An analysis of the current infrastructure and facilities provision for basic education within the context of policy and constitutional obligations in the Republic of Botswana

Abstract

The government of Botswana has been lauded with the message that it has managed to achieve ten years of basic education in line with the dictates of the Millennium Development Goal number three. The enrolment in primary schools is said to have exceeded the one hundred percent mark by almost six percent; qualified teachers (both diploma and sometimes graduates) are not employed because there are more than enough qualified teachers. Are these the only and main indicators of basic education? Of what quality is the basic education offered? Are the quality-enhancing educational inputs in place? This paper attempts to situate the Botswana government’s legislative obligation in respect to the right to basic education of her children, with particular reference to the quality and adequate provision of educational infrastructure and facilities as a way of improving the quality of basic education in Botswana primary schools. Legislative and policy documents are analyzed to establish the impact of legislative and constitutional obligations on the general status of infrastructure provision in Botswana primary schools.