国别概况报告-博茨瓦纳-关于危机期间信息通信技术在教育和远程学习中的应用的研究-英_市场营销策划_重.docx

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1、Ushirika wa Maendelea ya ElimU Baran AfrikaSIrUDYON l,HE USE OzzICIfIN EDUC60N 6ND KEMOI,E LE6KNING DUKING CKISES 6NDHE KEQUIKED INVESIrMENIrrzOK DIGII,6L l,K6NS,OKM6ON “OK 6fzKIC6N COUNI,KIESAaoCiaRkr for the DewaraoDwenvcMmentodaEducacaoemAfricaStudyontheUseofICTinEducationandRemoteLearningduringC

2、risesandtheRequiredInvestmentforDigitalTransformationforAfricanCountriesBOTSWANAReportproducedby:AssociationfortheDevelopmentofEducationinAfrica(ADEA)Studycommissionedby:IslamicDevelopmentBank(IsDB)AfricanDevelopmentBankGroup(AfDB)November2022ACKNOWLEDGEMENTSTheAssociationfortheDevelopmentofEducatio

3、ninAfrica(ADEA)expressesitsdeepestappreciationtotheIslamicDevelopmentBank(IsDB)andtheAfricanDevelopmentBankGroup(AfDB)forcommissioningthisstudy,inacollaborativeendeavorinsupportoftheadvancementofeducationaloutcomesinAfrica,andforprovidingthestrategicleadershipthroughoutthestudy.ADEAalsoacknowledgest

4、heresourceperson,Prof.VeronicaMcKay,whoworkedtirelesslytoproducethiscountryprofilereport.ADEAwishestothanktheTechnicalTeamofIsDBandAfDBcomprisedofJawaraGaye,LeadEducationSpecialist-IsDB;BenAbdelkarimOussama,PrincipalEducationEconomist-AfDB;SamehHussein,SeniorTechnicalCooperationCoordinatorZAfrica&La

5、tinAmerica-IsDB;IsatouCham,LeadSpecialistPolicies-IsDB;KadirBasboga5SeniorRegionalIntegration&TradePromotionEconomist-IsDB;andSissaoMoumine,SeniorEducationEconomist-AfDB;JessicaMuganza,SeniorEducation,ICTandDigitalOfficer-AfDB;MichaelOnobote,SeniorEducationOfficer,ICT&InnovationExpert-AfDBfortheinva

6、luabletechnicalreviewcommentsandinputs.TheoverallstrategicguidancewasprovidedbyIdrissaDia,DirectorEconomic&SocialInfrastructure-IsDB;DrMarthaPhiri,Director,HumanCapital,YouthandSkillsDevelopmentDepartment-AfDB;HendrinaChalweDoroba,ManagerEducation&SkillsDevelopmentDivision,AfDB;RiadRaguebAhmad,Direc

7、tor,Cooperation&CapacityDevelopmentDepartment-IsDB;AmmarAbdoAhmed,Manager,HumanDevelopmentDivision-IsDB;andSyedHassanAlsagoff,Manager,ScienceTechnology&Innovation-IsDB.ADEAandthecommissioningpartnersexpresssinceregratitudetotheMastercardFoundationledbyJamesMcIntyre,fortheinvaluabletechnicalreviewand

8、feedbackthroughoutthestudyprocess.ABBREVIATIONSBDIHBotswanaDigitalInnovationHubBIDPABotswanaInstituteforDevelopmentPolicyAnalysisBOCRABotswanaCommunicationsRegulationsAuthorityBOUBotswanaOpenUniversityBNSBroadbandNationalStrategyBWPBotswanaPulaCSComputerStudiesERTPEconomicRecoveryandTransformationPl

9、anETSSPEducationandTrainingSectorStrategicPlan4IRFourthIndustrialRevolutionGDNGovernmentDataNetworkGDPGrossDomesticProductHCIHumanCapitalIndexJ-PALAbdulLatifJameelPovertyActionLabKCKitsongCentreMELSDMinistryofEmployment,LabourandSkillsDevelopmentMITMassachusettsInstituteofTechnologyMoBEMinistryofBas

10、icEducationMoESDMinistryofEducationandSk川SDevelopmentMTRMidTermReviewMoTESTMinistryofTertiaryEducation,Science,ResearchandTechnologyMYSCMinistryofYouth,SportsandCultureDevelopmentNBSNationalBroadbandStrategyNDPNationalDevelopmentPlanNEETNotinEmployment,EducationOrTrainingNTSNationalTransformationStr

11、ategyQMTSQuarterlyMulti-TopicSurveyRISEReformforInvestmentandSustainableEconomiesRNCEReportoftheNationalCommissiononEducationRNPERevisedNationalPolicyonEducationSmartBotsBotswanaDigitalTransformationStrategyTaRLTeachingattheRightLevelTVETtechnicalandvocationaleducationandtrainingVDCVillageDevelopmen

12、tCommitteeVNRVoluntaryNationalReviewTABLEOFCONTENTSAcknowledgements2Abbreviations3ExecutiveSummary61. Thereviewandsurveyprocess71.1. Limitationsofthestudy72. Political,Economic,SocialandContext82.1. PoliticalContext82.2. EconomicOverview82.3. SocialContext82.4. Climatechangeissuesandpolicyoptions93.

13、 Legislativelandscape103.1. EducationSectorICTPoliciesandImplementationPlan103.2. ConnectingCommunitiesProgramme133.3. ThutoNet133.4. KitsongCentres143.5. TheNationalBroadbandStrategy(NBS)153.6. ConnectingBotswana153.7. Challenges164. ICTineducationduringCOVID-19175. Theeducationsector185.1. Expendi

14、tureoneducation195.2. Thestructureoftheeducationsector196. Theeducationsubsectors226.1. Earlychildhoodandpre-primaryeducation226.2. Primaryeducation236.3. Secondaryeducation266.4. Tertiaryeducation286.5. Technicalprogrammeprovision336.6. TheBotswanaOpenUniversity(BOU)356.7. Literacyratesandtheneedfo

15、radulteducation367. Quality,equity,andefficiency377.1. Quality377.2. Equityandinclusivity377.3. Efficiency387.4. Challengesineducation387.5. Humancapitaldevelopment398. OverviewoftheICT4EPartners408.1. Otherpartnershipsdiscernedfromtheliterature419. FactorsEnablingandConstrainingICTUseinEducation(SW

16、OC)419.1. Strengths419.2. Opportunities439.3. Challenges449.4. Weaknesses4510. Recommendations4511. Conclusion46References47Annex501.ISTOFTABLESTable 1: InformationandCommunicationTechnology6Table 2: Educationadministrativesystem19Table 3: ExpenditureoneducationinUS$19Table 4: Numberofschools20Table

17、 5: Enrolmentsacrosstheeducationsector20Table 6: Schoolagepopulationbylevel21Table 7: Enrolmentsineducationbylevel21Table 8: Pre-primaryenrolmentscomparedtoenrolmentsinStandard1(2018)23Table 9: Tertiaryeducationbyinstitutionaltype29Table 10: EnrolmentbyinstitutiontypeandSex-2019/2031Table 11: 2020St

18、udentsEnrolmentbylevelofqualification31Table 12: TVETenrolmentsbylevelofqualification201933Partners411.ISTOFFIGURESFigure 1: Vision2036Pillar211Figure 2: Educationlevelswithbasiccomputerskills,2013.DataforBotswana201217Figure 3: ProportionofGrade6pupilswithradio,televisionandcomputers,bycountry,2007

19、18Figure 4: Educationallevelsbyagerange20Figure 5: Enrolmentbygrade,2007-201723Figure 6: Enrolmentrateineducation(RepublicofBotswana,2022)24Figure 7: Breakdownofthetypesofspecialneedstobeaccommodated25Figure 8: Computer-assistedinstructionandlaboratoriesinprimaryandsecondaryeducation,201326Figure 9:

20、 ProportionofeducationalinstitutionswithInternet,primaryandsecondaryeducation,201326Figure 10: Totalenrolmentbyeducationlevelintheperiod1999-201727Figure 11: Thestructureoftheeducationsystem29Figure 12: TertiaryEducationtrendsacrosspublicandprivateinstitutions(2013-2020)30Figure 13: TrendsofGPIinstu

21、dentenrolment2013-202031Figure 14: 2020EnrolmentbyFieldofEducation32Figure 15: Genderbreakdownoffieldsofeducation33Figure 16: StudentEnrolmentbystudymode(2020)34Figure 17: 1.iteracyRatesbyagegroupandgender36BudgetAllocationfor2022-3391.ISTOFANNEXESAnnexA:Infographiconthestateofdigitaldevelopment(ITU

22、data)50EXECUTIVESUMMARYBotswanaisasmall,dynamiccountrythatisaneducationsuccessstoryandhasdeployedresourcedintoimplementingitsICT,whichislinkedtothebroadereconomicvisionforthecountry.Alandlockedcountry,locatedbetweenZambia,Zimbabwe,SouthAfricaandNamibia,Botswanahas,sinceitsindependencein1966,rapidlyb

23、ecameoneoftheworldsdevelopmentsuccessstories(WorldBank).Itsmineralwealth,goodgovernance,andjudiciouseconomicmanagementwithitssmallpopulation,haveenabledBotswanatobecomeanuppermiddle-incomecountrywithatransformationagendainthehopeofbecomingahigh-incomecountryby2036.ThecurrentpopulationofBotswanais2,4

24、52,514,whichspannedacrossthetotallandareaof580OOOkm2makesthecountryamongthosewiththelowestpopulationdensityof4perkm2.ItslargegeographiclandmassandahighlydispersedpopulationhaveimplicationsforthecountrysinfrastructureandthecountrysICTlogisticstoensurefullnationalcoverageposechallengesforthecountry.In

25、additiontoBotswanabeingoneoftheworldsbiggestdiamond-producingcountry,themaineconomicactivityincludesmining,cattlefarmingandtourism.ThecountrieshighgrossnetincomepercapitagivesthecountryarelativelyhighstandardoflivingwithitsGDPpercapitaofabout$18,113asof2021,oneofthehighestinAfricaalbeitwithlargeinco

26、medisparities.TheGoBregardsICTasasignificantenablerforeconomicandsocialdevelopment.The2019GlobalCompetitivenessReportrankedBotswana100outof141countriesontheICTAdoptionPriorityAreawithascoreof45.5%,anincreaseoftwoplacesfrom98in2018withascoreof42%.Internetpenetrationhad96%oftheadultpopulationusinginte

27、rnet(WEF,2019).Table1:InformationandCommunicationTechnologyInformation&CommunicationTechnology2021Q42021Q32021Q2FixedTelephoneSubscribers132,457136,356134,498MobileCellularPhoneSubscribers4,160,5534,023,0093,911,833InternetSubscribers2,557,5382s472,2602,288,041Electricityaccess%ofpopulation(2019)57.

28、3%n/an/aFixedBroadbandsubscriptionper100(2019)77.6n/an/aNoofinternetusers%ofpopulation(Jan2019)47n/an/aSources:BotswanaCommunicationsRegulatoryAuthority;WorldEducationForum2019.Between2016andMarch2021,mobilecellularsubscriptionshadgrownby18%,andinternetsubscriptionsby60%,whilefixedtelephonesubscript

29、ionshaddeclinedby2%.Mobilecellularsubscriptionsstoodat3.9millioninMarch2021,from3.3millionin2016.AccesstodigitalSk川s,affordableandqualityinternetconnectivityremainsunevenlydistributedinBotswana.Duetoalackofstatisticalevidence,thereseemtobenoprecisefiguresmeasuringthecountry,sdigitaldivide.(DigitalRi

30、ghtsandInclusioninBotswana-Paradigmlnitiative,)Botswanahasmadegreatprogressineducationsinceindependencein1966atwhichtimeonlyasmallpercentageofthepopulationhadattendedsecondaryschoolandtherewerefewgraduates,makingthecountryreliantonexpatriatesforSk川edwork.ThecountryattaineduniversaleducationandBotswa

31、na,sadultliteracyrateincreasedfrom69%in1991to83%in2008andto90%in2015(UIS;StatisticsBotswana).Moreover,theGovernmentofBotswanahasinvestedasizeableproportionofitsnationalincomeineducationtofuture-readytheworkforcetobelessdependentondiamondsforitseconomyandtobelessreliantonexpatriatesforskilledwork.The

32、seaimshavefoundexpressionintheBotswana,sNationalDevelopmentPlananditsnationalpoliciesforeducation.With10yearsoffreeandcompulsoryeducation,Botswanaspendsabout22.2%ofthegovernmentbudgetoneducationbuthasnotcreatedaskilledworkforce.1. THEREVIEWANDSURVEYPROCESSThedevelopmentofthiscountryprofileisbasedona

33、reviewofsecondaryliterarysourcesprovidesaninitialprofilethatoffersabaselineandframeofreferenceforunderstandingthekeyissues,forthecountry,sexperiences,prioritiesandchallengesregardingICTandremotelearningstrategyspecificallyashasbeenacceleratedbytheCOVID-19experience.Thisreviewofliteratureprovidesabac

34、kgroundtowhatpolicyinitiativesareinplace,budgetaryallocations,keychallenges,andlessonslearnt.Itwillalsoshowthecountry,sinterpretationandresponseregardingICTinEducation,remotelearning,andCOVID-19withimplicationsforthecountry,sresiliencylevelsandtherequiredinvestmenttoattainastandardlevelofresilience.

35、Inaddition,theliteraturereviewprovidesinitialinformationaboutthepartnersengagedinthisareaandwillinformthedetailedpartnermapping,forwhichtheprimaryresearchactivitieswillenabletheidentificationoffurtherkeyexpertinformantsandpartnerstoprovidewaysforwardforthestudy.1.1. EssentiallytheICTineducationstudy

36、reliesontheuseofbothprimaryandsecondarydatacollectionforprofilingandsuggestingproposalsfortheuseofICTineducationinAfricancountriessubsequenttotheCOVID-19pandemic,acrossthesubsectorsofbasiceducation,TVETandhighereducationspecificallyfocusingon:(1)existenceandbreadthofICTpoliciesandstrategies;(2)avail

37、abilityandutilizationofICTinfrastructureinlearningfacilities;(3)theleveloftheworkforcesdigitalcompetenceincludinglearners,abilities;(4)theavailabilityofelectronicsystemsforlearningandassessments;(5)theexistenceofe-educationmaterials;(6)partnersengagedinsupportingtheuseofdigitaltechnologyineducation;

38、(7)andchallengesrelatedtoimplementinge-education.1.2. 1.imitationsofthestudyThereareobviouslimitationsofstudiesusingsecondarydata.Datasourcesarethemselveslimitedandthoseavailablemightbeincompleteandnotcurrent.Itisproposedthatsubsequentprimarydatacollectionprocessusinginterviewswithkeyinformantsandpa

39、rtnersaswellastheadministrationofsurveysorfeedbackfromthecountrywouldensurethatthelimitationsareminimised.2. POLITICAL,ECONOMIC,SOCIALANDCONTEXT2.1. PoliticalContextBotswanahasastablepoliticalenvironmentwithastrongmultipartydemocratictraditionandthecountryholdsgeneralelectionsheldeveryfiveyearswithi

40、tslastelectioninOctober2019beingthecountry,s11thgeneralelections.2.2. EconomicOverviewAspointedoutbytheWorldBank,Botswana,smacroeconomicpolicyframeworkisanchoredonprudentmacroeconomicpoliciesandgoodgovernance1,however,itpointsoutthosechallengessuchassloweconomictransformationbecauseofloweconomicdive

41、rsificationanddecliningrevenuefrommineralssincetheonsetoftheCOVID-19pandemic.TheWorldBankcontentsthattheeconomicdependenceonasinglecommodity-diamonds-makesthecountryvulnerabletoexternalshocks,pointingoutthatpre-existingchallengesassociatedwithmineral-ledgrowthcontributetofurtheringinequalitywithunem

42、ploymentbeingatanall-timehighof26%attheendof2021.TheAfricanDevelopmentBank(AfDB)notesthatastheCovid-19restrictionswerelifted,Botswana,sGDPexpandedfrom8.7%in2020to12.5%in2021withtherecoveryoftheglobaldiamondmarket.Inaddition,itpointsoutthatnon-miningoutputsexpanded,particularlyfromconstruction,andwho

43、lesaleandretail.Moreover,theAfDBpointsoutthatpublicdebt,at18.6%ofGDPinthe20/21fiscalyearremainedsustainable.Moreover,itpointsoutthattheBankofBotswana,smonetarypolicywasaccommodative,withitspolicyrateat3.75%in2021.Theaverageinflationin2021increasedabovetheupperendofthecentralbanksrange(3-6%),reflecti

44、nghigherfuelprices,value-addedtax,anddomesticdemand(AfDB).AccordingtotheWorldBank,BotswanasGDPgrowthisprojectedasmoderateat4.2%in2022,supportedbythecontinuedincreaseineconomicactivityanddiamondprices.RisksincludeweakerdiamonddemandthatmayresultiftheglobaleconomiclosesmomentumorbecauseofnewCovidvaria

45、nts,persistentdrought,anddecreaseddemandforBotswanasexports.Itisalsoanticipatedthatunemploymentratesmayincreasepost-lockdown,butthiscouldbemitigatedbywell-targetedsocialprograms(AfDB).SocialContext1.ivingconditionshaveimprovedfortheBotswanapeople,andpovertyhasdeclinedwiththeproportionofthepopulation

46、livingonlessthan$1.90adayhavingdeclined29.8%to18.2%between2002-03and2009-10,andto16.1%in2015-16.Althoughstillhigh,inequalityisreducedwiththeGiniindexfallingfrom60.5to53.3%duringbetween2010and2015.Notwithstandingthis,Botswanaremainsamongoneoftheworld,smostunequalcountries.Itsunemploymentrateincreasedshowinganincreasedby3.1%from17.6%to20.7%withyouthunemploymentposingacriticalchallengewhichrelyoninfrastructure(waterandelectricity),essentialbasicservices(education,health,andsocialsafetynets)fortheira