Botswana: Issues in Education

[Harold Schiffman]

Issues In Education
D. MOLEFE
O. PANSIRI &
S. WEEKS

What A Third NCE Could Do

The past four columns have looked at various aspects of educational
reform in Botswana and the background, and some of the contributions
of the 1977 and 1993 National Commission on Education (NCE).


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The column last week reviewed the need for reform in its wider
context. Now we want to suggest what could be accomplished if a third
NCE was established. This will involve a degree of crystal-ball
gazing, looking forward and establishing issues that need to be
confronted to achieve the future development of education in Botswana.

What are the key issues in education that are faced in 2008? The list
is actually long, but is made up of debates, unresolved problems, and
the many unfulfilled promises of the first and second NCEs.

Equal opportunity for all is a challenge as there are still missing
children and a skewing of opportunity, favouring the "line of rail"
and urban dwellers. Schooling is still not compulsory or universal. A
head-start for all through state-subsidised pre-schools is not
available. The problems of the "Dual Management of Primary Schools"
remain unresolved in spite of a number of extensive studies that have
been shelved, not made public, and are just "gathering dust". Basic
education for 12 years remains a goal that could be attained sooner
rather than later if properly addressed. Five-year inclusive secondary
schools are a strategy that has so far been ignored. The consequences
of double-shift schooling need a thorough review as part of the work
of a third NCE.

Also outstanding are a variety of policy issues including language
policy -resolutions of Parliament calling for changes in the
two-language policy have not been implemented. Concern for relevant
education for minorities is missing. The possibilities offered by
small schools and biennial and triennial intakes is still outstanding
(this includes the rejection of primary schools hostels by the parents
affected). The role of examinations in the education system needs a
review, especially that the primary school leaving examination is no
longer necessary and the whole education system suffers from an
over-reliance of preparations for examinations. The failure of the
majority of students to learn mathematics and science remains a
critical obstacle to development.

The quality of education requires constant monitoring and evaluation,
including the impact at the chalk face on the teacher in the classroom
and for the students. The relevance and vocationalisation requires a
new look given globalisation and Botswana's objectives to become a
learning society based on information technology.

The ethos and culture of schools; the impact of violence in schools as
perpetuated by staff and some students must be reviewed. The
revitalisation of teacher training, including the independence and
autonomy of teachers' colleges whose future may lie in amalgamation
and transformation into full-scale university colleges under the
guidance of the Tertiary Education Council. The continuous upgrading
of the quality of teachers and how this can be attained demands
attention. The challenge presented to the formal education system from
private schools is a major issue. What can be learned from their
successes that can be used to make the system better than it is now?

These are only some of the outstanding issues that call for a third
NCE now. It is 15 years since the second NCE. Other challenges that
remain today are first and foremost, implementation. After the second
NCE was accepted, a Task Force on Implementation was created headed by
a most senior and experienced person in the Ministry of Education and
given powers and effectively staffed. This task force was done away
with before its objectives were achieved. For this and other reasons
many of the recommendations of the second NCE have either been
inadequately implemented or not followed through. Other
recommendations have been overtaken by events, for example, that there
should cease to be any double-shift teaching by 2004; that there
should be one and two teacher schools established; criterion-reference
testing should be developed; an indigenous book industry and a reading
public should be promoted; all university lecturers should be trained
in pedagogical skills; Tirelo Setshaba should be reorganised (it was
abolished); the school year for all educational institutions should
start in February; and so on. The need to reform the reform of 1994
exists.

http://www.mmegi.bw/index.php?sid=2&aid=30&dir=2008/August/Monday11
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