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This chapter explores ways in which technology can complement quality foundational education in Botswana. Quality here implies acquiring good foundation for future learning and appropriate lifeskills. Indicators of good foundation are monitored performance as pr the national policy including learners’ positive attitude towards learning. Learning is systematically organized with clear requirements for progression from foundational to upper levels of education. Botswana’s foundational education is the first 10 years of schooling. Currently, poor performance at the national Primary School Leaving Examination (PSLE) examination persists, amplifying unsatisfactory performance in foundation education. In the current inclusive practices, parents as co-players can be actively involved to strengthen and complement foundational years of education. Community Learning Centres (CLCs) can be used to facilitate involvement of community members like parents. CLCs are present in almost each village and readily available as platforms for community participation hence their potential to be podia for ubiquitous learning platforms. Ubiquitous means provision of continuous learning in and outside the school environment. For CLCs to truly function as podia for ubiquitous learning, they should be equipped to provide digital learning (must have computers, necessary software and reliable internet connection); they must be accessed for free and using flexible times; they must give credit to community members as custodians of cultural learning needed to promote the principle of ‘balance’, that is, accommodate principles of formal and one’s cultural learning. Existing centres such as Kitsong Centres, Lifelong Learning Centres, Community Libraries and Community Halls can provide a diversified system of Community Learning Centres (CLCs) to serve as podia for ubiquitous learning. With direct investment and recognition, CLCs can complement or strengthen foundational years and indeed serve as centres for ubiquitous and lifelong learning.

Community Learning Centres as Podia for Technology Enhanced Ubiquitous Learning: A Botswana Case