Stakeholder Perspectives on the Link between Business Studies and Quality Education: Botswana’s Experience

Abstract

A more educated society may translate into higher rates of innovation, higher overall productivity through firms’ ability to introduce new and better production methods and faster introduction of new technology (UNESCO, 2005). It is for this reason that contemporary thought suggests that business subjects are crucial for achievement of quality education, towards economic development. With the above assertion in mind, the current study interrogated conceptual reflections on what quality education entails, and stakeholder perspectives about business subjects, and their potential contribution, to quality education, which could enable individuals to cope during hard times. The study highlights the age-old debate on the contested meanings of quality education. It draws from the recent educational research findings that examined the concept of quality education, as one of the strategies to promote economic development. International instruments such as the Millennium Development Goals’ (MDG’s) and Education for All (EFA) have provided guidance and direction towards achievement of quality basic education through particular subject offerings in school curricula. The study used an open-ended questionnaire to survey 57 participants in an effort to explore stakeholder perspectives on the contribution of Business Studies as a school subject in Botswana.

Keywords: Quality education, business studies, hard times, stake-holders, Botswana.