Dr Jane Iloanya has over twenty- five years experience in teaching, research and educational administration. She taught at Anambra State College of Education Awka, Nigeria from 1989 to 1993. Thereafter, she was employed by the Botswana Government to teach at Senior Schools from 1994 to 2003. While studying for her doctoral degree at the University of Botswana from 2006 to the end of 2010, she tutored university undergraduates and master’s degree students in Philosophy of Education, Educational Management and Policy Studies.
From 2010 to 2013, Dr Iloanya worked as a Research Fellow with Plantec Africa(PTY), Botswana. In September 2013, she was employed by Botho University as a Senior Lecturer till present. Dr Iloanya is a recipient of the Prestigious UNICEF Botswana Research Award. She is currently a member of the Tuning Africa Project (Teacher Education) , a joint project funded by the European and African Unions for the Tuning and Harmonisation of African Higher Education Curricula .
She has authored well accepted journal articles and book chapters, and presented at International Conferences both within and outside Africa. In October 2016, she was one of the very few Academics who were selected to present academic papers at the Tuning Africa Research Conference on Competence Based Teaching and Learning. Dr Iloanya is currently an Associate. Prof at Botho University and has supervised both undergraduate and more than twenty post-graduate students’ projects and dissertations. She serves as an External Examiner for master’s and doctoral candidates at some universities in Botswana and South Africa.
In December 2018, she won the Researcher of the Year Award at Botho University.Dr Iloanya is currently the coordinator of postgraduate research and the Head , Department of Education and Language Skills in the Faculty of Health and Education at Botho University.
Dr Iloanya has over thirty publications in book chapters , peer reviewed journals and conference proceedings . She has presented papers widely in academic conferences, workshops and seminars both within and outside the continent .
Post –Graduate Supervision(M.ED Higher Education)
| Student name | Topic | Year of Graduation | Grade |
| Segametse Breswter | Students’ Unrest in Tertiary Institutions of Botswana: Implications on Teaching and Learning | 2017 | Distinction |
| Pearl Keitimoge | The effectiveness of assessment instruments used in Botswana higher education institutions : a case study of Botho University | 2017 | Distinction |
| Motlatsi Keosikile | Usage of E-Learning platforms amongst tertiary students : A case study of Botho University | 2017 | Distinction |
| Ramandeep Kaur | The effectiveness of virtual laboratories in higher institutions of Botswana | 2017 | Distinction |
| Isaac Madziva | Implementation realities of the 4-2-2 education training model in Zimbabwe Higher Education Institutes :perspectives of different stakeholders | 2016 | Distinction |
| Emmanuel Zhanda | Undergraduate students’ perceptions on academic advising | 2016 | Credit |
| Pearson Chaurura | An Analysis of the Views of Botswana Private Lecturers on Mandatory Higher Education Teaching Qualifications | 2016 | Credit |
| Precious Machera | Drug and Alcohol Abuse Among Higher Education Students in Botswana- A Case of Arehcam College | 2016 | Credit |
| David Onyango | Sustainability of Private Higher Education Enrollments in Botwsana | 2016 | Pass |
| Ernest Mantsi | Impact of Teaching Methods on Students’ Academic Performance in Higher Education | 2015 | Credit |
| Canisius Ngwenya | Effectiveness of students’ feedback on lecturers’ performance in higher education | 2015 | Merit |
| Setunya Mogami | Impact of teacher certification on teacher performance in higher education | 2015 | Pass |
| Victory Kashava | The Relevance of the Adult Education Curriculum at the University of Namibia | 2020 | Distinction |
| Mark McCarthy | Innovative Practices in Technology for Teaching and Learning: A case for private tertiary institutions | 2017 | Credit |
| Benjamin Cloete | Distance and Blended Learning at Botho University: Perspectives of students and teachers | 2017 | Pass |
| Keibaanele Rantung | Implementation of outcomes –based education in Tertiary Institutions in Botswana | 2017 | Distinction |
| Nkobi Enock | Sustainability of Botswana technical education programme assessment (BTEP) methods in Maun Technical college | 2018 | Credit |
| Precious Chainawa | Implementation of internal quality assurance in technical and vocational education and training (TVET) Institutions in Botswana | 2019 | Distinction |
| Ambili Thomas | Impact of restructured lesson activities on students’ motivation level in mobile programming learning context in higher education | 2018 | Distinction |
| Obotseng Mautle | Implementation realities of Inclusive Education in vocational institutions in Botswana | 2018 | Credit |
| Gomolemo Oodira | Examining the factors influencing motivation of nursing students in teaching and learning :Case of Molepolelo Institute of Health Sciences | 2019 | Distinction |
| Obakeng Moabi | An evaluation of the trends and realities in the massification of higher education in Botswana | 2019 | Distinction |
| Modisa Sekwebu | Increasing students’ Motivation in learning and teaching at Ngethu Brigades centre | 2019 | Distinction |
| Kelebogile Selelo | Examining the challenges of Providing Inclusive Education at Limkokwing University, Botswana | 2019 | Distinction |
| Tsholofelo Zigwa | Investigating the Role of Motivation on Teachers’ Performance : A Case of Limkokwing University, Botswana | 2019 | Distinction |
Additional master’s degree dissertations supervised continue till now—2022.
Modules
