Abstract

This paper registers that there is a strong relationship between a favorable environment in schools and growth in democratic thinking and practice. As such, the paper calls for creation of a favorable environment in schools in Botswana for the birth and growth of democracy. The paper maintains that, for the nation of Botswana to be considered having relevant education, its curriculum should be seen incorporating components of democracy in a more robust manner. The article draws on the democratic theory and underscores educational implications of education for democratic citizenship. It further contends that there is a narrow conception of democratic citizenship education (DCE) in Botswana and this hampers the efficacious transmission of democratic citizenship education. Firstly, the school curriculum does not have adequate content on DCE. Secondly, teachers believe in active methods of teaching for DCE but perform the opposite in their classes. Thirdly, schools in Botswana have challenges that thwart effective training for democratic citizenship. The article, though, acknowledges efforts made by some schools in training learners who are active participants in the affairs of their society. The article raises a central argument that schools need support in their effort to transmit DCE without which Botswana’s goal of achieving a democratic nation will remain an illusion...