a milestone in its evolution and a potential blueprint for transforming higher education in Botswana.