DUMELANG!

INCLUSIVE EDUCATION The Case of Botswana PRESENTATION AT SADC CARE&SUPPORT FOR TEACHING AND LEARNING Presented By Oemetse Sally Nkoane and Acro News Maseko Durban, South Africa 22nd - 24th November 2016, COASTLANDS HOTEL

Presentation Outline A description of the programme or policy Achievements Challenges Opportunities/Emerging Issues Key lessons learnt

BASIC EDUCATION LANDSCAPE IN BOTSWANA LEVEL No. of Schools Enrolments No. of Teachers Pre-Primary 382 16 536 573 Primary 755 315 261 11 424 Junior Secondary 207 116 068   13 370 Senior Secondary 32 55 049 Unified Secondary 2 2 154 152 Total 1 378 505 068 25 519

Inclusive Education Policy Defined The Policy provides for children, young people and adults equitable access to relevant and quality education regardless of their gender, age, life circumstances, health, disability, stage of development, socio-economic circumstances and their capacity to learn. Policy was launched in September 2013

LEGAL FRAMEWORK THAT GUIDED DEVELOPMENT OF THE POLICY Botswana signatory to human rights Conventions Convention on the Right of the Child (1989) - education is a right for every child World declaration of Education for All (1990) – called inclusion of marginalised communities Children’s Act of 2009 - Every child’s right to free Basic Education

Policy Frameworks cont’d. Salamanca Declaration (1990) - inclusive education for meaningful participation in socio-economic activities Botswana Revised National Policy on Education (1994) – recognises education as fundamental right for every child Goal: to increase access and equity to quality education 10 year Basic Education for all All these resulted in the development of Inclusive Education Policy (Sept. 2011)

Goals of Inclusive Education policy All children to access 10 years of basic education having gone through Early childhood care &education Develop skilled teachers and provide resources for children of different abilities Develop and strengthen Out-of-school education programmes

Goals of Inclusive Education Policy Supportive and humane schools, child friendly schools Multi-sectorial approach to inclusive education system

Achievements Early Childhood Care &Support establishment of Early Childhood Care and Education classes in some Public Primary schools(1 year programme for 41/2-5 year olds) from 2014 Six weeks Orientation Programme for prospective Standard 1 pupils Development of Policy Framework for 0-3 years in partnership with UNICEF Construction of Early Childhood classes at remote areas in partnership with Embassy of Japan Pre-school Education – learners in marginalised communities and rural areas given a head start.

Achievements Disability Inclusion in Education Special Education units and rehabilitation centres countrywide Employment of Teacher Aides – to assist Special Education teachers. Employment of Caretakers – to take care of students with profound disability – wheel chair bound learners Infrastructure and designs – appropriate furniture for pre-school learners, appropriate toilets for people with physical disabilities, ramps in schools Adaptation of core textbooks into Braille

Achievements cont’d Construction of one or two (2) teacher schools in small settlements. The government budgets and provides annual subventions to NGO’s offering Special Education services. Integration of learners with disability into the mainstream education system; inclusion of SEN learners in school activities e.g. student leadership, social safety nets for Orphans and Vulnerable Children (OVCs)& Rural Area Dwellers (RADs)

Achievements cont’d Curriculum design and implementation - varied assessment objectives to cater for learners of different abilities, Flexible education provision for out of school youth and young adults through Out of School Education and Training(OSET) and Botswana College of Distance and Open Learning (BOCODOL) programmes across all ages and settings, including at prison and the lands etc. – young offenders taught in rehabilitation centres.

Achievements increased access to 10 years of basic education Diagnostic assessment, placement and support for learners with Special needs Affirmative action -special dispensation in tertiary education financing. Back to school initiative – afforded students to be re- tooled to undertake courses relevant to the economy.

Achievements cont’d Participation of key stakeholders– Adopt – A -School initiative Private Sector, NGOs donate appropriate equipment and facilities to schools. Provision of life skills to SEN learners Social & Community Development assistance to OVCs and needy students Affirmative action : Employment opportunities for SEN learners by both government and private sector; provision of food baskets, school uniform for OVCs and RADs

Achievements cont’d. Accreditation of Out of School learners on vocational skills Back to school programme (2012 -2015) Supportive and humane schools – Schools are more child friendly, dropout rate decreased due to COS, cases of bullying declined etc.

Challenges Expensive Special Education equipment Insufficient specialists – Education Psychologists, SPED teachers Limited Assessment Centres Limited access to buildings/facilities not compliant to use by learners with physical disabilities . Legislative enforcement –Children’s Act (2009) a lot of buy in by the greater community needed.

Challenges Ownership and commitment to programme resourcing and implementation Inadequate effective monitoring and evaluation of implementation of the policy.

Opportunities/Emerging Issues Political will to support achievement of greater equity and quality education for all Effective implementation of the 2015 Education and Training Strategic Sector Plan Implementation of outcome based education; Dual Pathways to cater for both academic and vocational education. Adopt A school Initiative to enhance stakeholder participation in Education. Recognition of prior learning and alternative learning.

Key Lessons Learnt Inclusiveness, a solution to social disparities Increased stakeholder participation at all levels of society improves delivery of quality education Policy harmonisation contributes immensely to the holistic development of the child.

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