Department of Educational Planning and Research Services. Reflections on Ministry of Basic Education Policy Concerns: Lessons from SACMEC IV- A synopsis on SACMEQ IV results. Sir Wonder Masebola Director Department of Educational Planning and Research Services. MoBE

BACKGROUND FOR SEACMEQ The Southern and Eastern Africa Consortium for Monitoring Educational Quality (SEACMEQ), formerly SACMEQ is a non-profit organization.

OBJECTIVES FOR SEACMEQ The Objectives of SEACMEQ are to build capacity of its members to monitor and evaluate the quality of education, To use research to generate information that can be used to improve the quality of education To use innovative information sharing approaches to disseminate SEACMEQ results and to ensure that SEACMEQ results form the basis for policy and practice.

INTRODUCTION SEACMEQ Consortium has conducted four large-scale cross-national studies on the conditions of schooling and the quality of education in Southern and Eastern Africa namely; SACMEQ I, II, III and IV.

SACMEQ IV STUDY SACMEQ IV study data collection was conducted in 2013. The purpose of the project was to gather information on General conditions of schooling, Reading and mathematics achievement levels of Grade 6 learners and their teachers, and Knowledge that learners and their teachers have about HIV and AIDS.

SAMPLING & PARTICIPATION Two stage sampling design used; Probability-Proportional-to-Size (sampling of Schools based on size of region). Simple Random Sampling of learners using Computer-generated random numbers. Participating in SACMEQ IV study were; 4562 standard 6 pupils 435 of their teachers 188 school heads.

INSTRUMENTS Data collection instruments included; School Head Booklets, School Information Booklets, Teacher Booklets, Pupil Booklets Pupil Name Forms and School Forms.

FINDINGS Discussion of the findings are based on the following; TRENDS IN ACHIEVEMENT LEVELS OF STANDARD 6 PUPILS IN BOTSWANA   ACCESS TO LEARNING MATERIALS IN BOTSWANA PRIMARY SCHOOLS PUPILS AND TEACHER KNOWLEDGE ABOUT HIV AND AIDS IN BOTSWANA BREAKFAST & SUPPER PATTERNS

FINDINGS Pupils reading scores increased by 14 points between SACMEQ II and SACMEQ III. Between SACMEQ III and SACMEQ IV pupil reading scores increased by 32 points. Botswana was 35 points above the SACMEQ mean

Level Description Skill/Competence % 1 Pre–Reading Reading skill levels 2007 2013 Change Level Description Skill/Competence % 1 Pre–Reading   Matches words and pictures involving concrete concepts and everyday objects 2.9 2.0 -0.9 2 Emergent Reading Matches words and pictures involving prepositions and abstract concepts 7.7 5.0 -2.7 3 Basic Reading Interprets meaning (by matching words and phrases, completing sentences). 13.6 8.1 -5.5 4 Reading for Meaning Reads to link and interpret information located in various parts of the text 19.2 16.5 5 Interpretive Reading Interprets information from various parts of the text in association with external information 20.7 20.2 -0.5 6 Inferential Reading Reads to combine information from various parts of the text so as to infer the writer's purpose 17.2 +0.7 7 Analytical Reading Locates information in longer texts (narrative, document or expository) in order to combine information from various parts of the text so as to infer the writer's personal beliefs (value systems, prejudices and biases). 13.7 20.4 +6.7 8 Critical Reading Reads from various parts of the text so as to infer and evaluate what the writer has assumed about both the topic and the characteristics of the reader 5.8 10.6 +4.8

FINDINGS Majority of the pupils reached reading competency levels 5 (20.2%) and level 7 (20.4 %). Noted increases for level 6,7 & 8. However, a substantial 15.1 % of standard 6 pupils are still at elementary reading competency levels (1-3).

FINDINGS Pupil mathematics scores increased by 8 points and 42 points between SACMEQ II and SACMEQ III and between SACMEQ III and SACMEQ IV respectively. Botswana was 21 points above the SACMEQ IV mean of 542 points.

Mathematics skill levels 2007 2013 Change Level Description Skill/Competence % 1 Pre–Numeracy Applies single step addition and subtraction 1.5 1.2 -0.3 2 Emergent Numeracy Applies a two-step addition and subtraction involving carrying 20.9 11.5 -9.4 3 Basic Numeracy Translates verbal information into arithmetic operations 34.0 22.6 -11.4 4 Beginning Numeracy Translates verbal or graphic information into simple arithmetic problems 27.2   28.0 +0.8 5 Competent Numeracy Translates verbal, graphic or tabular information into an arithmetic form in order to solve a given problem 9.2 20.1 +10.9 6 Mathematically Skilled Solves multiple operation problems (using the correct order) involving fractions, ratios and decimals 6.0 10.7  +4.7  7 Concrete Problem Solving Extracts and converts information from tables, charts and other symbolic presentations in order to identify, and then solve multi -step problems 0.9 4.5 +3.6 8 Abstract Problem Solving Identifies the nature of an unstated mathematical problem embedded within verbal or graphic information and then translate this into symbolic, algebraic or equation form in order to solve a problem 0.4  1.4  +1

FINDINGS Majority of standard 6 pupils reached level 3, 4 & 5. 35.3% of standard 6 pupils are at elementary levels (1-3) for mathematics.

National Benchmark is 100%

National Benchmark is 100%

FINDINGS Percentage of standard 6 pupils who responded with ‘I use Mathematics textbook by myself’ has decreased from 80 % in the year 2000 to 62 % and 42% in the years 2007 and 2013 respectively. Percentage of pupils who responded with “I use a reading textbook by myself” was 79 %, 64 % and 45 % in the year 2000, 2007 and 2013.

Table 1 : Pupil and Teacher Scores on the SACMEQ HIV/AIDS Knowledge Test (HAKT)   PUPILS TEACHERS HAKT Score Reached Minimal Level (%) Botswana: South East 561 59 848 100 Botswana: Gaborone 550 53 857 Botswana: North East 534 50 816 Botswana: Chobe 529 38 874 Botswana: Kweneng 505 32 839 Botswana: Central 501 31 830 Botswana: Kgatleng 492 829 Botswana: North West 487 27 862 Botswana: South 471 21 Botswana: Kgalagadi 467 19 838 Botswana: Gantsi 455 15 831 BOTSWANA 508 35 837

FINDINGS Standard 6 pupil national score is at 508 while the minimum knowledge level is at 35%. This is worrisome because all pupils at standard 6 are expected to at least have minimal knowledge on matters related to HIV/AIDS. Standard 6 pupils are taught by teachers with national score of 837 and minimum knowledge level of 100%.

FINDINGS 76 % of standard 6 pupils in Botswana said they do not receive breakfast. 82.9 % of standard 6 pupils in Botswana do not receive supper. NB: This was not about schools providing meals to pupils but about pupils getting meals from any source.

SUMMARY & CONCLUSIONS Botswana was above SACMEQ IV mean in ALL achievement tests (Numeracy, Literacy & HIV/AIDS). A substantial percentage of standard 6 pupils in Botswana are concentrated within elementary levels of mathematics and reading. Standard 6 pupils who fall within elementary levels, particularly those in level 1 can hardly read and write without assistance and can only apply single step addition and subtraction.

SUMMARY & CONCLUSIONS Cont.…., The percentages of pupils who own textbook have been declining since 2000 to a lower percentage until the year 2013 and this inevitably affect learning and teaching of our pupils. Pupils are taught by teachers who have displayed high HIV/AIDS knowledge levels yet Standard 6 pupils have unsatisfactory HIV/AIDS knowledge levels. Over 75% of STD 6 pupils in Botswana do not receive/eat breakfast, over 80% of STD pupils 6 do not receive supper.

RECOMMENDATIONS Department of Curriculum Development and Evaluation should consider developing teaching and learning materials that can enhance literacy and numeracy from lower levels. Ministry of Basic Education should ensure availability of funds for pupil textbooks; timely procurement and distribution of textbooks for all subjects to schools, and issuance of such to pupils. MoBE in collaboration with MLGRD should expedite provision of second meal at primary.

RECOMMENDATIONS Department of Basic Education should expedite the implementation of remedial programme at primary schools Ref. RNPE 1994 and the 2020 ETSSP. MoTE in collaboration with local universities should consider developing short courses programmes which teachers could enrol in to upgrade themselves to help them keep abreast with emerging issues in education

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