Embed Size (px)
Citation preview
Evaluation of the Ministry of Basic Education Reception Class Programme
Procuring Organization Ministry of Basic Education
Private Bag 005Gaborone
EVALUATION REPORT
Supported by:
P a g e | 1
1
Contents LIST OF ACRONYMS ...................................................................................... 3
LIST OF TABLES ............................................................................................ 4
LIST FIGURES ................................................................................................ 4
EXECUTIVE SUMMARY ................................................................................. 6
ACKNOWLEDGEMENTS .............................................................................. 12
1. BACKGROUND ............................................................................. 13
1.1 Scope of Reception class ...................................................................... 16
1.1.1 Benefits and costs of RCP ..................................................................... 17
1.2 ECCE in Botswana Context .................................................................. 19
1.3 Scope and Purpose of the Evaluation .............................................. 24
1.3.3 Theory of Logic change ......................................................................... 25
1.4 Theoretical Framework ........................................................................ 31
2. METHODOLOGY ........................................................................... 33
2.1 Evaluation Design ................................................................................... 33
2.2 Sampling..................................................................................................... 34
2.3 Data Collection ......................................................................................... 35
2.4 Data Analysis ............................................................................................. 37
2.5 Limitations and Mitigation ................................................................. 38
2.6 Ethical Considerations .......................................................................... 39
3. RESULTS AND FINDINDS ............................................................40
3.1 Efficiency in the Delivery of the RCP ............................................... 40
3.1.2 Parental Involvement ............................................................................ 44
3.1.3 Teacher Qualifications .......................................................................... 45
3.1.4 Teaching and Learning Resources ................................................... 47
3.1.5 Assessment systems ............................................................................... 53
3.2 Effectiveness of the RCP ....................................................................... 56
3.2.1 Reception Class Teachers’ Performance ........................................ 58
3.3 Policy Environment ................................................................................ 66
3.3.1 Adequacy of the Policy Environment .............................................. 66
3.3.2 Evaluation and Assessment ................................................................. 74
4. DISCUSSIONS................................................................................ 76
4.1 Enrolment Patterns ................................................................................. 76
4.2 Teacher Performance ............................................................................ 77
4.3 Enrolment Trends .................................................................................... 78
4.4 Retention ..................................................................................................... 78
P a g e | 2
2
4.5 Learner Performance .............................................................................. 78
4.6 Policy Environment ................................................................................. 79
5. CONCLUSIONS .............................................................................. 82
5.1 Lessons Learned....................................................................................... 83
5.2 Recommendations................................................................................... 83
REFERENCES ............................................................................................... 86
Appendix 1: Consultancy Team .................................................................88
Appendix 2: Permit to conduct study ........................................................ 90
Appendix 3: School Heads Questionnaire ................................................ 91
Appendix 4: Principal Education Officers Interview guide ....................... 95
Appendix 5: Local Authority Officers Interview guide .............................. 96
Appendix 6: Parents/Guardian Structured Interview guide ..................... 97
Appendix 7: Reception Class Teachers Questionnaire ............................ 100
Appendix 8: Standard 1 Teachers Questionnaire .................................... 102
Appendix 9: Standard 4 Teachers Questionnaire ................................... 104
Appendix 10: Recommendation List ............................................................... 106
Appendix 11: Evaluation design matrix .................................................... 109
P a g e | 3
3
LIST OF ACRONYMS
BERA Botswana Educational Research Association
BQA Botswana Qualifications Authority
CPD Continuing Professional Development
ECCE Early Childhood Care and Education
ECD Early Childhood Development
ECE Early Childhood Education
ETSSP Education and Training Strategic Sector Plan
ICT Information Communications Technology
LAO Local Authority Officer
MLG&RD Ministry of Local Government and Rural Development
MOBE Ministry of Basic Education
NAEYC National Association for the Education of Young Children
NCAF National Curriculum and Assessment Framework
NDCP National Day Care Policy
NDP National Development Plan
NGO Non-Governmental Organization
NRC Non Reception Class
PDC Pre-school Development Committee
PEO Principal Education Officer
RC Reception Class
RCP Reception Class Programme
RNPE Revised National Policy on Education
SPSS Statistical Package for Social Sciences
TOR Terms of Reference
UNICEF United Nations Children’s Emergency Fund
UNO United Nations Organization
P a g e | 4
4
LIST OF TABLES
Table 1: Coverage of the RCP across regions and the deficit to be covered by 2020…………21
Table 2: Total numbers of study participants…………………………………………………………….. 38
Table 3: Parents’ responses to statements regarding the adequacy of the curriculum…….. 42
Table 4: Standard One teachers’ perceptions on the adequacy of the curriculum…………. 43
Table 5: RC Teachers’ views on the adequacy of the RCP curriculum………………………….44
Table 6: Parents’ responses indicating their involvement in the RCP…………………………… 45
Table 7: Teachers’ responses indicating parents involvement in the RCP……………………….45
Table 8: School Heads’ percentages rating of RC teachers on qualifications, experience and
performance…………………………………………………………………………………………………….47
Table 9: School Heads’ views on the relevance of pre-service and professional development
……………………………………………………………………………………………………………………..47
Table 10: RC teachers’ responses on the adequacy of teaching and learning materials……48
Table 11: Availability of learning material (Checklist)……………………………………………...50
Table 12: Availability of indoor infrastructure………………………………………………………..51
Table 13: Availability of outdoor infrastructure……………………………………………………...53
Table 14: RCP Teachers’ views on the assessment of learning in the RCP……………………..54
Table 15: Standard Four teachers’ views on the assessment of learning in the RCP………….54
Table 16: RC teachers’ responses to statements on their performance…………………………60
Table 17: Parents’ responses to statements assessing RC teachers’ performance…...60
Table 18: School Heads’ responses to statements relating to the extent to which the RCP
covered crucial skills……………………………………………………………………………………………61
Table 19: School Heads’ perceptions on the adequacy of the RCP in covering pre-learning
skills………………………………………………………………………………………………………………..62
Table 20: RCP teachers ‘responses on the effectiveness of the RCP learners…………………..63
Table 21: Parents views on RCP learner outcomes……………………………………………………65
LIST FIGURES
Figure 1: Theory of Change……………………………………………………………………………….25
Figure 2: Stufflebeam’s CIPP Model……………………………………………………………………..31
Figure 3: Provus’ Discrepancy Model (PDM)………………………………………………………….32
Figure 4: RC teachers’ qualifications by region……………………………………………………….46
Figure 5: Assessed learners’ writing activity…………………………………………………………..55
P a g e | 5
5
Figure 6: RCP Enrolments trends from 2014-2018………………………………………………….57
Figure 7: School Heads’ rating of the adequacy of the ECCE policy and the RC guidelines.68
Figure 8: Themes that emerged from interviews with LAOs and PEOs…………………………70
Figure 9: School Heads’ rating of the adequacy of the ETSSP, Vision 2036, and NDP 11
policies……………………………………………………………………………………………………………73
P a g e | 6
6
EXECUTIVE SUMMARY
This report is presented by the Botswana Educational Research Association (BERA),
a Non-Governmental Organization (NGO) with the express mandate to promote
research for educational development. Following a three months nation-wide
evaluation study conducted between August and November of 2018 and a series of
consultative meetings between BERA and the Reception Class Programme (RCP)
Evaluation Reference Committee, this report is submitted to provide evidence on the
performance of the RCP in terms of its efficiency and effectiveness, including impact
on children’s readiness and performance.
In Botswana the Reception Class is part of the Pre-Primary programme that covers
children of ages 4 ½ to 5 ½. This covers the last year of the pre-primary stage.
During this period, learner pick up emerging literacy, numeracy, communication,
large and fine motor, social-emotional, creative and problem solving as well as self-
help skills.
The major intended results for the introduction of the RCP in public schools in
Botswana was to make pre-primary part of the mainstream education. This would
certainly increase equitable access to pre-primary education in Botswana and would
be in line with the Children’s Act of 2010 which states that every child has a right to
education. Furthermore, enrolling children in the RCP would mitigate against health
and safety risks that could affect the children in the future.
RCP would also enhance performance of Botswana learners at higher levels of
education and empower learners to perform much better in international settings in
the future.
The main activities of the RCP include the implementation of the Pre-primary
curriculum, assessment of learners, teaching and learning materials, teacher
recruitment and provision of nutritious meals.
It is expected that RCP will have been rolled out in all public primary schools by
2020. It is also expected that the RCP will have longer term impact on retention,
improved performance at primary school and beyond, as well as adjustment 0f
learners to the school environment.
P a g e | 7
7
A multi-method descriptive study was used as an evaluation design to provide
feedback about how the programme was meeting the intended programme processes,
goals, and objectives as set when it was implemented in 2014, as well as stipulated in
the Revised National Policy on Education (RNPE) (1994) and the Education and
Training Sector Strategic Plan (ETSSP) (2015).
The report is presented in line with the following specific objectives:
1) To determine efficiency in the delivery of Reception Class Programme,
particularly assessing the adequacy of inputs,
2) To determine effectiveness of the programme in terms of outputs,
outcomes and impact,
3) To determine adequacy of the policy environment, management systems
including standards monitoring and quality assurance systems,
4) To provide key recommendations and an action plan to implement the
recommendations.
The following key messages emerged from the evaluation report. They encompass
strengths and weaknesses, and/or successes and challenges of the RCP.
RCP Strengths or Successes
The RCP curriculum is adequate in terms of skills and competencies required to
prepare learners for subsequent schooling. Teachers and teacher aides are also
adequately qualified with some regions recording 100% of teachers holding the
required minimum qualification of Diploma in Early Childhood and Care Education
(ECCE). These are regions that teachers would normally not want to be posted to due
to either their remoteness or proximity to major cities. In other regions a good
number of teachers have degrees in ECCE, which is a qualification beyond the
minimum of Diploma. Stakeholder support has also emerged as one of the areas of
strength for the programme. Parents with or without formal education see the
benefits of the programme and attest to the positive impact that the programme has
on their children. School heads and other teachers within the schools also speak
positively of the impact the programme is having on learners’ readiness and
performance. The programme’s enrolment grew exponentially between 2014 and
2017 despite challenges of space and other teaching and learning resources.
P a g e | 8
8
RCP Weaknesses or Challenges
One of the major weaknesses of the programme is that its exponential growth was
based on demand and consideration was not given to requirements stipulated in the
ECCE policy of 2001. The Guidelines for Pilot of Reception Classes in Selected Public
Primary Schools with Surplus Classrooms of (2015) were used as the main
implementation tool for the rolling out of the programme beyond the selected pilot
public primary schools. This resulted in the programme being implemented in
environments that did not comply with the standards set in the ECCE policy. This
non-compliance has emerged as a major weakness that should be addressed before
the expected roll out to all public primary schools by 2020 (Republic of Botswana,
2015).
While the Reception Class teachers and teacher aides have the required
qualifications, it has emerged that since this is a relatively new programme, many of
these teachers are newly qualified and therefore limited in terms of experience. As a
result their interpretation and articulation of the curriculum framework is not very
clear. Majority of them focus on performance indicators and do not take learning
through appropriate processes to reach these performance indicators. For example,
majority of learners could write their names, but their pencil grip and sitting posture
was not developed. Due to high levels of interest in the programme, these teachers
experience pressure from parents and supervisors to get children to demonstrate
skills such writing and reading without having developed prerequisites or pre-writing
and pre-reading skills.
The effectiveness and efficiency of the programme was also negatively affected by the
dual management approach between the Ministry of Basic Education (MOBE) and
Ministry of Local Government and Rural Development (MLG & RD). MOBE has
developed policy guidelines and both ministries have to enforce these policy
guidelines. MOBE provides funding for implementation of the programme while
MLG & RD provides physical structures, feeding and other resources. However, it
emerged that there are no set lines of communication relating to the implementation
of the RCP between the two ministries. This has complicated decision making and
lack of prompt sharing of information on progress in the implementation of the
P a g e | 9
9
programme. This has sometimes led to apprehensions between officers from the two
ministries.
Funding systems for the implementation of the RCP were not in place to support the
roll out of the RCP beyond 2017. There is no funding policy and systems and
strategies within the MLG & RD to support the RCP, hence a decline in enrolments in
2018.
Despite these challenges, the implementation of the RCP has made tremendous
strides and enjoys support from all stakeholders due to its effectiveness in terms of
outputs, outcomes and impact. Based on the findings of this evaluations, the
following recommendations were made:
1. Establish an Inter-ministerial Committee to guide the implementation of the
RCP.
2. Review the “Guidelines for pilot of reception classes in selected public primary
schools with surplus classrooms (2015)” document to turn it into an
implementation tool rather than a pilot tool.
3. Establish partnerships with stakeholders in the provision of additional
classrooms and other teaching and learning resources.
4. Capacitate RCP teachers to enable them to focus more on skills acquisition and
competencies, and not only on performance indicators.
5. Establish structures to ensure collaboration among teachers of Reception class,
Standard One and Standard four to create a common understanding and
appreciation of the purpose and challenges of the RCP programme.
6. Conduct regular capacity building activities for parents and school management
as part of the implementation strategy for the RCP.
7. Conduct regular capacity building activities for officers from stakeholder
ministries as part of the implementation strategy for the RCP.
It is hoped that the recommendations made in this report and an action plan to
implement them will go a long way in addressing the challenges observed. A number
of action items based on the recommendations drawn from the evaluation are
attached as Appendix 9. Table 1 at the end of the executive summary presents a list of
targeted and actionable recommendations.
P a g e | 10
10
For efficiency in the delivery of the RCP, it is recommended that RCP teachers: work
collaboratively with those in lower primary in order to have a common understanding
and appreciation of the purpose and challenges confronting them in the delivery of
the programme; adopt learning through play as the major pedagogical approach in
the programme; and pay particular attention to processes leading to acquisition of
skills and competencies as opposed to focusing more on fulfilling performance
indicators.
For effectiveness of the programme it is recommended that the following be enacted:
an Inter-ministerial Committee; conducting regular capacity building activities for all
stakeholders; and strengthening partnerships with the local communities.
For adequacy of the policy environment it is recommended that: The Guidelines for
Pilot of Reception Classes in Selected Public Primary Schools with Surplus
Classrooms (2015) document be reviewed to align it with ECCE policy of 2001; and
that the role and priorities of the Ministry of Basic Education and Ministry of Local
Government and Rural Development regarding the implementation of the RCP
programme be clearly defined.
The report proposed an implementation plan consisting of priority list of activities to
assist in addressing the recommendations made. Ongoing regular workshops and
benchmarking activities for school management teams to use to deal with challenges
confronting teachers in the delivery of the programme are also proposed. Learning
through play should be made a mandatory module of the ECCE teacher training
curriculum, and that MOBE, BQA, together with ETPs must ensure that this is done.
Regional Directors would then be responsible for monitoring of teachers’ pedagogical
approaches at the regional level.
It is further recommended that ongoing capacity building activities, as well as
consultations be built into school induction programme for RCP learners and
participatory meetings between MOBE and communities respectively. Regional
directors and Director Basic Education should ensure that these activities are in place
by June of 2019. It is also proposed that an Inter-ministerial Committee headed by
Director Basic Education be established by June of 2019, which among other things
P a g e | 11
11
should clearly define each Ministry’s role and priorities regarding the implementation
of the programme. In addition, a review of the guidelines for pilot of reception classes
in selected public primary schools with surplus classrooms (2015) be reviewed and
turned into an implementation tool for the roll out of the RCP. It is proposed that this
be done by June of 2019 under the leadership of the Director Basic Education.
P a g e | 12
12
ACKNOWLEDGEMENTS
The Evaluation of the Ministry of Basic Education Reception Class Programme was
commissioned by UNICEF. UNICEF engaged the services of Botswana Educational
Research Association (BERA) to undertake this national assignment. BERA
assembled a team of consultants comprising Drs Michael Gaotlhobogwe, Joseph
Kasozi, Shikha Trivedi, Kgosi Motshabi, Ms Christina Seabelo, Mrs Mmakgotso
Lekgowa and Ms Tiroyaone Kebalepile. The team would like to thank BERA for the
opportunity to engage in this important national assignment. The Consultancy Team
is indebted to UNICEF, The Ministry of Basic Education and The Evaluation
Reference Committee for the support, guidance and feedback provided since the
inception of this assignment. The Consultancy Team would also like to thank the
Research Assistants and all participants who took time off their busy schedules to
respond to questionnaires and interviews.
P a g e | 13
13
1. BACKGROUND
In Botswana the Reception Class is part of the Pre-Primary programme that covers
children of ages 4 ½ to 5 ½. This description tallies with those provided by other
education systems. ECCE is quite an interesting phenomenon because of its
dynamism. It is a practice that is found in both public and private schools. Within
these two entities, it carries varied names such as pre-school and reception class.
Education provided at these pre-school and reception classes as they are commonly
called is staggered according the age of learners as seen appropriate by each
individual country or state. As Bose (2008, p. 77) further puts it, “Pre-primary
Education is a multi-dimensional concept. Those which are attached to English-
medium primary schools prepared children for entering into Standard One for one
year by gaining pre-reading, pre-writing and pre-number skills whereas others
emphasized some other skills”. These observed disparities if not addressed through
evaluation and policy reforms will negate the envisaged target 4.2 of Sustainable
Development Goal 4 to be achieved by 2030 (UNESCO, 2015).
The major intended results for the introduction of the RCP in public schools in
Botswana was to make pre-primary part of the mainstream education. This would
certainly increase equitable access to pre-primary education in Botswana. As revealed
by the National Census of 2011 only 21% of the children had access to ECCE which
was provided mainly by private organisations. According to the Children’s Act of
2010 every child has a right to education. Provision of the RCP in the public schools
would respond to children’s rights since it would be part of a strategy to align the
education system with the Children’s Act of 2010. In addition, enrolling children in
the RCP would mitigate against health and safety risks that could affect the children
in the future.
The introduction of the RCP enhances inclusion of all learners in education. As stated
in the Education and Training and Strategic Plan of 2015 there was an urgent need to
provide access to education for children in economically and educationally deprived
areas. Hence all learners including children from lower socioeconomic status, remote,
culturally distinct areas and those with special needs would be enrolled in the RCP. In
addition to issues of access the ETSSP alludes to the policy’s intention to mainstream
gender in the RCP by creating sufficient places in public and private institutions.
P a g e | 14
14
Performance of Batswana learners in the International large scale assessments
including the Trends in Mathematics and Science Study (TIMSS) and the Progress in
Reading Literacy Study (PiRLS) has been very low compared to their peers in other
countries. The studies revealed that the lack of pre-primary education for Batswana
learners was a critical attribute to their lower performance. School readiness in terms
of attendance and acquisition of literacy, numeracy and other affective skills will
empower learners to perform much better in international settings in the future.
The introduction of a 6-weeks Standard 1 Orientation Programme in 2012 preceded
the introduction of the Reception Class Programme (RCP) in 2014. This may have
resulted in the improvement of children’s performance and settling into schools,
however, empirical research was needed to provide evidence based verification and
confirmation. The evaluation of the RCP was imperative to provide evidence that
would inform quality improvements as well as the rolling out of the programme to all
public schools by 2020 in line with the objectives of the Education and Training
Sector Strategic Plan (ETSSP, 2015 - 2020). According to the Pre – Primary
Formative Evaluation Report (2016: 4) this is one of the flagship programmes for the
ETSSP and by 2015 it had been introduced in 222 schools. By 2017 it had reached 472
primary schools. At the time when this evaluation was conducted the programme had
reached 539 out of 755 schools. This means that there was a deficit of 216 schools to
be covered by 2020. Table 1.1 shows the coverage of the RCP across regions and the
deficit to be covered by 2020.
A report by Andrews, Galeforolwe, Ratsoma and Evans (2006, p. 9) indicated that:
Clearly education is valued throughout the world as an investment in the
human capital of a country …. The quality of the care and interactions that a
young child has with his or her caretakers and environment are critically
important inputs that influence all later learning. It is for this reason that
increasing attention is being given to the period of Early Childhood.
However, studies have shown that for a very long time in Africa, including in
Botswana, ECCE has not been recognized as a critical stage of learning for sustainable
societies and economies (Arnon Bar-On, 2014; Maunganidze and Tsamaasse, 2014;
Bose, 2008; Maundeni, 2013). Andrews et al., (2006) noted that the development of
every child includes, amongst others, education and readiness for school at an early
P a g e | 15
15
age. Therefore, a well-organized and resourced ECCE programme in any country is
more than just a way to conform to international standards but rather a human right.
Given this background, Maunganidze and Tsamaasse (2014) carried out a study to
investigate the ‘fit’ between the then existing system of ECCE programme, in
Botswana which was largely private driven, and what it sought to accomplish. The
major findings of their study were that:
a) There was incongruence between programme intentions and practice on the
ground;
b) There was a disconnect between Botswana’s ECCE policy and implementation
standards;
c) There was unclear and variance in stakeholders’ expectations such as UNICEF
and the then Ministry of Education and Skills Development.
This is further supported by Maundeni (2013) who pointed out that variances in the
quality and products between ECCE services offered in Botswana diverged from the
growing body of international evidence showing effects of quality setting, experiences
and pedagogy on children’s well-being and developmental outcomes. Thus, part of
Maundeni’s study was to establish whether there were connections between these
findings, and to recommend possible ways of addressing gaps if any.
The Dakar Framework of Action (2000) has successfully provided strategic directions
to be followed in relation to access and coverage of ECCE in the world. It stressed the
importance of improving the equity and quality of ECCE with special reference to the
most vulnerable and disadvantaged communities. This Framework of Action has
greatly influenced the shift from fragmented ECCE services to children to an
integrated approach in the majority of countries. This is further supported by Bose
(2008) as she points out that without mainstreaming ECCE in Botswana, very little
would happen. This fragmented approach has for a long time disadvantaged a great
deal of communities, hence the advent of concepts such as ‘marginalized
communities,’ because it is only through an integrated approach to education that all
persons can at least get similar educational opportunities. That notwithstanding, it is
found that even within the integrated approach to education there are often
challenges as further subgroups emerge within the system such as those with learning
P a g e | 16
16
challenges due to some disabilities and those living in areas that are hard to reach
because of tough terrain. As Maundeni (2013, p. 58) opines, “There is also need for
research on issues of children with disabilities who are eligible for ECCE, children
from minority groups who are eligible for ECCE, as well as those who live in remote
areas”.
1.1 Scope of Reception class
According to UNICEF (2012), reception class (RC) is the foundation of equity and
quality education. It provides a starting point for children to develop their potential
and engage in lifelong learning. RC is linked to improved academic outcomes in
primary and secondary school and the development of positive social and behavioural
competencies in adulthood (UNICEF, 2012; Wickett, 2016). While adhering to
UNICEF’s human rights-based focus on the individual benefits of education, RC also
builds human capital to address economic development (UNICEF, 2012, p.4).
With reference to the relevance of RCP to the Sustainable Development Goal 4 (SDG
4) the RCP resonates with the goal of “Achieving inclusive and quality education for
all” reaffirming the belief that education is one of the most powerful and proven
vehicles for sustainable development. The goal is to ensure that all girls and boys
complete free primary and secondary schooling by 2030 (UNO, 2014).
The overall aim of this evaluation as stipulated in the ToR was to generate evidence of
the performance of the Reception Class Programme in Botswana in terms of its
efficiency and effectiveness, including its impact on children’s school readiness and
performance. These could be influenced by social, cultural, economic, policy and
historic factors. In the same way, the holistic development of the child includes all
aspects of survival, development, learning and participation. It encompasses not only
verbal and intellectual skills and knowledge, but also social abilities, health and
nutritional status and has an effect on the RCP’s efficiency, effectiveness and impact
(UNICEF, 2012; Wickett, 2016).
According to UNICEF, holistic development is essential for children’s preparedness
for school and their ability to participate in different learning environments. The
P a g e | 17
17
strong link between holistic child development and the RCP underscores the
importance of an integrated, multi-sectorial nature of the RCP which has to unite
health, education and protection, guaranteeing all children a strong start to life and
therefore schooling (Rimm- Kaufmann & Pianta, 2000; UNICEF, 2012).
1.1.1 Benefits and costs of RCP
The benefits of RC can be understood at two levels: the intrinsic and the
instrumental. According to UNICEF (2012), intrinsic benefits address the direct gains
to the recipients: to children, families and schools. Instrumental benefits refer to
gains towards the broader development goals of social equity and economic
development. The cost of RCP should be contrasted with the cost of inaction – the
burden borne by individuals and society.
Intrinsic benefits of RCP for individuals is linked to learning, school completion, later
skill development and the acquisition of academic competencies and lifelong success.
Children who enter school ‘ready to learn’ are more likely to succeed at school, stay in
school and learn.
The benefits of RCP are most profound at three developmental points namely (a)
when the transition to primary school is considered complete, typically around Grade
3 or 8 years of age, where it reduces the dropout rate and increases academic
engagement; (b) in high school or adolescence, where there is better academic
performance and higher rates of graduation; and (c) during adulthood when those
who attended reception class have improved employment outcomes and quality of
life.
The instrumental benefits of RC relate to the economic and social development of a
society. UNICEF (2012) contends that the return on investment on RCP could result
in a reduction in education costs, and an increase in human productivity and income.
Investment in RCP has been associated with internal efficiency of primary school
education costs in that fewer children repeat grades, and thus the same children do
not have to be taught twice. In addition, there are income gains, where every added
grade level of achievement results in higher earnings. RCP clearly marks the path for
P a g e | 18
18
individuals to higher education and leads to earnings benefits. A citizenry that can
earn more, can better contribute to the economic growth of a country.
The costs of inaction for RCP, like the benefits, can also be calculated for individuals
and society. It could result in lack of access to quality ECD programmes, gaps in
coverage and lack of response to children from marginalized communities. According
to UNICEF (2012) the lack of access to quality ECD programmes in high poverty
contexts, often results in children coming to school malnourished and stunted
resulting in them experiencing poorer school outcomes and performance than
children who have access to the building blocks of development. Overcrowded
classrooms, inconvenient locations, lack of learning materials, and inadequately
prepared or absent teachers exacerbate the situation.
Furthermore, when children lack access to quality early childhood programmes
(including RCP), they enter primary school inadequately prepared to participate in
individual learning and classroom activities. This adversely affects their learning
achievement and school completion and is linked with behavioural problems. Failure
to provide ECD often results in children entering school late or dropping out, thereby
setting a downward economic and social trajectory in adulthood. These are some of
aspects that were evaluated in this project.
UNICEF (2012) reports that in many parts of the world there is a strong national
system of ECD until children are approximately 3 years old. Then they receive
minimal attention until they enter primary school, leaving a gap in services for
children between ages 3 and 6. The early intervention programmes from birth to 3
years set the children on an upward path. Without continuity of services, these
children may ‘fall through the cracks’, lose their early gains and enter school
unprepared. The burden of navigating the transition then falls on children and
families. Such lack of continuity in services may lead to school failure and dropouts
because families and children are unprepared for the school system. Studies
conducted in Botswana (Marumo and Pansiri, 2016) have highlighted that, rates of
enrolment in the past have been low for children from marginalized communities.
The situation has been exacerbated by cultural, social and linguistic differences
P a g e | 19
19
between families and the mainstream school culture resulting in low enrolment and
attendance rates, thereby creating inequities.
The RCP was designed to address the gaps that may hinder the smooth transition for
children from minority communities, where schools and Grade 1 teachers were ill-
prepared to receive them. Because the schools were not responsive to their needs,
children and families made it to the school door but do did remain. They felt
uncomfortable and dropped out. Inaction at the primary school level translates into a
high cost for society, which misses out on the potential talents and contributions of a
portion of its citizenry (UNICEF, 2012). UNICEF notes that inaction at this level has
economic ramifications. Literature (UNICEF, 2012; Grantham-McGregor, 2007)
indicates that there is loss in adult income due to early childhood deprivation of basic
needs with the economic costs to nations being even higher. When considered at
national level, this economic ramifications of inaction in early childhood and school
readiness become extreme. Although the return on investment for early childhood
programmes is higher than for any other human capital development programme, the
average government still invests less than 5 per cent of total public spending on
education during the pre-primary years (UNICEF, 2012).
In summary, early childhood development interventions like the introduction of the
RCP should be viewed as one way to enhance equity and quality in early life, which in
turn contributes to improved development of the child, school, community and the
wider world.
1.2 ECCE in Botswana Context
Over the past four decades a number of policies pertaining to ECCE have been
promulgated in Botswana for a number of reasons. The first, the National Day Care
Centre Policy (NDCP) of 1980, was introduced with the intention to provide
guidelines for the management, protection and education of children from the age of
2⅟2-6. At the time there were concerns about numerous, different and unregulated
types of ECCE activities provided by a myriad of entities. However, the policy did not
set standards with regards to eligibility of operators, facilities and learning activities.
P a g e | 20
20
The Revised National Policy on Education (RNPE) of 1994 with much focus and
emphasis on quality ECCE was intended to create opportunities to increase access
and equity to ECCE which would prepare learners from diverse economic background
and other demographic subgroups for primary education. In addition, it emphasized
the need to have the inclusion of standards and guidelines for the operation and
provision of preschools. It recommended the establishment of the Pre-primary
Education Unit in the then Ministry of Education whose mandate was to register all
pre-primary education units, set up standards for facilities and quality of the
programme and facilitate for the development of the curriculum with the engagement
of partners.
Building upon the policies and recommendations of the RNPE, a much more robust
and comprehensive early childhood development and education roadmap was
developed into the Early Childhood Care and Education policy of 2001. The policy
harmonized all early childhood care and development activities and delineated ages
0-2⅟2 for Day Care, 2½-4 for day-care/nursery and 4-6 for pre-primary development.
According to the policy there were minimum standards to be met for all aspects of
delivery. A curriculum for pre-primary was developed by the then Ministry of based
on the set developmental needs and learning principles. Training of early childhood
learning teachers would from then on be provided by Colleges of Education. The then
Ministry of Education was assigned the role of registering and supervising early
learning centres. The policy stipulated registration procedures and outlined criteria
for the approval of preschool buildings, furniture and teaching learning materials.
A National Integrated Early Childhood Development Baseline Study was conducted
in Botswana 2006 to explore the prospects of integrating ECCE. One of the key
recommendations in that study was the need to increase visibility for the importance
of the early years in a child’s development as parental support of entry into primary
school at later years was just one indication that parents were not aware of the
learning that can take place with young children (Andrews et al,, 2008). This study,
though less publicized, played a critical role in the current state of ECCE in Botswana
as it shed light on the gaps that existed by then.
P a g e | 21
21
The latest policy reform initiative is the ETSSP (2015, p.7) which was developed with
the key policy goal to generally, “… improve access, quality, inclusion and equity,
accountability and governance in the education system.” Recognizing the limited
supply of quality staff for Early Childhood Care and Education, the policy, amongst
other things, aimed at developing professionals in ECCE. In addition, other
programme strategies sought to deal with the rolling out of the preschools in primary
schools and to infuse e-learning in preschools. The realization of ETSSP reform
priority on the provision of ECCE will see Botswana address issues such as a class size
ratio as one of the structural features of ECE as recommended by the National
Association for the Education of Young Children (NAEYC) (Bredenkamp & Coople,
1997).
Concerns about lack of access to preschool learning, although providing great
physical and mental developmental benefits for children, led to the introduction of
the six weeks Standard One orientation programme in 2012 and 2013. During the
NDP 10 plan period the introduction of an extra class at primary school catering for
pre-primary learning for one year was introduced. NDP 10 envisaged rolling out the
Reception Class Programme (RCP) to 40% of the children during the plan period.
However, according to Statistics Botswana (2012) only 18% of the learners in
Standard One had attended preschool in 2011. The number of schools that had
implemented the RCP had reached 222 by 2015 (Republic of Botswana, 2015). Table 1
shows the coverage of the RCP across regions and the deficit to be covered by 2020.
Table 1: Coverage of the RCP across regions and the deficit to be covered by 2020
District No. of schools with RCP
No. of Primary schools
Deficit
1 Kweneng 79 91 12
2 Central 188 250 62
3 South East 33 48 15
4 North East 30 63 33
5 Kgatleng 35 37 2
6 North West 44 68 24
7 South 62 124 62
8 Chobe 9 10 1
9 Kgalagadi 38 42 4
10 Ghanzi 21 22 1
Total 539 755 216
P a g e | 22
22
Despite much activity in the development of policies related to ECCE in Botswana
and in the region, in contrast there has been less activity related to the evaluation of
ECCE programmes and policies. In their evaluation of preschool education in Kenya,
Mwauraa, Sylvab and Malmbergb (2008) reveal that 80% of early childhood
institutions are owned, managed and financed by communities whilst the rest are
managed by faith-based organizations and private individuals. Although government
has taken the hands-off stance in terms of ownership, government develops policy
and curriculum guidelines as well as materials. It also registers and evaluates
preschools as stated in the policy guidelines. Subscales of block building, verbal
comprehension, early number, concept, picture similarities, verbal meaning,
exclusion and closure were used to measure the effectiveness of preschools amongst
423 preschool attendees as opposed to the non-attendees. Using Hierarchical
Regression analysis it was found that those who attended preschool performed
significantly higher than those who had not.
For South Africa, Atmore (2013) notes that a large proportion of young children were
still negatively impacted by a range of social and economic inequalities, including
inadequate access to health care, education, social services and nutrition. Although
noting that great strides were made in creating access for children to quality
preschool, there were gaps in infrastructure, nutrition, ECD programmes, teacher
training, institutional capacity and funding in ECD provision. Similarly de Witt
(2009) opined that the downward trend in the primary school learner performance
could be associated with the lack of early reading skills amongst a great majority of
learners in South Africa. Through conducting quantitative and qualitative data
analyses the conclusion that in general the quality of preschool education in South
Africa is below that of the set standards was made.
The Botswana Examinations Council studies on Standard Six learners’ performance
in the Progress in 2011 International Reading Literacy Study (PiRLS) and 2011
Trends in Mathematics and Science Study (TIMSS) reveal that learners who never
attended preschool perform significantly lower in both reading and mathematics and
science than those who attended. Also, learners who were school-ready performed
higher than those who were deemed not to be ready. Such learners could recognize
numbers and letters and read sentences. This is an indication of the general purpose
P a g e | 23
23
of the RCP programme in Botswana, which is to ensure that learners from low socio
economic background, mostly residing in rural areas, and other demographic
subgroups such as girls, also mostly from rural receive support to participate and
experience success in their education. Unlike prior to the introduction of the RCP
such privilege of ECE was only available to children from middle and high socio
economic families who could afford the cost of such education provided by private
entities.
Increased access and equitable distribution of the RCP across Botswana has the
potential not only to improve quality education, but also to reduce poverty since these
learners will have an opportunity for a good education which in turn would make
them productive for their families and the nation at large. The RCP also has a feeding
programme for enrolled learners. This feeding programme is bound to promote
attendance and reduce early withdrawals from school, as well as improve nutrition
and quality of life both for the learners and their families.
In a formative evaluation of the Pre-primary Programme, Republic of Botswana
(2016) sampled 29 out of a total of 222 schools that were implementing the Pre-
primary Programme. The evaluation sought to assess the extent to which the
curriculum was achieved by learners, successes and challenges encountered in the
implementation of the programme and the availability and storage of instructional
materials. Data was collected through structured interviews, observation of school
documents and a self-completion questionnaire, a check list for assessing availability
of support and storage facilities and an observation of student work. About half of the
pre-primary teaching cadre had classes with less than 30 learners. Those with more
than 30 learners consisted 28%, and 24% of that group did not have teacher aides.
Instructional activities included rhymes, drawing, discussion, cutting and pasting,
colouring, storytelling, games, group work, painting, moulding, tracing, pre-writing,
pre-reading, puzzles, songs and outdoor activities. Teachers believed that all their
learners reached school readiness through observations, noting that they developed
adequate social, motor and communication skills. ECCE is intended to lay the
foundation not only for the 3R’s: reading, arithmetic and writing; but also for the
basic social and emotional skills (Pre-Primary Curriculum Teacher’s Handbook,
2013).
P a g e | 24
24
From the experiences of Botswana and other countries in the region, the observation
that could be made is that policy reform is critical in the development ECCE. Without
policy reforms, opportunities for systematic identification of challenges and the
introduction of relevant intervention cannot be possible.
1.3 Scope and Purpose of the Evaluation
The evaluation covered the period 2014 to 2018, across all the ten (10) education
regions of the country to ensure national representativeness and focus on schools that
have had the RCP since 2014. This allowed the evaluation to track learners from
standard 1 through to standard 4. The evaluation of the RCP was guided by a theory
of change as illustrated in Figure 1 which indicates the inputs as well as the expected
short, medium and long term changes resulting from its implementation. This theory
of change was developed specifically for the evaluation because it did not exist.
Though not reflected in the theory of change the evaluators were conscious of the
broader benefits of RCP beyond retention and improved performance. These benefits
include: being productive members of society who make a meaningful contribution to
national development. The two underlying assumptions were that (a) the phased roll-
out of RCP would cover all primary schools by 2020 and that (b) the shared
accountability with the different ministries facilitating the RCP would not impede
access and delivery of the RCP. This theory in turn guided the objectives of the
evaluation as detailed in subsequent paragraphs.
P a g e | 25
25
1.3.3 Theory of Logic change
Reception class
curriculum available,
teachers and teacher
aides employed to deliver
the curriculum.
Teaching and learning
materials available and
infrastructure to support
reception classes
existing.
Community-based
support systems
leveraged to enhance
reception class program.
Policies and
management structures
in place to guide
reception class
programme
Standards are set and
monitoring and quality
assurance systems in
place to ensure quality
reception class
programme.
Roll-out of reception classes to
primary schools.
Reception classes have qualified
teachers and are aided by assistants.
In-service training available to
enhance teaching skills.
Teaching and learning materials are
adequate and appropriate for
reception class programme.
Children are taught literacy,
numeracy, communication, socio-
emotional, creative and problem
solving, large and fine motor skills.
Age-appropriate children are
accessing reception class.
Parents support learning of children
in reception class
Supportive environment created for
reception class programme and
management in place to guide the
programme.
Quality reception class delivered
through adherence to standards and
monitoring is ongoing and regular.
Reception class
learners ready
for primary
school (school
readiness is
reached by
learners).
Improved primary
school learner
performance due to
attending reception
class.
Improved learner
retention at primary
school.
Learners gain cognitive,
moral, social, emotional and
physical skills.
Enhanced teacher
performance due to
adequate training,
professional development
and support from
management.
Use of ICT introduced to
enhance teaching.
Context assumption: Phased roll-out of
reception class programme to cover all primary
schools by 2020. Shared accountability with
the different ministries facilitating the
reception class programme does not impede
access and delivery of the reception class
programme.
SHORT-TERM CHANGES MEDIUM TERM
CHANGES LONG - TERM COUTCOMES INPUTS
Figure 1: National Reception Class Programme Theory of Change
P a g e | 26
26
As stipulated in the TOR the overall objective of the evaluation, was to generate
evidence of the performance of the RCP in Botswana in terms of its efficiency and
effectiveness, including impact on children’s school readiness and performance. To
generate such evidence and to achieve the overall objective of the evaluation the
following specific objectives guided the research methodology and design:
(i) To determine efficiency in the delivery of Reception Class Programme
particularly assessing the adequacy of inputs such as: curriculum, teachers,
training systems, teaching and learning materials, infrastructure,
assessment systems etc.
(ii) To determine effectiveness of the programme in terms of outputs,
outcomes and impact. The consultants will assess enrolment trends,
performance of teachers; learner outcomes (incl. level of school readiness)
especially in terms of emerging literacy and numeracy skills and dropout
rates in the early grades.
(iii) To determine adequacy of the policy environment, management systems
including standards monitoring and quality assurance systems. This
included looking at the extent of linkages between Reception Class
Programme and the Early Childhood Development (ECD) Policy
Framework.
(iv) To provide key recommendations and an action plan to implement the
recommendations.
Each of these specific objectives are expanded in the following paragraphs to indicate
exactly what the consultants did in order to address them.
Specific Objective (i)
To achieve this objective the intended curriculum for Reception Class Programme
was assessed and evaluated to determine if the curriculum sufficiently covered the
following skill areas as stipulated in the curriculum for reception class (4 - 6 years
old):
• Emerging literacy
• Numeracy
• Communication
P a g e | 27
27
• Large and Fine motor
• Socio-emotional
• Creative and Problem solving
• Self-help.
The evaluation covered the reception class teachers and teacher assistants to
determine, amongst others their: qualifications in relation to reception class level;
experience; and performance [as perceived by supervisors and parents as well as
from, observations, and appraisals]. Teacher support systems including continuing
professional development (CPD) were evaluated to determine if teachers had
sufficient support to deliver their mandate and keep up with reforms impacting their
practice. Another support system that was evaluated was that of parental involvement
in terms of parent-teacher consultations and home visits. The quality of the parent
support systems was determined in part by the literacy levels as well as other cultural
issues.
Assessment is an integral part of the teaching and learning process and as such the
evaluation assessed: the quality of the tools used in collecting data and monitoring
progress; the adequacy of performance standards for various developmental domains
in terms what information was collected, how and when it was collected [including
observations, portfolios, anecdotal records, scribbling, writings and drawings].
In-service teacher training involving issues of: health and safety [communicable and
non-communicable diseases prevention and control, feeding, and bullying]; use of
mother tongue, readiness for standard one were be explored. These are issues are
important for preparing reception class children for formal school.
Teaching and learning materials are an important resource in skills development.
Therefore availability of textbooks, teaching and learning aids, indoor and outdoor
play areas as well as ICT equipment and related software were assessed. An audit of
the infrastructure was conducted to determine the quality and accessibility of
classrooms, play areas, rest areas, toilets, sanitation, and furniture.
P a g e | 28
28
Specific Objective (ii)
In terms of this objective, outputs were evaluated through an assessment of the
enrolment trends since the reception classes were introduced in public schools. The
indicators included declines or increases in enrolment and the reasons why this was
so.
The performance of teachers is an indicator of the degree to which teachers are able
to deliver the RCP. This was established through an analysis of assessment records,
reports from their supervisors, and teachers’ self-evaluations. Reports from parents
as well as children’s performance in Standard one were also used as indicators of
teacher performance.
In terms of outcomes the evaluation covered learner outcomes based on an
assessment of the cognitive, moral, social, emotional and physical aspects of
children’s learning. The evaluation also covered the programme’s ability to provide
opportunities for children to be creative and innovative, think critically, solve
problems and make decisions as well as their ability to learn and work alone or with
others.
Another outcome that was evaluated is the programme’s effectiveness in terms of
using and interacting with language, symbols and texts, as well as various forms of
technology including ICT. Furthermore, the programme’s ability to equip learners
with skills of self-management, cultural awareness, social and civic competence as
well as the ability of children to take initiative was evaluated. Assessment of these
outcomes was done through classroom evaluation, analysis of students’ performance
records and reports from teachers.
The impact of the reception class programme was evaluated through an assessment
of whether the reception class programme had enabled the integration of early
childhood service provision in schools so as to provide for the child’s rights in a
holistic manner. Furthermore, the evaluation established whether the aims of the
early childhood education and care programme as laid out in the National
Curriculum and Assessment Framework (NCAF) had been achieved. Indicators of
these aims were assessed through; responses to questionnaires and interviews
P a g e | 29
29
administered to teachers, school heads, parents, care givers and education officers
according to the aims of the early childhood education and care programme as laid
out in the NCAF. Assessment of these indicators was done through observations,
responses to questionnaires administered to teachers, school heads, parents, care
givers and education officers.
Specific Objective (iii)
This objective required that an audit / situational analysis of the relevant rules,
regulations and policies governing the implementation of the Reception Class
Programme be conducted. This audit determined the adequacy of the policy
environment, management systems including standards monitoring and quality
assurance systems. This aspect of the study involved critical desk-top research or
document analysis of all policy frameworks covering the Reception Class Programme
and the Early Childhood Development (ECD) programme. Such policy frameworks
included the ETSSP, National Development Plan 10 and 11, Syllabi, School
establishment registers, monitoring and evaluation tools, quality assurance
procedures, school management documents, and any other material resources used
in the implementation of the programme.
The study was guided by the following evaluation questions:
1. How efficient is the RCP programme delivered in terms of inputs (curriculum,
teachers, parents, training system, teaching and learning materials, and
infrastructure and assessment system)?
2. Is the RCP effective in preparing learners for school in terms of emerging
literacy and numeracy skills and dropout rates)?
3. To what extend is the policy environment adequate for the implementation of
the RCP?
Over and above the specific objectives, the evaluation also considered issues of
relevance and sustainability as separate evaluation criteria. To determine the
relevance of the programme we reconciled the activities observed with the intentions
of the programme. To determine the sustainability of the RCP the evaluation
investigated the extent to which progress was affected by the availability of resources
P a g e | 30
30
and other support systems. However, a cost analysis was not done because it was
beyond the scope of this evaluation.
This evaluation is intended to be used by the following primary users and key
stakeholders whose contributions are also indicated below:
• Ministry of Basic Education who are the custodian of the programme in terms
of curriculum review, teaching and learning practices, teacher recruitment and
professional development as well the as the management of schools with RCP.
• Ministry of Local Government and Rural Development who are responsible for
infrastructure and resource mobilization, maintenance, repair and
replacement.
• Parents who have a direct stake in the education of their children.
• Schools that have to ensure that learners are appropriately prepared for
primary school in a safe and secure environment.
• UNICEF which supported the Ministry of Basic Education and commissioned
the evaluation as part of its mandate to “cater for every child” in Botswana and
the rest of the world. It guided the evaluation, facilitated the reference team
meetings, and disbursed funds for the project.
P a g e | 31
31
1.4 Theoretical Framework
The study relied on the Context, Input, Process, Product (CIPP) and the Provus’
Discrepancy Evaluation Model as theoretical frameworks. The TOR of the study were
clearly about evaluating some if not all of the aspects which form the core values of the
Stufflebeam’s CIPP model as illustrated in Figure 2.
Figure 2: Stufflebeam’s CIPP Model
The Provus’ Discrepancy Evaluation Model (DEM) illustrated in figure 3 was also used
as a theoretical framework. According to DEM, every programme evaluation stage
should involve comparing (C) standards (S) with performance (P) to determine if there
is a discrepancy (D). Any discrepancy would then mean that either the standards or the
performance be modified (M). The discrepancy information leads to a decision to
either go to the next stage, recycle (R) the stage after there has been a change in the
programmes’ standards and/or performance or terminate (T) the programme. In the
case of the current evaluation study, the standard was determined from the inputs
such as: curriculum; teachers; infrastructure; and teaching and learning materials. The
performance was determined from outputs, outcomes and impact in the form of
enrolment trends, performance of teachers; learner outcomes (incl. level of school
readiness) especially in terms of emerging literacy and numeracy skills and dropout
rates in the early grades.
P a g e | 32
32
S = Standard; P = Performance; C = Compare; D = Modify; T = Terminate; R = Recycle
Figure 3: Provus’ Discrepancy Model (PDM)
P a g e | 33
33
2. METHODOLOGY
2.1 Evaluation Design
A multi-method descriptive study design was adopted for this evaluation. This is
because of the multi-faceted issues as stipulated in the ToR. They included (a)
assessing the adequacy of inputs to determine efficiency in the delivery of RCP, (b)
assessing outputs to determine the effectiveness of the programme, (c) auditing the
policy environment to determine the extent of linkages between the RCP and the
Early Childhood Development (ECD) Policy Framework, and (d) relevance and
sustainability of the programme. A descriptive study design was found suitable for
this evaluation because the RCP programme had already been implemented since
2014 but had not been evaluated to determine whether it was operating as planned.
As such a descriptive study was suitable and sufficient to provide feedback about how
the programme was meeting the intended programme processes, goals, and
objectives as set when it was implemented in 2014. Some aspects required the use of
phenomenology and survey designs. Phenomenology encompassed experiences of
participants and these were required to establish the situation of the Reception Class
Programme and the Early Childhood Development (ECD) programme. In terms of
critical desk-top research or document analysis, relevant documents such as
performance and attendance records and RCP guidelines were analysed using
document analysis tools developed for that purpose.
The evaluation design and style considered incorporation of the UN and UNICEF’s
commitment to a human-rights based approach to programming, to gender equality
and equity. To achieve this amongst others, the Children’s Act 2009 was reviewed.
According to the Act very child has a right to education. The review also revealed the
Act set out the standards that guide the implementation of the RCP. Hence, the
evaluation investigated the extent to which the standards were met. The sampling
procedure aimed at covering all the various settings of the country to include e.g.
remote areas where there were issues of higher dropping out rates and lower
educational achievement. This would determine the extent to which the RCP
provided equitable service to all learners in Botswana. The evaluation selected
respondents who were rights bearers and duty bearers. Amongst these were the
P a g e | 34
34
parents, teachers, school heads and Senior Education Officers and Local Government
Officers. Finally, the questionnaires for teachers and parents had items on the
participants’ gender and the data for learner enrolment was segregated by gender.
2.2 Sampling
A convenience sampling procedure was applied to select the RCP schools for the
evaluation. The following criteria were used to select the schools:
• Location of the schools by regions
• Location of the schools by sub-region
• Location of the schools by geography (urban, rural, remote)
• Inception of the RCP at the schools in 2014
The use of location by region, sub-region and geographic location was to ensure that
the sample was highly representative and inclusive of learners from diverse socio
economic backgrounds. The criterion for the inception of RCP in the schools in 2014
was to ensure that learners could be traced to standard 1 and standard 4 to evaluate
school readiness and performance.
In Kweneng region 8 out of 10 schools that meet the criteria were selected. In Central
region 20 out of 30 schools were selected. In the Southeren region 6 out of 15 schools
were selected. Four schools were selected in Kgalagadi, South east, North East,
Kgatleng, North West and Gantsi regions. Due to the fact that in Chobe region only 3
schools met the criteria; they were all selected. All together 61 schools were selected.
School Heads
It was intended for the data collection exercise to also include school heads from each
school. Data was collected from 62 school heads and where there was no school head
the deputy responded to the questionnaire. School heads provided information on the
efficiency, adequacy of the delivery, outputs, outcomes and impact of the RCP.
Education Regional Directors and Principal Education Officers
From each region Education Regional Directors and Principal Education Officers
were interviewed. They provided data on the efficiency, adequacy of delivery and
P a g e | 35
35
adequacy of the policy environment, management systems including standards
monitoring and quality assurance systems. Altogether 2 Regional Directors and 13
Principal Education Officers were interviewed.
2.3 Data Collection
Quantitative techniques were used to collect most of the data. This was to ensure that
large amounts of relevant data were collected and analysed within a short time and
on budget. Structured questionnaires and other similar instruments as outlined
below were used to collect data for the RCP evaluation. In-depth interviews and
observations were used to a lesser extent to triangulate and validate the results drawn
from the questionnaires.
In assessing the adequacy of the curriculum data was acquired from different sources
using different instruments such as the RCP Teacher Questionnaire, Parent
Structured Interview, Standard One and Standard Four Teachers’ Questionnaire and
Checklist and Observation tools. An analysis tool within the check list was used to
analyse the content of the pre-primary curriculum. The tool was used to check the
availability and level of coverage of important skills such as pre-reading, pre-writing,
communication, mathematical and scientific thinking, socio-emotional development,
creativity and self-help.
Reception Class Teacher Questionnaire
Teacher Questionnaires was used to gather biographical data from teachers such as
age, gender and qualification. Other attributes assessed included self-efficacy
regarding curriculum completion, teaching and learning, attitudes to the profession,
attitudes to learners and collaboration with other staff amongst others. Teacher
perceptions about the infrastructure and resources were elicited through the
instrument.
Standard One and Standard Four Teacher Questionnaire
A questionnaire was administered to Standard One and Standard Four teachers to
collect data to attest to the extent to which the RCP is congruent with and fits into the
primary school programme. Items assessed school-readiness and performance of
P a g e | 36
36
children who have gone through RCP. Responses from the Standard Four teachers
determined if there was a fade-off effect in school readiness amongst the RCP
graduates.
School Head Questionnaire
The questionnaire for school heads elicited data on policy, progress of
implementation, adequacy of resources (human and non-human) and infrastructure
and efficacy of the RCP.
Parent/Guardian Questionnaire
Opinions of parents/guardians were captured through a questionnaire designed for
that purpose.
Class Room Observation Tool
A classroom observation tool was used to assess teachers’ behaviour relative to
reception class instruction practice. The tool was also used to record teacher-learner,
learner-teacher and learner-learner interactions. The observations were compared to
best practices in preschool teaching and learning.
Checklists
Checklists were designed and used to collect data on the adequacy of the teaching
learning materials, play material and infrastructure.
Class Attendance Registers (Standard One and Standard Four)
School-readiness was determined by patterns of school attendance of former RCP
graduates in Standard One and Standard Four. The attendance records were
compared to those of the non-RCP graduates.
Assessment Records in RCP Classes
Assessment techniques used in the RCP were analysed in terms of their
appropriateness, validity and reliability. Records on assessment were used to reveal
the efficacy of the assessment techniques.
P a g e | 37
37
Performance Scores at Standard One and Standard Four
Performance trends were traced amongst the RCP graduates in Standard One and
Standard Four. Scores for those that have gone through RCP were compared with
scores of those who did not go through the programme.
2.4 Data Analysis
Each of the procedure was selected in terms of its suitability in addressing the
objectives of the evaluation. Policy and RCP documents were analysed to address the
adequacy of the policy environment and the extent to which the implementation of
the RCP is aligned to educational and other national policies. In addition, the RCP
programme and project implementation and operational documents were used to
determine whether the programme is on track, delayed or behind schedule.
Interview data was analysed using NVIVO 12, which is a software that allows
qualitative data to be contained within folders and managed through creating codes
and word clouds. These codes and word clouds could then be analysed as themes to
determine frequencies and the amount to which a particular theme was made
reference to.
In terms of statistical analysis, scores of learners who went through the RCP and
those who did not were compared using t-tests to find out if there were any
significant differences. In the same way, attendance of learners who went through the
RCP and those who did not were compared to determine whether there were any
significant differences. Dropout rates were also determined through assessments of
attendance records from schools. The sample included a total of 61 schools that were
divided into four groups and assessed by 4 research teams. Total number of
participants sampled is shown in Table 2.
P a g e | 38
38
Table 2: Total numbers of study participants
Participants Total number
1 Reception classes teachers 79
2 Standard One teachers 89
3 Standard Four teachers 84
4 School Heads 62
5 Parents/Guardians 176
6 Regional Director Education 2
7 Principal Education Officer 13
8 Local Authority Officers 9
Total 514
Of the 79 RCP teachers, 6 were male and 73 were female. Most of these RCP teachers
were aged between 21-31 and 32-41 with 41.8% and 39.2% of them in each of these
age ranges respectively. 79% had diplomas whilst 12% and 9% had Certificates and
Degrees respectively. It must be noted that according to government policy, those
holding certificates work as teacher aides. In one school, both School Head and
Deputy School Head completed the questionnaire, hence total number of School
Heads was 62. All participants within the sampled schools participated in the study
giving a representative sample of each group of the participants. Although the total
number of teachers varied due to some schools having more than one stream.
The largest group of participants consisted of 176 parents/guardians who were
interviewed at each of the schools that were visited. Mostly 3 parents were selected at
each of the schools. A greater proportion of the parents interviewed were mothers at a
total of 120, followed by grandmothers at a total of 25, then fathers and aunts at a
total of 17 and 10 respectively. Only a smaller number of 4 guardians did not fall
within these other relationships to the children. The majority of these parents had
secondary education, followed by primary education. A few had postsecondary
education. Some had no formal education at all.
2.5 Limitations and Mitigation
The following limitations were experienced during data collection. These limitations
affected the outcome of the evaluation in one way or another. In some cases
mitigation strategies were put in place to reduce the impact of the limitations on the
results of the evaluation.
P a g e | 39
39
1. Unavailability of data on performance: Only a few schools provided specific
data on performance of children at standard 1 and 4 based on them having
attended reception class. It was therefore not possible to compare the
performance across standards.
2. Streaming of the reception class: In most schools, learners from reception
class were mixed with learners from non-reception classes at standard 1
through to standard 4. It was therefore not possible to track their performance
along reception and non-reception streams as was planned.
3. It was initially planned to use Attainment test results at Standard 4 to compare
the performance of children who attended reception class and those who did
not. The results of the Attainment test were not available at the time during
which data was collected, End of term grades were used instead and these are
not common across schools and therefore results should be treated with
caution.
2.6 Ethical Considerations
A research permit was acquired from the Ministry of Basic Education. Permission
was also acquired from all the regional education offices and selected school heads
where the research was conducted. Since school heads, teachers, parents and
education officers were participants in the study, they each signed a consent form
(available in Setswana and English) confirming their willingness to take part in the
evaluation. The consent form provided detailed information about the evaluation. All
participants in the study were protected by exercising confidentiality and assurance
that the information gathered was to be used only for the purpose of preparing the
evaluation report.
To ensure independence of thought and action, the evaluators were selected based on
their expertise and experience in research as well as ECCE experience. They were all
trusted professionals having been educators for more than ten years. This also related
to aspects of their impartiality, honesty and accountability. To improve validity and
reliability the data collection instruments were piloted in 5 schools in the South East,
Kgatleng and Kweneng regions.
P a g e | 40
40
3. RESULTS AND FINDINDS
The results are discussed based on the following evaluation questions:
1. How efficient is the RCP delivered in terms of inputs (curriculum, teachers,
parents, training system, teaching and learning materials, and infrastructure
and assessment system)?
2. Is the RCP effective in preparing learners for school in terms of emerging
literacy and numeracy skills and dropout rates?
3. To what extend is the policy environment adequate for the implementation of
the RCP?
3.1 Efficiency in the Delivery of the RCP
fficiency in the delivery of
RCP was determined by
assessing the adequacy of
inputs such as curriculum, teachers,
training systems, teaching and
learning materials, and infrastructure
and assessment systems.
3.1.1 Adequacy of the Curriculum
The curriculum framework has six learning areas (personal, emotional & social
development; language development & early literacy; health, nutrition & safety;
mathematical & scientific thinking; physical, creative & aesthetic development as well
as moral & spiritual guidance) which seek to develop the knowledge and
understanding of various concepts and equip children with skills for life. Each
learning area has expected outcomes with performance indicators to track children’s
progress.
The content analysis of the RCP curriculum was done using Bloom’s Taxonomy which
is a classification of thinking organized by levels of complexity. Document analysis
revealed that the RCP curriculum was adequate in coverage of skills at various levels
of Bloom’s taxonomy such as knowledge, understanding and application. However, in
E …in some learning areas such as language
development & early literacy; and
mathematical & scientific thinking; some
competencies and expected outcomes were
pitched at higher order thinking (application
and analysis), which resulted in most
teachers focusing on achieving expected
outcomes instead of following the
performance indicators to develop particular
skills.
P a g e | 41
41
some learning areas such as language development & early literacy and mathematical
& scientific thinking, some competencies and expected outcomes were pitched at
higher order thinking (application and analysis), which resulted in most teachers
focusing to achieve expected outcomes instead of following the performance
indicators to develop particular skills. For example, under pre-reading (book
knowledge and appreciation) one of the expected outcomes was demonstrate interest
and knowledge of book details, and performance indicator was arranging books on
shelves by content and authors which requires a high order of thinking skill. Similarly
recognition of three letter words and demonstrate ability to read and correctly spell
simple words, ability to copy and write recognizable letters and short words,
recognize and use commas, full stops and question marks need high order thinking
skill. This resulted in some of the skills (e.g. pre-writing) not properly developed,
even though the children could demonstrate the expected outcome. For example,
most children were able to write but were not holding pencils properly or were not
following the right sitting posture. In mathematical and scientific thinking some of
the expected outcomes are ability to group various objects according to at least two
attributes, demonstrate ability to perform analogical thinking tasks, count objects in
groups from two to ten, compare measurement with reference to weight and capacity,
add and subtract numbers that have answers less than 10—which requires high level
of thinking skill.
The lack of coverage of skills and competencies at introductory or foundation level
was also captured in interviews with Education Officers from different regions. One
Education Officer commented that:
When I move around schools, I realize that kids are not trained on fine motor
skills and socializing: how to walk, how to do this and that rather on reading and
writing. Basically, RC should be a foundation of everything but now kids are
being damaged by being made to read and write. When they get to higher
standard now teachers find it hard to take them through the 6 weeks
breakthrough programme since now kids have covered everything at RC ….
Parents also put teachers on pressure. They go there excited ‘’hay my child can
read, my child can count (PEOKW).
A similar comment was made by another Education Officer in another region, the
officer commented that:
P a g e | 42
42
Learners should be given pre-reading, pre-writing activities. At the same time
they should be given time to play. They should not be taught as if they were in the
primary school classroom . . . t In some schools e.g. in (Name of school withheld)
the learners were writing as if they were in Standard Three. It seems the Deputy
School Head advised teachers to teach (PEOHK).
Overall there were 5 references made during interviews which indicated that due to
pressure from parents and supervisors, teachers may be pitching the level of the RCP
syllabus coverage higher than the expected level of 4-5 year olds.
Besides the seemingly high pitched coverage of skills and competencies, views of
parents indicated that they were happy with the adequacy of the curriculum. In a
structured interview with parents, majority responded positively to all the statements
regarding the adequacy of the curriculum in preparing their children for subsequent
classes and further lifelong learning. Table 3 gives a summary of parents’ responses to
statements regarding the adequacy of the curriculum.
Table 3: Parents’ responses to statements regarding the adequacy of the curriculum
Parents views on the adequacy of the curriculum(Statements) SA A D SD
My child will have an academic advantage when they start Standard One 75.0 11.4 4.0 5.7
I would recommend the continuation of the RCP 86.4 4.0 1.1 7.4
I would recommend the RCP to other parents 84.2 8.0 1.7 7.4
Attending RCP by my child is important because it allows my child to be
more comfortable with other subsequent classes
80.1 10.8 2.3 6.3
Attending RCP is important for my child because it will enable my child to
better understand and appreciate the school culture
78.4 12.5 2.3 6.3
Attending RCP is important for my child’s future career 73.3 17.0 1.1 6.8
Key: SA = Strongly Agree A = Agree D = Disagree SD = Strongly Disagree
Further, teachers for Standard One were generally positive on the majority of
statements regarding the adequacy of the curriculum. However, in some cases results
indicated mixed feeling regarding some aspects of the curriculum. For example, a
significant number of teachers for Standard One did not agree that the timing of the
various activities in the pre-primary curriculum was adequate, that the learning
environment was adequate and that there was a clear link between pre-primary
curriculum and that of Standard One. See Table 4 for results.
P a g e | 43
43
Table 4: Standard One teachers’ perceptions on the adequacy of the curriculum
The reception and Standard One curriculum SA A D SD
Set aims and objectives of the pre-primary curriculum are clear and
achievable
30.3 61.8 2.2 2.2
The timing and the various activities in the pre-primary curriculum is
adequate
22.5 51.7 13.5 4.5
The learning environment is adequate 27.0 44.9 19.1 7.9
There is a clear link between pre-primary curriculum and that of Standard
One
33.7 39.3 14.6 11.2
The structure of the timetable allows for child initiated activities 25.8 53.9 9.0 3.4
The syllabus and the timetable enable the children to be familiar with
their environment
56.2 37.1 4.5 1.1
There is provision for planned formal and informal assessment including
observation
28.1 65.2 2.2 1.1
The curriculum has a provision for involving adults to promote
continuity in learning from reception to Standard One
28.1 57.3 11.2 2.2
Key: SA = Strongly Agree A = Agree D = Disagree SD = Strongly Disagree
The responses of Standard Four teachers to the same statements in Table 5 were
similar to those of Standard One teachers. A significant number either disagreed or
strongly disagreed that the learning environment was adequate (27%), or that the
timing of the various activities in the pre-primary curriculum was adequate (24%).
Reception class teachers’ views also indicate that the RCP curriculum is adequate.
Almost all of them agreed or strongly agreed with statements about the effectiveness
of the RCP curriculum. Only a small number (13%) did not agree or strongly
disagreed that the RPC helped in de-attaching learners from the parents. These
results are shown in Table 5.
There is overwhelming evidence from all sources contacted that the RCP curriculum
is adequate to impact positively on children’s school readiness and performance.
However, there were some dissenting views regarding the adequacy of the learning
environment and the timing of the various activities in the RCP particularly from
Standard One and Standard Four teachers who are also expected to be ready to
receive learners from the RCP. It is recommended that RC teachers, Standard One
teachers and Standard Four teachers should work collaboratively to have a similar
understanding and appreciation of the purpose of the RCP programme, as well as the
challenges confronting all of them.
P a g e | 44
44
Table 5: RC Teachers’ views on the adequacy of the RCP curriculum
RC teachers’ views on the adequacy of the curriculum
(statements)
SA A D SD
Learners make good progress on social interaction 63.3 34.2 1.3
Learners are adapting to the school curriculum 48.1 45.6 1.3
The RCP is effective in the smooth transition of learners from reception
to Standard One
58.2 38.0 1.3 1.3
There is academic improvement from learners who have attended
reception class
68.4 30.4 1.3
RCP helps in de-attaching learners from the parents 36.7 45.6 8.9 3.8
Key: SA = Strongly Agree A = Agree D = Disagree SD = Strongly Disagree
3.1.2 Parental Involvement
Parental involvement is an important input in the delivery of the RCP. Parents’
participation links the home environment with the school environment for overall
development of the child. Most of the parents interviewed indicated strong support for
or involvement in the RCP. Table 6 shows how they responded to items on parental
support. Teachers and School Heads’ views on parental involvement are shown in
Table 7 and Table 8 respectively. While 79.8% of RC teachers either agreed or strongly
agreed that parents were involved in the RCP, a significant percentage (25.3%) of RC
teachers either disagreed or strongly disagreed that parents actively participate in RCP
activities.
Level of education sought to find out whether it was correlated with parental
participation in RCP activities. It was also noted that parents with no formal education
were able to assist their children in their school homework, whereas parents with some
educational background indicated that they were unable to assist their children. It can
thus be concluded that parents’ education level does not restrict their participation in
RCP but it is the personal interest of parents in their children education and
development
School Heads viewed the availability of parents to support RC teachers to deliver their
mandate as follows: 25.8% of School Heads rated parental support as adequate; 48.4%
rated parental support as regular; while 16.1% rated it as often. These results gave a
P a g e | 45
45
total rating of adequacy of parental support of 90.3% against a rating of 8.1% and 1.6 %
for rarely and none, respectively.
Notwithstanding the significant number of 25.3% of RC teachers who either disagreed
or strongly disagreed that parents were involved, we conclude that generally parents
were found to be involved. It should be expected that there would be cases were views
would differ. However, the importance of parental support to link the home
environment with the school environment, as well as to assist learners to be ready for
the school should be a top agenda item in parental consultations.
Table 6: Parents’ responses indicating their involvement in the RCP
Parents’ response indicating their involvement (statements) SA A D SD
I visit my child’s school during occasions 64.2 25.0 4.5 5.1
I visit my child’s school even if there is no specific occasion 59.7 23.3 9.7 7.3
I am supportive of the early childhood care education that my child
receives at school
79.5 10.2 2.8 6.8
Key: SA = Strongly Agree A = Agree D = Disagree SD = Strongly Disagree
Table 7: Teachers’ responses indicating parents involvement in the RCP
Teachers’ response indicating parents involvement (statements) SA A D SD
Parents are involved in RCP activities 22.8 57.0 16.5 2.5
Parents actively participate in RCP activities 13.9 59.5 21.5 3.8
Key: SA = Strongly Agree A = Agree D = Disagree SD = Strongly Disagree
3.1.3 Teacher Qualifications
eachers’ qualifications were
another variable that was
assessed to determine
efficiency in the delivery of the
curriculum. The results shown in Figure 4 indicated that teachers handling RC were
qualified with at least a Diploma. Kweneng, Chobe and Gantsi had 100% qualified
teacher with Diploma in Early Childhood Education followed by North West and
South at 88.9% and 87.5% respectively, and Central, Kgatleng, North East, South
East and Kgalagadi at 77.8%, 75%, 66.7%, 57.1%, and 42.9% respectively. It is worth
T Kweneng, Chobe and Gantsi had 100%
qualified teacher with Diploma in Early
Childhood Education followed by North
West and South at 88.9% and 87.5%
respectively.
P a g e | 46
46
noting that Kweneng, Chobe, and Gantsi are some of the regions that teachers would
normally not want to be posted to, because they have the remotest locations in the
country and they are far away from major cities. However, qualified ECCE teachers
were specifically posted to these regions first (Personal communication with PEO,
ECCE) to ensure that children are not disadvantaged on the basis of their
geographical location. Regions that did not operate at 100% Diploma level
qualifications had teachers qualified at Certificate and Degree levels in Early
Childhood Education as indicated in Figure 4. It is also evident from Figure 4 that the
South East region had the highest numbers of teachers with Degrees in Early
Childhood Education. These results are a clear indication that RCP teachers were
qualified to handle the RCP curriculum. School Heads, who are the actual supervisors
of these teachers, also rated teacher qualifications highly. They mostly rated RC
teachers as either qualified, adequately qualified or over qualified as indicated in
Table 8.
Figure 4: RC teachers’ qualifications by region
P a g e | 47
47
Table 8: School Heads’ percentages rating of RC teachers on qualifications, experience and performance
Qualification
Rating
Over qualified Adequately qualified
Qualified Not qualified
3.2 24.2 67.7 3.2
Experience Rating
Extremely experienced
Very experienced
Moderately experienced
Not experienced
4.8 35.5 50 8 Performance
Rating Above Average Good Average Very poor
9.7 72.6 16.1 1.6
In addition, teachers’ support systems were rated very highly ranging from 82% (for
breakthrough to Setswana and English) to 87 % for pre-service and in-service
respectively. With regard to the relevance of the training systems, School Heads were
of the view that they enhanced RCP teachers’ performance as indicated in Table 9.
Table 9: School Heads’ views on the relevance of pre-service and professional
development
School Heads’ views on the relevance of training systems
(statements)
ER VR R SR NR
Relevance of breakthrough to Setswana in enhancing RCP
teachers’ performance
24.2 40.3 22.6 4.8 6.5
Relevance of breakthrough to English in enhancing RCP
teachers’ performance
21.0 33.9 27.4 4.8 9.7
Relevance of pre-service in enhancing RCP teachers’ performance 27.4 25.8 33.9 4.8 3.2
Relevance of in service in enhancing RCP teachers’ performance 22.6 33.9 30.6 6.5 1.6
Key: ER = extremely relevant (a must) VR = Very relevant (good) R = Relevant (would assist)
SR = slightly relevant (optional) NR = Not relevant (Not important)
3.1.4 Teaching and Learning Resources
he availability of teaching and
learning materials was analysed
from the RC teacher’s
questionnaire and check list, as well as
from interviews with Local Authority
Officers. The responses from the teachers shown in Table 10 indicate that 48% of the
teachers either agreed or strongly agreed that there was adequate teaching and
T “We have a problem with shortage of
classrooms to start with because when
the program started there were no
available or enough classrooms with
regard to the programme . . .(LAO).
P a g e | 48
48
learning resources. On the other hand 51 % either disagreed or strongly disagreed
that teaching and learning resources were adequate.
Table 10: RC teachers’ responses on the adequacy of teaching and
learning materials
RC teachers’ responses on the adequacy of teaching and
learning materials (statements)
SA A D SD
There is adequate teaching and learning resources 5.1 43 39.2 11.4
Key: SA = Strongly Agree A = Agree D = Disagree SD = Strongly Disagree
The interview analysis shown in Figure 5 indicates that materials emerged as a theme
and was referenced 22 times from 13 interviews. Some examples of comments made
were as follows:
The senior school was adopted by Engen Botswana therefore we are able to use
materials provided by Engen. We are improvising. Due to lack of funding the
teaching and learning materials are not adequate (LAOKN).
We are only doing the consumables; like I have already eluded there is
insufficient funds for resources but here we just buy through recurrent tender.
The other challenge is that there are some schools which were not funded, The
Ministry of Local Government, Finance and Development felt that we were not
utilizing the funds given accordingly; now they are not tendering so those
schools suffer because they don’t have material. They are just operating
without material (LAONW).
The second challenge is of course the issue of suppliers; suppliers who we
tender to supply equipment materials that are to be used in the
implementation of the program. In some cases some suppliers do not deliver
on time; they do not honour the contractual agreements and that really
becomes a serious problem (LAONE).
The availability of materials was further verified by using the checklist, and result
indicated that materials for pre-reading received the highest percentage followed by
pre-writing, numeracy and problem solving and creative thinking. Class observations
further revealed that in most cases pre-writing skill was only developed using pencils
and crayons. This is shown by the results which indicated less numbers and or close
to non-availability of the following materials: tweezers, finger puppets, beads and
strings, peg boards and pegs—all required for the development of fine motor skills
which are the basic pre-writing skills. There is also need to consider materials for
creative thinking, personal hygiene and self-help as the checklist shown in Table 11
P a g e | 49
49
revealed a higher number of non- availability of materials for these skills. Many
schools were having more than required hula hoops as major outdoor equipment, but
to develop large motor skill there is need to have big balls, tricycles, child sized
trampolines, child safe Jungle Jim, slides and swings. An observation was made
about the trampoline in many schools that they were for adults and some were
erected without a safety net, which is a serious safety concern for young children. One
LAO commented that:
. . . what I could say is that because we are provided with guidelines on the
materials that we are supposed to buy for preschools, the problem I have or
what I have discovered is that some of the specifications are not right ….
Without correct specifications we end up buying things that are not right or
correct (LAOKG).
Other LAOs commented that:
Le ga di se adequate mme hela re kare we are at 80% ke raa re lebile gore like
gompieno re na le about 100 000 o re o batang go reka sengwe le sengwe se
se shotang mo go tsone tsotlhe kabo 9 gore at least bana ba seka ba sokola
mme hela re ne ra thusa ka gore re ne re reka dilo tse eleng gore di durable so
they are still using them. So re ne re reka bo dikuta tse di fa tse di thata;
puzzles re ne re reka tsa wood, ga re reke mo go kgagogang. But 2 schools di
simolotswe ke VDC e sena go bona gore metse e na le di pre-school; so abo re
bona gore this year ga re na madi re santse ra go batla madi. So we decided
gore re tla funder classes ka P60 000 cash ( LAOCB2).
[Even when there are not adequate, we can say we are at 80%, I mean looking
at the fact that now we have about P100 000 that we need to buy everything
that is required in all 9 of them (referring to schools) so that at least learners
do not suffer. However, we were fortunate that we had bought durable items
which they are still using. We bought durable Scotters; wooden puzzles, we do
not buy cheap items. But 2 schools were started by VDC after realizing that
other villages had pre-schools. So we realized that this year we did not have
money, we still had to go find mioney. So we decided that we will fund classes
by P60 000 cash]
As for other learning materials we managed to source them except for
the year 2017 and 2018 because we did not receive funds which means
the resource used are not enough (LAOSE).
There were mixed feelings on the availability of the teaching and learning materials
as some local authorities agreed that materials were available while others still
believed that materials were inadequate.
P a g e | 50
50
Table 11: Availability of learning material (Checklist)
Learning material Yes No
Pre-reading 66.1 24.2
Pre-writing 46.6 46.5
Numeracy and problem solving 43.1 50.0
Creative thinking 33.9 60.0
Personal hygiene 14.7 67.0
Self help 17.4 75.8
Outdoor equipment 50.0 42.0
Infrastructure was also assessed using different sources of information including
questionnaires completed by RC teachers, checklists, and observation. RC teachers
were asked through a questionnaire to indicate their level of agreement to a
statement on whether the indoor infrastructure was conducive for teaching and
learning. The results indicated that 64.6% of RC teachers either agreed or strongly
agreed that indeed the indoor infrastructure was conducive for teaching and learning.
However, 34.2% either disagreed or strongly disagreed that the indoor infrastructure
was conducive for teaching and learning. The observation of the inadequacy of the
indoor infrastructure was made during interviews with LAO in most regions,
particularly relating to insufficiency of teaching space. For example, the following
observations were made during interviews:
We were told in a short period of time that the programme has to start
whether the resources are there or not. The other problem was that some
schools did not have classrooms for the pupils and as time went on, we kept on
enrolling some schools in the programme …. (LAOSE).
Totally they are not because each school should have a complete sick bay but
the rooms provided are not spacious (LAOSE).
A similar comment was made by another LAO who intimated:
We have a problem with shortage of classrooms to start with because when the
program started there were no available or enough classrooms with regard to
the program. So we ended up using classrooms which were meant for
mainstream like Standard One to Seven and ended up committing some of the
classrooms for reception class; so that’s the major one (LAOKG).
The checklist and observation tool which was also used to assess the adequacy of the
indoor infrastructure yielded results as indicated in Table 12. High percentage
P a g e | 51
51
numbers were recorded under the column with a “No”, indicating that such indoor
infrastructure were not adequate to ensure efficiency in the delivery of the RCP.
Table 12: Availability of indoor infrastructure
Indoor infrastructure (Statements From checklist and observation)
Yes No
Classroom is well ventilated (checklist) 77.4 21.0
Classroom has activity sink for children 8.1 91.9
Classroom had two doors for Entry and Exit 8.1 91.9
Separate room is available for sick child to rest while waiting for parent
17.7 82.3
Teacher’s office provides opportunities for confidential Conversation between staff and families (checklist)
6.5 93.5
Appropriate work space for teachers (checklist) 35.5 73.5
Space is adequate for use by learners (observation) 71.0 29.0
Learners can move freely in the classroom (checklist) 71.0 29.0
It is important to note that learning cannot be effective if the teaching and learning
environment is not adequate and conducive. One of the major challenges observed,
which related to conduciveness of the classroom environment, was the shortage of
space within some classrooms for children to move freely; 29% of the observations
made showed that space was not conducive for children to move freely (cf. Table 12).
In some cases the number of children exceeded a maximum of 30 children per class
as recommended by the ECCE policy of 2001. This was attributed to unavailability of
classrooms; a sentiment that was echoed in interviews with the LAOs. The issue of
space received the highest number of references (63) in qualitative analysis as
indicated in Figure 5. These results were further confirmed in various interviews with
the LAOs as indicated earlier.
Results also indicated that most of the schools are not complying with the 2001 ECCE
policy. For example a checklist analysis showed that 21% of the classrooms used were
not ventilated, 91.9% of classrooms did not have two separate doors that allow easy
exit in case of emergency, no sickbay in 82.3% of classrooms for children to rest while
waiting for their parents, and no office for teachers (93.5%) for confidential
conversation between staff and family members. This non-compliance is a major
health and safety concern which impacts upon the efficiency in the delivery of the RCP.
The non-compliance also contributes to the inadequacy of the policy environment
discussed under objective 3 of this study.
P a g e | 52
52
The situation with outdoor infrastructure was not any different to the one on indoor
infrastructure. The results of the situation with outdoor infrastructure are given in
Table 13. It was observed that outdoor space was not adequate (51.6%) and also not
safe for learners (60.3%) since it was is not fenced on all sides, thus contravening
the 2001 ECCE policy. Secondly, in most cases there were no shaded/covered areas
to protect children from environmental elements such as heat as the ECCE policy of
2001 stipulates, which meant that children could only use the playground when it
was not hot or windy. However, during field work, observations were made of
children using the playgrounds under the scotching sun. Some schools were using
space between classrooms as playgrounds; in others the designated play areas were
bushy or rocky and therefore not functional. Some schools did not have playground
facilities at all, which is a serious concern because children need to play for healthy
physical development and to advance their large and fine motor skills. During
outdoor play children strengthen their shoulders and hand muscles which assists in
writing at a later stage. Play also assists in social, moral and cognitive development.
The unavailability of junior toilets in many schools was observed (45.2%), which
meant that schools were not complying with the ECCE policy. The issue of junior
toilets was also captured in interviews with LAOs from different regions. One LAO
commented that:
… apart from that we have the challenge of facilities like junior toilets because
we need junior toilets for these pupils, and we ended up in some schools
converting some toilets to junior toilets and as a result it affected the numbers
of toilets needed for primary school (LAOKG).
Other Local Authority Officers highlighted the issue of toilet as follows:
… the class has got to meet the standards which include the convention of the
toilets and they have to meet the specification of the juniors. So that really
becomes a challenge.
In conclusion, the infrastructure in most schools neither complies with the ECCE
policy nor meets local authority requirements. In one of the interview an officer
even mentioned that public schools are favoured on issues of compliance to
P a g e | 53
53
children’s health and safety as opposed to private schools that must comply with
licencing requirements in order to operate a pre-primary school.
Table 13: Availability of outdoor infrastructure
Outdoor infrastructure (Statements from checklist and observation)
Yes No
Space is adequate for use by leaners (observation) 43.5 51.6
The entire outdoor area is safe for learners (checklist) 25.0 60.3
Drop off area located where the children do not have to cross the road (checklist)
50.0 29.0
Building accessible to the physically challenged (checklist) 17.7 72.6
Children’s toilets available and free of leaks (checklist) 38.7 45.2
3.1.5 Assessment systems
inally, assessment systems
were also examined
considering the importance of
assessment in determining the
effectiveness in the delivery of the
RCP. Assessment is an integral part of
teaching and learning. RC teachers’ views on different aspects of assessment were
solicited through completion of a questionnaire. As indicated in Table 14, majority
(93.7%) of the RC teachers either agreed or strongly agreed that there was provision
for planned formal and informal assessment including observations in the RCP
curriculum. RC teachers also agreed or strongly agreed that assessment was used to
gain information about learners’ progress. A combined percentage of 94.9% for
strongly agree and agree responded that the assessment was used to inform parents
about learners’ academic performance.
Standard One and Standard Four teachers also responded to a questionnaire with
items soliciting their views on the role of assessment in teaching and learning in the
RCP. With the exception of two items on the involvement of parents, welfare and
support staff in the planning for assessment and the actual assessment process of
learners, there were higher proportions above 30% especially amongst the Standard
Four teachers who disagreed with the items. As indicated in Table 15,
F Most of the assessment of learning
activities were conducted either through
teachers’ observations of learners’
engagement in physical activities or
scoring of written tasks submitted by
learners and reacting to learner verbal
responses during classroom instruction.
P a g e | 54
54
overwhelmingly large proportions of Standard Four teachers indicated the positive
contribution made by assessment in teaching and learning. They strongly agreed
that assessment was used to gain information about where children were in their
learning, and to identify the next steps in remediation. Standard One teachers’ views
were not different from those of Standard Four teachers. According to the responses
from Standard One and Standard Four teachers, observations were planned in a
range of situations and covered activities that were predominantly self-initiated or
independent activities. 76.2% of the Standard Four teachers either agreed or
strongly agreed that learners were involved in their own assessment. 86.9% of
Standard Four teachers agreed that information from reception class was used to
build on and extended children learning in Standard One.
Key: SA = Strongly Agree A = Agree D = Disagree SD = Strongly Disagree
Table 15: Standard Four teachers’ views on the assessment of learning
in the RCP
Statements on assessment in RCP SA A D SD
Assessment is used to gain information about where children are in
their learning and identify next steps
34.5 54.8 6.0 3.6
Information from reception class is used to build on and extend
children learning in Standard One
40.5 46.4 6.0 1.2
Observations are planned in a range of situations and activities that are
predominantly self-initiated or independent activities
16.7 61.9 10.7 1.2
Assessment is from a range of perspectives including parents welfare
staff support and peers
15.5 46.4 31.0 1.2
Assessment process involves parents throughout the year 15.5 40.5 34.5 4.8
Children are involved in their own assessment 16.7 59.5 9.5 3.6
Key: SA = Strongly Agree A = Agree D = Disagree SD = Strongly Disagree
Assessment was conducted in various ways to gauge the extent to which learners’
psychological, social and intellectual development was progressing. Most of the
assessment of learning activities were conducted either through teachers’
observations of learners’ engagement in physical activities or scoring of written tasks
Table 14: RCP Teachers’ views on the assessment of learning in the RCP
Statements on assessment in RCP SA A D SD
There is no provision for formal and informal assessment including
observation
29.1 64.6 1.3 2.5
Assessment is used to inform parents about learners’ academic
performance
50.6 44.3 2.5 1.3
Assessment is used to gain information about learners’ progress 60.8 35.4 1.3 1.3
P a g e | 55
55
submitted by learners and reacting to learner verbal responses during classroom
instruction. An example of learners engaged in a writing activity is illustrated in
Figure 5. In all the schools that were visited, learners’ work was displayed on the
walls of the classrooms. This included work on coloured drawings made by learners
with their names on the drawings as indicated in Figure 5. In 2 schools individual
learners were observed as they were selected or voluntarily went to the board to point
at the numbers in the numbers’ chart and the rest of the class identified the
numbers—which was an example of the learners being involved in their own
assessment. During classroom instruction teachers posed verbal questions to which
learners responded. Teachers were then able to figure out the extent of learner
achievement.
Figure 5: Assessed learners’ writing activity
Overall assessment systems were found to be adequate in supporting efficient
delivery of the RCP curriculum.
P a g e | 56
56
3.2 Effectiveness of the RCP
he second objective of
the study was to
determine effectiveness
of the RCP in terms of outputs,
outcomes and impact.
Enrolment trends, performance
of teachers, learner outcomes
(including level of school readiness) especially in terms of emerging literacy and
numeracy skills and dropout rates in the early grades were assessed using different
instruments as indicated in the methodology section of this report.
RCP enrolments data was collected for the years 2014 to 2018 from selected schools.
The enrolment trend (Figure 6) indicates a gradual increase in enrolment of boys and
girls from 2014 up to 2017. In general there is parity in enrolment of boys and girls as
shown in Figure 6. There was however a drastic reduction in enrolment in 2018 for
both boys and girls. This reduction in enrolments is attributable to the acute shortage
of classrooms and other resources even though the pressure to enrol more learners
increased. This was confirmed from a number of interviews. For example PEOGN
commented that:
The numbers we get are always increasing. We don’t enrol many children since
there are less places in the schools. We don’t have more space for more children.
This creates the conflict between the community and the Ministry of Basic
Education because the children do not get access.
The PEOGN also decried the slow pace at which RCP is spreading in the region,
noting that:
The RCP has been rolled out in 19 out of 22 schools. There is a boarding school
but it does not have a mother for the preschool learners. One school has dropped
the programme.
T We have noticed that the learners can communicate
well in English. They get used to being in school.
They are assertive and they socialize well. They are
confident as if they were in school. In one village
(name withheld) they like school so much that they
want to get back to class after lunch. They are so
much into school culture. Every parent wants their
child to be in preschool because it has an impact
(PEO).
P a g e | 57
57
Similar comments were echoed by PEOHK, who indicated that there is so much
demand that in one village 120 learners were registered in 4 schools without
classroom space; and that:
the growing demand has resulted in storerooms being modified to be used as
classrooms.
This indicates that there is still a big demand for RCP in these regions despite the
fact that they were amongst the first to be piloted for the programme. PEOs also
commented on rate of spread of RCP in schools in regions.
In a few cases however, it was noted that the number of learners is too small. This
is happening with the farm workers (PEOGN).
Figure 6: RCP Enrolments trends from 2014-2018
Class Attendance Registers (Standard One and Standard Four)
School readiness was determined by patterns of school attendance of former RCP
graduates in Standard One and Standard Four. Due to the mixing of reception and
non-reception attendants in Standard One and Standard Four, it was difficult to
453
552 562
647
459
238
292
332 332
248215
262 270
315
211
2014 2015 2016 2017 2018
Total Boys Girls
P a g e | 58
58
separate their pattern of attendance. In a few cases, attendance patterns did not
support the assertion that RCP graduates were more regular than non-RCP in
Standard One and Standard Four. Attendance data was collected with the
assumption that the RCP would have a positive impact on learners’ attendance;
however, the results were inconclusive probably due to other factors. The reasons
for absenteeism were mainly sickness (A1) and other unspecified reasons (A6) for
both RCP and Non-RCP learners. Early withdrawal occurrence was minimal across
RCP and Non-RCP learners from reception through to Standard Four. However in
one school, this programme was discontinued due to the absence of a “mother”
(Care-taker) in the boarding house accommodating learners from the farms and in
another school this programme was discontinued due to low enrolment. This was
captured in the following comment:
There is a boarding school but it does not have a mother for the preschool
learners. One school has dropped the programme because the number of learners
is too small. This is happening with the farm workers (PEOGN).
3.2.1 Reception Class Teachers’ Performance
To assess RC teachers’ performance 3 instruments in particular were used. School
Heads as well as RC teachers completed questionnaires with items or statements
designed to judge the performance of RC teachers. Parents’ responses to some
interview question were also used to judge the performance of RC teachers. As
indicated in Table 8, School Heads percentage rating of RC teachers’ performance
was 72.6% Good, 9.7% Above average, 16.1% Average and only 1.6% Poor. Given the
level of RC teachers’ qualification shown in Figure 3, it was not surprising that
School Heads rated the RC teachers’ performance mostly above average and Good.
RC Teacher’s performance was also assessed through their responses to statements
shown in Table 16. Results indicate that 87.3% of RC teachers’ either agreed or
strongly agreed that they are able to complete the reception class syllabus within the
one year allocated for the programme; that shows that RC teachers are effective in
terms of program delivery which impact positively on the programme outcome.
Teachers’ performance was further verified with their effective use of instructions
which make learners adapt to the school curriculum and communicate with teachers
freely. According to the RC teachers, majority of them either agree or strongly agree
P a g e | 59
59
that they are well trained to handle reception class learners, that learners are free
to communicate with them, and that learners are adapting well to the school
curriculum. This is an indication of the effectiveness of the teachers and the
programme, resulting in positive outputs, outcomes and impact. The only statement
that attracted a significant number (19%) of RC teachers who either disagreed or
strongly disagreed was the one on the adequacy of the time allocated to deliver the
RCP. The adequacy of the time allocated to deliver the RCP also received significant
numbers of Standard One (Table 5) and Standard Four teachers who either
disagreed or strongly disagreed that the time was adequate. Even though 83.7 % of
RC teachers agreed or strongly agreed that they are able to complete the reception
class syllabus within the one year allocated for the programme, there is evidence
that some, though not many, may be struggling. Linked to this issue is a concern
that was raised during an interview with a PEO who commented that:
For the past 3 or 4 months we have a school (name withheld), and it has
approached us telling us that we are employing the wrong people into this
reception class. They are questioning their certificates, that most people whom
we have employed have graduated online through some institution (name
withheld). They were alleging that some of their courses took 3 to 6 months …
(PEOKW).
If indeed there is an institution or institutions that churn out graduates who are not
well trained, effectiveness of the programme in terms of output, outcomes and
impact would be affected.
Results from parents’ interviews augment those from School Heads and the RCP
teachers. According to Table 17 parents indicated that they are satisfied with the
academic progress of their children (91.5% either agreed or strongly agreed).
Majority of parents (88.6%) indicated that their children talk about school activities
when they are at home, this is a sign of the impact of the programme on skills. Most
of the parents (88.6%) commented that they receive regular feedback on their
children’s progress, which is a clear indication of teachers’ efficiency in programme
delivery.
P a g e | 60
60
Table 16: RC teachers’ responses to statements on their performance
Statements on RC teachers’ performance SA A D SD
I am able to complete reception class syllabus in one year 36.7 50.6 8.9 3.8
I am well trained to handle reception class learners 74.7 20.3 1.3 2.5
Learners are free to communicate with me 75.9 22.8 0 1.3
The time allocated for the completion of the reception class syllabus is
adequate
19.0 58.2 13.9 5.1
Learners are adapting the social curriculum 45.6 46.8 0 1.4
Key: SA = Strongly Agree A = Agree D = Disagree SD = Strongly Disagree
Table 17: Parents’ responses to statements assessing RC teachers’ performance
Statements assessing RC teachers’ performance from
parents’ view
SA A D SD
I am satisfied with the academic progress of my child 73.9 17.6 2.8 5.1
My child talks about school activities 71.6 17.0 2.8 6.8
I receive regular progress on my child’s progress 70.5 17.6 4.5 6.3
Key: SA = Strongly Agree A = Agree D = Disagree SD = Strongly Disagree
Finally, learner outcomes were assessed in terms of development skills. The
psychological, social and intellectual development of the learners are manifested in
skills that the learners acquired through attending the RCP. Some of these skills are
cognitive such as imaging literacy and numeracy. Some include moral, social,
emotional and physical skills. The programme’s ability to provide opportunities for
children to be creative and innovative, think critically, solve problems and make
decisions as well as the ability to learn and work alone or with others was also
assessed to determine the effectiveness of the programme. School Heads and RC
teachers completed questionnaires relating to the extent to which learners acquired
skills intended for in the RCP. Parents, LAOs and PEOs were interviewed to share
their views concerning development of these skills.
Table 18 shows results from the School Heads questionnaires. School Heads
responded to items on the extent to which the RCP covered crucial life skills for the
learners. As can be noted from Table 18, the column on adequate coverage had the
highest proportions of School Heads’ responses, except on the issue of use of mother
tongue.
P a g e | 61
61
School Heads rated coverage of Health and Safety of the RCP highest with a total of
87.1% rating as either adequate or very adequate. 12.9 % rating was moderately
adequate to not adequate. This was followed by coverage on readiness for Standard
One which was rated as being very adequate to adequate at 77.4%. Coverage on
communicable disease control was next with a proportion of 72.6% rated as either
very adequate or adequate. Communicable disease prevention coverage was rated
70.9% as very adequate or adequate. The coverage of RCP on mother tongue
instruction attracted ratings of 66.3% for very adequate to adequate and 90.6% for
moderately adequate, less adequate and not adequate. Coverage of non-
communicable disease control and non-communicable disease prevention were
rated at 62.5% for very adequate and adequate combined. Lastly School Heads rated
the coverage of feeding and coverage of bullying at 53.9% and 41.9%, respectively as
either adequate or very adequate.
Table 18: School Heads’ responses to statements relating to the extent to which the RCP
covered crucial skills
Statements relating to coverage of the RCP curriculum on
specific life skills
VA A MA LA NA
Coverage of RCP on health and safety 29.0 58.1 8.1 0 4.8
Coverage of RCP on communicable diseases prevention 17.7 53.2 21.0 1.6 3.2
Coverage of RCP communicable diseases control 14.5 58.1 19.4 4.8 3.2
Coverage of RCP on non-communicable diseases prevention 16.1 48.4 27.4 1.6 4.8
Coverage of RCP on non-communicable diseases control 16.1 48.4 19.4 8.1 4.8
Coverage of RCP on feeding 16.1 37.8 19.4 14.5 9.7
Coverage of RCP on bullying 12.9 29.0 21.0 22.6 8.1
Coverage of RCP on use of mother tongue 21.0 45.2 21.0 64.8 4.8
Coverage of RCP on readiness for Standard One 24.2 53.2 17.7 1.6 0
Key: VA= Very adequate A = Adequate MA = Moderately adequate LA= Less Adequate
NA = Not Adequate
Table 19 displays the responses of School Heads with regards to items on the
adequacy of the RCP in covering pre-learning skills. In can be noted clearly from the
table that School Heads perceived the RCP to be very adequate in covering the pre-
learning skills as indicated by the highest proportions being in the ‘very adequate’
column. Lower proportions of School Heads rated the skills at slightly and ‘not at
all’ categories. For purposes of analysis in this section percentages of extremely and
very adequate were added together and then reported. The highest proportion of the
P a g e | 62
62
responses emerged in the responses for RCP being very adequate in covering Large
and Fine Motor Skill at 85.5%. This was followed by the responses indicating that
74.9% School Heads perceived the RCP to be very adequate in covering the
communication skill. According to the School heads’ responses Numeracy Skills
were ranked third in being covered adequately amongst all the pre-learning skills as
indicated by School Heads’ proportions of 72.5%.Next, the RCP was rated to be
covering self-help skills and socio-emotional skills as indicated by the percentage of
69.3 % of the School Heads. The covering of emerging literacy skill and creative and
problem solving skills were rated to be very adequate at 53.2% and 51.6 %
respectively. It should be noted that the 43.5% of School Heads rated the coverage of
creative and problem solving skills as being moderately covered. This could be
indicative of their perceptions on the lower adequacy of the coverage of creative and
problem solving skills.
Table 19: School Heads’ perceptions on the adequacy of the RCP in
covering pre-learning skills
Statements relating to coverage of the RCP curriculum on
Pre-learning skills
Extremely Very Mod Slightly NA
Emerging literacy 9.7 43.5 19.4 1.6 0
Numeracy 17.7 54.8 19.4 0 0
Communication 19.4 56.5 19.4 1.6 0
Fine motor 21.0 64.5 11.3 1.6 0
Socio-emotional 14.5 54.8 21.0 8.1 0
Creative and problem solving 9.7 41.9 43.5 4.8 0
Self help 16.1 53.2 22.6 3.2 0
Key: Extremely = Extremely Adequate Very = Very Adequate Mod = Moderately Adequate
Slightly= Slightly Adequate NA = Not Adequate
Reception class teachers were asked to indicate their views on whether learners
acquired the same skills that the School Heads responded to concerning their
adequacy and degree of coverage. As shown in Table 20, greater proportions of RCP
teachers agreed that the learners who attended the RCP acquired the skills. When
proportions of RCP teachers who agreed and those who strongly agreed were added,
the proportions ranged from 94.9% to 98.6%. In this section RCP teachers’
P a g e | 63
63
proportions for strongly agree and agree were added and presented. RCP teachers’
perceived the learners to have acquired numeracy skills with total proportions of
98.6% strongly agreeing and agreeing. For the acquisition of literacy skills there
were 98.5% of the RCP teachers. According to 97.5% of the RCP teachers learners
had communication skills and large and fine motor skills. There were also a majority
of the RCP teachers who supported the statements that learners had attained socio-
emotional skills, creative and problem solving skills and self-help skills with
percentages of 96.2%, 94.9% and 97.5% respectively.
Table 20: RCP teachers ‘responses on the effectiveness of the RCP
learners
Statements relating to coverage of the RCP curriculum
on pre-learning skills
SA A D SD
Learners from RCP have emerging literacy skills 49.4 39.2 1.1 1.5
Learners from RCP have numeracy skills 67.1 31.6 0 1.3
Learners from RCP have communication skills 64.6 32.9 1.3 1.3
Learners from RCP have large and fine motor skills 72.2 25.3 1.3 1.3
Learners from RCP have socio-emotional skills 57.0 39.3 1.3 2.5
Learners from RCP have creative and problem solving skills 46.8 48.1 2.5 1.3
Learners from RCP have self-help skills 57.0 38.0 2.5 1.3
Key: SA = Strongly Agree A = Agree D = Disagree SD = Strongly Disagree
As shown in Table 21, parents also showed great support for the learning outcomes
that were derived from the RCP amongst their children as portrayed by the high
percentages on agreement with the statements that they responded to in the
questionnaire. Percentages for strongly agree and agree were added together to
gauge the parents’ perspectives.91.5% of parents responded that they were satisfied
with the academic progress of their children. The items that the RCP would enable
their children to better understand the culture of the school and be comfortable with
subsequent classes were confirmed by 90.9% for both the statements. The parents
even perceived the RCP to be important for children’s future careers as indicated by
90.3% who responded positively. There were also a large percentage of the parents
at 89.2% who noted that learners talk about school activities at home.
P a g e | 64
64
ata from the interviews of
Principal Education
Officers and Principal
Administration Officers or Assistant
Council secretaries corroborate the
findings above from questionnaires. There is concurrence amongst both officers
from local authorities and those from the MOBE about the benefits of the RCP.
There are budgetary and resource challenges as stated in the other sections of the
report about the implementation of the RCP. According to reports from officers, the
benefits of the RCP especially with regards to learner outcomes have been
significant despite the challenges. The importance of the RCP has also been noted in
the Gantsi and Kgalagadi districts where there had been protracted negative issues
of low performance and drop out amongst the learners.
The RCP has been hailed by officers for preparing learners for primary school and
enhancing their academic performance in primary school. Gaps have been observed
between the learners from the RCP and those who did not attend the RCP.RCP
graduates have been observed to be communicating well, to be assertive and to
possess social skills. A Principal Education Officer aptly described the impact on
learner performance as follows:
It develops the child as a whole teaching from behaviour, skills and knowledge.
It is good for children in this region (name withheld) learners who are slow in
learning. It helps children with different languages, before they get to Standard
One. It provides lots of play time and it is mainly for child development. It plays
a key role in the adaptation of children to the school environment. Secondly it
motivates children to stay in schools and there is less of dropping out in primary
school, and they are comfortable with the school environment. Teachers
appreciate the RCP for its benefits for primary school. It makes the RCP
teachers develop love amongst the learners (PEOGN).
We have noticed that the learners can communicate well in English. They get
used to being in school. They are assertive and they socialize well. They are
confident as if they were in school. In one village (name withheld) they like
school so much that they want to get back to class after lunch. They are so much
into school culture. Every parent wants their child to be in preschool because it
has an impact (PEOGN).
D RCP plays a key role in the adaptation of
children to the school environment.
Secondly it motivates children to stay in
schools and there is less of dropping out in
primary school, and they are comfortable
with the school environment (PEO).
P a g e | 65
65
3,2,2 Standard Four Learners’ Performance
Standard Four Attainment Test which is administered to all primary school learners
would have been ideal for assessing differences in performance between the RCP
and Non RCP learners. However, at the time of data collection this test had not been
administered yet. It was then decided that the end of term test results be used to
make comparisons. This of course limited the generalizability of the findings since
the purposes and item parameters of the end of term tests varied from school to
school and from region to region.
Not all the scores from the selected schools could be collected during data collection
period due to lack of facilities like computers, scanners and photocopying machines
to facilitate the collection of that data in some schools. For Standard Four data,
scores was collected from 10 schools for 290 learners, and for Standard One, data
was collected from 11 schools for 326 learners. The average score for performance in
Mathematics, English, Setswana, Science, Creative and Performing Arts and Social
Studies was compiled for both Standard One and Standard Four. Data was entered
into SPSS software and means were compared to find out if they were significantly
different. The mean for the RCP group was 65.93 and that for the Non RCP group
was 56.87. To ensure that the difference of the mean scores was a real difference and
not due to chance, a t-test was conducted. This was calculated under the hypothesis
that there was no significant difference between the scores at a Confidence Interval
of .05 or 95%. A result of a p=.000 was obtained which was less than .05, indicating
that the variability of the scores was not similar between the groups. The scores for
both groups were significantly different. Hence it could be concluded that the RCP
group performed significantly higher than the Non RCP group.
Table 21: Parents views on RCP learner outcomes
Statements relating to coverage of the RCP curriculum on
pre-learning skills
SA A NS D SD
I am satisfied with the academic progress of my child 73.9 17.6 .6 2.8 5.1
My child talks about school activities 64.2 25.0 .6 4.5 5.1
I would allow him/her to be more comfortable with other subsequent
classes
80.1 10.8 .6 2.3 6.3
It would enable him or her to better understand and appreciate the
culture
78.4 12.5 .6 2.3 6.3
Attending reception classes is important for my child’s future career 73.3 17.0 1.7 1.1 6.8
Key: SA = Strongly Agree A = Agree NS = D = Disagree SD = Strongly Disagree
P a g e | 66
66
3.3 Policy Environment
The third objective of this study was to determine the adequacy of the policy
environment and management systems, including standards monitoring and quality
assurance systems. This included looking at the extent of linkages between
Reception Class Programme and the Early Childhood Development (ECD) Policy
Framework.
3.3.1 Adequacy of the Policy Environment
This objective required that an audit/situational analysis of the relevant laws, rules,
regulations and policies governing the implementation of the Reception Class
Programme be conducted. This audit determined the adequacy of the policy
environment and management systems, including standards monitoring and quality
assurance systems. This aspect of the study involved critical desktop research or
document analysis of all policy frameworks covering the RCP and the Early
Childhood Development (ECD) programme. Such policy frameworks included the
Early Childhood Care and Education Policy (2001), ETSSP (2015-2020), National
Development Plan 10 and 11, Pre-primary Curriculum Framework (2013),
Guidelines for Pilot of Reception Classes in Selected Public Primary Schools with
Surplus Classrooms (2015), monitoring and evaluation tools, quality assurance
procedures, school management documents and any other material resources used
in the implementation of the programme. Stakeholders involved in the delivery of
the RCP were also either interviewed or completed questionnaires to share their
views on issues related to policy.
Although the process of integrating the RC commenced in 2012 with the
introduction of a 6-week Standard One orientation programme, historically policy
formulation can be traced back to the Revised National Policy on Education (RNPE,
1994) (Bose, 2008; Republic of Botswana, 2015, 2001). At the time, Pre-primary
education was provided through private institutions without any regulatory
framework. As a result:
The RNPE recommended that the Pre-primary Education Unit of the Ministry of
Education (MOE) would be responsible for ECCE policy formulation, and its
implementation. They should establish standards for facilities and the quality of
P a g e | 67
67
ECCE programmes, along with supervision and monitoring of pre-primary
education. To coordinate all ECCE related activities MOE established a Pre-school
Development Committee (PDC) consisting of representatives from various
ministries and other interested parties (Republic of Botswana (2015), quoted in
Bose, 2008, p. 86)
The Botswana National Integrated Early Childhood Development Baseline Study of
2006 identified early learning and stimulation as one of the factors that can enhance
children’s development if they are adequately provided or impair growth and
wellbeing of children if not adequately provided. As a result of the realization of the
role played by early learning and stimulation, the ETSSP (2015-2020, p. 6)
advocated in part for introduction of public pre-primary school to cater for the
previously un-served young people. These previously un-served young people would
include those from low socio economic backgrounds, mostly residing in rural areas,
and other demographic subgroups such as girls. So, data was collected to determine
if relevant policy frameworks and their practices complemented each other in
supporting the implementation of the RCP. ECD by its interdisciplinary nature is
affected and impacted by many policies, some directly and others indirectly. This
alone poses a challenge to the policy environment because of what Maunganidze
and Tsamaase (2014) called “the imposing multiple environmental complexities“.
The ECD comprises the internal or micro-environment as well as the external or
macro-environment. Maunganidze and Tsamaase (2014, p. 4) observed that:
According to the FIT Theory or Configuration logic, high organizational
performance results from a strong external fit between the firm’s overall strategy
and its environment, and a tight internal fit amongst capabilities, structures,
processes and management philosophies. Misfit includes deviation, misalignment,
incongruence, out of kilter, incompatibility or gap.
OBE oversees the
implementation RCP
in collaboration with
other stakeholders such as the
MLGRD, UNICEF, the private
sector and local communities.
Three major policy frameworks
form the basis of the
M Even the fruits and vegs, at the beginning we
experience problem (s) in our sub-district in (Sub-
district name withheld) where they started late
due to administration arrangement but they have
now started. They provide pupils with eggs, fruits
and vegetables. We wanted to empower those
who graduate from poverty eradication by
supplying the pupils with food but most of the
project they were allocated to, collapsed. But now
we are haphazardly sourcing eggs from the
teams that were formed at schools (LAO).
P a g e | 68
68
internal/micro-environment, these being the: Early Childhood Care and Education
Policy (2001), Pre-primary Curriculum Framework (2013), and the Guidelines for
Pilot of Reception Classes in Selected Public Primary Schools with Surplus
Classrooms (2015). The purpose embedded in objective 3 of this study was to
determine the adequacy, and the alignment and fit amongst or between these policy
document as well as their alignment with the other policy frameworks that form the
basis of the external/ macro-environment.
School Heads were asked to rate the adequacy of the ECCE policy and the RC
guidelines in governing and guiding the implementation of the RCP. The results
illustrated on Figure 7 showed a similar rating for the adequacy of both documents.
Both achieve high ratings between adequate and extremely adequate, and very low
ratings for slightly adequate and not adequate.
Figure 7: School Heads’ rating of the adequacy of the ECCE policy and the RC
guidelines.
This is an indication of the kind of confidence School Heads have on the two policy
documents in terms of their adequacy in governing and guiding the implementation
of the RCP.
P a g e | 69
69
ith regard to alignment
between the two policy
documents it was observed
that there were misalignments or
deviations that existed. For example, while
the ECCE policy clearly stipulated
standards that should be followed at RC
level, such as the provision of junior toilets, the guidelines did not align to such
standards. According to the guidelines, provision of RCP was based not on
standards but on the need or demand for RC and as long as there were surplus
classrooms then RC could be started. This lack of adhering to ECCE policy
standards was also raised in interviews with Local Authority Officers and Principal
Education Officers across all regions. As shown in Figure 8 standard appeared as
one of themes that emerged regularly during interviews. According to Figure 8
standard emerged from 17 interviews and a total of 38 references were made
concerning standards. Some of the comments made included the following:
I would also say that even sourcing of this outdoor created a challenge somewhere
because normally with the tender system, you cannot always get what you want
because we were told that what we have put in the school is not up to the standard
required because they use planks which might break hence causing the pupils to
injure themselves (LAOSE).
Another condition is that the school should have the facilities of the right standard
e.g. toilets for the pre-school learners. Toilets have to be converted to suit the
preschool learners. We are supposed to close down preschools that do not comply
(LAOGH).
The old structures, colonial style windows, locks that are way high for toddlers (they
don’t match their heights)even the outdoor steps, even some locks are way too high
for RC learners to be able to open doors, some schools are operating without
compliance of sick bays (LAOKW).
W The old structures, colonial style
windows, locks that are way high for
toddlers (they don’t match their
heights)even the outdoor steps, even
some locks are way too high for RC
learners to be able to open doors,
some schools are operating without
compliance of sick bays (LAO).
P a g e | 70
70
The concern on noncompliance to stipulated standards did not only come from
LAOs but also from PEOs as can be seen from Table 10. It also emerged from the
interviews that when the RCP was introduced schools were not ready in terms of
adapting to required RCP standards; but due to demand and pressure, the
programme had to start on the basis that alignment and compliance would be
addressed in due course. However, funding has also proved to be a huge challenge
that impact on most of these other challenges including compliance to standards. As
can be seen from Figure 8, funding attracted the second highest number of
references (61) to space which attracted the highest with 63 references.
Figure8: Themes that emerged from interviews with LAOs and PEOs
P a g e | 71
71
Clearly if there is misalignment amongst or between internal or micro-environment,
alignment cannot be expected between internal or micro-environment and the
external or macro-environment. In as much as the Vision 2036 was concerned,
there wasn’t much incongruence observed except for two reflections made in the
Vision that did not seem to align with some practices observed in the
implementation of RCP. Thus the following reflections were made in Vision 2036
(Republic of Botswana, 2016, p. 1 and 2):
a) Do we adopt insular and in-ward looking strategies or do we open up our
country to investors and visitors, in the process creating a vibrant economy and
society integrated into the global economy?
b) Do we continue with policies that keep Batswana dependent on the state, or do
we foster independence, self-reliance and unleash the entrepreneurial spirit of
our people, with the role of government being transformed from control to
facilitation?
The implementation of RCP appeared to have some practices that were either not
aligning very well or some that were aligning but posing challenges as a result. It
was observed during interviews that some double standards were experienced in
cases where complying with specific standards was compromised when it comes to
reception class in government schools and reception class provided privately. For
example, one LAO commented:
“ We close down the private preschools that do not comply” (LAOGH).
On a similar note the following comments were made during interviews:
The RCP is alleged to be competing with the private preschools and this has
turned into a political issue. Councillors are saying that Government is uplifting
and dropping business sector (LAOHK).
…. the demand was exceedingly high and it became a controversial issue; it
became politicized so to speak and the Ministry of Basic Education almost came
to a point of saying let’s hold onto the program for a while …. (LAONE).
P a g e | 72
72
onsidering the fact alluded to earlier
that Pre-primary education was
provided through private institutions
before the implementation of the RCP
programme, perhaps closing them down now
would be viewed as unfair competition
practice. Competition for business in an
environment which is not fair (closing down of private preschools that do not
comply and at the same time allowing government RCP to operate under
compromised standards) may be considered as working against Vision 2036
strategy of opening up the country to investors, in the process creating a vibrant
economy and society integrated into the global economy. The comment below
indicated that the implementation of RCP was meant to align with Vision 2036
economic strategy of fostering independence, self-reliance and unleashing of the
entrepreneurial spirit of Batswana. However, the programme is experiencing short
supply as a result. These are some of the challenges that come with programmes
that have an interdisciplinary nature such as the ECD.
Even the fruits and vegs, at the beginning we experience problem in our sub-
district in (Sub-district name withheld) where they started late due to
administration arrangement but they have now started. They provide pupils with
eggs, fruits and vegetables. We wanted to empower those who graduate from
poverty eradication by supplying the pupils with food but most of the project they
were allocated to, collapsed. But now we are haphazardly sourcing eggs from the
teams that were formed at schools (LAOSE).
According to School Heads’ ratings as shown in figure 9, these external policy
documents are viewed as adequate in governing and guiding the implementation of
the Reception Class Programme. However, the significantly high ratings of not
adequate and missing were interpreted to indicate that a good number of School
Heads either did not know about these policies or they did not see how relevant they
were to the implementation of the RCP.
C …. the demand was exceedingly
high and it became a
controversial issue; it became
politicized so to speak and the
Ministry of Basic Education
almost came to a point of saying
let’s hold onto the program for a
while …. (LAO).
P a g e | 73
73
Figure 9: School Heads’ rating of the adequacy of the ETSSP, Vision
2036, and NDP 11 policies.
P a g e | 74
74
3.3.2 Evaluation and Assessment
rom data collected through
interviews and the
questionnaires it was evident
that through monitoring and
evaluation, the general
implementation of the programme was regularly assessed. Monitoring and evaluation
of the RCP was conducted mainly through a vertical structure with levels from the
school, through the region and ultimately at national level.
The structure is summed up by PEOGN’s response on monitoring and evaluation:
… monitoring the program because the teachers in the schools are supposed to have the tools that they have to monitor the students but at the same time in the regions the officers in our region are supposed to be doing that monitoring for us and what we get is the reports that we consolidate and then we look at the whole reports for the country.
At the school level, teachers monitor and evaluate the development of the child using
tools that were provided to them. The head of the Infant school observes the RCP
teacher’s lessons and the learning environment once or twice in the term and
compiles a report for the school head.
At the regional level education officers monitor progress through visits to the schools.
They monitor staffing and observe teaching, feeding and other resources which are
provided by the local authority.
Principal Education officer raised a concern that most of them were not specialists in
early learning and hence they were not well equipped to monitor the implementation
of the RCP. Another concern that was raised was that there were constraints in terms
of personnel and transportation to conduct frequent visits. When school inspections
were conducted they were not targeted for the RCP per se but they were conducted
for the whole school.
F . . . in the regions the officers in our region
are supposed to be doing that monitoring
for us and what we get is the reports that
we consolidate and then we look at the
whole reports for the country (PEO).
P a g e | 75
75
In some schools it was observed that instead of teaching pre-reading and pre
numeracy skills to prepare learners for primary school, teachers were actually
teaching learners as if they were in standard 1. Education officers were addressing the
anomaly.
P a g e | 76
76
4. DISCUSSIONS
4.1 Enrolment Patterns
From the findings, it can be concluded that there was a gradual increase in RCP
enrolment from 2014 to 2017. In 2018 however the number of RC enrolments
declined mainly due to reduction in classroom space and other resources. This is
despite the fact that more learners could have been admitted if more classrooms and
other resources were available. Again, the reduction in 2018 is attributable to the
2016 Pre-Primary Formative Evaluation Report that recommended greater
adherence to set standards for ECCE implementation, including having adequate
classroom space, play areas, toilet facilities, qualified teachers and teacher assistants.
While this evaluation was about children enrolled in government public schools, the
findings were consistent with statistics reported by Statistics Botswana in 2014 where
males constituted 49.7% while female enrolment stood at 50.3%; indicating the
Gender Parity Index (GPI) of 1.01% which signalled equal access to pre-primary
education for both boys and girls.
There was no major difference in attendance by Standard One and Standard Four
learners despite the fact that some had attended RC and others had not. Reasons for
absenteeism were mainly ‘illnesses’ or ‘other’ reasons. While this evaluation was not
meant to determine the causes of non-attendance of children from reception through
to Standard Four, it is important to acknowledge that the absenteeism rate was not
related to the history of children attending reception or not. The findings also
established that in general, there were few early withdrawals from reception to
Standard Four classes—indicating that withdrawal in the selected schools was not a
major issue of concern.
P a g e | 77
77
4.2 Teacher Performance
The evaluation of teacher performance was ascertained from observations, interviews
of parents and responses to questionnaires by RC, School heads, Standard One and
Standard Four teachers. Based on the findings, it can be concluded that RC teachers
are capable of completing the syllabus, thereby assisting learners to grasp various
social, psychomotor and cognitive skills. RC teachers are also able to assist learners to
be creative and innovative, think critically, solve problems and make decisions as well
as learn and work alone or with others.
When coupled with the finding that most RC teachers were qualified (with Certificate,
Diploma and Bachelor’s Degrees in early childhood), it is not surprising that their
overall performance is mostly above average, an assertion that links quality early
learning and development to the educational qualifications of teachers. The most
effective preschool teachers—those with at least a four-year college degree and
specialized training in early childhood—have more responsive interactions with
children, provide richer language and cognitive experiences and are less
authoritarian.
Findings indicate that teachers in the RCP are performing relatively up to
expectations. More than 80% RCP teachers hold a Diploma in ECE. There was
concern from very few respondents who felt that ECE teacher qualifications from
some of the training initiations were not up to standard since the training duration
was 6 months. Self-reports from the teachers indicate that the teachers believe that
they were competent enough to teach in the RCP. Teachers were able to complete the
syllabuses, which is an indicator of good performance. School Heads, Principal
Education Officers and parents also indicated that teacher performance in providing
instruction in the RCP was satisfactory. Satisfactory teacher performance means that
the RCP has a strong teaching force that can be relied upon to deliver the RCP
effectively in the future. The teachers should be able to learn more ECE skills as they
are exposed to more professional development initiatives.
Whilst the findings of teachers’ performance were generally positive, Maunganidze
and Tsamaase indicate that by 2014, there was no national framework guiding the
structure and the content of early childhood curriculum and instructions. This means
P a g e | 78
78
that these teachers were trained within the last 4 years. These findings on teachers’
performance require further investigation.
4.3 Enrolment Trends
There has been a gradual increase in enrolment trends from 2014 to 2017 and a
sudden decline in 2018. The sudden decline was attributed to lack of space in the
schools as more learners were being accommodated to schools due to the
introduction of the RCP. The findings indicate that since its introduction in the
schools there has been an immense demand for the RCP. Due to limited space in the
schools, management of schools made initiatives to accommodate classes in
storerooms and other facilities, which compromised standards. To a great extent the
RCP is providing early learning and developmental opportunities for children before
they enter primary education. Despite this, reports from School Heads, parents, and
other respondents suggest that not all the applicants who wished to be enrolled were
admitted to the programme. This raises an important issue which suggests that there
is limited access to the RCP. The limited access will be exacerbated by the shortage of
classrooms in the schools.
4.4 Retention
Findings with regards to the learner outcomes were very positive. Learners were
reported to have been ready for primary education. RCP was reported to be enabling
learners to understand the school culture and assisting them with their future
academic development. Dropping from the RCP and subsequent levels to Standard
Four were noted to be minimal. Only in a few schools in the Remote Area Dweller
(RAD) region was there frequent absenteeism amongst the RCP learners. This finding
was very important for learners whose parents were RADs, who for long period
experienced early withdrawals (Pansiri, 2011) and low academic performance rates.
4.5 Learner Performance
It was noted that learners acquired the key skills i.e. emerging literacy, numeracy,
communication, large and fine motor, socio-emotional, creative and problem solving
and self-help. The acquisition of these skills will certainly empower learners with
P a g e | 79
79
their learning post the RCP. Tests to find out if there was a difference in performance
between the RCP and Non RCP graduates conducted amongst Standard Four learners
showed a significant difference between the two groups. The results corroborate
findings by Mwauraa, Sylvab and Malmbergb (2008) who found higher performance
amongst pre-primary graduates in Kenya. Therefore, there will be noticeable higher
performance in the future amongst Batswana learners in reading, mathematics and
other subjects. Future results amongst Botswana learners in local and international
assessments like SACMEQ, TIMSS and PiRLS will show much improvement from
current and past results. Lack of pre-primary learning was identified as a major factor
for low results attained by Botswana learners.
The RCP generally has a sound teaching cadre which will generate considerable
impact on the programme. The RCP curriculum will be effectively delivered and
learner outcomes will be strong. With a strong teaching force the RCP will be a well-
established programme going forward. The general increase in the RCP enrolment is
threatened by the lack of space in the schools and standards will be compromised.
The RCP will have a high impact since it has enabled learners to be school-ready.
Learners from the RCP perform better than those who have not attended the RCP.
When the implementation of the RCP project has been completed it will promote
much better learning and greater learning achievement will be realized in the
country.
4.6 Policy Environment
Policies in education in Botswana recognize the critical role played by pre-primary
education in developing the child emotionally, physiologically, socially, intellectually
and the ultimate goal of national development. Literature review and document
analysis have revealed that over the years there has been concern in Botswana to lay a
sound foundation for the development of pre-primary education in the country. Much
work has been done as a response to the call from the Revised National Policy on
Education of 1994 for the outlining of policies, regulations and the curriculum.
Findings from the evaluation indicate that policies, regulations and standards as
stipulated are adequate for the implementation and regulation of pre-primary
education. It is important to note that various respondents have used the policies,
P a g e | 80
80
regulations and standards as a guide to reflect and critic the implementation of the
RCP based on what has been promulgated. What this means is that a strong
foundation has been laid down as a framework for the implementation of the RCP. It
is important to note that policy formulation is dynamic and new developments do
arise after the implementation of pre-primary education policy. A case in point is the
transformation in education in Botswana which includes the introduction of the
National Curriculum and Assessment Framework (NCAF) which came later than the
ECCE frameworks. The NCAF does recognize the adequacy of the ECCE framework
but it proposes the introduction of 21st century skills that will need to be incorporated
to the pre-primary curriculum.
The implementation of the RCP is conducted through dual structures of the Ministry
of Basic Education and that of the Ministry of Local Government. The Ministry of
Education has developed the policy and guidelines and both ministries have to
enforce the guidelines. The Ministry of Education provides funding. However, from
the findings there seems to be no set lines of communication relating to the
implementation of the RCP between the two ministries. This has impeded decision
making and lack of knowledge on progress in the implementation. This has led to
apprehensions between officers of the ministries.
An important policy related finding was that funding systems for the introduction of
the RCP were not in place to support the implementation of the RCP. There is no
funding policy and systems and strategies within the Ministry of Local Government to
support the RCP. This has led to lack of adherence to standards for pre-primary
education in the implementation. The resources for teaching and learning and the
general environment for the learners have not been to the desired standards. Despite
the lack of adherence to standards, attainment of quality learning outcomes has not
been affected.
For the monitoring and quality assurance of the RCP it has been found that the
personnel who are supposed to supervise the RCP implementation and operations do
not have the capacity in terms of knowledge in pre-primary education in both
ministries. Some officers confessed that they were not well-versed in pre-primary
P a g e | 81
81
education. What this means is that the leading leadership is lacking in providing
guidance in implementation of the programme.
The implementation of the RCP has brought about collusion of some of the national
policies. The nation has endeavoured to promote livelihoods of Batswana through
economic activities, amongst them setting up of preschools as business ventures. As
has been revealed the entrepreneurs who run preschools have cried foul due to the
implementation of the RCP. The introduction of the RCP has brought about
improvement in the education of the nation. There is, therefore need for the Ministry
of Basic Education and the Ministry of Local Government and Rural Development to
negotiate how the RCP could partner with private providers, in an effort to deal with
issues of physical resources.
P a g e | 82
82
5. CONCLUSIONS
In conclusion the majority of schools that started RCP in 2014 were in remote areas
amongst the marginalized communities. In these communities the programme was
well received thereby promoting access and equity in these communities. One
anticipated impact of RCP was that children would ready for primary school, this
readiness was affirmed by both parents and teachers.
The fact that children are provided with meals while attending RC means that no
children are disadvantaged because of their home background. Without this
arrangement, children from poor families would be disadvantages as a result of poor
nutrition. Impact on gender parity, economic distribution and participation,
reduction of inequalities. Also impact on malnutrition rates. The high demand for
access into RC coupled with inadequate classroom space resulted in classes exceeding
the recommended number of 30 learners per class. This impacts negatively on the
quality of the RCP.
Due to pressure to fulfil Education for All (EFA)(UNESCO, 2012) obligations, this led
to some aspects of safety, health, and environment not to be prioritized. These
included number of learners per class; provision for Sick bay, junior toilets
ventilation, and two exits for very classroom.
Given the rate at which RCP has been implemented during the past four years against
a deficit of 216 schools, it is highly unlikely that the programme would be rolled out to
all primary schools in Botswana by 2020. Within the first four years of the
implementation of the RCP government has been able to employ qualified teachers
and teacher aids for the programme. If this trend continues all schools with RCP will
have qualified teachers and teacher aids in the medium and long term.
Inadequate teaching and learning materials was common in most schools except for
those that have external funding from donors. This compromises the quality of
teaching and learning. While the RCP curriculum framework adequately covers
requisite skills for children at reception class age, due to pressure from parents and
School heads, teachers tend to focus on outcomes rather than processes that lead to
P a g e | 83
83
such outcomes. In general the RCP has the support of parents which creates a strong
link between home and school for the learners.
Most of the medium and long term outcome could not be established with certainty
because the programme has been running for only four years.
5.1 Lessons Learned
There were a number of lessons learnt when undertaking the RCP Evaluation. These
lessons included the following:
• It was important to formulate a theory of change as part of the planning for an
intervention like the RCP. However, none existed and we developed one for
the evaluation. This theory of change defined the expected outcomes and
impact of the intervention. The theory of change also guided the evaluation of
the intervention.
• The benefits of reception class are broader than issues of school readiness,
performance, and retention, but also include: poverty eradication, increased
economic participation by the citizenry, and equitable distribution of
resources.
• The rapid implementation of the RCP which was a reaction to the urgent need
for the country to meet EFA goal 1 before 2015 led to the use of classroom
spaces that did not meet the ECCE standards.
• There are still some schools that have boarding facilities for reception class
learners, despite the expected norm of having children at that age leaving with
their parents. This practice was found among children of farm workers located
in remote areas.
• Having a programme managed by two different ministries brings about issues
of conflicting priorities, leading to implementation challenges.
5.2 Recommendations
The following recommendations are made to address the issues that have been
identified under the specific objectives that were listed under the TOR of this
evaluation. These being the efficiency in the delivery of the RCP, effectiveness of the
P a g e | 84
84
programme, adequacy of the policy environment and to provide an action plan to
implement these recommendations.
Rec 1
1) It is recommended that teachers from reception class and those in lower
primary should work collaboratively to have a common understanding and
appreciation of the purpose of the RCP programme as well as the challenges
confronting all of them. This recommendation is based on the finding that
lower primary school teachers had differing views compared to RCP teachers
on some aspects of the curriculum.
2) RC teachers should adopt learning through play as the major pedagogical
approach used in the development of skills and competencies rather than them
being taught as if they were in primary school.
3) RC teachers should pay particular attention to processes leading to acquisition
of skills and competencies as opposed to focusing more on performance
indicators.
4) Regular capacity building activities for parents and school management should
be part of the implementation strategy for the RCP. This is to facilitate
common understanding by parents, and school management of the RCP
objectives.
5) The MOBE should collaborate with training institutions to ensure that ECCE
graduates are appropriately trained to adopt pedagogical approaches relevant
to learners at aged 2-5 years old.
6) Further investigation on teachers’ performance is required since there was
moderate rating on the performance of teacher on developing creativity,
problem solving skills.
Rec 2
1) An Inter-ministerial Committee should be established to guide the
implementation of the RCP and harmonize of activities of the programme by
the two ministries.
P a g e | 85
85
2) Regular capacity building activities for officers from stakeholder ministries
should be part of the implementation strategy for the RCP to facilitate
common understanding of the RCP.
3) Partnerships should be established with the communities to provide
alternative space and other resources outside the schools to accommodate the
RCP.
4) Partnerships should be established with private enterprise to solicit resources
for the construction of additional classrooms and provision of other teaching
and learning resources.
Rec 3
1) The Guidelines for Pilot of Reception Classes in Selected Public Primary
Schools with Surplus Classrooms (2015) document should be reviewed to
align it with ECCE policy of 2001.
2) The Inter-ministerial Committee recommended under Rec 2 between
stakeholder ministries should define roles played by each ministry officials and
address each ministry’s priorities with regard to the implementation of the
RCP.
P a g e | 86
86
REFERENCES
Andrews, M., Galeforolwe, D., Ratsoma, N., and Evans, J. (2006). Botswana National
Integrated Early Childhood Development Baseline Study. Gaborone,
Botswana; Ministry of Education and UNICEF – Botswana.
Anon Bar-On. (2014). Early Childhood Care and Education in Africa: the case of
Botswana. Journal of Early Childhood Research, 2 (1), 67-84.
Bose, K. (2008). Early Childhood Care and Education Programs in Botswana: Policy
(2001) Implementation. Asia-Pacific Journal of Research in Early Childhood
Education, 2 (1), 83-98.
Bose, K. (2008). Gaps and remedies of early childhood care and education (ECCE)
programs of Botswana. Educational Research and Reviews, 3, 77-82.
Bredekamp, S., and Copple, C. (1997). Developmentally appropriate practice in
early childhood programs. (Revised Edition). United States of America: National
Association for the Education of Young Children.
Grantham-McGregor S.G., Cheung, Y.B., Cueto S., Glewwe, P., Ritcher, L., and Strupp
B. (2007). Developmental potential in the first 5 years for children in developing
countries. The Lancet. The International Child Development Steering Group.
Child development in developing countries Volume 369, ISSUE 9555, p.60-70.
https://doi.org/10.1016/S0140-6736(07)60032-4.
Marumo, B.B., and Pansiri O.N. (2016) Early School Withdrawals and
Underperformance as Indicators of Poor Attention to Learner’s Welfare:
Botswana in 50 Years of Self-Rule. Journal of Educational Issues. Vol.2. Issue
2. Macrothink Instistute.
Maundeni, T. (2013). Early Childhood Care and Education in Botswana: A Necessity
That is Accessible to Few Children. Creative Education, 4, 54-59.
Maunganidze, L., and Tsamaase, M. (2014). Early Childhood Education in Botswana:
A Case of Fragmented “Fits”. International Education Studies, 7 (5), 1-7.
Pansiri,O.N. (2011). Silent Exclusion; The Unheard Voices in Remote Areas of
Botswana. International Journal of Educational Sciences, Vol. 3(2), 109-118.
Republic of Botswana (2013). Integrated early childhood development curriculum
blueprint. Gaborone: Government Printers.
Republic of Botswana (2013). Pre-primary curriculum teachers’ handbook
Republic of Botswana. (2001). Early childhood care and education policy. Ministry
of Education. Gaborone: Government Printers.
P a g e | 87
87
Republic of Botswana. (2006). Botswana national integrated early childhood
development baseline study. Ministry of Education and UNICEF-Botswana.
Gaborone: Government Printers.
Republic of Botswana. (2013). Pre-primary curriculum framework. Ministry of
Education and Skills Development. Gaborone: Government Printers.
Republic of Botswana. (2015). Education and training strategic sector plan (2015-
2020). Ministry of Education and Skills Development. Gaborone: Government
Printers.
Republic of Botswana. (2015a). Guidelines for pilot of reception classes in selected
public primary schools with surplus classrooms. Ministry of Education and
Skills Development. Gaborone: Government Printers.
Republic of Botswana. (2016). Pre-primary formative evaluation report. Curriculum
Development and Evaluation. Gaborone: Government Printers.
Rimm - Kaufmann, S.E, Pianta R., and Cox J.M. (2000) Teachers’ judgement of
problem in transition to kindergarden. Early Childhood Quarterly, 7 (2) p.147-
166. Elsevier.
UNESCO (2000). Dakar Framework for Action: Education for All. Meeting Our
Collective Commitments. World Forum on Education, Dakar, Senegal, 26-28
April 2000, UNESCO, Paris
UNICEF (2012). School readiness and transitions. A companion to child friendly
schools Manual. UNICEF.
United Nations Organisation (2014). Sustainable Development Goals.
https://www.un.org/sustainabledevelopment/sustainable-development-goals/
Wickett, K , (2016). 'School readiness' is only part of transition. Nursery World.
UNESCO, (2012). Asia-Pacific End of Decade notes on Education for All.
https://unesdoc.unesco.org/ark:/48223/pf0000217145
P a g e | 88
88
Appendix 1: Consultancy Team
Botswana Educational Research Association (BERA)
BERA is a Botswana-registered Non-Governmental Organization (NGO), jointly
founded in 1982 by the Faculty of Education, University of Botswana (UB) and the
then Ministry of Education. BERA’s express mandate is to promote research for
educational development. Its agenda includes carrying out educational research,
conducting research training and facilitating educational publications through its
Journal, Mosenodi: An International Journal of Educational Studies. For this study
BERA assembled a team comprising the following members:
Team members, roles and short biographies
Name Role Short bio
DR. M.
Gaotlhobogwe
TL /Res A Senior Lecturer with experience in writing and conducting consultancies and
research in the field of education. Has collaborated with local and international
scholars in research projects resulting in 7 books, 3 book chapters, 10 journal
articles and 7 conference papers. Supervises research at graduate and post
graduate levels. Currently Chairperson of BERA.
DR. J .A. Kasozi EML Has recently retired as Chief Education Officer (Quality Assurance) in the
Ministry of Tertiary Education, Research, Science and Technology –
Department of Teacher Training and Technical Education in Botswana. Served
as a Tertiary Institutional Auditor for Botswana Qualifications Authority (BQA)
and was Coordinator for the Transformation of Francistown College of
Education into a National In-service Centre Project. As a Deputy Principal
(Academic) at Francistown and Tonota Colleges of Education for over 10 years;
he has in-depth knowledge of Botswana’s education system from pre-school
through to tertiary level. Involved in the editing and approval of the Diploma in
Early Childhood and Care Education programme that is offered at Serowe
College of Education. Currently Vice Chairperson of BERA.
DR. K. Motshabi Res Currently employed as Senior Research Officer at the Botswana Examinations
Council. Has a long rich background in the education field as secondary
school teacher, a lecturer at Molepolole and Tonota Colleges of education. He is
a former Chairperson at the Botswana Educational Research Association. Has
been involved in advocacy for the implementation of the use of mother tongue
teaching and learning and in team conducted an Evaluation of Pre-school
education in the Remote Area Dweller Settlements.
DR. S. Trivedi ECD/ Res Pioneered the department of Early Childhood Development at BAISAGO
P a g e | 89
89
University and is currently a lecturer and Child Development Laboratory
Manager at the University of Botswana. She was a part of the Early Childhood
curriculum development team for 3-6 years and was involved in the
adjudication exercise for the selection of pre-school materials for the Ministry
of Basic Education.
Ms. C. Seabelo ECE A lecturer at Botswana Open University (BOU) in the department of Early
Childhood Education. Coordinates the two Early Childhood Development
programmes (Diploma in Integrated Early Childhood Development and Degree
in Integrated Early Childhood Development and also tutors some modules
online for the degree programme. Served as a lecturer for Early Childhood
Education in colleges of education since 1997. Was involved in the
development of the Early Childhood Care and Education programme offered at
Serowe College of Education as well as the B.Ed. Early Childhood Education
programme (Ba Isago University). She also assists BQA in validating and
accrediting institutions running Early Childhood Education programmes in
Botswana.
Mrs. Lekgoa RCT A former reception class teacher at Camp Primary School (a school that enrols
children with special needs). She has 30 years of teaching experience at lower
classes and is currently a Head of Department (Lower Primary) at Kgafela
Primary School. She advises teachers on methods and approaches of teaching
young children.
Mrs. T.
Kebalepile
RCS/ Res A customer focused and result-oriented school leader adept at working in
challenging teaching environments demanding strong organisational
leadership and interpersonal skills. She has investigated in-school issues and
authored research articles on education for the underprivileged. Currently
serving as an Education and Training Coordinator in the National Primary
School Heads Executive Committee (NPSHC) under the auspices of the
Ministry of Basic Education.
TL = Team Leader; Res = Researcher; EML = Educational Management and Leadership; ECD =
Early Childhood Development; ECE = Early Childhood Education; RCT = Reception Class Teacher;
RCS = Reception Class Supervisor
P a g e | 90
90
Appendix 2: Permit to conduct study
P a g e | 91
91
Appendix 3: School Heads Questionnaire
It is with much appreciation that you have taken the time to complete this
questionnaire. With utmost assurance, all the information acquired is strictly
confidential. It is necessary that you answer the questions as honestly as you can.
Please rate the following aspects of the Reception Class programme by placing a tick (√) in
the appropriate box
1. Adequacy in covering the following skills:
Extremely Very Moderately Slightly Not at all
Emerging literacy
Numeracy
Communication
Large and Fine motor
Socio-emotional
Creative and Problem solving
Self-help
Key: Extremely = covers all areas; Very = covers most areas; Moderately = Covers key areas; Slightly =
Covers a few areas; Not at all = Does not cover any area.
2. Reception Class teachers’:
Qualifications
Over
qualified
Adequately
qualified Qualified
Poorly
qualified Not qualified
Key: Over qualified = Bachelors’ degree in Early Childhood and above; adequately qualified = Diploma in
Early Childhood; Qualified =Certificate in Early Childhood; Not qualified = No qualification in Early
Childhood.
Experience
Extremely
experienced
Very
experienced
Moderately
experienced
Not
experienced
Key: Extremely experienced = 15 years and above; Very experienced = 10 – 14 years; Moderately
experienced = 5 – 9 years; Not experienced = Less than 5 years.
Performance
Above average Good Average Very poor
P a g e | 92
92
Key: Above average = Outstanding performance; Good = Exceeds expectation; Average = Meets expectation;
Very poor = Below expectation.
3. Availability of the following in terms of supporting teachers to deliver
their mandate:
Adequate Regular Often Rarely None
Continuing Professional Development
Parental Involvement
Consultations
Home visits
Key: Adequate = More than 3 times; Regular = 3 times; Often = 2 times; None = Never
4. Availability of the following in terms of supporting teachers to keep up
with reforms impacting their practice?
Adequate Regular Often Rarely None
Continuing Professional Development
Key: Adequate = More than 3 times; Regular = 3 times; Often = 2 times; None = Never
5. Accuracy of the following tools in appraising and monitoring Reception Class
teachers’ performance in your school:
Extremely
accurate Very accurate Accurate
Not accurate
PDP
Classroom exercises
Class test
Observations
Portfolios
Anecdotal records
Key: Extremely accurate = covers all aspects; Very accurate = covers most aspects; Accurate = Covers key
aspects; Not accurate = Does not cover relevant aspects.
P a g e | 93
93
6. Adequacy of the following tools in appraising and monitoring Reception Class
teachers’ performance in your school.
Extremely
adequate
Very
adequate Adequate
Not
adequate
PDP
Classroom exercises
Class test
Observations
Portfolios
Anecdotal records
Key: Extremely adequate = covers all aspects; Very adequate = covers most aspects; Adequate = Covers
key aspects; Not adequate = Does not cover relevant aspects.
7. Relevance of the following training systems in enhancing Reception Class teachers’
performance.
Extremely
relevant
Very
relevant Relevant
Slightly
relevant
Not
relevant
Breakthrough to Setswana
Breakthrough to English
Pre- service
In-service
Key: Extremely relevant = It is a must; Very relevant = It is good; Relevant = It would assist; slightly
relevant = It is optional; Not relevant = Not important.
8. Coverage of the Reception Class Programme on the following:
Very
adequate adequate
Moderately
adequate
Less
adequate
Not
adequate
Health and safety
Communicable diseases
prevention
Communicable diseases
control
Non - Communicable
diseases prevention
Non - Communicable
diseases control
Feeding
Bullying
P a g e | 94
94
Key: Very adequate = covers all aspects; Adequate = covers most aspects; Moderately adequate = Covers
key aspects; Less adequate = Covers a few aspects; Not adequate = Does not cover relevant aspects.
9. Adequacy of the following documents in governing and guiding the implementation of
the Reception Class Programme?
Extremely
adequate
Very
adequate Adequate
Slightly
adequate
Not
adequate
Reception class syllabi
Early Childhood Development programme & policy
ETSSP
NDP 11
Vision 2036
School establishment registers
Monitoring and Evaluation tools
Quality Assurance Procedures
Key: Extremely adequate = covers all aspects; Very adequate = covers most aspects; Adequate = Covers
key aspects; Slightly adequate = Covers a few aspects; Not adequate = Does not cover relevant aspects.
P a g e | 95
95
Appendix 4: Principal Education Officers Interview
guide
It is with much appreciation that you have taken the time to sit for this interview.
With utmost assurance, all the information acquired is strictly confidential. It is
necessary that you answer the questions as honestly as you can.
1. What role do you play in supporting the RCP programme?
2. What are your experiences with the RCP programme?
3. How do you monitor the reception class programme in the region?
4. Are you involved in helping the schools implement and run the reception
class?
5. How do you support collaborative work among teachers in your region?
P a g e | 96
96
Appendix 5: Local Authority Officers Interview guide
It is with much appreciation that you have taken the time to be interviewed. With
utmost assurance, all the information provided will strictly remain confidential. It is
necessary that you answer the questions as honestly as you can.
We are going to be have a conversation about your experiences with the Reception
Class Programme. The conversation will be audio recorded and later on transcribed.
However, if you wish not to be audio recorded please say so. This interview will take
about 15 to 20 minutes.
1. Please indicate the challenges that were associated with the roll out the RCP
programme over the last four years?
2. Are teaching and learning resources for RPC adequate? If they are not, please
give reasons.
3. How do you plan the RCP’s learner’s menu?
4. Are all recommended ingredients adequate and regularly available?
5. Are outdoor facilities adequate for RPC schools? Do they comply with the
ECCE standards?
6. Are indoor facilities adequate for RPC schools? Do they comply with the ECCE
standards?
7. In your opinion, will MLGRD be ready to roll out the RCP to be part of the
nation’s school system by 2020?
8. Who is responsible for the recruitment and supply of teacher aides? Are they
trained? If they are; where and how are they trained?
9. How often does your ministry inspect schools with RCP? Do you think this
frequency is adequate?
10. How often are consumables replenished? What about maintenance of
equipment?
11. Is there anything else you wish to share with regard to the challenges and
successes of RCP in your region/country?
Thank you very much for your time.
P a g e | 97
97
Appendix 6: Parents/Guardian Structured Interview
guide
It is with much appreciation that you have taken the time to undertake this interview.
With utmost assurance, all the information acquired is strictly confidential. It is
necessary that you answer the questions as honestly as you can.
Please answer the interview questions in relation to your reception class
child/children by placing a tick (√) in the appropriate box.
Important: You do not have to write the name of your child on this questionnaire
SECTION A
BACKGROUND INFORMATION
Relationship to the child Level of Education Home language
SECTION B
On a scale of 1 – 4 how do rate your agreement to the following statements about the
reception class programme and your child?
1 = Strongly agree; 2 = agree, 3 = Disagree; and 4 = Strongly disagree.
_______ It is a high quality academic program
_______ I was forced to enrol my child
_______ My child will have an academic advantage when they start standard 1
_______ It helps me with baby -sitting when I am at work
_______ My child is able to communicate with family and friends more confidently
Please indicate how strongly you agree or disagree with the following statements by placing a
tick (√) against the number that represent your choice answer.
Strongly Agree Agree Not sure Disagree Strongly Disagree
5 4 3 2 1
Mother Father Other (Specify)
Primary
Secondary
College/Vocational
University
None
Other
(Specify)
Setswana
English
P a g e | 98
98
I am satisfied with the academic progress of my child.
1 2 3 4 5 My child talks about school activities. Probe: What kind of activity?
1 2 3 4 5 I visit my child school during occasions.
1 2 3 4 5 I visit my child school even when there is no specific occasion.
1 2 3 4 5 I receive regular feedback on my child's progress.
1 2 3 4 5 I would recommend the RCP to other parents.
1 2 3 4 5
I am satisfied that the school is giving my child access to the early childhood care and
education.
1 2 3 4 5
As parents we are made to feel like we are a valuable part of the school.
1 2 3 4 5
The school has been successful in promoting diversity and understanding among the
school community.
1 2 3 4 5
The school has been successful in balancing the needs and concerns of all the children
from different linguistic / ethnic backgrounds.
1 2 3 4 5
I am supportive of the early childhood care and education that my child receives at
the school.
1 2 3 4 5
I feel that my family is valued by the school.
1 2 3 4 5
P a g e | 99
99
I would recommend the continuation of the reception class programme.
1 2 3 4 5
Attending reception class by my child would be important because it would allow
him/her to be more comfortable with other subsequent classes.
1 2 3 4 5
Attending reception class is important for my child because it will enable him/her to
better understand and appreciate the school culture.
1 2 3 4 5
Attending reception class is important for my child’s future career.
1 2 3 4 5
I know how to check my child’s work progress at reception class.
1 2 3 4 5
I am able to assist my child with school work who is at reception class.
1 2 3 4 5
P a g e | 100
100
Appendix 7: Reception Class Teachers Questionnaire
It is with much appreciation that you have taken the time to answer this
questionnaire. With utmost assurance, all the information acquired is strictly
confidential. It is necessary that you answer the questions as honestly as you can.
Please complete the questionnaire in relation to your reception classes by placing a
tick (√) in the appropriate box.
SECTION A
BIOGRAPHICAL INFORMATION
Female Male
SECTION B
SA = Strongly agree A = Agree D = Disagree SD = Strongly disagree
Statements SA A D SD 1 Learners are always happy and settled. 2 Learners make good progress in social interaction. 3 Learners are safe and secure. 4 Learners are adapting to the school curriculum. 5 The reception class programme is effective in the smooth
transition of Learners from reception to standard 1.
6 There is academic improvement from learners who have attended reception class.
7 The infrastructure is conducive for teaching and learning.
8 Reception class programme helps in de-attaching learners from
the parents?
9 There is adequate teaching and learning resources 10 There are challenges of Early withdrawals 11 I have attended the Reception Class programme pre-
implementation workshop (s).
12 I am well trained to handle reception class learners
13 There is regular visits for monitoring and in-service training
14 Food served for learners is nutritious
Age range
21 - 31 32 - 41 42 - 51 52 -
Qualification
Certificate Diploma Degree Masters PhD
P a g e | 101
101
Statements SA A D SD
15 I enjoy teaching reception class learners 16 Learners are free to communicate with me 17 Parents are involved in Reception Class programme activities 18 Parents actively participate in Reception Class programme
activities
19 Reception Class Programme caters for learners with disabilities 20 I am able to complete the Reception Class syllabus in one year 21 The time allocated for the completion of the Reception Class
syllabus is adequate.
22 I am able to handle the number of learners in my class 23 Setswana is an effective language of instruction at Reception
Class level.
24 English is an effective language of instruction at Reception Class level.
25 Set aims and objectives of the reception class syllabus are clear and achievable
26 The structure of the timetable allows for child initiated activities.
27 There is a provision for planned formal and informal assessment including observation.
28 Assessment is used to inform parents about learners’ academic progress.
29 Assessment is used to gain information about learners’ progress.
30 Learners from Reception Class Programme have the following skills:
SA A D SD Emerging literacy
Numeracy
Communication
Large and Fine motor
Socio-emotional
Creative and Problem solving
Self-help
How many learners are there in your Reception Class?
Boys Girls
P a g e | 102
102
Appendix 8: Standard 1 Teachers Questionnaire
It is with much appreciation that you have taken the time to answer this
questionnaire. With utmost assurance, all the information acquired is strictly
confidential. It is necessary that you answer the questions as honestly as you can.
Please complete the questionnaire in relation to your reception classes by placing a
tick (√) in the appropriate box.
SECTION A
BACKGROUND INFORMATION
ARE YOU A TRAINED EARLY CHILHOOD/RECEPTION CLASS TEACHER?
HOW DID YOU GET TO TEACH RECEPTION/STANDARD ONE CLASSES?
……………………………………………………………………………………………………………
Please complete the questionnaire in relation to your reception classes by placing a
tick (√) in the appropriate box.
SA = Strongly agree A = Agree D = Disagree SD = Strongly disagree
The Reception and Standard 1 curriculum SA A D SD Set aims and objectives of the reception class syllabus are clear and achievable The timing of the various activities in the reception class syllabus is adequate. The learning environment is adequate.
There is a clear link between Reception Class syllabus and that of Standard l
The structure of the timetable allows for child initiated activities.
The syllabus and timetable enables the children to be familiar with their
environment.
There is a provision for planned formal and informal assessment including
observation.
The curriculum has a provision for involving adults to promote continuity in
learning from reception to standard one?
ASSESSMENT SYSTEMS IN RECEPTION CLASS AND IN STANDARD 1
There is provision for ongoing assessment and use appropriate strategies for
the assessment of learning.
Assessment is used to gain information about where children are in their
YES NO
Name of School District
Class Code Class size
P a g e | 103
103
learning and identify next steps
Information from reception class is used to build on and extend children’s
learning in standard one
Observations are planned for in a range of situations and activities that are
predominantly self-initiated/independent activities.
Assessments is from a range of perspectives, including parents, welfare staff,
support staff, peers.
Assessment process involves parents throughout the year.
Children are involved children in their own assessment
P a g e | 104
104
Appendix 9: Standard 4 Teachers Questionnaire
It is with much appreciation that you have taken the time to answer this
questionnaire. With utmost assurance, all the information acquired is
strictly confidential. It is necessary that you answer the questions as
honestly as you can.
Please complete the questionnaire in relation to your reception classes by
placing a tick (√) in the appropriate box.
SECTION A
BACKGROUND INFORMATION
ARE YOU A TRAINED EARLY CHILHOOD/RECEPTION CLASS
TEACHER?
HOW DID YOU GET TO TEACH STANDARD FOUR CLASSES?
……………………………………………………………………………………………………
………
Please complete the questionnaire in relation to your reception and lower
primary classes by placing a tick (√) in the appropriate box.
SA = Strongly agree A = Agree D = Disagree SD = Strongly disagree
The Reception and Standard 4 curriculum SA A D SD Set aims and objectives of the reception class and lower primary syllabi are clear and achievable
The timing of the various activities in the reception and lower primary classes syllabus is adequate.
The learning environment is adequate. There is a clear link between Reception Class syllabus and that of lower primary classes
There is a provision for planned formal and informal assessment including observation.
The curriculum has a provision for involving adults to promote continuity in learning from reception through to standard four?
ASSESSMENT SYSTEMS IN RECEPTION CLASS THROUGH TO STANDARD 4
There is provision for ongoing assessment and use appropriate strategies for the assessment of learning.
Assessment is used to gain information about where children are in their learning and identify next steps
Information from reception class is used to build on and extend children’s learning in standard one
Observations are planned for in a range of situations and activities that are
YES NO
Name of School District
Class Code Class size
P a g e | 105
105
predominantly self-initiated/independent activities. Assessments is from a range of perspectives, including parents, welfare staff, support staff, peers.
Assessment process involves parents throughout the year. Children are involved in their own assessment. Children who have attended reception classes perform better in literacy.
Learners who have attended reception classes perform better in numeracy.
Learners who have attended reception classes perform better in Setswana than those who have not.
Learners who have attended reception classes perform better in English than those who have not.
Learners who have attended reception classes interact better in groups than those who have not.
Learners who have attended reception classes work better in on their than those who have not
Learners who have attended reception classes are more creative than those who have not.
Learners who have attended reception classes are more likely to take initiative than those who have not.
P a g e | 106
106
Appendix 10: Recommendation List
Recommendation Key actions
[OPTIONAL COLUMN]
Addressee/responsible
institution
1. Establish an Inter-ministerial Committee to
guide the implementation of the RCP.
i. Develop guidelines for the Inter-ministerial
Committee.
ii. Define roles played by each ministry officials
and address each ministry’s priorities with
regard to the implementation of the RCP.
iii. Determine composition of membership to
include key stakeholders.
iv. Develop a code of conduct/ethics for the
committee
Director Basic Education.
2. Review the “Guidelines for pilot of reception
classes in selected public primary schools with
surplus classrooms (2015)” document to turn
it into an implementation tool rather than a
pilot tool.
i. Conduct a needs assessment to identify areas
of need.
ii. Align the “Guidelines for pilot of reception
classes in selected public primary schools with
surplus classrooms (2015)” document with
ECCE policy of 2001.
Director Basic Education.
3. Establish partnerships with stakeholders in
the provision of additional classrooms and
i. Identify and engage potential stakeholders on
the needs of the programme.
Director Basic Education.
P a g e | 107
107
Recommendation Key actions
[OPTIONAL COLUMN]
Addressee/responsible
institution
other teaching and learning resources. ii. Validate and prioritise resource needs with
identified stakeholders.
iii. Consult communities to provide alternative
space outside the schools to accommodate the
RCP.
4. Capacitate RCP teachers to enable them to
focus more on skills acquisition and
competencies, and not only on performance
indicators.
i. Monitor RCP teachers’ pedagogical practices.
ii. Conduct workshops learning through play as the
major pedagogical approach used in the
development of skills and competencies from
the curriculum framework.
iii. Incorporate Learning through play as a
mandatory module or aspect of the ECCE pre-
service and in-service teacher training
programmes.
Regional Directors.
Regional Directors.
Education and Training Providers. Director of Curriculum Development and Evaluation.
5. Establish structures to ensure collaboration
among teachers of Reception class, Standard
One and Standard four to create a common
understanding and appreciation of the
purpose and challenges of the RCP
programme.
i. Set up inter – class committees for Reception,
Standard One and Standard four teachers.
ii. Conduct regular workshops on collaboration
and team teaching
iii. Organize benchmarking activities within and
between schools.
School Management.
6. Conduct regular capacity building activities i. Plan RCP capacity building activities involving School Management.
P a g e | 108
108
Recommendation Key actions
[OPTIONAL COLUMN]
Addressee/responsible
institution
for parents and school management as part of
the implementation strategy for the RCP.
parents and school management. Parents Teacher Associations.
7. Conduct regular capacity building activities
for officers from stakeholder ministries as
part of the implementation strategy for the
RCP.
i. Convene regular joint meetings between ECCE
MOBE, MOHW and MLG & RD officers.
Regional Directors.
P a g e | 109
109
Appendix 11: Evaluation design matrix
Evaluation Criteria Evaluation Questions Indicators Data Source Collection Methods Analysis Procedures Effeciency (i) To determine efficiency in the
delivery of Reception Class Programme particularly assessing the adequacy of inputs such as: curriculum, teachers, training systems, teaching and learning materials, infrastructure, assessment systems etc.
1.1 Is the coverage of the following skills in the Intended curriculum adequate? • Emerging literacy • Numeracy • Communication • Large and Fine motor • Socio-emotional • Creative and Problem solving • Self-help.
Level of coverage of the listed skills in the curriculum framework (Programme syllabus). School Heads' ratings. Standard 1 and Standard 4 teachers' ratings. RCP teachers' ratings.
Curriculum Framework (Programme syllabus). Education Officers. School Heads Standard 1 teachers. Standard 4 Teachers. RCP Teachers.
Check list / Document Analysis tool. Interviews. Qustionnaires.
Expert Review using Bloom's Taxonomy. Content Analysis. Frequency Distribution
1.2 What are the teachers' qualifications in relation to Reception Class level?
Level of qualification (Degree, Diploma, Certificate). School Heads' ratings
RCP Teachers School Heads
RCP Teachers' questionnaire School Heads' questionnaire
Frequency Distribution.
P a g e | 110
110
1.3 What are the teachers' experience in relation to Reception Class level?
School Heads' ratings. Education Officers' perceptions. Parents' perceptions.
School Heads. Education Officers. Parents.
Questionnaires. Interviews.
Frequency Distribution. Content analysis.
1.4 How is the performance of RCP teachers?
RCP teachers' ratings. Standard 1 and Standard 4 teachers' ratings. School Heads' ratings. Education Officers' perceptions. Parents' perceptions.
RCP Teachers Standard 1 teachers. Standard 4 Teachers. School Heads. Education Officers. Parents.
Questionnaires. Interviews.
Frequency Distribution. Content analysis.
1.5 Are teachers supported through CPDs? School Heads' ratings. Education Officers' perceptions.
School Heads. Education Officers.
Questionnaires. Interviews.
Frequency Distribution. Content analysis.
1.6 Was there parental involvement to support teachers?
RCP teachers' ratings. Parents' perceptions.
RCP teachers. Parents.
Questionnaires. Interviews.
Frequency Distribution. Content analysis.
1.7 What was the quality of parental support system?
RCP teachers' ratings. Parents' perceptions.
RCP teachers. Parents.
Questionnaires. Interviews.
Frequency Distribution. Content analysis.
P a g e | 111
111
Effectiveness (ii) To determine effectiveness of the programme in terms of outputs, outcomes and impact. The consultants will assess enrolment trends, performance of teachers; learner outcomes (incl. level of school readiness) especially in terms of emerging literacy and numeracy skills and dropout rates in the early grades.
2.1 What are enrolment trends in RCP? Increase or decline in annual enrolment totals from 2014 as baseline
Class registers Extraction of records from registers
Calculate Percentage growth/decline from year to year Plot annual totals in graph
2.2 How is the performance of teachers? Ratings of teacher performance. Perceptions
Teachers School heads Principal Education Officers
Questionnaires Interviews
Frequencies Themes drawn from interviews
2.3 What is the performance of learners on the following aspects? Cognitive Moral, Social, Emotional Physical Creative and Innovative, Critically thinking, Problems solving
Ratings Teachers School heads
Questionnaires Frequencies
P a g e | 112
112
2.4 Is the RCP able to develop the following skills in learners? using and interacting with language, symbols and texts using and interacting with various forms of technology including ICT self-management, cultural awareness, social and civic competence Initiative
Ratings Teachers School heads
Questionnaires Frequencies
2.5 Has the RCP enabled the integration of early childhood service provision in schools so as to provide for the child’s rights in a holistic manner?
Ratings Perceptions on quality of RCP programme
Standard 1 and 4 Teachers Principal Education Officers Local Government Officers
Questionnaires Interviews
Questionnaires Interviews Document Analysis
2.6 Have the aims of the early childhood education and care programme as laid out in the National Curriculum and Assessment Framework (NCAF) been achieved?
Ratings Standard 1 and 4 Teachers Questionnaires Frequencies
Relevance & Sustainability (iii) To determine adequacy of the policy environment, management systems including standards monitoring and quality assurance systems. This included looking at the extent of linkages between Reception Class Programme and the Early Childhood Development (ECD) Policy Framework.
P a g e | 113
113
3.1 What are the rules, regulations and policies governing the implementation of the RCP?
Level of adherence
Early Childhood Care and Education Policy (2001). ETSSP (2015 – 2020). Pre-primary Curriculum Framework (2013). Guidelines for Pilot of Reception Classes in Selected Public Primary Schools with Surplus Classrooms (2015). Education Officers. Local Authority Officers.
Document analysis. Interviews. Questionnaires. Observations.
Frequencies distributions. Averages. Coding. Thematic analysis. Triangulation. Member check.
3.2 Is the policy environment adequate to enable smooth implementation?
Learner performance. Teacher performance. Stakeholder observations. Evaluator observations.
Learners. Teachers. School Heads. Education Officers. Local Authority Officers. Parents.
Document analysis. Interviews. Questionnaires Observations
Frequencies distributions. Averages. Coding. Thematic analysis. Triangulation. Member check.
3.3 Are management systems adequate to enable smooth implementation?
Learner performance. Teacher performance. Stakeholder observations. Evaluator observations.
Inspection reports. School quarterly reports. Stakeholder observations. Evaluator observations.
Document analysis. Interviews. Questionnaires Observations
Frequencies distributions. Averages. Coding. Thematic analysis. Triangulation. Member check.
P a g e | 114
114
3.4 Are monitoring and quality assurance systems adequate to enable smooth implementation?
Level of adherence.
Inspection reports. School quarterly reports. Stakeholder observations. Evaluator observations.
Document analysis. Interviews. Questionnaires Observations
Frequencies distributions. Averages. Coding. Thematic analysis. Triangulation. Member check.
P a g e | 115
115
