31 Jan 2019

Minister of Basic Education Bagalatia Arone has said automatic progression from Standard Seven to Form One contributes to low examination results.

Responding to a question at Ntlo Ya Dikgosi on January 29 , Minister Arone said automatic progression of learners at schools was part of the government’s commitment to providing education for all.

He said the major features of education system across most countries, was that of continuous progression from preschool to equivalence of Botswana General Certificate Secondary Education (BGCSE), adding that the only exit examination in such countries was the BGCSE equivalence.

He said the Revised National Policy on Education (RNPE) recommended automatic progression because the Botswana Education system provided for 10-years basic education.

Therefore, he said, primary to junior secondary education was a continuous quantum.

Minister Arone however mentioned that RNPE provided repetition for 18 per cent of the learners, bearing in mind the availability of resources to accommodate other learners who are in progression.

He stated that even though repetition was an available option, school remedial lessons for weaker learners was recommended as repetition also had negative effects on children.

Minister Arone stated that his ministry had been experiencing challenges of large Form One enrolments emanating from a number of factors.

Among the factors, he said were population growth as indicated in the National Census, urbanisation of the population with the migration of parents to urban centres and parents moving their children away from under performing schools to more popular ones.

Minister Arone therefore said making more learners to repeat standards at primary level would not solve the challenge.

Nevertheless, he pointed out that his ministry remained committed to increasing available teaching spaces through school expansions.

On other issues, Minister Arone explained that primary school teachers trained as generalists and therefore taught all subjects in the curriculum.

He pointed out that the practice was not peculiar to Botswana, saying that even other countries with more advanced education systems such as United Kingdom and Finland followed the same practice.

Minister Arone however stated that the new curriculum as tabled in the Draft National Curriculum and Assessment Framework   proposed a reduction in learning areas at primary level.

He mentioned that there were ongoing consultations and research to consider introducing subject specialisation in order to address the current state of education.

He nevertheless mentioned that subject specialisation at primary had both advantages and disadvantages.

“Learners’ psychological makeup at an early stage is such that they need to identify with one teacher throughout the year, whom they consider as a parent figure” he said

Further, he said also the system of subject specialisation does not allow the teacher time to know and understand their children.

Meanwhile, Minister Arone also pointed out that schools would ensure that the practice of civvies day is sensitive to some  learners.

He said primary scholars were mirrors that should be protected from all forms of discrimination  in terms of both dress code and the required money for contribution.

Minister Arone stated that children from poor families were usually exempted from any contributions and or were catered for by the Department of Social welfare if any contributions were to be made.

Specially elected member of Ntlo ya Dikgosi Kgosi Maruje III of Masunga had wanted to know what informed government to adopt the system of automatic progression.

He had also wanted to know if the current education crisis across the country could be attributed to the system.

He further wanted the minister to provide examples if any, of nations perceived to be successful that have adopted the system and how their education system had progressed over the years.

Thamaga region representative, Kgosi Colly Cock asked the minister to explain reasons why primary school teachers were still teaching seven subjects per person.

Kgosi Cock had also wanted to know if the ministry would consider introducing subject specialisation in order to address the current state of education.

Meanwhile, Kgosi Seate Marumo of Kanye region asked if the minister was aware that civvies day at primary schools disadvantaged children from poor families in terms of both dress code and the required contributions. ENDs