Early Childhood Care and Education in Botswana: Implications for access and quality

South African Journal of Childhood Education

Field Value
Title Early Childhood Care and Education in Botswana: Implications for access and quality
Creator Pillar, Lebogang J. Haricharan, Shanil J.
Subject early childhood care and education; inclusive education, access, equitable access, learners with special needs, ECCE quality indicators, infrastructure, Botswana Early Childhood Care and Education (ECCE); inclusive access; equitable access; learners with special needs; ECCE quality indicators; infrastructure; Botswana.
Description 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.
Publisher AOSIS
Date 2023-06-26
Type info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion — Qualitative
Format text/html application/epub+zip text/xml application/pdf
Identifier 10.4102/sajce.v13i1.1268
Source South African Journal of Childhood Education; Vol 13, No 1 (2023); 14 pages 2223-7682 2223-7674
Language eng
The following web links (URLs) may trigger a file download or direct you to an alternative webpage to gain access to a publication file format of the published article:

https://sajce.co.za/index.php/sajce/article/view/1268/2431 https://sajce.co.za/index.php/sajce/article/view/1268/2432 https://sajce.co.za/index.php/sajce/article/view/1268/2433 https://sajce.co.za/index.php/sajce/article/view/1268/2434
Coverage Botswana — early childhood
Rights Copyright (c) 2023 Lebogang Joan Pillar, Shanil Jensen Haricharan https://creativecommons.org/licenses/by/4.0