The paper examines the education and training of teacher-librarians at the University of Botswana from 1988 to the present time. It presents the history of the Certificate in School Library Studies programme, and the perceived strengths and weaknesses of its curriculum. It argues that while the Department of Library and Information Studies has done a commendable task over the years by producing over 90 teacher-librarians, the curriculum now appears in need of urgent redesign so that it imparts the perceived essential competencies for teacher-librarians of the new millennium. The paper concludes by offering a blueprint menu for the review of the School Library Studies curriculum programme at the University of Botswana.

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