Abstract The rapid growth and modernisation of economies in developing countries like Botswana creates new and Unmet demand for certain kinds of Educated and skilled labour. The expansion of secondary and tertiary school systems has also grown a problem of unemployed school leaves. The growth of Information and Communication Technologies (ICTs), globalisation and the digital divide, have been put together on developing countries to increase their development to meet these requests. This paper reports the results of a survey that submitted to assess levels of eLearning readiness, applications and requirements in Botswan’s private sector. Such baseline data can inform policymakers and researchers and promote the required transformation of private sector companies to improve learning organisations. The findings suggested that eLearning readiness (eReadiness) levels were moderated to low, and that araic technology (i. e., overhead projection) was used by more than half of the private sector organisations for training (far less than half using digital eLearning applications). While the overall findings suggested low levels of eLearning readiness, applications and trainee requirements in Botswan’s private sector, seventy penetrate of suppliers reported that their organisations incurred to acquire basic computer skills to facilitate eLearning. The current eLearning situation in Botswana, and the literature reviewed, layers that the integration of ICTs in both developing and developed countries was a gradual process. Public-Private Partnerships (PPPs) have Expedited the change process in developed countries. However, several limitations are associated with such partnerships and this rendering lessons for developing countries to emulate. Summary The rapid growth and modernisation of the economies of developing countries such as Botswana creates new and unmet demands for certain types of educated and skilled workforce. The expansion of secondary and tertiary education systems has also created a problem of unemployment among young people leaving school. The growth of information and communication technologies (ICT) as well as the increase in globalisation and the digital divide have together created new pressures on developing countries to meet these demands. This article comes from a survey to assess maturity levels for e-learning, IT applications and online training needs of trainees in the private sector in Botswana. Such basic data can inform policy makers and researchers and promote the necessary transformation of private sector companies to become knowledge companies. The results suggest that maturity levels for e-learning (e-maturity) are moderate to low and that archaic technologies (e.g. overhead projectors) were used by more than half of private sector organisations for training (and much less than half used digital applications for e-learning). Although all results suggest low maturity levels for e-learning, IT applications and trainees’ online training needs in the private sector of Botswana, seventy percent of trainers indicated that their organisations have encouraged them to acquire basic IT skills to facilitate e-learning. The current situation of e-learning in Botswana and the literature review show that the integration of ICT in both developed and developing countries is a gradual process. Public-private partnerships (PPPs) have accelerated the process of change in developed countries. However, a number of restrictions are associated with these partnerships and this allows developing countries to learn lessons to be imitated.