A critical review of UNESCO’s influence on lifelong learning and environmental education delivery in Botswana

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ABSTRACT The paper analyses Botswana’s efforts to deliver lifelong learning and environmental education for the past five decades, following the 1972 Faure report and subsequent UNESCO reports. The 1972 UNESCO report of the International Commission on the Development of Education raised crucial issues about the need for provision of lifelong learning and creating environmental awareness. It observed that technological development led to environmental deterioration such as floods and drought in North and South America. There are now persistent environmental perils, which are outcomes of climate change and biodiversity losses. These justify a critical revisiting of this landmark UNESCO report and how it influenced Botswana’s efforts to deliver lifelong learning and environmental education. The paper proceeds from the theory of policy transfer and undertakes a critical review of official policy and research based lifelong learning and environmental education in Botswana. It analyses policies, strategies, and plans to document Botswana’s initiatives to deliver lifelong learning and environmental education. The analysis shows that although the Faure report seemed not to have been formally endorsed, Botswana has over time benefited directly and indirectly from UNESCO technical assistance. Nonetheless, Botswana still faces some policy, practical and technical challenges in delivering lifelong learning and environmental education.