Abstract
As the world evolves towards complex technological advances in Botswana poor academic performance in schools has over the years remained of paramount concern. To date not only do students in public schools perform poorly in their end of year examinations, but throughout the entire teaching and learning process in general. The situation was exacerbated by the outbreak of COVID-19. The Ministry of Basic Education and the Ministry of Finance and Economic Development carried out a study entitled, “Public Expenditure Review (PER) of the Basic Education Sector in Botswana,” that identified several challenges the country faces in its education system, such as, overcrowded classrooms, poor performance in the national examinations, education decisions made from different ministries, especially for primary education, poor in international educational assessments (World Bank Groups, 2019). The report further asserts that within secondary schools around the country, it is not uncommon to find a class of over 40 while in primary schools the ratio of student to the teacher is a bit lower. This paper is an attempt to assist the Botswana government implement solutions to the challenges faced by the education system, including those experienced during the COVID-19 outbreak, that continuously perpetuates poor performance in schools, leading to poor standard and quality of education. The researcher will analyse secondary data that has been collected over years to recommend solutions to the problems experienced by the country.
Author Information
Veronica Margaret Makwinja, Botswana Accountancy College, Botswana
Olivia Ndzimuunopa Nthoi, Botho University, Botswana
Paper Information
Conference: BCE2022
Stream: Learning Experiences
This paper is part of the BCE2022 Conference Proceedings (View)
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To cite this article:
Makwinja V., & Nthoi O. (2022) Finding Solutions for Addressing Poor Performance in the Botswana Education Systems and Lessons Learnt From COVID-19 ISSN: 2435-9467 – The Barcelona Conference on Education 2022: Official Conference Proceedings https://doi.org/10.22492/issn.2435-9467.2022.6
To link to this article: https://doi.org/10.22492/issn.2435-9467.2022.6
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