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Focuses not on modernization but on modernizations, a plurality of routes to & through modernity. Four routes to modernity are traced: (1) the European; (2) the New World, in which modernity took the shape of a denial of the ancient regime in Europe; (3) external threat, nationalist modernization from above as in Japan & nineteenth-century Germany; & (4) colonial zone, in which the metropole heteronomously modernizes the colony. A particular national route to modernization is determined by the structural location in the world system & by the key agent of modernization, the individual or collective actor. Global modernization comprises processes of accumulation & collectivization. The prospects for either depend on the openness of the system at issue. In postnational modernization, the decline in boundedness of the system -- & the rise of world markets -- should encourage accumulation; yet this same decline in boundedness makes resource redistribution by collective actors, & hence collectivization, an ever more difficult task. 1 Table, 50 References. V. Rios

Botswana's first national policy on education was unveiled in 1977 eleven yearsafter the country became independent from the British. The education policy of1977, which was commonly known as Education for Kagisano was based on theNational principles of Botswana which are: Democracy; Development; Self-reliance; Unity and Botho. These national principles are imbedded in the nation's education philosophy and reflect in all aspects of the nation's education system. This paper was informed by the views of a group of third year students the researcher supervised during their internship programme. Relevant literature was used to augment the paper. The paper sets out to examine the extent to which the Batswana have been able to actualise the national principle of Self- reliance, as a result of the current wave of internationalisation of higher education in Botswana and goes on to argue that the wave of internationalisation of higher education in Botswana in the past decade, is positively contributing to the actualisation process of the principle of self-reliance in its education philosophy. This is evidenced by the international dimensions of the curricula of the various institutions of higher learning which are heavy on practical and vocational courses that equip the students with skills and knowledge to rely on themselves and be self-employed in the absence of paid employment.