This article purports to annotate key promises enunciated by the President in his State of the Nation Address (SONA) with particular reference to the education, research and human resource development sector. This analysis takes a balanced view, praising the governments progressive forward thinking promises while critiquing gaps in implementation, equity and evidence-based outcomes. I'll come to an agreement where initiatives align with global best practices like the STEAM emphasis and pinpoint the inherent systemic education sector barriers, using real statistics and examples like the persistent NEET rate of around 41% in 2024 to ground my analysis.
Para 143: Education as a
Fundamental Right
The president rightfully frames
education not just as a human right but as a "cornerstone for social and
economic transformation," by prioritizing Technical Vocational Education &
Training (TVET) for economic growth and job creation. I agree this aligns with
Botswana's Vision 2036. It emphasizes human capital for a knowledge-based
economy, especially given the country's diamond-dependent GDP and the need to
diversify. For instance, TVET could address the mismatch between graduates and developing
market needs such as alternative energy sectors. While Botswana's overall literacy
rate is high at about 88% and youth literacy nearing 94%, the skills gaps
contribute to 27.6% overall unemployment (Statistics Botswana; 2024). However,
I wish to highlight that TVET has historically been underfunded and stigmatized
as a "second-choice" path, leading to low enrollment of about 13.8%.
Within this low overall enrollment is the issue of gender gaps in TVET, as
female youth unemployment is higher at about 40% NEET vs 35% for males (UNDP,
2023). The Brigades budget has to be supplemented to procure modern equipment
and improve industry linkages or employer partnerships so that its enrollment
and appeal can help downscale youth unemployment.
Parag 144: Transformative STEAM
Curriculum
Here, the government highlights
adopting a STEAM driven curriculum to build a competitive global workforce. I moderately
agree with this forward-thinking shift, mirroring successful models like
Singapore's STEM focus, which has boosted innovation. In Botswana, where
tertiary gross enrollment is only 21%, emphasizing STEAM could prepare youth
for tech-driven jobs in mining or tourism. Yet, its feasibility is questionable
without addressing rural-urban divides where many schools in remote areas like in
the North-Western Botswana lack laboratories or stable internet connectivity will
lead to uneven implementation. Statistics show that primary education
expenditure per child is estimated between USD 1,200-1,500 PPP, above regional
averages, but inefficiencies mean rural dropout rates are at 10-15%
(Afrobarometer 2024; World Bank 2024). Without equitable resource allocation,
this transformation risks widening inequalities rather than producing a
"globally competitive workforce."
Para 145: Teacher Empowerment,
Infrastructure & Digitalization
The address promises to upskill
teachers, upgrade infrastructure and digitalize for STEAM success. I affirm
this targets core bottlenecks in the education sector. Teacher quality is key
and Botswana's student-teacher ratio (25:1) in primary schools (World Bank;
2023) is manageable, but many lack STEAM training. Nonetheless, the situation
on the ground is the exact opposite, especially in urban areas where student-teacher
ratios can reach 40:1 Digitalization with initiatives such as Orange Botswana
Schools and Botswana’s e-Learning Passport also makes sense amid low ICT
integration as around 35-45 % of schools have reliable internet (UNESCO 2023).
However, I will afford the promise a benefit of the doubt considering that the
January 2026 academic year is one month away and because similar promises in
the ETSSP led to partial uptake due to budget constraints. A stark example is
the underutilized computer labs in some schools, where equipment sits idle due
human resource implementation, power outages or lack of maintenance.
I agree with the holistic and
phased STEAM approach from early childhood to senior secondary for the reason
that early interventions yield high returns, as seen in Botswana's Early
Childhood Development (ECD) programs, which boosted enrollment to 30% (World
Bank 2023) and improved cognitive outcomes. Targeting senior secondary
addresses the transition gap, where only 60% progress from junior to senior
(Stats Botswana 2023). Statistics from Afrobarometer (2024) show that the youth
are more educated but 1.5 times more unemployed than elders, suggesting curriculum
reform changes alone won't suffice without labour market alignment. This could
be a positive step if monitored and evaluated in metrics for evidence-based
outcomes.
Para 146: Underutilized Facilities
The president acknowledges unused
facilities and pledges transformative maintenance through TVET students for
cost efficiency. Botswana has invested heavily with annual education budget at around
20% of GDP (World Bank; 2024), yet facilities like vocational centers are
underused due to enrollment drops. Involving TVET students in maintenance is
innovative, akin to apprenticeship models in Germany, potentially cutting costs
and building skills. The late Patrick van Rensburg “MHSRIP” would surely
approve. However, strong reliance on students for core maintenance could
compromise timelines, safety and quality. Without professional oversight, this
"cost efficiency" might exacerbate inequalities, especially in
underserved areas.
Parag 147: Centre for Children with
Disabilities
The President announced the
completed Maun Centre for children up to 18 years with profound disabilities which
emphasizes regard for inclusive infrastructure. I agree this advances access
and equity because Botswana's disability inclusion lags, with between 25-30% of
disabled children in school (UNICEF, 2023). It's a landmark development in
addressing gaps in the North-West District where services are scarce. I frame
it as sufficient. But, one center for the whole country ignores real scale of
the barriers faced by children with disabilities nationwide. Past initiatives
like the 2015 Inclusive Education Policy faced implementation hurdles, with
teacher training inadequacies amongst others (Boitumelo, Kuyini, Ahmed &
Major, 2020). While positive, sustainability is key and without ongoing
funding, it risks underutilization like other facilities.
Para 148: World Bank Educational Loan
In an endeavour to improve
education, the President detailed a BWP 1.4 billion World Bank loan for
refurbishment, secondary school access, teacher support, ECD and STEAM. I agree
this infusion is timely. A physical tour of most schools in the country is worrying.
Botswana's education spending is high but inefficient and the loan covers
critical areas like ECD, where coverage is as low as 30%. It builds on prior World
Bank’s projects, like the 2010s education loans that improved educational enrollment
across all tiers of our education system. Covering refurbishment addresses
backlog, potentially reducing the 10% out-of-school rate (World Bank, 2023). Nevertheless,
the over-reliance on loans has led public debt to rise to 30% of GDP (World Bank,
2024) and past borrowings (e.g., $304M in 2025 for fiscal stability) haven't
fully curbed unemployment. Other, examples include the 2015 ETSSP, funded
partly by loans, yet youth unemployment climbed.
Para 149: Construction of New
Primary Schools
It is commendable that, twelve (12)
new primary schools are under construction in Oodi (operational), Gaborone,
Mogoditshane, Kumakwane and Francistown to address shortages in classrooms,
teacher houses and toilets under a backlog eradication program. I agree this
tackles overcrowding in primary schools where enrollment is 90+%, but ratios still
exceed 40:1 in urban areas like Gaborone. Projects like Oodi's P80 million primary
school will decongest the Modipane, Oodi and Matebeleng primary schools and
improve learning. This is progress, but it risks being seen as favouring urban
areas without broader rural expansion.
needs broader rural focus as construction may
be misconstrued to favour towns and cities at the expense of rural areas.
In summary, the SONA's education,
research and human resource development sector, promises ambition and aligns
with national developmental goals. Having said that, execution gaps that are evident
in statistics like 41% NEET and low TVET uptake demand more than just promises.
Positive steps like the education development loan and disability center are
laudable, but systemic issues like inequality and budgets persist. Monitoring
these initiatives through independent audits could bridge the gap between
ambition and reality.
About the Author
Oabona Moses Sello is a primary
school teacher in Botswana with twenty years of classroom experience. He holds
a Masters of Education (M.Ed.) degree in Social Studies and Bachelor of
Education (B.Ed.) He has great interest in research, politics, policy and
citizenship issues.
obmsello@gmail.com/73352030
Oabona Moses Sello
Teacher, Blogger & Writer
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