BOTSWANA NATIONAL IMPLEMENTATION PLAN FOR … · ECCE Early Childhood Care and Education ECCEP...

EDUCATION4 QUALITY

Education2030

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2030

BOTSWANA NATIONAL IMPLEMENTATION PLAN

FOR SUSTAINABLE

DEVELOPMENT GOAL (SDG) 4 – EDUCATION

SDG 4 - Education

REPUBLIC OF BOTSWANA

EDUCATION4 QUALITY

BOTSWANA NATIONAL IMPLEMENTATION PLANFOR SUSTAINABLE DEVELOPMENT

GOAL (SDG) 4 – EDUCATION 2030...........................................................................

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THE GLOBAL GOALSFor Sustainable Development

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Botswana National Commission for

UNESCOMinistry of Tertiary Education, Research, Science and Technology

GABORONEBOTSWANA

Project CoordinatorDineo Bosa Modimakwane

Tel: (+267) 3674598 / Fax (+267) 3972531E-mail - [email protected]

ConsultantMoreetsi Thobega (PhD)

Botswana Examinations CouncilPrivate Bag 0070/ Gaborone, Botswana

Tel 3164288/ e-mail [email protected]

April, 2018

© COPYRIGHT RESERVED

The Sustainable Development Goal (SDG) 4 is an

ambitious and specific goal to drive the education

development agenda from 2016 – 2030 and a

means through which all the seventeen (17) SDGs

will be achieved. The SDGs aim among others, to end

poverty, hunger and inequality, take action on climate

change and the environment, improve access to

health and education, and build strong institutions

and partnerships. To ensure adequate attention

to the different thematic areas of education, SDG

4 has been broken down into seven targets and

three means of implementation. The targets and the

means of implementation are crafted in such a way

that all the critical areas of education, both emerging

and the unfinished Education for All (EFA) business

could be addressed in some way through the global

education agenda.

FOREWORD

1. National Consultation on SDG 4 – Education 2030 Under the principle

of living no one behind, Botswana conducted a system wide National

Consultation on SDG 4 – Education 2030 whose purpose was to formerly

introduce SDG 4 – Education 2030 to Botswana’s education system and

to preparefor its mainstreaming into national policies and programmes.

2. Development of the National Implementation Plan for SDG 4 –

Education 2030 The actual development of the National Implementation

Plan for SDG 4 – Education 2030 started immediately after the national

consultation. It involved a process to translate the global education agenda

into national priorities, following the steps below:

2.1 A reflection on the national, regional and global policies related to SDG 4

Education 2030 to ensure coherence and alignment.The reflection focused

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This publication presents Botswana’s National

Strategy for the Implementation of SDG 4 –

Education 2030, which was developed with guidance

from the Incheon Declaration on Education 2030.

The Incheon Declaration on Education 2030 is a

guide to Member States on the implementation of

SDG 4. It provides an outline on how to translate the

agenda into national priorities and further proposes

some strategies and thematic indicators for

measuring success on the different SDG 4 targets.

The planning team comprised a sector wide

representation of the relevant stakeholders (both

government, Non-Governmental and Civic Society

Organizations) with an education related mandate.

The process to develop the National Implementation

Plan for SDG 4 – Education 2030, followed the

following outline:

This report was produced as a localized version of

the global agenda on Education 2030 that is meant

to facilitate its proper implementation at national

level. We therefore like to take this opportunity to

express our heartfelt gratitude to all the participants

who contributed to the development of this National

Implementation Plan on SDG 4 – Education 2030.

We also want to extend our sincere gratitude to

Korea National Commission for UNESCO through

the Bridge Participation Project for contributing

financially to the development of the National

Implementation Plan on SDG 4 – Education 2030.

Without their support, the planning process could

have not been such a success.

Lastly, we thank Botswana National Commission

for UNESCO Secretariat for coordinating the

planning process and the Development Team for

producing this Implementation Plan and ensuring

validity of information captured in the report.

Permanent Secretary Ministry of Tertiary Education, Research Science and Technology

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on the educational needs of Africa, with particular attention to SDG 4 ait

relates to the African Agenda 2063, the Africa We Want and the

Continental Education Strategy for Africa (CESA 16 – 25). It further

concentrated on UNESCO Education Standard Setting Instruments, the Global

Action Programme on Education for Sustainable Development as well as

the SADC Protocol on Education and Training. At National level, the reflection

covered the education priorities for the National Development Plan 11, the

National Vision 2036, the Education Sectors Strategic Plan as well as the

different Education Policies under implementation.

2.2 A contextualization of the different SDG 4 targets and means of

implementation to clarify and derive a common understanding of the SDG 4

targets and means of implementation.

2.3 Establishment of baselines – A review of the current status was done to

provide fresh data that will be used as baselines for all the SDG 4 targets

and means of implementation.

2.4 Identification of possible challenges that may affect Botswana’s performance

in SDG 4 – Education 2030.

2.5 Identification of possible strategies to facilitate effective implementation of

the SDG 4 targets and means of implementation as well as thematic

indicators for measuring success.

2.6 A consideration of the desired outcomes that will serve as indicators

of success.

PAGETABLE OF CONTENTS

FOREWORD iLIST OF TABLES ivLIST OF FIGURES vLIST OF ACRONYMS vi 1.0 BACKGROUND 1 1.1 Botswana’s Performance on Past Education Agendas 1 1.2 Sustainable Development Goal 4 – The Next Education Agenda 3 1.3 Conception of SDG 4 Ideals in Botswana 4 2.0 ENVIRONMENTAL SCAN 7 3.0 THE PLANNING PROCESS 9 3.1 Confirmation of Current Reality 9 4.0 IMPLEMENTATION PLAN FOR SDG 4 TARGETS AND MEANS OF IMPLEMENTATION 12 5.0 CONCLUSION 32 6.0 REFERENCES 33

ANNEX I SDG 4 INDICATOR FRAMEWORK 35ANNEX II MONITORING AND EVALUATION PLAN FOR SDG 4 38ANNEX III REPORTING TEMPLATE FOR SDG 4 46ANNEX IV LIST OF THE DEVELOPMENT TEAM 59

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LIST OF TABLES

Table 1: National, regional and global policies and programmes supporting SDG 4 8Table 2: List of Participants at the SDG 4 Planning Workshop 9Table 3: The planning structure used for each target 10

Table 4: SDG 4 Target 4.1 12Table 5: SDG 4 Target 4.2 14Table 6: SDG 4 Target 4.3 16Table 7: SDG 4 Target 4.4 18Table 8: SDG 4 Target 4.5 20Table 9: SDG 4 Target 4.6 22Table 10: SDG 4 Target 4.7 24Table 11: SDG 4 Target 4.a 26Table 12: SDG 4 Target 4.b 28Table 13: SDG 4 Target 4.c 30

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ACRONYMS

BEAR Better Education for Africa’s Rise BSSE Botswana Senior Secondary EducationCESA Continental Education Strategy for EducationCFS Child Friendly Schools CRCs Counselling Resource Centres CSOs Civil Society OrganizationsECCD Early Childhood Care and Development ECCE Early Childhood Care and Education ECCEP Early Childhood Care and Education Policy EFA Education for AllEFA-NAP EFA National Action PlanEMIS Education Management Information SystemsETSSP Education and Training Sector Strategic PlanESD Education for Sustainable DevelopmentEU European UnionGBV Gender Based Violence GDP Gross Domestic ProductGER Gross Enrolment RateGPI Gender Parity IndexHI Hearing Impairment HRDC Human Resource Development CouncilICT Information and Communication TechnologyIEA The International Association for the Evaluation of Educational AchievementIECD Integrated Early Childhood Development PolicyKRIVET Korea Research Institute for Vocational Education and Training MDG Millennium Development GoalsMoBE Ministry of Basic Education MoTERST Ministry of Tertiary Education, Research Science and TechnologyMTTC Madirelo Training and Testing Centre NCQF National Credit and Qualifications Framework NGOs Non-Governmental OrganizationsNHRDS National Human Resource Development Strategy RNPE Revised National Policy on Education ODL Open and Distance Learning

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OSEC Out of School Education for Children OSET Out of School Education and TrainingPCR Primary Completion RatePIRLS Progress in Reading and Literacy Studies RADS Remote Area Dweller Settlements SACMEQ Southern and Eastern Africa Consortium for Monitoring of Education Quality SADC Southern Africa Development CommunitySDG Sustainable Development GoalTEGER Tertiary Education Gross Enrolment RatiosTIMSS Trends in International Mathematics and Science Studies TVET Technical and Vocational Education and TrainingUN United NationsUNDP United Nations Development ProgrammeUNESCO United Nations Educational, Scientific and Cultural OrganizationUNICEF United Nations Children’s FundUPE Universal Primary Education

Botswana’s Performance on Past Education Agendas

The global education agenda has progressively shifted from universal access to primary education which was the ideal of the Jomtien World Education Conference of 1990. At that Conference, Education was declared a fundamental human right; universal access to education was therefore emphasised. The Jomtien meeting came up with the first World Declaration on Education for All which committed to meeting basic learning needs for every global citizen. The world education agenda was then addressed through the following six goals (World Conference on Education for All (EFA), 1990);

Expansion of early childhood care and developmental activities, including family and community interventions ,especially for poor, disadvantaged and disabled children;

Universal access to, and completion of, primary education (or whatever higher level of education is considered as “basic”) by the year 2000;

Improvement in learning achievement such that an agreed percentage of an appropriate age cohort (e. g. 80% of 14 year olds) attains or surpasses a defined level of necessary learning achievement;

Reduction of the adult illiteracy rate (the appropriate age group to be determined in each country) to, say, one-half its 1990 level by the year 2000, with sufficient emphasis on female literacy to significantly reduce the current disparity between male and female illiteracy rates;

Expansion of provisions of basic education and training in other essential skills required by youth and adults, with programme effectiveness assessed in terms of behavioural changes and impacts on health, employment and productivity; Increased acquisition by individuals and families of the knowledge, skills and values required for better living and sound and sustainable development,

made available through all education channels including the mass media, other forms of modern and traditional communication, and social action, with effectiveness assessed in terms of behavioural change.

When the world declaration on Education for All (EFA) came into effect in 1990, the Government of Botswana had already identified education as a vehicle for national development and declared education as a basic human right, essential for both social and individual development. By then, Botswana was already in the process of implementing her own goals towards provision of basic education for all its citizens. Provision of basic education at that time meant organising learning opportunities to enable both children and adults to learn basic literacy and numeracy skills, and to achieve an educational level equivalent to a Junior Certificate (a junior secondary school qualification). Basic education was then to be achieved through ten years of formal schooling for the school-age population, or by other non-formal education routes for both youth and adults. The basic education concept was then guided by goals set out in the 1977 National Policy on Education (NPE) which was a result of the first National Commission on Education, Education for Kagisano (NCE, 1977).

Ten years after conception of the first global education agenda, evalution of EFA revealed slow progress towards achieving the general goal of universalizing primary education and massively reducing illiteracy by the end of the decade. In light of these experiences, the World Education Forum adopted the Dakar Framework for Action titled Education for All: Meeting our Collective Commitments. The Dakar Framework for action re-affirmed commitment to achieving Education for All by the year 2015. This would be made possible through collective commitment to the attainment of the EFA goals. The general global objective of EFA was to transform the lives of millions of children, youth, and adults around the world by 2015. The

Botswana National Commission for UNESCO

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BACKGROUND

1.1

1.

6.

2.

3.

4.

5.

EFA 2015 agenda was as well driven by the following six goals;

Expanding and improving comprehensive early childhood care and education, especially for the most vulnerable and disadvantaged children;

Ensuring that by 2015 all children, particularly girls, children in difficult circumstances and those belonging to ethnic minorities, have access to and complete, free and compulsory primary education of good quality;

Achieving a 50 per cent improvement in levels of adult literacy by 2015, especially for women, and equitable access to basic and continuing education for all adults;

Eliminating gender disparities in primary and secondary education by 2005, and achieving gender equality in education by 2015, with a focus on ensuring girls’ full and equal access to and achievement in basic education of good quality;

Improving all aspects of the quality of education and ensuring excellence of all so that recognized and measurable learning outcomes are achieved by all, especially in literacy, numeracy and essential life skills.

Improving all aspects of the quality of education, and ensuring excellence of all so that recognized and measurable learning outcomes are achieved by all, especially in literacy, numeracy, and essential life skills.

A summary of Botswana’s performance on the six EFA goals is presented in Box 1. According to the review, Botswana performed relatively well in most of the EFA goals, however, as can be noted from Box 1, the country did not achieve its targets on early childhood education and the quality of education also remained low.


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1.

6.

2.

3.

4.

5.

Early Childhood Care and Education - Most of the programmes targeting ECCE were implemented at the tail end of the EFA plan period of 2000 to 2015, By 2015, only 18% of the 4-6 year olds are accessing pre-school education. Provision of Complete, Free and Compulsory Primary Education of Good Quality - Even though Botswana is doing well on accessibility to free primary education, the country is yet to reach 100%, there were still some children of primary school going age that were not in school

Equitable Access to Secondary Education – Botswana did well at lower secondary level which is within the 10-year basic education, with 98% transition rate, however transition to senior secondary dropped to an undesirable 66%. Access to tertiary education remained low at 21%.

Access to Out-of-School Education and Training – National literacy rate for Botswana was at 81%, higher than the average for Sub-Saharan Africa

Quality of Education – Quality of Botswana’s Education remained very low as measured by International Comparative Studies like TIMSS, SACMEQ and PIRLS

Box 1: Summary of Botswana’s Performance on EFA 2015

Sustainable Development Goal 4 – The Next Education Agenda

The EFA Global Monitoring Report (GMR) of 2015 acknowledged considerable progress towards realisation of EFA goals. However, the report also notes that... “Despite all efforts by governments, civil society and the international community, the world has not achieved Education for All” (UNESCO, 2015 p.3). Of note is that millions of children are out of school and even more do not complete primary education. Inequality in

1.2

education has increased with the poorest and most disadvantaged children being left out; the quality of education as well remained poor with millions of children leaving school without basic literacy and numeracy skills (UNESCO, 2015) The assertion by the GMR only confirms Botswana’s situation that while progress was made on most of the objectives, the country did not achieve the set target in any of the objectives and it was far below target for goals 1 and 6 on Early Childhood Care and Education and the Quality of Education.

To address the non-attainment of targets by the EFA 2015 agenda, a declaration was made at the World Education Forum in Incheon, Republic of Korea that the World should “ensure inclusive and equitable quality education and promote lifelong learning for all by 2030”. The Incheon Declaration marked the start of a new education agenda; which formed part of the seventeen (17) Sustainable Development Goals adopted by United Nations General Assembly (UNGAS), in September 2015, as a global agenda to drive global economic development. Goal four (4) of the 17 goals, is specific to education and a driving force through which all the goals could be achieved. Prior to the adoption of the SDGs, the World Education Forum, made a declaration in Incheon, Republic of Korea. The outcome document of the forum was the Framework for Action – Education 2030, which is a guide towards effective implementation of SDG 4 – Education 2030.

It is worth noting that, the general goal of the SDGs is to meet urgent environmental, political and economic challenges that are facing the world (UNDP, 2016). This represents an extended focus of the MGDs whose efforts were directed towards combating extreme poverty, preventing diseases and expanding primary education to all children.

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Following the adoption of SDGs in 2015, UNESCO further adopted the Framework for Action, Education 2030 in a special meeting on 4th November 2015 in Paris, France. SDG 4 through its Framework for Action, was then declared the next education agenda as it was found to encapsulate the global aspirations of education.

SDG 4 commits to ensuring inclusive and equitable quality education and promote lifelong learning opportunities for all. The Goal will be realized through seven (7) targets and three (3) means of implementation that help to unpack SDG 4 into measurable targets. Figure 1 is a diagramatic representation of the logical framework of SDG 4 and its associated targets.


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Figure 1: Logical framework of SDG 4 and its associated targets

SDG

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SDG 4.1: By 2030 ensure that all boys and girls complete free equitable and quality primary and

secondary education ......

SDG 4.5: By 2030, eliminate gender disparities in education and ensure equal access to all levels of

education and vocational training

SDG 4.4: By 2030 substantially increase the number of youth and adults who have relevant skills, includ-ing technical and vocational skills for employment,

decent jobs and entrepreneurship

SDG 4.2: By 2030 ensure that all boys and girls have access to quality early childhood develop-

ment, care and pre-primary education

SDG 4.6: By 2030, ensure that all youth and sub-stantial proportion of adults, both men and women

achieve literacy and numeracy

SDG 4.3: By 2030 ensure equal access for all wom-en and men to affordable and quality technical, vo-cational and tertiary education, including university

SDG 4.7: By 2030 ensure that all learners acquire knowledge and skills needed to promote sustain-

able development

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It is important to note that at the global level,

education is considered an important ingredient

for achievement of the other sustainable

development goals. UNESCO, through its

Education for Sustainable Development (ESD)

agenda, has proved to the world that “Education

has a role in global development because it has

a catalytic impact on the well-being of individuals

and the future of our planet, (UNESCO, 2017, p.

7). The ESD agenda drives global development

from the perspective that global citizens can

contribute to sustainable development if they

have the required knowledge, skills, values and

attitudes that empower them to contribute to

sustainable development; education is therefore

crucial in the achievement of sustainable

development.

Thus, implementation of the SDG 4 targets and

means of implementation should ensure that

global citizens have access to well-rounded

education, well endowed with skills, knowledge,

values and attitudes to contribute effectively to

other sustainable development goals.

Conception of SDG 4 Ideals in Botswana

While Botswana has made a remarkable

progress in achieving some of the six EFA goals,

there were still some challenges that needed to

be addressed. This section presents the thought

process through which Botswana conceptualised

the post 2015 Education Agenda which set out

the foundation for SDG 4-Education 2030.

In November 2015, just after the evaluation of

the performance of EFA agenda, Botswana

National Commission

for UNESCO Education Programme Committee

organised a workshop where all players in

the education system proposed the country’s

prospects for the post-2015 education agenda.

The participants agreed that though EFA 2015

achieved so much, a lot still needed to be done.

The planning group discussed the following:

The Philosophical Aspects of Education

The group concurred that education is a

fundamental human right with the potential to

totally eradicate abject poverty, inequality and to

even improve people’s livelihoods in general. As a

result, investments in education must reflect this

potential, with strategies targeting specifically

the vulnerable and hardest-to-reach children. The

quality and relevance of education also needs

special attention if sustainable development is

to be achieved. Focused attention needed to

be on the alignment between the emerging and

researched priorities both at national regional

and global levels. Specific issues discussed

included:

Early Childhood Development (ECD) Botswana is aware of the benefits of ECD

provision and is eager to get children to

participate. The response towards Standard One

Orientation and the Reception Programme is very

positive as evidenced by enrolments in piloting

schools, hence the need to continue increasing

access to ECD.

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1.3


1.3.1

Basic Education (primary and secondary education)With particular attention to Basic Education,

Botswana should ensure that all children

complete free, compulsory, quality and equitable

basic education. Although the policy framework

for achieving basic education has already been

initiated by the 1994 Revised National Policy

on Education (RNPE), there is need for sub-

sector strategic planning to translate the policy

pronouncements into action. Education at this

level has to be free and compulsory. Similarly,

action should be made to ensure hundred percent

(100%) transition from primary to lower secondary

and 80% transition from lower secondary to senior

secondary by 2030.

Learning needs for all youth and adults Life-long learning opportunities need to be

ensured even though lack of diversified learning

paths minimise opportunities for life-long learning.

There is a need to ensure that 100% of youth and

adults attain functional literacy and numeracy by

2030.

Gender equalityThere is also a need to address gender equality

in order to increase participation of boys and

girls in the different levels of education and to

ensure smooth transition from one education

level to the next. Participation of men and women

in out of school education programmes must

also be maximised. There is also a need to

develop strategies to eliminate Gender Based

Violence (GBV) and to monitor their effective

implementation.

Quality of learning outcomesIn order to improve the quality of learning

outcomes, there is a need to:

- Deploy resources for the utilisation of ICT and

mass communication media to enhance

teaching and learning.

- Aggressively harness Information technology

to support teaching and learning in all schools

and communities.

- Avail resources for implementation of ETSSP

Priorities.

- Operationalize the BQA.

- Develop teaching standards, with rigorous

monitoring and evaluation by the inspectorate

division.

- Conduct a cyclical monitoring, evaluation and

research in education.

- Ensure that annual surveys provide timely

disaggregated data on dropout, retention,

pregnancy and pass rates at each level of

education for purposes of monitoring the

inclusiveness of the education policies

and programmes.

Furthermore, effectiveness and efficiency

research is needed to identify inputs that policy

makers need to invest in education and to make

the most gains in learner achievement and

completion.

Requirements for Effective Implementation of the Post 2015 Education AgendaIn order to facilitate implementation of the future

education agenda at national level, the following

are essential and need to be aligned to the Post-

2015 Education Agenda and the Sustainable

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Development Priorities. In the policy and planning

front there is needed to review existing policies with

particular reference to the:

• Education Act • TVET Policy • Assessment Policy• Curriculum Standards• National Credit and Qualifications Framework• Early Childhood Care and Education Policy

Such reviews must ensure alignment of the national

education priorities to the Post-2015 Education

Agenda and the Vision 2036 ideals.

Governance, Coordination and PartnershipsIn relation to the governance and

partnerships, there is a need to:

- Transform donor coordination, guidance and

support as well as strengthening political will.

- Strengthen collaboration between

private providers, UNESCO, Regional and Sub

Regional Organizations, Governments and

Civil Society Organizations.

Education FinancingThe present domestic allocation to education

in terms of GDP is 29%, and as such, a need to

rationalise expenditure in education is necessary

for efficiency to be attained. The country must

come up with an affirmative action to allocate

resources according to education priority levels

and population profiles per level. There is also a

need to institute a funding research and to ensure

alignment of funding to productivity.

Monitoring and AccountabilityThere is a need to set operational standards and

guidelines with clear monitoring mechanisms,

and to ensure scheduled reporting and feedback.

Botswana’s Perspective on Education 2030 In December 2015, Botswana, through

the leadership of the Botswana National

Commission for UNESCO Education Programme

Committee, conducted an evaluation of EFA

2015 and proceeded to map the vision for the

next education agenda. From the Country’s

conception of the SDG 4 ideals, it is plausible

to conclude that, Botswana’s vision and way

forward for the next education agenda is not

different from the global ideals of the Education

2030 agenda. In summary Botswana’s education

agenda for the next fifteen years is pulling in

tandem with the global education agenda as

encapsulated in the Sustainable Development

Goal 4 –Education 2030.

ENVIRONMENTAL SCANBotswana’s educational landscape is littered

with a plethora of policies and programmes all

purporting to help the Country attain the desired

educational goals. Currently, the overarching

policy is the 1994 RNPE. It is a policy on

which all other policies and programmes are

anchored. While it was developed years ago, it

still pulls in the same direction with the current

education agenda because it emphasises

quality education, universal access to education,

equitable quality education and lifelong learning,

all of which are the basic tenets of the Education

2030 agenda. Other policies and programmes

are as represented in the Figure 2 and table 1.

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2.0

1.3.2

Figure 2: Some national policies and programmes supporting SDG 4

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4

Vision 2036 – relevant quality education for knowledge based society

Revised National Policy on Education (RNPE) – Access, Equitable, Quality and lifelong

Inclusive Education Policy – inclusive and equitable education

NDP 11 – knowledge based economy driven by quality education

NHRDS – lifelong learning

ETSSP – quality and relevance of education

Figure 2: Some national policies and programmes supporting SDG 4

INSTRUMENTS SDG 4 TENETSVision 2036 Relevant quality education that is outcomes based

National Development Plans 11 Knowledge based economy driven by quality education

1994 Revised National Policy on Education

Accessible, equitable quality education and promotion of lifelong learning

Tertiary Education Policy The Tertiary Education Policy guides development of the tertiary education system that is accessible, relevant and is of high quality.

Draft Policy on Open and Distance Learning

Policy purports to support integration, harmonisation and maximisation of resources and standardisation of quality open and distance learning in Botswana and the region.

National Policy on Vocational Education and Training

The policy addresses skill level training, both formal and non-formal; lifelong training as an integral part of the overall human resource devel-opment.

Inclusive Education Policy It provides guidance towards achievement of an inclusive education system which provides children, the youth and adults with access to relevant high quality education which enables them to learn effectively irrespective of their differences in gender, age, life circumstances, health, disability, developmental stages, capacity to learn or socio-economic circumstances.

Early Childhood Care and Education Policy

The Policy provides a holistic approach to developmental needs of a child, particularly its healthy growth and preparation for primary education.

Draft Equal Opportunities Policy The Policy’s rational is to ensure equity and equal opportunities in provision, access and delivery of education and training in Pre-Primary and primary education in Botswana.

Revised Remote Area Development Programme

The programme facilitates realization of self-reliance and equal opportunities among Rural Area Dwellers (RADs) by providing support to RADs school going children in the form of school fees, uniforms, pot fees, and transport.

Education and Training Sector Strategic Plan (ETSSP)

The strategy provides a framework for system level reform agenda for the education sector; it directs attention to the quality and relevance in education.

National Human Resource Development Strategy (NHRDS)

The human resource development strategy’s mission is to encourage citizens to realise their individual potentials through an approach which balances needs and capability to enable them to play a full and meaningful role in their community, society and the world through lifelong learning.

Policy on Shared Use of Resources

The policy acknowledges that learning takes place anywhere and that out of school education is a responsibility of various ministries, parastatals, private sector and non-governmental organizations. The shared use of resources is vital in that it optimizes the use of resources available for out of school youths.

Table 1: National policies and programmes supporting SDG 4

NOTE: Global and regional policies are discussed in the next section

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3.0 THE PLANNING PROCESS

3.1 Confirmation of Current Reality

A workshop to translate SDG 4 - Education 2030 into national priorities in the form of a National Implementation Plan was organised for all education stakeholders. Participants of the workshop were comprised representatives of all Government Departments, Parastatal Organisations and Non-Governmental Organisations whose mandates overlap with any of the seven (7) SDG 4 targets and three (3) means of implementation. Specifically the workshop participants were from the following institutions:

NO. LIST OF PARTICIPATING INSTITUTIONS

1 . Botswana National Commission for UNESCO

2. Department of Teacher Training and Technical Education

3. Kgalagadi Region

4. Botswana Examinations Council

5. Human Resource Development Council

6. Educational Planning Unit

7. BOCODOL

8. Oodi College of Applied Art and Technology

9. Ministry of Basic Education Planning Unit

10. Career Dreams

11. Ministry of Finance and Economic Development

12. Inspectorate Division (MoBE)

13. Statistics Botswana

14. Department of Curriculum development and Evaluation

15. Out of School Education and Training Unit

16. Department of Planning and Research Services

17. Secondary Education Unit

18. Primary Education Unit

19. Department of Research, Science and Technology

20. Botswana College of Engineering and Technology

21. Department of Primary Health and Wellness (MoHW)

22. Kweneng Region

23. University of Botswana

24. South Region

25. Gaborone Technical College

26. Department of Tertiary Education Financing

27. UNESCO Regional Office for Southern Africa

28. Department of Skills Development

29. African Union Youth Clubs

3.1.1 Determination of Baselines

Since SDG 4 springs from the EFA 2015 agenda, it was therefore prudent to plan SDG 4 off the results of the EFA 2015 Review of 2015; it was used as a base rock off which SDG 4 would be planned. To start of the planning, the findings of the National EFA 2015 Review were presented, for purposes of sharing the performance of Botswana along each of the six goals of the EFA 2015 agenda. However, to qualify the baselines, participants were further requested to update and confirm the performance data from the EFA Review report. The reason for the update was that the EFA Review report was completed in January 2015 whereas the data used had been collected in 2012. It was therefore plausible to anticipate movement in some of the EFA goals during the five years between 2012 and 2017. Hence the participants had to update performance of Botswana on the six EFA goals. Participants went further to report current reality on all the seven (7) targets and three (3) means of implementation of SDG 4 using current performance data from their respective departments.

In addition to sharing the EFA 2015 Review Results, an assessment of the Regional and Global Policies Related to SDG 4 was made. The purpose of the assessment was to ensure their proper alignment with the National Implementation Plan. The Botswana SDGs Road Map was also used as a guide to the SDG 4 planning process. The SDG 4 Implementation Plan is viewed as a strategy to operationalize the Road Map, however with particular attention to SDG 4 which purports to Ensure Inclusive and Equitable Quality Education and Promote

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Lifelong Learning Opportunities for All by 2030. Other policies assessed included:

1. Convention Against Discrimination in Education2. UNESCO Education Standards on TVET, Adult Education, Teacher Education, Higher Education 3. African Agenda 2063 – ‘The Africa We Want’.4. Continental Education Strategy for Education (CESA 16 – 25)5. SADC Education and Training ProtocolParticipants were then grouped according to the targets relevant to their departments’ or institutional mandate. One group worked on targets 4.1, 4.5, and 4a; another group worked on targets 4.2, 4.6, and 4.7; while the third group worked on targets 4.3, 4.4, 4b and 4c. Each group had to do the following with each of the targets; 1. Give a contextualised description of the target2. Report on current status3. List associated challenges4. Suggest initiatives to achieve the target5. Define the desired outcomes 6. List the key performance indicators of success.

The following example captures the planning process for each of the target.

Table 3: The planning structure used for each

PLANNING FEATURE THE TASK FACILITATORS ROLE

Contextualised description of SDG 4 target/ means of implementation

Each group had to indicate their own understanding of the assigned target, within the context of their in-stitutional mandate.

Facilitator’s role: guide participants to a consensus

Current status, activities and programmes driving SDG 4 target/ means of implementation

The groups later indicated the current status of the assigned target, in terms of the related policies and programmes in place, activities implemented to drive performance in the area, challenges experienced as well as strategies in place to address the challenges.

Ask guiding questions as suggest-ed in the “guidelines for UNESCO field Offices”

Possible challenges that may hinder achievement of the assigned SDG 4 target/ means of implementation

Each group then listed all challenges that they perceived to hinder achievement of the ideals of SDG 4 target they were assigned.

Facilitate and guide the discussion

Initiatives and programmes expected to facilitate effective implementation of the target

Groups then listed the proposed initiatives and programmes that are to support effective implementation of the assigned target. Groups had to show how such initiatives and programmes will facilitate effective implementation of the target.

Ask guiding questions as suggested in the implementation section of the “guidelines for UNESCO field Offices”

Desired Outcomes Groups were then required to indicate the desired state and results they will see as evidence that the ideals of the target have been successfully been achieved

Facilitate and ask guiding ques-tions to start the discussions

Key Performance Indicators Groups were then required to list measures and indicators of success per the assigned target.

Assist in coming up with indicators

NOTE: The above planning process was repeated for each of the 10 targets of the SDG 4.

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4.0 IMPLEMENTATION PLAN FOR SDG4 TARGETS AND MEANS OF IMPLEMENTATION

SDG 4.1 : By 2030 ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes

Contextualized Description

This entails provision of 12 years of free, inclusive and equitable, quality primary and secondary education of which at least 10 years are compulsory, leading to relevant learning outcomes. It suggests giving all learners, particularly those at elementary levels of education, equal opportunities to learn, which will encompass the use of mother tongue in the first year of primary. It will also mean formulation/ review of legislation and policies, as well as their implementation to ensure that education is compulsory and caters for all learners with diverse needs.

Current status Learning Opportunities (Access):PrimaryNER = 94.5%Completion Rate = 98.1%Drop Out Rate = 0.6%

Junior SecondaryNER = 93.7%Completion Rate = 94.1%

Senior SecondaryNER = 66.9%

Secondary Education (Junior and Senior Secondary)Drop Out Rate = 1.41%Source: Statistics Botswana

Policies and Programmes in place include: Implementation of - 1994 Revised National Policy on Education - 10 year basic education programme - Re-admission guidelines - Pastoral policy in the public school system. - Inclusive Education Policy Multiple learning pathways curriculum is being developed for implementation in 2019.

Associated Challenges

Education is perceived to be free; however there are still cost sharing fees which may act as a push out factor for some learners. Inadequate monitoring of policies and programmes implementationInadequate mainstreaming of productivity, research and development and innovation in the curriculum.Inadequate utilisation of subject specific professional bodies/associations in curriculum development and review.

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Table 4: SDG 4 Target 4.1

Initiatives

Review the Education Act to ensure enforcement of:- Mother tongue instruction in the first years of school/lower primary- A policy on free and compulsory Basic EducationEnforce compulsory remediation at primary..Strengthen monitoring and evaluation of policies and programmesStrengthen mainstreaming of productivity, research and innovation in the curriculum.Strengthen utilisation of subject specific professional bodies/associations in curriculum development/reviewConduct proficiency tests for pathways at Standard 4Promote schools’ and the regional networks for purposes of sharing best practicesStrengthen collaboration between feeder schools and senior schools up to the tertiary levels of education (Colleges & Universities).Review the curriculum to align and ensure acquisition of the 21st century skills.Increase participation in quality assessment studies such as BEAM, SAQMEC and TIMSS.

Performance Indicators

Enrolment rates (by gender, disability, OVC)Completion rate ((by gender, disability, OVC)Dropout rateTransition ratePass rate

Desire OutcomesIncreased access to Quality Basic EducationImproved learner school experience, attendance and retention at all levels.Improved quality of educationAssertive and confident learners with enhanced self-awareness.


SDG 4.2 : By 2030, ensure that all girls and boys have access to equitable early childhood development, care and pre-primary education so that they are ready for primary education


The target entails provision of an inclusive multi-sectoral Early Childhood Development (ECD) policies and programmes. It also entails provision of equitable early childhood education to all children through integrated well-trained educators, quality services and infrastructure, covering health, nutrition, protection and education needs and support from families and communities

Current Status

ECCE access rate is at 33% Training of Health Care Providers on the care and management of healthy growth and development of children is being provided Immunization of all eligible children is at 80%. Child welfare clinic attendance rate is at 94.1% Curriculum for pre-primary education has been developed and is being implemented Reception class programme rolled out to 472 out of 756 primary schools In-service Training of ECD teachers is on going - Deployment of 286 permanent teachers to practising school - Deployment of temporary teachers and teacher aides to schools in need of reception class teachers - Introduction of Standard One Orientation to school without Reception classes

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Inadequate number of specialized ECD teachers.Not all eligible children have access to ECD Inadequate resources (classrooms, furniture, learning materials and the teaching staff) for the ECD programme.Inadequate provision of nutritious foods suitable for children of pre-school age.

Initiatives

Provide adequate and specialized training for ECD teachers.Increase access to ECD.Expand programmes responsive to children’s health, nutrition, protection, growth and development. Ensure adequate monitoring and evaluation of ECD policies and programmes. Provide Continuous Professional Development for ECD personnel.Provide adequate and appropriate infrastructure and equipment for effective implementation of ECD programmes (infrastructure & equipment)Develop policies and frameworks to regulate ECD programmes and services.Promote the use of ICT in ECD programmes.Promote the development and use of local/adapted ECD teaching and learning materials.


% of under 5 years children in organized learning environment% appropriate learner resources available.% of primary schools having adequate resources to roll out ECD (qualified staff, appropriate infrastructure, equipment and learning materials)Availability of ECD policies, frameworks and programmes

Desired Outcomes Increased number of children accessing ECD programmesIncreased number of children ready for primary school

SDG 4.3 : By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university


This entails opening access to post-secondary education by using conventional learning, open distance and e-learning mode, for effective utilization of ICT. It also entails recognition of prior learning, credit transfer in line with the National Credit and Qualification Framework (NCQF). It requires adoption of open educational resources (production of open textbooks), optimal utilization of resources, and implementation of outcome based education through competency based modularised training. Quality training of facilitators and instructors and accreditation of all education providers and programmes are as well important.

Current Status Open University Bill for distance and open learning has been passed by parliament.Policy frameworks to support equal access to education and training for all are available.Tertiary education participation rate is at 22.1%.Participation of private sector in Higher Education provision has increased. ICT infrastructure and internet connectivity have improved drastically.Implementation of the National Credit and Qualification Framework (NCQF).


Inadequate internet connectivity in some parts of the country.Weak institutional and industry linkages.Weak monitoring and evaluation (quality assurance structures).Low accreditation rate by tertiary education providers (TEPs).Insufficient linkages between research and development.Inadequate mainstreaming of research, science and technology in Higher Education curriculum.Inadequate funding for Research and Innovation in education.Inadequate recognition of prior learning in Higher Education.


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Initiatives

Ratify the Addis Ababa Convention on the Recognition of higher education qualifications, for example, Certificates, Diplomas, Degrees and other Academic Qualifications in Higher Education.Develop and implement policy for Recognition of Prior Learning in Higher Education.Develop and utilize Open Education Resources (OER)Expand universal access to digital literacy accessible to both men and womenAdvocate for improved ICT infrastructure and broadbandDevelop TVET curriculum which is relevant to industry and responsive to both male and female needsStrengthen technical and vocational education and training through establishment of a pool of high quality TVET centres with a view to address gender disparitiesEstablish industry, institution and learner convergence / linkagesStrengthen quality assurance and monitoring and evaluation.Apply affirmative action for enrolment of disadvantaged men and women.Strengthen the use of research for development.Increase research, science and technology programmes in Higher Education curriculum.Apply an affirmative action to increase funding for Research and innovation in education.Standardize and accredit assessment in higher education programmes.


Increased Gross Enrolment Ratio for tertiary education Increased Participation rate in technical and vocational education programmes for the 15-24 year olds% of graduates at all levels of education meeting minimum skills set by industry.Improved quality of technical and vocational programmes as well as graduate aptitude.

Desired Outcomes Competent Human Resource that can be globally employable and have sustainable livelihood


SDG 4.4 : By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship


This entails developing an inclusive industry relevant curriculum that can equip youth and adults with relevant entrepreneurial skills to enable them to live sustainable livelihoods. It also involves applying retention strategies to increase programme completion rate through proper monitoring and evaluation of initiatives that target access and implementation of an assessed and time bound compulsory internship programme prior to work placement.

Current Status

Target 20000 and back to school initiatives are being implemented.Technical and vocational curriculum is being developed in line with labour industry needs.Technical and Vocational Education institutions have been constructed around the country.Botswana Human Resource Development (BHRD) skills fair and career clinics have been expanded.Development of Policy Frameworks for effective implementation of skills development programmes.Establishment of a rapid skills centre (CITF).Implementation of informal and non-formal education and training (OSET) programmes

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Inadequate funding for training of out of school youth and adults.Inadequate supply of qualified vocational and technical staff in relevant fields.Lack of recognition for out of school youths and adults by industryLow uptake of technical and vocational skills training programmes.Inadequate channels for upgrading of technical and vocational qualifications to degree levels.

Initiatives

Identify skills gap of unemployed youth and adults.Design alternative models for research funding. Develop programmes for upgrading of technical and vocational programmes offered at Certificate and Diploma levels in local universities.Apply an affirmative action to increase access to technical and vocational skills programmes.Increase funding for technical and vocational skills trainingIncrease funding for innovation. Build the capacity of technical staff in relevant fields.Implement a policy on multiple pathways.


Percentage of youth/adults who have achieved at least a minimum level of proficiency in digital literacy skills % of youth and adults with relevant skills for workProportion of youth and adults with information and communication technology (ICT) skills, by type of skill Youth/ adult educational attainment rates by age group, economic activity status, levels of education and programme orientation

Desired Outcomes Increased number of youth and adults applying relevant technical and vocational skills and competencies to improve their livelihood.


SDG 4.5 : By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for vulner-able, including persons with disabilities, indigenous peoples and children in vulnerable situations


This entails gender equality: where all girls and boys, women and men, have equal opportunities to enjoy education of high quality and enjoy equal benefits from education. Policies aimed at overcoming gender inequality are more effective when they are part of an overall package that also promotes health, justice, good governance and freedom from child labour.

Current Status

Implementation of

-10 year basic education programme- Re-admission guidelines - Draft pregnancy policy.- Pastoral policy in the public school system. - Inclusive Education Policy- An affirmative Action to increase access for learners in remote areas and - those learning under adverse circumstances.

Thirty-six (36) special education units with a total of 1 848 learners (both primary and Secondary) have been established.Development of a multiple learning pathways curriculum due for implementation in 2019.Transportation for learners from Rural Area Dweller Settlements is being provided.Support for learners with Special Educational Needs is provided during assessment.

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There are some small pockets of the community that experience language barriers and other difficulties related to their special education needs in their efforts to access educational services. Inadequate educational facilities for learners with special needsLack of a policy on structured home-based learning.Some learners travel long distances to schools.Inaccessible facilities for disabled learnersHigh Student/teacher ratioOld and unmaintained infrastructure Inadequate staffing for assessing learners with disabilitiesInsufficient equipment and assistive devices.

Initiatives

Provide alternative classrooms with temporary structure for mobile communities.Identify and place learners with special needs in relevant institutions.Provide support for children with special needs. Expand existing schools with continuous high enrolments, as guided by statistical projection.Review infrastructure policy to accommodate learners with other forms of disabilities.Conduct rigorous early identification of learners with disabilitiesDevelop and implement a policy for structured home-based learning to increase access.Develop and implement the use of unique identifiers for continuous tracking of children from birth to ensure early identification of learner needs.Enforce the use of unique identifiers (Omang/ birth registration number)Develop linkages between ministries having a mandate to care and provide education and other services to children through the use of an interlinked database.Ratify UNESCO Convention against discrimination in education.


Enrolment rates (by gender, disability, OVC)Completion rate ((by gender, disability, OVC)Dropout rateTransition rate % of graduates at all levels of education meeting minimum skills set by industryNumber of teachers trained in special education/ inclusive educationNumber of accessible education facilities Student teacher ratio

Desired Outcomes Increased enrolments in basic education learning programmes.Increased provision of individualized learning.Improved inclusion of learners with diverse needs.Assertive and confident learners with enhanced self-awareness.

SDG 4.6 : By 2030, ensure that all youth and substantial proportion of adults, both men and women, achieve literacy and numeracy

ContextualizedDescription

This entails provision of out of school education opportunities to youth and adults whose learning needs cannot be met in the formal system through provision of contextualized literacy programmes within the framework of lifelong learning.


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Current Status

Literacy Rate is at 90%Adult Basic Education Programme (ABEP) for out of school youth and adults is being implemented.Implementation of Out of School Education for Children Programme (OSEC) to provide access for school going age children who are not in the mainstream. A Policy for Out of School Education for Children (OSEC) has been developed.OSEC curriculum has been developed and being implemented. Implementation of the RNPE, ETSSP and the Inclusive Education Policy.


Lack of a relevant policy to regulate literacy programmes.Lack of an appropriate assessment for ABEP.Inadequate resources for supervision and monitoring of OSET programmes.Lack of funding for promotion of mobile technology in literacy programmes.Inadequate training for Out of School Programme Facilitators.Inadequate resources to track learners registered in the Out of School Education Programme.

Initiatives

Develop regulating policies for coordination of literacy and numeracy programmes.Promote the use of ICT, particularly mobile technology, for out of school programmes.Develop a literacy assessment framework and tools to evaluate proficiency levels based on learning outcomes.Scale up effective adult literacy and skills programmes involving multi-sectorial partners, building on their rich experience and good practice.Provide continuous professional development for Out Of School Education personnel. Promote the use of Community Learning Centres (CLC) and/or Community Information Centres (CIC).

Performance Indicators % of youth and adults proficient in literacy skills% of youth and adults proficient in numeracy skillsYouth/adult literacy rateParticipation rate of illiterate youth and adults in literacy programmes

Desired Outcomes

Increased number of youths and adults accessing Out of School Education ProgrammesIncreased number of youths and adults utilizing literacy and numeracy skills Increased number of youth and adults utilizing mobile technologyAvailability of resources for effective implementation of out of school programmes (qualified staff, appropriate infrastructure, equipment and learning materials) Eligible youth and adults participating in out of school programmesAvailability of out of school policies, frameworks and programmes

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SDG 4.7 : By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and culture’s contribution to sustainable development


This entails empowering the next generation of learners with competencies required to lead productive lives and make informed decisions on issues of environmental sustainability, humanity and civic education for sustainable development.

Current Status

Implementation of Women empowerment programmes (WAD, GAD)Implementation of poverty eradication programme.Availability of legal frameworks to enable effective implementation of ESD and GCED Signed SADC protocol on Gender EqualityBotswana is signatory to the International Protocols on Environmental Issues.Implementation of the Anti-corruption Policy.An adequate coverage of human rights issues by the constitution.Mainstreaming of GCED and ESD issues into Basic Education curriculum.


Increased cases of corruption, violence, theft and petty crimesGraduates not being absorbed by labour marketInadequate information on career opportunitiesInadequate skills for education for sustainable development Prevalence of violence and drug abuse in schools

Initiatives Develop and review national policies and programmes to ensure a wide coverage of GCED and ESD themes. Promote an interdisciplinary, multi-stakeholder approach to ESD and GCED.Ensure proper mainstreaming of ESD and GCED at all levels of education.

Develop robust assessment systems for ESD and GCED for cognitive, socio-emotional and behavioural learning outcomes Invest on prospective opportunities that promote ESD and GCED (freedom parks, cultural villages/centres, national dialogue centre, and sustainable environment parks).Strengthen implementation of the Child Friendly Schools’ Programme.Develop strategies for elimination of bullying and other violent behaviour in schools.Promote establishment of school based peace and human rights clubs.

Performance Indicators % of teaching hours dedicated to education for sustainable development/global citizenship education% of students showing proficiency in knowledge and understanding of ESD and GCEDAvailability of national policies and programmes promoting ESD and Global Citizenship Education Availability of assessment tools and techniques to measure knowledge and understanding of ESD and GCEDImproved level of investment on prospective opportunities that promote ESD and GCED (freedom parks, cultural villages/centres, national dialogue centre, sustainable environment parks)Responsible learners who are compassionate, caring and demonstrate Botho.

Desired Outcomes Improved competencies in addressing ESD and GCED Decline in the number of bullying and violent cases


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Table 11: Target 4.a

SDG 4a : Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all


This entails building learner friendly schools that are accessible to all learners irrespective of race, gender, religion, cognitive and physical abilities. It also includes upgrading existing educational facilities to improve accessibility. It involves creating appealing learning facilities that are resourced to inspire learning. It also requires creating inclusive school cultures which encourage involvement of all learners and promote safety for all members of the school community i.e. learners, teachers and parents, and creating accountability of schools to their local communities.

Current Status/ Baseline Currently there are:

821 primary schools - 756 public and 65 private207 Junior Secondary Schools2 unified secondary schools32 Senior Secondary Schools.12 colleges - 8 Technical Colleges and 4 Teacher Training Colleges7 Institutes of Health Sciences 37 Brigades 9 institutes of higher learning - 3public universities, 3 private universities and 3 private colleges in operation36 special education units – 35 housed in both primary and secondary schools and one (1) in a technical college.Installation of power grid in rural settlements, those outside power grid installed with solar panel covering 21 out of 61 primary schoolsAvailability of 9, 463 teacher’s quarters, 298 are still under constructionPartnership with BOFINET, MASCOM, ORANGE, and BOCRA to provide WiFi to 32 senior secondary schools, 175 junior secondary schools and 191 primary schools with fully functional computer labs.

Associated ChallengesShortage of classrooms and laboratories for science related subjects.Shortage of special education unitsInaccessible infrastructure.Unfriendly learning environment (landscape designs, self-cooling and sound proof classrooms and well-resourced libraries)Lack of safety and security policy for schoolsLack of a monitoring system to ensure timely maintenance of facilities and equipmentDual responsibilities for primary education by Ministry of Basic Education and Local Government and Rural Development

Initiatives Strengthen implementation of the Child Friendly Schools’ Policy.Expand existing schools with continuous high enrolments (guided by statistical projection).Increase Multi-grade schoolsReview the infrastructure policy to accommodate learners with other forms of disabilities.Review infrastructure policy to include learner friendly designs that are landscaped and self-cooling Ensure a deliberate rationalization of funds towards procurement of adequate equipment Implement rigorous monitoring and evaluation of infrastructure Develop and implement safety and security policy Strengthen Learner Support Systems at School level (G&C, SPED)

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Enrolment rates (by gender, disability, OVC)Completion rate (by gender, disability, OVC)Number of teachers trained in special education/ inclusive educationNumber of accessible education facilities Number of learners with disabilities in schools

Desired Outcomes Accessible educational facilities to all Positive School experiences Safe and Secure School EnvironmentsResponsive Psychosocial Support Services

Table 12: Target 4.b

SDG 4b : By 2030, substantially expand globally the number of scholarships available to developing countries, in particular least developed countries, small island developing States and African countries, for enrolment in higher education, including vocational training and information and communication technology, technical, engineering and scientific programmes, in developed countries and other developing countries


This entails provision of scholarships for Higher Education. It also involves engaging in partnership with intergovernmental organizations and governments in supporting the least developed countries and Small Island States through annual contributions and other funding including scholarships in identified fields of study.

Current Status/ Baseline

Provision of Scholarship awards for critical disciplines to study internationally at graduate and post graduate levels e.g. in Asia, Small Island States, SADC.Provision of Scholarship awards for graduate and post graduate programmes in local universities.Botswana contributes:- US$100,000.00 annually to Commonwealth of learning for capacity building in least developed Commonwealth member states including 32 small Island States. - US$10,000.00 annually to Association of the Development of Education in Africa (ADEA) which is a technical arm of the African Union that drives implementation of AU education agenda.- EURO 18,669.00 and USD$24,226.00 to UNESCO in annual basis to contribute to peace and security by promoting international collaborations through education scientific and cultural reforms.

On ad-hoc basis Botswana offers scholarships to the least developed countries of Liberia, Malawi and South Sudan (LIMASS).Access to UNESCO co-funded fellowships and other international scholarships.

Associated Challenges Inadequate funding for post-graduate and post-doctoral programmes.Low access to the scholarship due to communication and connectivity challenges, geographical location and other documentary requirements. Predesigned scholarships for limited and specific disciplines

Initiatives Increase funding for post graduate studies. Diversify scholarships. Promote private sector involvement in educational financing. Develop a communication strategy.

Performance Indicators Number of scholarships awarded by programme of study.Number of higher education scholarships awarded by beneficiary country.Volume of official development assistance flows for scholarships by sector and type of study.

Desired Outcomes Empowered youth and adults as drivers of Socio Economic development of their communities

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Table 13: Target 4.c

SDG 4c: By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing states


This entails alignment of teacher training (pre service and in service) to educational reforms as stipulated in the National Policies such as ETSSP, BQA norms and standards. It also entails training of quality science, technology, engineering and mathematics (STEM) teachers who can be absorbed globally through collaboration and partnership with developed countries as well as the use of ODeL in re-skilling and up-skilling of teachers e.g. using the SADC Centre for Teacher Education in Tanzania.

Current Status/ Baseline

Over supply of teachers at basic education level.Partnered with neighbouring countries such as Namibia and Seychelles to supply them with surplus teachers. Trained teachers in line with SADC protocol to be engaged as Distance EducatorsEngaged in bi-lateral cooperation with International partners to improve the quality of teachers.Implementation of initiatives to improve the quality of teachers.


Poor performance of teachers in quality assessment studies such as SACMEQ and TIMSS.Inadequate supply of resources to promote effective teaching of STEM and the 21st Century skills in Teacher Training Institutions.High turnover Low teacher morale Absence of a teacher regulatory body.Lack of a specific Act to regulate the teaching profession. Politicisation of Teachers UnionsInadequate provision of relevant Continuous Professional Development for teachers.

Initiatives

Provide adequate resources to improve teacher performance in STEM Improve the quality of teachers through relevant Continuous Professional Development (CPD) in targeted areas of need.Improve the welfare of teachers to attract and retain super teachersEstablish a Teaching Council to regulate the teaching profession.Develop a specific Act to regulate the teaching profession.


Participation ratePercentage of teachers qualified according to national standards by education and type of institution Learner/ teacher ratio by education levelProportion of teachers in: (a) Pre-primary; (b) Primary; (c) Lower secondary; and(d) Upper secondary education who have received at least the minimum organized teacher training (e.g. pedagogical training at pre-service or in-service), required for teaching at the relevant level in a given country.Learner/ trained teacher ratio by level of education. Average teacher salary relative to other professions requiring a comparable level of education qualification.Teacher attrition rate by education level.Percentage of teachers who received in-service training in the last 12 months by type of training.

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CONCLUSION

To the best of its judgement, Botswana SDG 4 planning committee believes this implementation plan has adequately addressed ideals of the SDG 4 as outlined in the ten (10) targets of the goal. The planning process was done in such a way that the plan is in consonance with the Country’s implementation strategy for the seventeen Sustainable Development Goals (SDGs) – the Botswana SDGs Road Map of 2018. It is however important to note that in addition to the proposed strategies, the successful implementation of this plan requires formulation of a decentralization policy with a clear plan of action. It will include provision of leadership and governance reforms, whereby each region and each department is given autonomy and the necessary resources to ensure provision of quality education as per the needs of the region.

Desired Outcomes Diversified economyImproved staff performance Improved teacher welfareCompliance to set teacher standardsImproved quality of teachers

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Ministry of Education and Skills Development, (2011). Progress on implementation of EFA and African Union Second Decade on Education: A National Perspective. Government of Botswana. Gaborone. Botswana.

Ministry of Education and Skills Development, (2011). Progress on implementation of EFA and African Union Second Decade on Education: A National Perspective. Government of Botswana. Gaborone. Botswana.

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Ministry of Education and Skills Development, (2013). Draft Policy on Open and Distance Learning. Botswana Government. Gaborone, Botswana.

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Ministry of Labour and Home Affairs, (1997). National Policy on Vocational Education and Training. Government Printer, Gaborone: Botswana.

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so

far

. Th

eref

ore

as f

or o

ther

yea

rs t

hat

follo

ws, t

hing

s ar

e st

ill at

dat

ary

leve

l

4.2.

By

2030

, ens

ure

that

all

girls

and

bo

ys

have

ac

cess

to

qu

ality

ea

rly

child

hood

dev

elop

men

t, ca

re a

nd p

re-

prim

ary

educ

atio

n so

th

at

they

ar

e re

ady

for p

rimar

y ed

ucat

ion

4.2.

1 Pr

opor

tion

of c

hild

ren

unde

r 5 ye

ars

of a

ge w

ho a

re d

evel

opm

enta

lly o

n tra

ck

in h

ealth

, lea

rnin

g an

d ps

ycho

soci

al w

ellb

eing

, by

sex

Sour

ce (2

014

Stat

s Br

ief).

2014

Sta

ts B

rief i

s th

e on

ly m

ost n

ext p

ossi

ble

avai

labl

e so

urce

so

far

. Th

eref

ore

as f

or o

ther

yea

rs t

hat

follo

ws, t

hing

s ar

e st

ill at

dat

ary

leve

l

4.2.

2 Pa

rtici

patio

n ra

te

in

orga

nize

d le

arni

ng (

one

year

bef

ore

the

offic

ial

prim

ary

entry

age

), by

sex

Mal

e: 4

8.9%

Fem

ale:

50.2

%

Sour

ce (2

014

Stat

s Br

ief).

2014

Sta

ts B

rief i

s th

e on

ly m

ost n

ext p

ossi

ble

avai

labl

e so

urce

so

far

. Th

eref

ore

as f

or o

ther

yea

rs t

hat

follo

ws, t

hing

s ar

e st

ill at

dat

ary

leve

l.

4.3.

By

2030

, ens

ure

equa

l acc

ess

for

all w

omen

and

men

to

affo

rdab

le a

nd

qual

ity te

chni

cal,

voca

tiona

l and

terti

ary

educ

atio

n, in

clud

ing

unive

rsity

4.3.

1 Pa

rtici

patio

n ra

te

of

yout

h an

d ad

ults

in

form

al a

nd n

on-fo

rmal

ed

ucat

ion

and

train

ing

in t

he p

revio

us

12 m

onth

s, by

sex

NAEd

ucat

ion

surv

ey

4.4.

By

20

30,

subs

tant

ially

in

crea

se

the

num

ber

of y

outh

and

adu

lts w

ho

have

rel

evan

t sk

ills, i

nclu

ding

tec

hnic

al

and

voca

tiona

l sk

ills,

for

empl

oym

ent,

dece

nt jo

bs a

nd e

ntre

pren

eurs

hip

4.4.

1 Pr

opor

tion

of y

outh

and

adu

lts

with

inf

orm

atio

n an

d co

mm

unic

atio

ns

tech

nolo

gy (I

CT)

ski

lls, b

y ty

pe o

f ski

ll

ICT

Surv

ey

AN

NEX

I –

SDG

4 IN

DIC

ATO

R F

RA

MEW

OR

K

32

SDG

203

0 Ta

rget

Type

of I

ndic

ator

Bas

elin

e Va

lue

Dat

a So

urce

4.5.

By

2030

, el

imin

ate

gend

er d

ispa

ritie

s in

ed

ucat

ion

and

ensu

re e

qual

acc

ess

to a

ll lev

els

of e

duca

tion

and

voca

tiona

l tra

inin

g fo

r th

e vu

lner

able

, in

clud

ing

pers

ons

with

dis

abilit

ies,

indi

geno

us p

eopl

es a

nd c

hild

ren

in v

ulne

rabl

e si

tuat

ions

4.5.

1 Pa

rity

indi

ces

(fem

ale/

mal

e,

rura

l/urb

an,

botto

m/to

p we

alth

qui

ntile

and

oth

ers

such

as

disa

bilit

y st

atus

, ind

igen

ous

peop

les

and

conf

lict-a

ffect

ed, a

s da

ta b

ecom

e av

aila

ble)

for

all e

duca

tion

indi

cato

rs o

n th

is li

st th

at c

an b

e di

sagg

rega

ted

NA

4.6.

By

2030

, en

sure

tha

t al

l yo

uth

and

a su

bsta

ntia

l pro

porti

on o

f ad

ults

, bot

h m

en a

nd

wom

en, a

chie

ve li

tera

cy a

nd n

umer

acy

4.6.

1 Pe

rcen

tage

of p

opul

atio

n in

a g

iven

age

grou

p ac

hiev

ing

at le

ast a

fixe

d le

vel o

f pr

ofic

ienc

y in

func

tiona

l (a)

lite

racy

and

(b) n

umer

acy

skills

, by

sex

2014

Bot

swan

a Li

tera

cy S

urve

y

4.7.

By

2030

, ens

ure

that

all

lear

ners

acq

uire

th

e kn

owle

dge

and

skills

nee

ded

to p

rom

ote

sust

aina

ble

deve

lopm

ent,

incl

udin

g,

amon

g ot

hers

, th

roug

h ed

ucat

ion

for

sust

aina

ble

deve

lopm

ent a

nd s

usta

inab

le li

fest

yles,

hum

an

right

s, ge

nder

equ

ality

, pro

mot

ion

of a

cul

ture

of

peac

e an

d no

n-vio

lenc

e, g

loba

l citi

zens

hip

and

appr

ecia

tion

of c

ultu

ral d

ivers

ity a

nd o

f cul

ture

’s co

ntrib

utio

n to

sus

tain

able

dev

elop

men

t

4.7.

1 Ex

tent

to w

hich

(i)

glob

al c

itize

nshi

p ed

ucat

ion

and

(ii)

educ

atio

n fo

r su

stai

nabl

e de

velo

pmen

t, in

clud

ing

gend

er

equa

lity a

nd h

uman

righ

ts, a

re m

ains

tream

ed a

t all l

evel

s in

: (a)

na

tiona

l edu

catio

n po

licie

s, (b

) cur

ricul

a, (c

) tea

cher

edu

catio

n an

d (d

) stu

dent

ass

essm

ent

NA

4.a.

Bui

ld a

nd u

pgra

de e

duca

tion

faci

litie

s th

at

are

child

, di

sabi

lity

and

gend

er s

ensi

tive

and

prov

ide

safe

, non

-vio

lent

, incl

usive

and

effe

ctive

le

arni

ng e

nviro

nmen

ts fo

r all

4.a.

1 Pr

opor

tion

of s

choo

ls w

ith a

cces

s to

: (a

) el

ectri

city

; (b

) th

e In

tern

et f

or p

edag

ogic

al p

urpo

ses;

(c)

com

pute

rs

for

peda

gogi

cal

purp

oses

; (d

) ad

apte

d in

frast

ruct

ure

and

mat

eria

ls fo

r stu

dent

s wi

th d

isab

ilitie

s; (e

) bas

ic d

rinki

ng w

ater

; (f)

sin

gle-

sex

basi

c

a)El

ectri

city

Pr

imar

y le

vel:9

2.96

%Se

cond

ary

leve

l:92.

20

Sour

ce (2

014

Stat

s Br

ief).

2014

St

ats

Brie

f is

the

only

mos

t nex

t po

ssib

le

avai

labl

e so

urce

so

fa

r. The

refo

re a

s fo

r oth

er ye

ars

that

fol

lows

, thi

ngs

are

still

at

data

ry le

vel.

33

Bots

wana

Nat

iona

l Com

mis

sion

for U

NESC

O

SDG

203

0 Ta

rget

Type

of I

ndic

ator

Bas

elin

e Va

lue

Dat

a So

urce

4.a.

Con

t.b) c) d) e)

Basi

c dr

inki

ng w

ater

Prim

ary

leve

l:99.

87%

Seco

ndar

y le

vel:9

8.64

(201

4)

f) g)

4.b.

By

20

20,

subs

tant

ially

ex

pand

gl

obal

ly th

e nu

mbe

r of

sc

hola

rshi

ps

avai

labl

e to

de

velo

ping

co

untri

es,

in

parti

cula

r le

ast

deve

lope

d co

untri

es,

smal

l is

land

de

velo

ping

St

ates

an

d Af

rican

cou

ntrie

s, fo

r enr

olm

ent i

n hi

gher

ed

ucat

ion,

inc

ludi

ng v

ocat

iona

l tra

inin

g an

d in

form

atio

n an

d co

mm

unic

atio

ns

tech

nolo

gy,

tech

nica

l, en

gine

erin

g an

d sc

ient

ific

prog

ram

mes

, in

de

velo

ped

coun

tries

an

d ot

her

deve

lopi

ng

coun

tries

.

4.b.

1 Vo

lum

e of

offi

cial

dev

elop

men

t as

sist

ance

flo

ws fo

r sc

hola

rshi

ps b

y se

ctor

an

d ty

pe o

f stu

dyHR

DC/D

TEF

4.c.

By

2030

, sub

stan

tially

incr

ease

the

supp

ly of

qua

lifie

d te

ache

rs,

incl

udin

g th

roug

h in

tern

atio

nal

coop

erat

ion

for

teac

her t

rain

ing

in d

evel

opin

g co

untri

es,

espe

cial

ly le

ast

deve

lope

d co

untri

es

and

smal

l isl

and

deve

lopi

ng S

tate

s

4.c.

1 Pr

opor

tion

of

teac

hers

in

: (a

) pr

e-pr

imar

y; (b

) pr

imar

y; (c

) lo

wer

seco

ndar

y; an

d (d

) up

per

seco

ndar

y ed

ucat

ion

who

have

rec

eive

d at

lea

st

the

min

imum

org

aniz

ed te

ache

r tra

inin

g (e

.g. p

edag

ogic

al tr

aini

ng) p

re-s

ervic

e or

in

-ser

vice

requ

ired

for

teac

hing

at

the

rele

vant

leve

l in

a gi

ven

coun

try.

a)

Pre-

prim

ary:

(55.

1%)

b)

Prim

ary:

(97.

9%) L

ower

sec

onda

ry: 9

9.6%

Upp

er

Seco

ndar

y: NO

dat

a (2

014)

Annu

al C

ensu

s of

Sch

ools

Sou

rce

(201

4 St

ats

Brie

f).20

14 S

tats

Brie

f is

the

only

mos

t nex

t pos

sibl

e av

aila

ble

sour

ce s

o fa

r. Th

eref

ore

as f

or o

ther

yea

rs t

hat

follo

ws, t

hing

s ar

e st

ill at

dat

ary

leve

l.

34

Bots

wana

Nat

iona

l Com

mis

sion

for U

NESC

O

TAR

GET

INIT

IATI

VES

IND

ICAT

OR

SD

ATA

CO

LLEC

TIO

N

MET

HO

DR

OLE

S A

ND

R

ESPO

NSI

BIL

ITIE

SR

EP

OR

TIN

G

PER

IOD

SDG

4.1

: By

2030

en

sure

that

all

girls

an

d bo

ys c

ompl

ete

free,

equ

itabl

e an

d qu

ality

prim

ary

and

seco

ndar

y ed

ucat

ion

lead

ing

to re

leva

nt a

nd

effe

ctive

lear

ning

ou

tcom

es

o

Revie

w th

e Ed

ucat

ion

Act t

o en

sure

en

forc

emen

t of:

-

M

othe

r ton

gue

inst

ruct

ion

in th

e fir

st

ye

ars

of s

choo

l/low

er p

rimar

y

-

A

polic

y on

free

and

com

puls

ory

Basi

c

Educ

atio

n.o

En

forc

e co

mpu

lsor

y re

med

iatio

n at

pr

imar

y.o

St

reng

then

mon

itorin

g an

d ev

alua

tion

of

polic

ies

and

prog

ram

mes

o

St

reng

then

mai

nstre

amin

g of

pr

oduc

tivity

, res

earc

h an

d in

nova

tion

in th

e cu

rricu

lum

. o

St

reng

then

util

isat

ion

of s

ubje

ct

sp

ecifi

c pr

ofes

sion

al b

odie

s/

as

soci

atio

ns in

cur

ricul

um

deve

lopm

ent/r

evie

wo

C

ondu

ct p

rofic

ienc

y te

sts

for p

athw

ays

at

Sta

ndar

d 4

o

Prom

ote

scho

ols’

and

the

regi

onal

ne

twor

ks fo

r pur

pose

s of

sha

ring

best

pra

ctic

es.

o

Stre

ngth

en c

olla

bora

tion

betw

een

fe

eder

sch

ools

and

sen

ior s

choo

ls

up to

the

terti

ary

leve

ls o

f edu

catio

n

(Col

lege

s &

Unive

rsiti

es).

o

Revie

w th

e cu

rricu

lum

to a

lign

and

en

sure

acq

uisi

tion

of th

e 21

st

ce

ntur

y sk

ills.

o

Incr

ease

par

ticip

atio

n in

qua

lity

asse

ssm

ent s

tudi

es s

uch

as B

EAM

,

SA

QM

EC a

nd T

IMSS

.

o

Enro

lmen

t rat

es (b

y

gend

er, d

isab

ility,

OVC

)o

C

ompl

etio

n ra

te ((

by

gend

er, d

isab

ility,

OVC

)o

Dr

opou

t rat

eo

Tr

ansi

tion

rate

o

Pass

rate

Enro

lmen

t Reg

iste

rs

Scho

ol a

nd R

egio

nal

base

d An

nual

edu

catio

n st

atis

tical

sur

veys

o

Min

istry

of B

asic

Edu

catio

no

S

tatis

tics

Bots

wana

Annu

ally

AN

NEX

II –

MO

NIT

OR

ING

AN

D E

VALU

ATIO

N P

LAN

FO

R S

DG

4 –

ED

UC

ATIO

N 2

030

35

Bots

wana

Nat

iona

l Com

mis

sion

for U

NESC

O

SDG

4.2

: By

2030

, en

sure

that

all

girls

an

d bo

ys h

ave

acce

ss to

equ

itabl

e ea

rly c

hild

hood

de

velo

pmen

t, ca

re

and

pre-

prim

ary

educ

atio

n so

that

th

ey a

re re

ady

for

prim

ary

educ

atio

n.

o

Prov

ide

adeq

uate

and

spe

cial

ized

tra

inin

g fo

r EC

D te

ache

rs.

o

Incr

ease

acc

ess

to E

CD.

o

Expa

nd p

rogr

amm

es re

spon

sive

to

ch

ildre

n’s h

ealth

, nut

ritio

n, p

rote

ctio

n

gr

owth

and

dev

elop

men

t. o

En

sure

ade

quat

e m

onito

ring

and

eval

uatio

n of

EC

D po

licie

s an

d

pr

ogra

mm

es.

o

Prov

ide

Con

tinuo

us P

rofe

ssio

nal

Deve

lopm

ent f

or E

CD

pers

onne

l.o

Pr

ovid

e ad

equa

te a

nd a

ppro

pria

te

infra

stru

ctur

e an

d eq

uipm

ent f

or

ef

fect

ive im

plem

enta

tion

of E

CD

pr

ogra

mm

es (i

nfra

stru

ctur

e &

equi

pmen

t)o

De

velo

p po

licie

s an

d fra

mew

orks

to

regu

late

EC

D pr

ogra

mm

es a

nd

se

rvic

es.

o

Prom

ote

the

use

of IC

T in

EC

D

prog

ram

mes

.

o

% o

f und

er 5

yea

rs

child

ren

in o

rgan

ized

le

arni

ng e

nviro

nmen

to

%

app

ropr

iate

lear

ner

reso

urce

s av

aila

ble.

o

% o

f prim

ary

scho

ols

ha

ving

adeq

uate

re

sour

ces

to ro

ll ou

t EC

D

(q

ualif

ied

staf

f,

a

ppro

pria

te in

frast

ruct

ure,

eq

uipm

ent a

nd le

arni

ng

mat

eria

ls)

o

Avai

labi

lity

of E

CD

po

licie

s, fra

mew

orks

and

prog

ram

mes

Enro

lmen

t Reg

iste

rs

Scho

ol a

nd R

egio

nal

base

d An

nual

edu

catio

n st

atis

tical

sur

veys

o

Stat

istic

s Bo

tswa

na

o

Min

istry

of B

asic

Ed

ucat

ion

o

Min

istry

of H

ealth

and

Wel

lnes

s

o

Min

istry

of L

ocal

G

over

nmen

t and

Ru

ral D

evel

opm

ent

Annu

ally

SDG

4.3

: By

2030

, en

sure

equ

al

acce

ss fo

r all

wom

en a

nd m

en

to a

fford

able

and

qu

ality

tech

nica

l, vo

catio

nal a

nd

terti

ary

educ

atio

n,

incl

udin

g un

ivers

ity

o

Ratif

y th

e Ad

dis

Abab

a C

onve

ntio

n o

n

th

e Re

cogn

ition

of h

ighe

r

ed

ucat

ion

qual

ifica

tions

, for

exa

mpl

e,

Cer

tific

ates

, Dip

lom

as, D

egre

es

and

othe

r Aca

dem

ic Q

ualif

icat

ions

in H

ighe

r Edu

catio

n.o

De

velo

p an

d im

plem

ent p

olic

y fo

r

Re

cogn

ition

of P

rior L

earn

ing

in

High

er E

duca

tion.

o

Deve

lop

and

utiliz

e O

pen

Educ

atio

n

Reso

urce

s (O

ER)

o

Expa

nd u

nive

rsal

acc

ess

to d

igita

l

lit

erac

y ac

cess

ible

to b

oth

men

an

d wo

men

o

Incr

ease

d G

ross

En

rolm

ent R

atio

for

te

rtiar

y ed

ucat

ion

o

Incr

ease

d Pa

rtici

patio

n

rate

in te

chni

cal a

nd

vo

catio

nal e

duca

tion

prog

ram

mes

for t

he 1

5-

24 y

ear o

lds

o

% o

f gra

duat

es a

t all

leve

ls o

f edu

catio

n

m

eetin

g m

inim

um s

kills

se

t by

indu

stry.

Terti

ary

Educ

atio

n Re

gist

ratio

n Re

cord

s

Annu

al T

ertia

ry

Educ

atio

n st

atis

tical

su

rvey

s

o

Stat

istic

s Bo

tswa

na

o

Hum

an R

esou

rces

De

velo

pmen

t Cou

ncil

o

Bots

wana

Q

ualif

icat

ions

Au

thor

ity

Annu

ally

36

Bots

wana

Nat

iona

l Com

mis

sion

for U

NESC

O

SDG

4.3

: By

2030

, en

sure

equ

al

acce

ss fo

r all

wom

en a

nd m

en

to a

fford

able

and

qu

ality

tech

nica

l, vo

catio

nal a

nd

terti

ary

educ

atio

n,

incl

udin

g un

ivers

ity

(Con

t.)

o S

treng

then

tech

nica

l and

voc

atio

nal

e

duca

tion

and

trai

ning

thro

ugh

e

stab

lishm

ent o

f a p

ool o

f hig

h qu

ality

TVE

T ce

ntre

s wi

th a

vie

w to

add

ress

gen

der d

ispa

ritie

so

Est

ablis

h in

dust

ry, in

stitu

tion

and

lear

ner

c

onve

rgen

ce /

linka

ges

o S

treng

then

qua

lity

assu

ranc

e an

d

m

onito

ring

and

eval

uatio

n.o

App

ly af

firm

ative

act

ion

for e

nrol

men

t of

d

isad

vant

aged

men

and

wom

en.

o S

treng

then

the

use

of re

sear

ch fo

r

dev

elop

men

t.o

Inc

reas

e re

sear

ch, s

cien

ce a

nd

t

echn

olog

y pr

ogra

mm

es in

Hig

her

E

duca

tion

curri

culu

m.

o A

pply

an a

ffirm

ative

act

ion

to in

crea

se

f

undi

ng fo

r Res

earc

h an

d in

nova

tion

in

edu

catio

n.o

Sta

ndar

dize

and

acc

redi

t ass

essm

ent i

n

hig

her e

duca

tion

prog

ram

mes

.

o

Impr

oved

qua

lity

of

tech

nica

l and

voc

atio

nal

prog

ram

mes

as

well

as

grad

uate

apt

itude

.

Terti

ary

Educ

atio

n Re

gist

ratio

n Re

cord

s

Annu

al T

ertia

ry

Educ

atio

n st

atis

tical

su

rvey

s

o M

inis

try o

f Ter

tiary

Edu

catio

n, R

esea

rch,

S

cien

ce a

nd S

tatis

tics

o

Min

istry

of

Empl

oym

ent,

Labo

ur

Pr

oduc

tivity

and

Ski

lls

Deve

lopm

ent

Annu

ally

SDG

4.4

: SDG

4.

4 : B

y 20

30,

subs

tant

ially

in

crea

se th

e nu

mbe

r of y

outh

an

d ad

ults

who

ha

ve re

leva

nt

skills

, inc

ludi

ng

tech

nica

l and

vo

catio

nal s

kills

, fo

r em

ploy

men

t, de

cent

jobs

and

en

trepr

eneu

rshi

p

o I

dent

ify s

kills

gap

of u

nem

ploy

ed y

outh

and

adu

lts.

o D

esig

n al

tern

ative

mod

els

for r

esea

rch

f

undi

ng.

o D

evel

op p

rogr

amm

es fo

r upg

radi

ng o

f

tec

hnic

al a

nd v

ocat

iona

l

pro

gram

mes

offe

red

at C

ertif

icat

e an

d

D

iplo

ma

leve

ls in

loca

l uni

vers

ities

.o

App

ly an

affi

rmat

ive a

ctio

n to

incr

ease

acc

ess

to te

chni

cal a

nd v

ocat

iona

l

ski

lls p

rogr

amm

es.

o I

ncre

ase

fund

ing

for t

echn

ical

and

voc

atio

nal s

kills

trai

ning

o I

ncre

ase

fund

ing

for i

nnov

atio

n. o

Bui

ld th

e ca

paci

ty o

f tec

hnic

al s

taff

in

r

elev

ant f

ield

s.o

Im

plem

ent a

pol

icy

on m

ultip

le p

athw

ays.

o P

erce

ntag

e of

you

th/

a

dults

who

hav

e ac

hiev

ed

at l

east

a m

inim

um le

vel

o

f pro

ficie

ncy

in d

igita

l

lite

racy

ski

lls

o %

of y

outh

and

adu

lts

w

ith re

leva

nt s

kills

for

w

ork

o P

ropo

rtion

of y

outh

and

adu

lts w

ith in

form

atio

n

and

com

mun

icat

ion

tec

hnol

ogy

(ICT)

ski

lls, b

y

typ

e of

ski

ll o

You

th/ a

dult

educ

atio

nal

a

ttain

men

t rat

es b

y ag

e

gro

up, e

cono

mic

act

ivity

sta

tus,

leve

ls o

f

e

duca

tion

and

pro

gram

me

orie

ntat

ion

Terti

ary

Educ

atio

n Re

gist

ratio

n Re

cord

s

Annu

al T

ertia

ry

Educ

atio

n st

atis

tical

su

rvey

s

o

Min

istry

of B

asic

Ed

ucat

ion

o

Stat

istic

s Bo

tswa

na

Annu

ally

37

Bots

wana

Nat

iona

l Com

mis

sion

for U

NESC

O

SDG

4.5

: By

2030

, el

imin

ate

gend

er

disp

ariti

es in

ed

ucat

ion

and

ensu

re e

qual

ac

cess

to a

ll le

vels

of

edu

catio

n an

d vo

catio

nal t

rain

ing

for v

ulne

rabl

e,

incl

udin

g pe

rson

s wi

th d

isab

ilitie

s, in

dige

nous

peo

ples

an

d ch

ildre

n in

vul

nera

ble

situ

atio

ns

o

Prov

ide

alte

rnat

ive c

lass

room

s wi

th

tem

pora

ry s

truct

ure

for m

obile

com

mun

ities

. oId

entif

y an

d pl

ace

le

arne

rs w

ith s

peci

al n

eeds

in re

leva

nt

in

stitu

tions

.o

Pr

ovid

e su

ppor

t for

chi

ldre

n wi

th s

peci

al

need

s.

o

Expa

nd e

xistin

g sc

hool

s wi

th c

ontin

uous

hi

gh e

nrol

men

ts, a

s gu

ided

by

stat

istic

al

pr

ojec

tion.

o

Revie

w in

frast

ruct

ure

polic

y to

ac

com

mod

ate

lear

ners

with

oth

er fo

rms

of d

isab

ilitie

s.o

C

ondu

ct ri

goro

us e

arly

iden

tific

atio

n of

le

arne

rs w

ith d

isab

ilitie

so

De

velo

p an

d im

plem

ent a

pol

icy

for

stru

ctur

ed h

ome-

base

d le

arni

ng to

incr

ease

acc

ess.

o

Deve

lop

and

impl

emen

t the

use

of

uniq

ue id

entif

iers

for c

ontin

uous

track

ing

of c

hild

ren

from

birt

h to

ens

ure

early

iden

tific

atio

n of

lear

ner n

eeds

.o

En

forc

e th

e us

e of

uni

que

iden

tifie

rs

(Om

ang/

birt

h re

gist

ratio

n nu

mbe

r)o

De

velo

p lin

kage

s be

twee

n m

inis

tries

ha

ving

a m

anda

te to

car

e an

d pr

ovid

e

ed

ucat

ion

and

othe

r ser

vices

to c

hild

ren

thro

ugh

the

use

of a

n in

terli

nked

da

taba

se.

o

Ratif

y UN

ESC

O C

onve

ntio

n ag

ains

t

dis

crim

inat

ion

in e

duca

tion.

o

Enro

lmen

t rat

es (b

y

gend

er, d

isab

ility,

OVC

)o

C

ompl

etio

n ra

te ((

by

gend

er, d

isab

ility,

OVC

)o

Dr

opou

t rat

eo

Tr

ansi

tion

rate

o

%

of g

radu

ates

at a

ll

leve

ls o

f edu

catio

n

mee

ting

min

imum

ski

lls

set b

y in

dust

ryo

Nu

mbe

r of t

each

ers

tra

ined

in s

peci

al

ed

ucat

ion/

incl

usive

ed

ucat

ion.

o

Num

ber o

f acc

essi

ble

ed

ucat

ion

faci

litie

s o

St

uden

t tea

cher

ratio

Enro

lmen

t Reg

iste

rs

Scho

ol a

nd R

egio

nal

base

d An

nual

edu

catio

n st

atis

tical

sur

veys

Terti

ary

Educ

atio

n Re

gist

ratio

n Re

cord

s

Annu

al T

ertia

ry

Educ

atio

n st

atis

tical

su

rvey

s

o

Min

istry

of B

asic

E

duca

tion

o

Stat

istic

s Bo

tswa

na

Annu

ally

38

Bots

wana

Nat

iona

l Com

mis

sion

for U

NESC

O

SDG

4.6

: By

2030

, en

sure

that

all

yout

h an

d su

bsta

ntia

l pr

opor

tion

of a

dults

, bo

th m

en a

nd w

omen

, ac

hiev

e lit

erac

y an

d nu

mer

acy

o D

evel

op re

gula

ting

polic

ies

for

c

oord

inat

ion

of li

tera

cy a

nd

n

umer

acy

prog

ram

mes

.o

Pro

mot

e th

e us

e of

ICT,

parti

cula

rly

m

obile

tech

nolo

gy, f

or o

ut o

f

sch

ool p

rogr

amm

es.

o D

evel

op a

lite

racy

ass

essm

ent

f

ram

ewor

k an

d to

ols

to e

valu

ate

p

rofic

ienc

y le

vels

bas

ed o

n le

arni

ng

o

utco

mes

.o

Sca

le u

p ef

fect

ive a

dult

liter

acy

and

s

kills

pro

gram

mes

invo

lving

mul

ti-

sec

toria

l par

tner

s, bu

ildin

g on

thei

r ric

h

e

xper

ienc

e an

d go

od p

ract

ice.

o P

rovid

e co

ntin

uous

pro

fess

iona

l

dev

elop

men

t for

Out

Of S

choo

l

Edu

catio

n pe

rson

nel.

o %

of y

outh

and

adu

lts

p

rofic

ient

in li

tera

cy s

kills

o %

of y

outh

and

adu

lts

p

rofic

ient

in n

umer

acy

skills

o Y

outh

/adu

lt lit

erac

y ra

te

Par

ticip

atio

n ra

te o

f

illit

erat

e yo

uth

and

adul

ts in

l

itera

cy p

rogr

amm

es

OSE

T En

rolm

ent

Regi

ster

s

Lite

racy

Sur

veys

o M

inis

try o

f Bas

ic

Edu

catio

n

o S

tatis

tics

Bots

wana

Ever

y 10

yea

rs

SDG

4.7

: By

2030

, en

sure

that

all

lear

ners

ac

quire

the

know

ledg

e an

d sk

ills n

eede

d to

pr

omot

e su

stai

nabl

e de

velo

pmen

t inc

ludi

ng,

amon

g ot

hers

, th

roug

h ed

ucat

ion

for s

usta

inab

le

deve

lopm

ent a

nd

sust

aina

ble

lifes

tyle

s, hu

man

righ

ts, g

ende

r eq

ualit

y, pr

omot

ion

of a

cul

ture

of p

eace

an

d no

n-vio

lenc

e,

glob

al c

itize

nshi

p an

d ap

prec

iatio

n of

cu

ltura

l dive

rsity

and

cu

lture

’s co

ntrib

utio

n to

sus

tain

able

de

velo

pmen

t

o D

evel

op a

nd re

view

natio

nal p

olic

ies

and

p

rogr

amm

es to

ens

ure

a wi

de c

over

age

of G

CED

and

ESD

them

es.

o P

rom

ote

an in

terd

isci

plin

ary,

mul

ti-

s

take

hold

er a

ppro

ach

to E

SD a

nd G

CED

.o

Ens

ure

prop

er m

ains

tream

ing

of E

SD

a

nd G

CED

at a

ll le

vels

of e

duca

tion.

o D

evel

op ro

bust

ass

essm

ent s

yste

ms

for

ESD

and

GC

ED fo

r cog

nitiv

e, s

ocio

-

em

otio

nal a

nd b

ehav

iour

al le

arni

ng

o

utco

mes

o

Inv

est o

n pr

ospe

ctive

opp

ortu

nitie

s th

at

p

rom

ote

ESD

and

GC

ED (f

reed

om p

arks

,

cul

tura

l villa

ges/

cent

res,

natio

nal

park

s).

d

ialo

gue

cent

re, a

nd s

usta

inab

l

env

ironm

ent

o S

treng

then

impl

emen

tatio

n of

the

Chi

ld

F

riend

ly Sc

hool

s’ Po

licy.

o D

evel

op s

trate

gies

for e

limin

atio

n o

f

bul

lying

and

oth

er v

iole

nt b

ehav

iour

in

sch

ools

.

o %

of

teac

hing

hou

rs

d

edic

ated

to e

duca

tion

for

s

usta

inab

le d

evel

opm

ent/

g

loba

l citi

zens

hip

educ

atio

no

% o

f stu

dent

s sh

owin

g

p

rofic

ienc

y in

kno

wled

ge

and

und

erst

andi

ng o

f ESD

and

GC

EDo

Ava

ilabi

lity

of n

atio

nal

pol

icie

s an

d pr

ogra

mm

es

pro

mot

ing

ESD

and

Glo

bal

C

itize

nshi

p Ed

ucat

ion

o A

vaila

bilit

y of

ass

essm

ent

to

ols

and

tech

niqu

es to

m

easu

re k

nowl

edge

and

und

erst

andi

ng o

f ESD

and

G

CED

o Im

prov

ed le

vel o

f inv

estm

ent

o

n pr

ospe

ctive

opp

ortu

nitie

s

that

pro

mot

e ES

D an

d G

CED

(fre

edom

par

ks, c

ultu

ral

Cur

ricul

um B

lue

prin

ts

Scho

ol ti

me

tabl

es

Less

on p

lans

o

Min

istry

of B

asic

Ed

ucat

ion

o M

inis

try o

f Ter

tiary

Edu

catio

n, R

esea

rch,

S

cien

ce a

nd S

tatis

tics

o M

inis

try o

f

Em

ploy

men

t, La

bour

P

rodu

ctivi

ty a

nd S

kills

Dev

elop

men

t

Ever

y 5

year

s

39

Bots

wana

Nat

iona

l Com

mis

sion

for U

NESC

O

SDG

4.6

: By

2030

, en

sure

that

all

yout

h an

d su

bsta

ntia

l pr

opor

tion

of a

dults

, bo

th m

en a

nd w

omen

, ac

hiev

e lit

erac

y an

d nu

mer

acy

o D

evel

op re

gula

ting

polic

ies

for

c

oord

inat

ion

of li

tera

cy a

nd

n

umer

acy

prog

ram

mes

.o

Pro

mot

e th

e us

e of

ICT,

parti

cula

rly

m

obile

tech

nolo

gy, f

or o

ut o

f

sch

ool p

rogr

amm

es.

o D

evel

op a

lite

racy

ass

essm

ent

f

ram

ewor

k an

d to

ols

to e

valu

ate

p

rofic

ienc

y le

vels

bas

ed o

n le

arni

ng

o

utco

mes

.o

Sca

le u

p ef

fect

ive a

dult

liter

acy

and

s

kills

pro

gram

mes

invo

lving

mul

ti-

sec

toria

l par

tner

s, bu

ildin

g on

thei

r ric

h

e

xper

ienc

e an

d go

od p

ract

ice.

o P

rovid

e co

ntin

uous

pro

fess

iona

l

dev

elop

men

t for

Out

Of S

choo

l

Edu

catio

n pe

rson

nel.

o %

of y

outh

and

adu

lts

p

rofic

ient

in li

tera

cy s

kills

o %

of y

outh

and

adu

lts

p

rofic

ient

in n

umer

acy

skills

o Y

outh

/adu

lt lit

erac

y ra

te

Par

ticip

atio

n ra

te o

f

illit

erat

e yo

uth

and

adul

ts in

l

itera

cy p

rogr

amm

es

OSE

T En

rolm

ent

Regi

ster

s

Lite

racy

Sur

veys

o M

inis

try o

f Bas

ic

Edu

catio

n

o S

tatis

tics

Bots

wana

Ever

y 10

yea

rs

SDG

4.7

: By

2030

, en

sure

that

all

lear

ners

ac

quire

the

know

ledg

e an

d sk

ills n

eede

d to

pr

omot

e su

stai

nabl

e de

velo

pmen

t inc

ludi

ng,

amon

g ot

hers

, th

roug

h ed

ucat

ion

for s

usta

inab

le

deve

lopm

ent a

nd

sust

aina

ble

lifes

tyle

s, hu

man

righ

ts, g

ende

r eq

ualit

y, pr

omot

ion

of a

cul

ture

of p

eace

an

d no

n-vio

lenc

e,

glob

al c

itize

nshi

p an

d ap

prec

iatio

n of

cu

ltura

l dive

rsity

and

cu

lture

’s co

ntrib

utio

n to

sus

tain

able

de

velo

pmen

t

o D

evel

op a

nd re

view

natio

nal p

olic

ies

and

p

rogr

amm

es to

ens

ure

a wi

de c

over

age

of G

CED

and

ESD

them

es.

o P

rom

ote

an in

terd

isci

plin

ary,

mul

ti-

s

take

hold

er a

ppro

ach

to E

SD a

nd G

CED

.o

Ens

ure

prop

er m

ains

tream

ing

of E

SD

a

nd G

CED

at a

ll le

vels

of e

duca

tion.

o D

evel

op ro

bust

ass

essm

ent s

yste

ms

for

ESD

and

GC

ED fo

r cog

nitiv

e, s

ocio

-

em

otio

nal a

nd b

ehav

iour

al le

arni

ng

o

utco

mes

o

Inv

est o

n pr

ospe

ctive

opp

ortu

nitie

s th

at

p

rom

ote

ESD

and

GC

ED (f

reed

om p

arks

,

cul

tura

l villa

ges/

cent

res,

natio

nal

park

s).

d

ialo

gue

cent

re, a

nd s

usta

inab

l

env

ironm

ent

o S

treng

then

impl

emen

tatio

n of

the

Chi

ld

F

riend

ly Sc

hool

s’ Po

licy.

o D

evel

op s

trate

gies

for e

limin

atio

n o

f

bul

lying

and

oth

er v

iole

nt b

ehav

iour

in

sch

ools

.

o %

of

teac

hing

hou

rs

d

edic

ated

to e

duca

tion

for

s

usta

inab

le d

evel

opm

ent/

g

loba

l citi

zens

hip

educ

atio

no

% o

f stu

dent

s sh

owin

g

p

rofic

ienc

y in

kno

wled

ge

and

und

erst

andi

ng o

f ESD

and

GC

EDo

Ava

ilabi

lity

of n

atio

nal

pol

icie

s an

d pr

ogra

mm

es

pro

mot

ing

ESD

and

Glo

bal

C

itize

nshi

p Ed

ucat

ion

o A

vaila

bilit

y of

ass

essm

ent

to

ols

and

tech

niqu

es to

m

easu

re k

nowl

edge

and

und

erst

andi

ng o

f ESD

and

G

CED

o Im

prov

ed le

vel o

f inv

estm

ent

o

n pr

ospe

ctive

opp

ortu

nitie

s

that

pro

mot

e ES

D an

d G

CED

(fre

edom

par

ks, c

ultu

ral

Cur

ricul

um B

lue

prin

ts

Scho

ol ti

me

tabl

es

Less

on p

lans

o

Min

istry

of B

asic

Ed

ucat

ion

o M

inis

try o

f Ter

tiary

Edu

catio

n, R

esea

rch,

S

cien

ce a

nd S

tatis

tics

o M

inis

try o

f

Em

ploy

men

t, La

bour

P

rodu

ctivi

ty a

nd S

kills

Dev

elop

men

t

Ever

y 5

year

s

o P

rom

ote

esta

blis

hmen

t of s

choo

l bas

ed

p

eace

and

hum

an ri

ghts

clu

bs.

v

illage

s/ce

ntre

s, na

tiona

l

dia

logu

e ce

ntre

,

s

usta

inab

le e

nviro

nmen

t

p

arks

)o

Res

pons

ible

lear

ners

who

are

com

pass

iona

te,

car

ing

a

nd d

emon

stra

te B

otho

.

SDG

4.a

: Bui

ld a

nd

upgr

ade

educ

atio

n fa

cilit

ies

that

are

chi

ld,

disa

bilit

y an

d ge

nder

se

nsiti

ve a

nd p

rovid

e sa

fe, n

on-v

iole

nt,

incl

usive

and

effe

ctive

le

arni

ng e

nviro

nmen

ts

for a

ll.

o

Stre

ngth

en im

plem

enta

tion

of th

e C

hild

Frie

ndly

Scho

ols’

Polic

y.o

Ex

pand

exis

ting

scho

ols

with

con

tinuo

us

high

enr

olm

ents

(gui

ded

by s

tatis

tical

proj

ectio

n).

o

Incr

ease

Mul

ti-gr

ade

scho

ols

o

Revie

w th

e in

frast

ruct

ure

polic

y to

acco

mm

odat

e le

arne

rs w

ith o

ther

fo

rms

of d

isab

ilitie

s.o

Re

view

infra

stru

ctur

e po

licy

to in

clud

e

lear

ner f

riend

ly de

sign

s th

at a

re

la

ndsc

aped

and

sel

f-coo

ling

o

Ensu

re a

del

iber

ate

ratio

naliz

atio

n of

fu

nds

towa

rds

proc

urem

ent o

f ade

quat

e

eq

uipm

ent

o

Impl

emen

t rig

orou

s m

onito

ring

and

ev

alua

tion

of in

frast

ruct

ure

o

Deve

lop

and

impl

emen

t saf

ety

and

se

curit

y po

licy

o

Stre

ngth

en L

earn

er S

uppo

rt Sy

stem

s at

Sc

hool

leve

l (G

&C, S

PED)

o

Enro

lmen

t rat

es (b

y

gend

er, d

isab

ility,

OVC

)o

C

ompl

etio

n ra

te (b

y

gend

er, d

isab

ility,

OVC

)o

Nu

mbe

r of t

each

ers

train

ed in

spe

cial

ed

ucat

ion/

incl

usive

ed

ucat

ion

o

Num

ber o

f acc

essi

ble

ed

ucat

ion

faci

litie

s o

Nu

mbe

r of l

earn

ers

with

di

sabi

litie

s in

sch

ools

Scho

ol F

acilit

y su

rvey

Scho

ols’

Accr

edita

tion

Resu

lts

o

Min

istry

of B

asic

Educ

atio

n

o

Min

istry

of L

ocal

G

over

nmen

t and

Ru

ral D

evel

opm

ent

o

Bot

swan

a

Qua

lific

atio

ns

Aut

horit

y

Ever

y 5

year

s

SDG

4.b

: By

2030

, su

bsta

ntia

lly e

xpan

d gl

obal

ly th

e nu

mbe

r

o

Incr

ease

fund

ing

for p

ost g

radu

ate

stud

ies.

o

Dive

rsify

sch

olar

ship

s.

o

Prom

ote

priva

te s

ecto

r inv

olve

men

t in

ed

ucat

iona

l fin

anci

ng.

o

Deve

lop

a co

mm

unic

atio

n st

rate

gy.

o

Num

ber o

f sch

olar

ship

s

awar

ded

by p

rogr

amm

e

of

stu

dy.

o

Num

ber o

f hig

her

educ

atio

n sc

hola

rshi

ps

aw

arde

d by

ben

efic

iary

co

untry

.

Scho

ol a

nd

Regi

onal

ba

sed

Annu

al

educ

atio

n st

atis

tical

su

rvey

s

o

Min

istry

of T

ertia

ry

Educ

atio

n, R

esea

rch,

Scie

nce

and

Te

chno

logy

o

Hum

an R

esou

rces

De

velo

pmen

t Cou

ncil

Annu

ally

40

Bots

wana

Nat

iona

l Com

mis

sion

for U

NESC

O

of s

chol

arsh

ips

avai

labl

e to

dev

elop

ing

coun

tries

, in

parti

cula

r le

ast d

evel

oped

co

untri

es, s

mal

l isl

and

deve

lopi

ng S

tate

s an

d Af

rican

cou

ntrie

s, fo

r en

rolm

ent i

n hi

gher

ed

ucat

ion,

incl

udin

g vo

catio

nal t

rain

ing

and

info

rmat

ion

and

com

mun

icat

ion

tech

nolo

gy, t

echn

ical

, en

gine

erin

g an

d sc

ient

ific

prog

ram

mes

, in

dev

elop

ed c

ount

ries

and

othe

r dev

elop

ing

coun

tries

o

Prom

ote

esta

blis

hmen

t of s

choo

l

ba

sed

peac

e an

d hu

man

righ

ts c

lubs

.o

Vo

lum

e of

offi

cial

de

velo

pmen

t ass

ista

nce

flows

for s

chol

arsh

ips

by

sect

or a

nd ty

pe o

f stu

dy.

o

Stat

istic

s Bo

tswa

na

SDG

4.c

: By

2030

, su

bsta

ntia

lly in

crea

se

the

supp

ly of

qua

lifie

d te

ache

rs, i

nclu

ding

th

roug

h in

tern

atio

nal

coop

erat

ion

for t

each

er

train

ing

in d

evel

opin

g co

untri

es, e

spec

ially

le

ast d

evel

oped

co

untri

es a

nd s

mal

l is

land

dev

elop

ing

stat

es

o

Prov

ide

adeq

uate

reso

urce

s to

impr

ove

teac

her p

erfo

rman

ce in

STE

Mo

Im

prov

e th

e qu

ality

of t

each

ers

thro

ugh

rele

vant

Con

tinuo

us P

rofe

ssio

nal

Deve

lopm

ent (

CPD

) in

targ

eted

are

as

of n

eed.

o

Impr

ove

the

welfa

re o

f tea

cher

s to

at

tract

and

reta

in s

uper

teac

hers

o

Esta

blis

h a

Teac

hing

Cou

ncil

to

regu

late

the

teac

hing

pro

fess

ion.

o

Deve

lop

a sp

ecifi

c Ac

t to

regu

late

the

teac

hing

pro

fess

ion.

o

Parti

cipa

tion

rate

o

Perc

enta

ge o

f tea

cher

s

qual

ified

acc

ordi

ng to

natio

nal s

tand

ards

by

ed

ucat

ion

and

type

of

inst

itutio

n o

Le

arne

r/ te

ache

r rat

io b

y

ed

ucat

ion

leve

lo

Pr

opor

tion

of te

ache

rs in

: (a

) Pr

e-pr

imar

y; (b

) Pr

imar

y; (c

) Lo

wer s

econ

dary

; and

(d)

Uppe

r sec

onda

ry

educ

atio

n

Trai

ning

Pla

nTe

rtiar

y

Teac

her T

rain

ing

Enro

lmen

ts

Regi

ster

s

o

Min

istry

of B

asic

Ed

ucat

ion

o

Min

istry

of T

ertia

ry

Educ

atio

n, R

esea

rch,

Sc

ienc

e an

d

Tech

nolo

gy

o

Hum

an R

esou

rces

De

velo

pmen

t Cou

ncil

Annu

ally

41

Bots

wana

Nat

iona

l Com

mis

sion

for U

NESC

O

who

have

rece

ived

at le

ast t

he m

inim

um

orga

nize

d te

ache

r tra

inin

g (e

.g. p

edag

ogic

al

train

ing

at p

re-s

ervic

e or

in

-ser

vice)

, req

uire

d fo

r te

achi

ng a

t the

rele

vant

le

vel i

n a

give

n co

untry

.o

L

earn

er/ t

rain

ed te

ache

r

r

atio

by

leve

l of

edu

catio

n. o

A

vera

ge te

ache

r sal

ary

rel

ative

to o

ther

p

rofe

ssio

ns re

quiri

ng

a

com

para

ble

leve

l of

e

duca

tion

qual

ifica

tion.

o

Tea

cher

attr

ition

rate

by

edu

catio

n le

vel.

o

Per

cent

age

of te

ache

rs

who

rece

ived

in-s

ervic

e

t

rain

ing

in th

e la

st 1

2

mon

ths

by ty

pe o

f

t

rain

ing.

42

Bots

wana

Nat

iona

l Com

mis

sion

for U

NESC

O

‘‘ANNEX III - REPORTING TEMPLATE FOR SDG 4 –

EDUCATION

2030 Reporting Template for Target 4.1’’


43

.................................................................................................

SDG 4 target 4.1: By 2030 ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes

RESPONSIBLE DEPARTMENTS Ministry of Basic Education (Department of Basic Education), Statistics Botswana

Desired Outcome: Increased access to Quality Basic Education.Improved learner school experience, attendance and retention at all levels.Improved quality of educationAssertive and confident learners with enhanced self-awareness

Description: This entails provision of 12 years of free, inclusive and equitable, quality primary and secondary education of which at least 10 years are compulsory, leading to relevant learning outcomes. It suggests giving all learners, particularly those at elementary levels of education, equal opportunities to learn, which will encompass the use of mother tongue in the first year of primary. It will also mean formulation/ review of legislation and policies, as well as their implementation to ensure that education is compulsory and caters for all learners with diverse needs.

Indicators Baseline Target Reporting Cycle

Enrolment rates (by gender, disability, OVC)

Completion rate ((by gender, disability, OVC)

Dropout rate

Transition rate

Pass rate

Initiatives1 - Review the Education Act to ensure enforcement of:

- Mother tongue instruction in the first years of school/lower primary- A policy on free and compulsory Basic Education.

Achievements

2 Enforce compulsory remediation at primary

Achievements

3 Strengthen monitoring and evaluation of policies and programmes

Achievements

4 Strengthen mainstreaming of productivity, research and innovation in the curriculum.

Achievements

5 Strengthen utilisation of subject specific professional bodies/associations in curriculum development/review

Achievements

6 Conduct proficiency tests for pathways at Standard 4

Achievements

7 Promote schools’ and the regional networks for purposes of sharing best practices.

Achievements

8 Strengthen collaboration between feeder schools and senior schools up to the tertiary levels of education (Colleges & Universities).

44


Achievements

9 Review the curriculum to align and ensure acquisition of the 21st century skills.

Achievements

10 Increase participation in quality assessment studies such as BEAM, SAQMEC and TIMSS.

Achievements

Reporting Template for Target 4.2

SDG 4 target 4.2: By 2030, ensure that all girls and boys have access to equitable early child-hood development, care and pre-primary education so that they are ready for primary education

RESPONSIBLE DEPARTMENTS

Statistics Botswana, Ministry of Basic Education, Ministry of Health and Well-ness and Ministry of Local Government and Rural Development

Desired Outcome: -Increased number of children accessing ECD programmes.-Increased number of children ready for primary school

Description: The target entails provision of an inclusive multi-sectoral Early Childhood Development (ECD) policies and programmes. It also entails provi-sion of equitable early childhood education to all children through integrated well-trained educators, quality services and infrastructure, covering health, nutrition, protection and education needs and support from families and communities


% of under 5 year children in organized learning.

% of appropriate learner resources available

% of primary schools having adequate resources to roll out ECD (qualified staff, appropri-ate infrastructure, equipment and learning materials)

Availability of ECD policies, frameworks and programmes

Initiatives

1 Provide adequate and specialized training for ECD teachers

Achievements

2 Increase access to ECD.

Achievements

3 Expand programmes responsive to children’s health, nutrition, protection, growth and development.

Achievements

4 Ensure adequate monitoring and evaluation of ECD policies and pro-grammes.

Achievements

5 Provide Continuous Professional Development for ECD personnel.

Achievements

6 Provide adequate and appropriate infrastructure and equipment for effective implementation of ECD programmes (infrastructure & equipment)

Achievements


45

7 Develop policies and frameworks to regulate ECD programmes and services.

Achievements

8 Promote the use of ICT in ECD programmes.

Achievements

9 Promote the development of local/adapted ECD teaching and learning materials

Achievements Reporting Template for Target 4.3

SDG 4 target 4.3:

By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university


Statistics Botswana, Human Resources Development Council, Botswana Qualifications Authority, Ministry of Tertiary Education, Research, Science and Technology and Ministry of Employment, Labour Productivity and Skills Development

Desired Outcome: Competent Human Resource that can be globally employable and have sustainable livelihood

Description: This entails opening access to post-secondary education by using conventional learning, open distance and e-learning mode, for effective utilization of ICT. It also entails recognition of prior learning, credit transfer in line with the National Credit and Qualification Framework (NCQF). It requires adoption of open educational resources (production of open textbooks), optimal utilization of resources, and implementation of outcome based education through competency based modularized training. Quality training of facilitators and instructors and accreditation of all education providers and programmes are as well important.




Dropout rate

Transition rate

Pass rate

Initiatives1 Ratify the Addis Ababa Convention on the Recognition of higher education qualifications, for example,

Certificates, Diplomas, Degrees and other Academic Qualifications in Higher Education.

Achievements

2 Develop and implement policy for Recognition of Prior Learning in Higher Education.

Achievements

3 Develop and utilize Open Education Resources (OER)

Achievements

4 Expand universal access to digital literacy accessible to both men and women

Achievements

5 Advocate for improved ICT infrastructure and broadband

Achievements

6 Develop TVET curriculum which is relevant to industry and responsive to both male and female needs

46


Achievements

7 Strengthen technical and vocational education and training through establishment of a pool of high quality TVET centres with a view to address gender disparities

Achievements

8 Establish industry, institution and learner convergence / linkages

Achievements

9 Strengthen quality assurance and monitoring and evaluation.

Achievements

10 Apply affirmative action for enrolment of disadvantaged men and women.

Achievements

11 Strengthen the use of research for development.

Achievements

12 Increase research, science and technology programmes in Higher Education curriculum.

Achievements

13 Apply an affirmative action to increase funding for Research and innovation in education.

Achievements

14 Standardize and accredit assessment in higher education programmes.

Achievements


SDG 4 target 4.4:

By 2030 substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship


Ministry of Basic Education and Statistics Botswana

Desired Outcome: Increased number of youth and adults applying relevant technical and vocational skills and competencies to improve their livelihood.

Description: This entails developing an inclusive industry relevant curriculum that can equip youth and adults with relevant entrepreneurial skills to enable them to live sustainable livelihoods. It also involves applying retention strategies to increase programme completion rate through proper monitoring and evaluation of initiatives that target access and implementation of an assessed and time bound compulsory internship programme prior to work placement.




Dropout rate

Transition rate

Pass rate


47

Initiatives1 Identify skills gap of unemployed youth and adults

Achievements

2 Design alternative models for research funding.

Achievements

3 Develop programmes for upgrading of technical and vocational programmes offered at Certificate and Diploma levels in local universities.

Achievements

4 Apply an affirmative action to increase access to technical and vocational skills programmes.

Achievements

5 Increase funding for technical and vocational skills training

Achievements

6 Increase funding for innovation.

Achievements.

7 Build the capacity of technical staff in relevant fields.

Achievements

8 Implement a policy on multiple pathways.

Achievements


SDG 4 target 4.5:

By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations


Ministry of Basic Education (Department of Basic Education), Statistics Botswana

Desired Outcome: -Increased enrolments in basic education learning programmes.-Increased provision of individualized learning.-Improved inclusion of learners with diverse needs.-Assertive and confident learners with enhanced self-awareness.

Description: This entails gender equality - where all girls and boys, women and men, have equal opportunities to enjoy education of high quality and enjoy equal benefits from education. Policies aimed at overcoming gender inequality are more effective when they are part of an overall package that also promotes health, justice, good governance and freedom from child labour.



48



Dropout rate

Transition rate

Pass rate

Initiatives1 Provide alternative classrooms with temporary structure for mobile communities.

Achievements

2 Identify and place learners with special needs in relevant institutions.

Achievements

3 Provide support for children with special needs.

Achievements

4 Expand existing schools with continuous high enrolments, as guided by statistical projection.

Achievements

5 Review infrastructure policy to accommodate learners with other forms of disability.

Achievements

6 Conduct rigorous early identification of learners with disabilities

Achievements

7 Develop and implement a policy for structured home-based learning to increase access.

Achievements

8 Develop and implement the use of unique identifiers for continuous tracking of children from birth to ensure early identification of learner needs.

Achievements

9 Enforce the use of unique identifiers (Omang/ birth registration number)

Achievements

10 Develop linkages between ministries having a mandate to care and provide education and other services to children through the use of an interlinked database.

Achievements

11 Ratify UNESCO Convention against Discrimination in Education.

Achievements


49


SDG 4 target 4.6: By 2030, ensure that all youth and substantial proportion of adults, both men and women, achieve literacy and numeracy


Ministry of Basic Education (Department of Basic Education), Statistics Botswana

Desired Outcome: -Increased number of youths and adults accessing Out of School Education Programmes-Increased number of youths and adults utilizing literacy and numeracy skills -Increased number of youth and adults utilizing mobile technology-Availability of resources for effective implementation of out of school programmes (qualified staff, appropriate infrastructure, equipment and learning materials) -Eligible youth and adults participating in out of school programmes-Availability of out of school policies, frameworks and programmes

Description: This entails provision of out of school education opportunities to youth and adults whose learning needs cannot be met in the formal system through provision of contextualized literacy programmes within the framework of lifelong learning.




Dropout rate

Transition rate

Pass rate

Initiatives1 Develop regulating policies for coordination of literacy and numeracy programmes.

Achievements

2 Promote the use of ICT, particularly mobile technology, for out of school programmes.

50


Achievements

3 Develop a literacy assessment framework and tools to evaluate proficiency levels based on learning outcomes.

Achievements

4 Scale up effective adult literacy and skills programmes involving multi-sectorial partners, building on their rich experience and good practice.

Achievements

5 Provide continuous professional development for Out Of School Education personnel.

Achievements

6 Promote the use of Community Learning Centres (CLC) and/or Community Information Centres (CIC)

Achievements

SDG 4 target 4.7:

By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and culture’s contribution to sustainable development


Ministry of Basic Education, Ministry of Tertiary Education, Research, Science and Technology and Ministry of Employment, Labour Productivity and Skills Development

Desired Outcome: -Improved competencies in addressing ESD and GCED -Decline in the number of bullying and violent cases

Description: This entails empowering the next generation of learners with competencies required to lead productive lives and make informed decisions on issues of environmental sustainability, humanity and civic education for sustainable development.




Dropout rate

Transition rate

Pass rate

Initiatives1 Develop and review national policies and programmes to ensure a wide coverage of GCED and ESD

themes.

Achievements

2 Promote an interdisciplinary, multi-stakeholder approach to ESD and GCED.

Achievements

3 Ensure proper mainstreaming of ESD and GCED at all levels of education.



51

Achievements

4 Develop robust assessment systems for ESD and GCED for cognitive, socio-emotional and behavioural learning outcomes

Achievements

5 Invest on prospective opportunities that promote ESD and GCED (freedom parks, cultural villages/centres, national dialogue centre, and sustainable environment parks).

Achievements

6 Strengthen implementation of the Child Friendly Schools’ Programme.

Achievements

7 Develop strategies for elimination of bullying and other violent behaviour in schools.

Achievements

8 Promote establishment of school based peace and human rights clubs

Achievements

9 Review the curriculum to align it to and ensure acquisition of the 21st century skills.

Achievements

52



53

1 Strengthen implementation of the Child Friendly Schools’ Policy.

Achievements

2 Expand existing schools with continuous high enrolments (guided by statistical projection).

Achievements

3 Increase Multi-grade schools

Achievements

4 Review the infrastructure policy to accommodate learners with other forms of disabilities.

Achievements

5 Review infrastructure policy to include learner friendly designs that are landscaped and self-cooling

Achievements

6 Ensure a deliberate rationalization of funds towards procurement of adequate equipment

Achievements

7 Implement rigorous monitoring and evaluation of infrastructure

Achievements

8 Develop and implement safety and security policy

SDG 4 target 4.a: By 2030, build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all


Ministry of Basic Education, Ministry of Local Government and Rural Development and Botswana Qualifications Authority

Desired Outcome: - Accessible educational facilities to all - Positive School experiences - Safe and Secure School Environments- Responsive Psychosocial Support Services

Description: This entails building learner friendly schools that are accessible to all learners irrespective of race, gender, religion, cognitive and physical abilities. It also includes upgrading existing educational facilities to improve accessibility. It involves creating appealing learning facilities that are resourced to inspire learning. It also requires creating inclusive school cultures which encourage involvement of all learners and promote safety for all members of the school community i.e. learners, teachers and parents, and creating accountability of schools to their local communities.




Dropout rate

Transition rate

Pass rate

Initiatives

Reporting Template for Target 4.a

54


SDG 4 target 4.b:

By 2030, substantially expand globally the number of scholarships available to developing countries, in particular least developed countries, Small Island Developing States and African countries, for enrolment in higher education, including vocational training and information and communication technology, technical, engineering and scientific programmes, in developed countries and other developing countries


Ministry of Tertiary Education, Research, Science and Technology, Human Resources Development Council and Statistics Botswana

Desired Outcome: Empowered youth and adults as drivers of Socio Economic development of their communities

Description: This entails provision of scholarships for Higher Education. It also involves engaging in partnership with intergovernmental organizations and governments in supporting the least developed countries and Small Island States through annual contributions and other funding including scholarships in identified fields of study.




Dropout rate

Transition rate

Pass rate

Initiatives

Reporting Template for Target 4.b

1 Increase funding for post graduate studies.

Achievements

2 Diversify scholarships.

Achievements

3 Promote private sector involvement in educational financing.

Achievements

4 Develop a communication strategy.

Achievements

Achievements

9 Strengthen Learner Support Systems at School level (G&C, SPED)

Achievements


55

SDG 4 target 4.c:

By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and Small Island Developing States


Ministry of Basic Education, Ministry of Tertiary Education, Research, Science and Technology and Human Resources Development Council

Desired Outcome: - Diversified economy- Improved staff performance - Improved teacher welfare- Compliance to set teacher standards- Improved quality of teachers

Description: This entails alignment of teacher training (pre service and in service) to educational reforms as stipulated in the National Policies such as ETSSP, BQA norms and standards. It also entails training of quality science, technology, engineering and mathematics (STEM) teachers who can be absorbed globally through collaboration and partnership with developed countries as well as the use of ODeL in re-skilling and up-skilling of teachers e.g. using the SADC Centre for Teacher Education in Tanzania.




Dropout rate

Transition rate

Pass rate

Initiatives1 Provide adequate resources to improve teacher performance in STEM

Achievements

2 Improve the quality of teachers through relevant Continuous Professional Development (CPD) in targeted areas of need.

Achievements

3 Improve the welfare of teachers to attract and retain super teachers

Achievements

4 Establish a Teaching Council to regulate the teaching profession.

Achievements

5 Develop a specific Act to regulate the teaching profession.

Achievements

Reporting Template for Target 4.c

56


ANNEX IV – LIST OF MEMBERS OF THE

DEVELOPMENT TEAM FOR SDG 4

EDUCATION 2030 NATIONAL

IMPLEMENTATION PLAN.................................................................................................

No.

SUR

NA

ME

NA

ME

DES

IGN

ATIO

NM

INIS

TRY/

OR

GA

NIZ

ATIO

NC

ON

TAC

T N

O.

E-M

AIL

AD

DR

ESS

1.M

odim

akwa

neDi

neo

Bosa

Secr

etar

y G

ener

alBo

tswa

na N

atio

nal C

omm

issi

on fo

r UN

ESC

O+2

67 7

2426

000

dbm

odim

akwa

ne@

gov.b

w

2.Th

obeg

aM

oree

tsi,

PhD

Dire

ctor

Bots

wana

Exa

min

atio

ns C

ounc

il+2

67 7

1149

006

mth

obeg

a2@

gmai

l.com

3.M

arua

tona

Toni

c, P

hDLe

ctur

erUn

ivers

ity o

f Bot

swan

am

arua

tot@

mop

ipi.u

b.bw

4.Se

tlhao

loDi

tiro,

PhD

Seni

or L

ectu

rer

Unive

rsity

of B

otsw

ana

+267

355

4351

setlh

aolo

@ub

.ac.

bw

5.G

atsh

aG

odso

n, P

hDDi

rect

orBo

tswa

na O

pen

Unive

rsity

- C

entre

for

Rese

arch

and

Inno

vatio

n+2

67 7

2163

697

ggat

sha@

staf

f.boc

odol

.ac.

bw

6.M

okub

ung

Mas

ego

Actin

g Di

rect

orBo

tswa

na H

uman

Res

ourc

es D

evel

opm

ent

Cou

ncil

+267

393

0741

mm

okub

ung@

hrdc

.org

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7.M

atro

os

Susa

nM

anag

er –

Educ

. & H

ealth

Stat

istic

s Bo

tswa

nasu

mat

roos

089@

gmai

l.com

8.Ba

bili

Gal

eich

ubel

oe

Prin

cipa

l Tec

hnic

al E

duca

tion

Offi

cer I

IDe

partm

ent o

f Tea

cher

Tra

inin

g an

d Te

chni

cal E

duca

tion

(Tec

hnic

al E

duca

tion)

+267

365

5074

b2ba

bili@

gmai

l.com

9.M

osek

iem

ang

Mel

itah

Lect

urer

Gab

oron

e Te

chni

cal C

olle

ge+2

67 3

6032

30m

eltm

ore2

012@

gmai

l.com

10.

Radi

kara

La

wren

ceHe

ad o

f Dep

artm

ent

Bots

wana

Col

lege

of E

ngin

eerin

g an

d Te

chno

logy

+267

395

3961

fani

erad

ii@gm

ail.c

om

11.

Mor

ewag

ae

Patri

cia

Prin

cipa

l Tec

hnic

al E

duca

tion

Offi

cer

Depa

rtmen

t of S

kills

Dev

elop

men

t+2

67 3

6112

32pa

tmor

ewag

@gm

ail.c

om

12.

Mog

omot

siM

mal

efa

Prin

cipa

l Edu

catio

n O

ffice

r II

Depa

rtmen

t of B

asic

Edu

catio

n (E

CD)

+267

722

8180

8m

mal

efam

ogo@

gmai

l.com

13.

Lese

tedi

Ona

leth

ata

Med

ical

Offi

cer

Min

istry

of H

ealth

and

Wel

lnes

s+2

67 3

6321

91on

alet

hata

lese

tedi

@gm

ail.c

om

14.

Sedi

adie

Lilia

nPr

inci

pal A

dult

Educ

atio

n O

ffice

rDe

partm

ent o

f Bas

ic E

duca

tion

(OSE

T)+2

67 3

6553

00ls

edia

die@

gov.b

w

15.

Balo

pi

Mat

ilda

Ivy

Chi

ef E

duca

tion

Offi

cer

Depa

rtmen

t of T

each

er T

rain

ing

and

Tech

nica

l Edu

catio

n+2

67 7

4873

344

mba

lopi

@go

v.bw

16.

Reba

one

Mas

ome

Prog

ram

me

Offi

cer

Bots

wana

Nat

iona

l Com

mis

sion

for

UNES

CO

+267

755

1323

1m

treba

one@

gmai

l.com

17.

Gwa

fila

Mac

lean

Prin

cipa

l Edu

catio

n O

ffice

rDe

partm

ent o

f Pla

nnin

g, R

esea

rch

and

Stat

istic

sm

gwaf

ila@

gov.b

w

18.

Kowa

Mog

amet

siPr

inci

pal E

duca

tion

Offi

cer

Depa

rtmen

t of B

asic

Edu

catio

n (P

rimar

y)+2

67 3

6553

00m

jkowa

@go

v.bw

19.

Tswi

ioTh

abo

Seni

or S

tatis

ticia

n –

Educ

at.

Stat

istic

s Bo

tswa

na+2

67 7

1768

867

ttswi

io@

gmai

l.com

20.

Kefa

lets

eJo

bePr

inci

pal E

duca

tion

Offi

cer I

Depa

rtmen

t of C

urric

ulum

Dev

elop

men

t an

d Ev

alua

tion

+267

721

6504

2jo

beke

f250

7@gm

ail.c

om

21.

Agos

iSh

amil

Tum

isan

gRe

gion

al C

oord

inat

orAf

rican

Uni

on Y

outh

Clu

bs+2

67 7

6543

228

sham

ilago

si@

gmai

l.com

22.

Chi

tem

aDa

liso

Prin

cipa

l Tec

hnic

al E

duca

tion

Offi

cer

Depa

rtmen

t of S

kills

Dev

elop

men

t +2

67 3

6112

69dd

chite

ma@

gmai

l.com

23.

Kedi

kilw

eO

tuki

lePr

inci

pal E

duca

tion

Offi

cer

Min

istry

of B

asic

Edu

catio

n+2

67 7

1781

623

orke

diki

lwe@

gov.b

w

24.

Kusw

ane

Keba

bony

eC

hief

Edu

catio

n O

ffice

rDe

partm

ent o

f Spe

cial

Sup

port

Serv

ices

+267

714

2842

1kk

uswa

ni@

gov.b

w

25.

Mni

ndwa

Tigo

gaPr

inci

pal E

duca

tion

Offi

cer

Depa

rtmen

t of C

urric

ulum

Dev

elop

men

t an

d Ev

alua

tion

+267

730

4781

0m

nind

watt@

gmai

l.com

26.

Thot

heO

esi

Info

rmat

ion,

Edu

catio

n an

d C

omm

unic

atio

n O

ffice

rM

inis

try o

f Fin

ance

and

Eco

nom

ic

Deve

lopm

ent

+267

395

0100

27.

Mat

hodi

Abra

mC

hief

Res

earc

h O

ffice

rDe

partm

ent o

f Res

earc

h, S

cien

ce a

nd

Tech

nolo

gy+2

67 7

2449

035

amot

hodi

@go

v.bw

28.

Mas

ukus

uku

Tshe

piso

Seni

or R

esea

rch

Offi

cer

Bots

wana

Exa

min

atio

ns C

ounc

il+2

67 3

6508

73tm

asuk

usuk

u@be

c.co

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29.

Mas

eko

Phid

elm

aPr

ogra

mm

e O

ffice

rBo

tswa

na N

atio

nal C

omm

issi

on fo

r UN

ESC

O+2

67 7

6075

034

sem

asek

o@go

v.bw

SDGsustainable development

G als

BOTSWANA NATIONAL IMPLEMENTATION PLAN FOR … · ECCE Early Childhood Care and Education ECCEP...

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Transcript of BOTSWANA NATIONAL IMPLEMENTATION PLAN FOR … · ECCE Early Childhood Care and Education ECCEP...