Early Childhood Care and Education in Botswana: Implications for Access and Quality

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  • Author(s): Pillar, Lebogang J. (ORCID Pillar, Lebogang J. (ORCID 0000-0002-3844-8930); Haricharan, Shanil J. (ORCID Haricharan, Shanil J. (ORCID 0000-0002-2477-4399)
  • Language:
    English
  • Source:
    South African Journal of Childhood Education. 2023 13(1).
  • Publication Date:
    2023
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      AOSIS. 15 Oxford Street, Durbanville, Cape Town, 7550 South Africa. Tel: +27-21-975-2602; Fax: +27-21-975-4635; e-mail: [email protected]; Web site: https://sajce.co.za/index.php/sajce
    • Peer Reviewed:
      Y
    • Source:
      14
    • Education Level:
      Early Childhood Education
    • Subject Terms:
      Foreign Countries; Early Childhood Education; Child Care; Access to Education; Educational Quality; Teacher Attitudes; Administrator Attitudes; Barriers; Educational Resources; Program Implementation; Educational Policy; Public Schools; Inclusion; Teacher Education; Student Evaluation; Educational Facilities
    • Subject Terms:
      Botswana
    • ISSN:
      2223-7674
      2223-7682
    • Abstract:
      Background: The value of Early Childhood Care and Education (ECCE) is recognised as beneficial to the child and society. Research evidence on pre-primary ECCE access and quality in Sub-Saharan Africa is scarce. Aim: The aim of this article is to examine Botswana's pre-primary school programme in enhancing accessibility and quality of ECCE provision. Setting: The study was conducted in 12 of the 24 primary schools implementing the pre-primary programme in a Gaborone sub-region. Methods: Adaptations of the Levesque Access Framework and Woodhead Quality Framework were applied to this qualitative research study. Using semi-structured interviews, 11 pre-primary teachers, 5 school heads or Heads of Department, and 3 Principal Education Officers (PEO) were interviewed, and the data collected was analysed thematically. Results: The findings suggest that the main barriers to the effective pre-primary programme rollout are supply-side and systemic. These barriers represent the public institutional environment (e.g. funding, inter-governmental co-ordination), policy design (e.g. the physical infrastructure delivery model, administrative barriers, enrolment policy), and programme implementation (enrolment practices, teaching personnel, learning materials, and assessment of learners). Conclusion: Although over 600 public schools have implemented the pre-primary programme, meeting the objectives of universal access, equitability, inclusivity, and quality remains a challenge in Botswana, as in many other African countries. Contribution: The findings offer research frameworks and evidence for understanding pre-primary ECCE accessibility and quality. Further, the research has policy, programmatic, and practice-based implications for pre-primary educators and policymakers.
    • Abstract:
      As Provided
    • Publication Date:
      2023
    • Accession Number:
      EJ1398100