ABSTRACTThe main purpose of this case study was to assess and analyse if the evolution of school counselling and career programmes in Botswana from 1995 to 2020 improved learning opportunities for girls and women in technical, vocational, education and training (TVET) as well as in Science Technology Engineering and Mathematics (STEM subjects) in Higher Education. Furthermore, the study aimed to identify improvements achieved in relation to access of women to science-based subjects and careers in higher education. These achievements include teacher training, policy reforms and other gender-sensitive actives that may have taken place since 1995. Analysing gender patterns in enrolment by field of study in TVET and STEM programmes and the assessment of measures, social, political and economic context that influenced the progress made in Botswana were central to this study. This study identified gender-responsive interventions that addressed gender-based stereotypes in careers and subjects choices and the low representation of female students in TVET and STEM. Gender patterns in enrolment by field of study showed an improved access to Science-based education and careers by girls and women. Several policy documents and studies show that parity and physical access to Education for All (EFA) in Botswana were achieved and availed for all regardless of gender, religion and/or social class at primary school level. Evidence suggests that more than 55% females account for enrolment in tertiary education. However, females accounted for 47% of students’ enrolment in TVET in 2017/2018 and 39%of overall enrolment in STEM. The trends indicate that few females pursued traditionally male-dominated fields over the years, with a small enrolment increase in 2017/2018 compared to 1995. Furthermore, there were 241 Bachelor of Education (Counselling) graduates from UB between 2010 and 2014. This number alone is too small to have had an impact on the increase in female engineers, and other scientists. The study postulate that school counsellors; in-servicing teacher counsellors; partnerships, policy reforms; government’s sponsorship; collaborations and established coalitions at tertiary institutions with industry; and gender responsive interventions with development partners might have been instrumental in influencing female enrolment and access into TVET and STEM. Therefore, Botswana needs to take advantage of the above initiatives, develop a clear gender-responsive implementation structure, whose impact can be measured and evaluated.

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