**4. Advancement of CLCS AS podia for technology enhanced ubiquitous learning**

A number of challenges experienced in the Botswana foundational years of schooling have been cited earlier in this chapter and some can be addressed by learning that takes place within community learning centres (CLCs), as proposed in this chapter. CLCs, for example, can contribute to the development of lifelong learning lifestyles and life skills that can help improve children's school performance. For CLCs to be effective, Botswana needs an appropriate policy together with the right mix of resources such as networked computers available for free and friendly environments and flexible time for the use of computers. It has already been stated that CLCs are found in many villages and some like Kitsong and the public libraries are equipped with computers and internet. Those with computers and internet are said to be indiscriminately benefitting the communities.

Furthermore, the proposed idea of using CLCs as podia for ubiquitous learning would mean organizing these centres to promote participation of community members as partners in the foundational education. Learning together of families and their children is a powerful strategy of fostering positive attitude towards lifelong learning and this arrangement can challenge educational disadvantage (Family Learning [12]). The goal is for parents to be actively engaged in their children learning in order to help improve their performance at foundational years of schooling. CLCs are not meant to duplicate education in schools but rather to give parents the platforms to take advantage of internet connectivity in CLCs to ignite lifelong learning habits; skills in reading, promoting creativity and thinking; using games to improve performance in a number of subjects like mathematics, languages and practical subjects. Again, with the involvement of parents or community members, embedding lifeskills in learning is possible. Skills mentioned above are key pillars for future learning and school performance of children who have acquired these skills can improve.

#### *Community Learning Centres as Podia for Technology Enhanced Ubiquitous Learning… DOI: http://dx.doi.org/10.5772/intechopen.94045*

Finally, as stated in the Botswana Education, Training Sector Strategic Plan (ETSSP -2015-2020), "Botswana has a long history of wide stakeholder involvement in the education delivery and financing" [1]. This history would be most useful when deliberating in the proposed coordinated systems of Community Learning Centres (CLCs). To work towards equipping CLCs to function as podia for ubiquitous learning that can complement the first 10 years of education requires pulling of resources not only from the government but various sectors like the industry, the public and academia. Computers with internet have to be available to attract both children and their parents. Using computers with their parents would help children to be watchful and direct their children to access information that give them knowledge using in their education and homes. It is believed that the quality of learning outcomes can be promoted by aggressively harnessing Information technology to support teaching and learning in all schools and communities [13] and the proposed model of community learning centres advances this idea. Through this model, Botswana would invest in ICT that reinforces learning that acknowledges community members as learning mentors for their children. In this way, strong interpersonal relationship and unity of family can also be achieved. This type of interconnectedness gives a common purpose to families to ensure that none of their children is deprived to learn like others because of lack of access to computers and internet.
