Abstract:
The COVID-19 pandemic disrupted the continuity to Technical Vocational Education and Training (TVET)
activities and work-integrated learning (WIL) assessments, thereby negatively affecting the progression of studies
for many learners. Several institutions revisited their assessment methods and tools for WIL during such
pandemics. This study investigated the assessment methods adopted by private TVET institutions in Botswana to
assess WIL during the pandemic. This was a quantitative study which used online questionnaires to gather data.
Purposive sampling was used to select research participants, amongst TVET lecturers and WIL coordinators in
two private TVET colleges. Findings indicated that assessment of WIL practical skills online remains a challenge
and most of the institutions attempted to continue with usual assessment practices.
