In supporting the motion, Hon. Mophuting-Dikoloti,
Member of Parliament for Gaborone Bonnington North, observed that the motion
was about protecting children and ensuring that distance or circumstance does
not become a barrier to education. Her sentiment captures the significance of
the motion. In that access to education is not determined only by classrooms,
teachers and textbooks. It also depends on whether learners can travel to
and from school safely each day.
A Historical Challenge
The
motion responds to concerns that have existed for many years. As early as
February 11, 2026 this year, Parliament was informed that some learners from
Dintoroko, Gamononyane and Mmamhiko were still being transported to school in
donkey carts. In response to a parliamentary question by Hon. Manyeneng, Member
of Parliament for Mmopane-Metsimotlhabe, the Minister responsible for Local
Government and Traditional Affairs informed parliament that he has directed
councils to discontinue the practice and replace it with safer transport
arrangements.
While that directive addressed an immediate
concern, it also exposed a wider policy gap. A directive provides a temporary
solution, whereas a national policy establishes uniform standards, defines
responsibilities and creates accountability. Without such a framework, school
transport arrangements may continue to differ significantly from one district
to another, depending largely on the resources and priorities of individual
local authorities.
Hidden Costs
School
transport affects far more than daily student attendance. It influences
punctuality, concentration, academic performance and student wellbeing. Teachers
across the country regularly observe that learners who travel long distances
often arrive at school tired, particularly during periods of extreme heat in
summer or heavy rainfall. Some arrive late, while others miss school altogether
when transport becomes unavailable or unsafe. Parents, especially in remote
communities, may decide to keep younger children at home rather than expose
them unnecessary risks.
Over
time, these seemingly ordinary transport challenges contribute to absenteeism,
lower educational achievement and, in some cases, increased risk of learners
leaving school prematurely. Safe transport should therefore be regarded as an
essential component of educational access rather a separate logistical issue.
Varied
Challenges
A
national transport policy, must recognize that Botswana’s transport challenges
are not uniform but varied. In rural and remote areas, the principal challenges
are long travelling distances, dispersed settlements and limited public
transport. Some learners travel several kilometers each day from cattle posts,
lands and small villages to and from schools.
Urban
and peri-urban communities experience different problems. Although schools may
be closer, many families face rising transport costs, overcrowded public
transport, morning and afternoon traffic congestion. Learners frequently
compete with commuters during peak hours, increasing the likelihood of arriving
home late, delays and missed lessons.
These
contrasting realities require flexible solutions rather than a single national
model. Rural areas may require dedicated government supported school buses or
expanded boarding facilities, while urban areas may benefit from regulated
contracts with licensed transport operators and targeted subsidies for
vulnerable households.
Safety, Dignity & Children's
Rights
Safe school transport is
fundamentally about protecting children's welfare. Botswana is a State Party to
the United Nations Convention on the Rights of the Child, which recognizes
every child's right to education and requires that the best interests of the
child remain a primary consideration in decisions affecting children.
Students should never be placed in
situations where unsafe transport, overcrowded vehicles or hazardous journeys
undermine their educational experience. A child who arrives at school
exhausted, anxious or exposed to unnecessary danger begins the school day at a
disadvantage.
Providing safe transport is
therefore not simply an administrative responsibility but a part of creating an
education system that treats every learner with dignity and fairness.
Human Capital Investment
Whenever Government considers
expanding public services, questions about affordability remain inevitable. However,
the discussion should focus equally on the long-term benefits. A structured
national school transport programme could stimulate local economic activity by
creating opportunities for transport companies, small businesses and associations.
Transparent procurement processes, clear safety standards and reliable payment
systems would encourage responsible operators to participate while improving
service quality.
Beyond the transport sector,
regular school attendance contributes to improved educational outcomes. Better
educated citizens are more likely to participate productively in the economy, thus
reducing long term social and economic costs. Investment in safe school
transport should therefore be viewed as an investment in Botswana's human
capital.
Comparative Lessons
Many countries have recognized that
school transport is an essential part of educational planning. South Africa
operates a National Learner Transport Policy (NLTP) that provides subsidized
transport for eligible learners who live beyond prescribed distances from
school and lack suitable public transport. Although implementation has faced
challenges, the policy continues to offer an important framework for ensuring
equitable access to school since 2015.
In Finland and Sweden, learner
transport is integrated into education planning, reflecting the principle that
compulsory education should be accompanied by reasonable access to schools. Rwanda
has also explored technology-based approaches, including improved monitoring of
school transport services in some areas. While transport is not free, school
buses used dedicated lanes and are fitted with GPS and RFID systems to notify
parents when students board and alight.
Botswana need not replicate these
systems exactly. However, they demonstrate the value of clear safety standards,
sustainable funding and effective oversight.
National Policy Checkpoints
The success of the parliamentary
motion will ultimately depend on an effective implementation of the national
framework that should include several essential elements.
First, it should establish minimum
safety standards covering vehicle roadworthiness, driver qualifications,
background screening, first aid training and child protection measures. Second,
it should develop transparent eligibility criteria for transport assistance,
taking account of travelling distance, disability and household circumstances.
Third, Government should establish
a dedicated funding mechanism rather than relying solely on already constrained
city and district council budgets. Fourth, responsibilities among the relevant
ministries, local authorities and transport providers should be clearly
defined, supported by monitoring systems and regular performance reviews.
Finally, parents, school boards, Dikgosi
and local communities should be actively involved in planning transport routes
and identifying local challenges. Without these measures, even the best student
transport policy risks remaining largely aspirational.
Legislative Role
In bringing this motion before the
House, Hon. Hikuama placed safe school transport firmly on the national agenda.
Further parliamentary support of the motion by Hon. Moalosi of Nkange also
demonstrated that this concern extends beyond a single constituency. Parliament
has taken an important first step. The challenge now is to ensure that the
commitment made in the National Assembly is translated into practical
improvements that benefit students in every part of Botswana.
The responsibility now shifts to
the Government to consult stakeholders, develop an evidence-based policy,
allocate adequate resources and report progress to Parliament. Equally,
citizens have a responsibility to remain engaged and hold public institutions
accountable for implementation.
Oabona Moses Sello
Teacher, Blogger & Writer
Grab a copy of his published book
titled “CORPORAL PUNISHMENT IN SCHOOL: AN INTERDISCIPLINARY APPROACH FROM
AFRICA; BOTSWANA.”
obmsello@gmail.com/+267
73 352 030
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