Teachers for All: Investing in Botswana's Teacher Workforce
Saved in:
| Title: | Teachers for All: Investing in Botswana's Teacher Workforce |
|---|---|
| Language: | English |
| Authors: | Mabruk Kabir, UNICEF Office of Research – Innocenti (Italy), United Nations Children's Fund (UNICEF) |
| Source: | UNICEF Innocenti - Global Office of Research and Foresight. 2024. |
| Availability: | UNICEF Innocenti - Global Office of Research and Foresight. Via degli Alfani, 58, 50121, Florence, Italy. Tel: 39055-20330; Fax: 39055-2033220. email: florence@unicef.org; Web site: https://www.unicef.org/innocenti/ |
| Peer Reviewed: | N |
| Page Count: | 78 |
| Publication Date: | 2024 |
| Document Type: | Reports - Evaluative |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Foreign Countries, Teacher Distribution, Teacher Student Ratio, Geographic Distribution, Urban Areas, Instructional Program Divisions, Academic Achievement, Elementary Secondary Education, STEM Education, Women Faculty, Teacher Qualifications |
| Geographic Terms: | Botswana |
| Abstract: | Botswana will need to invest in human capital and strengthen its skills base to transition into a knowledge-based economy. However, low foundational learning levels remain a key challenge for the education sector. While Botswana has invested heavily in teacher supply, teacher deployment has not always reflected school-level teacher needs. The uneven distribution of teachers -- both across and within schools -- contributes to disparities in class sizes and learning conditions. Moreover, female teachers are particularly underrepresented in the sciences despite comprising much of the teaching force. This report aims to provide policymakers with a granular overview of teacher distribution in the country and inform ongoing efforts to improve teacher allocation. [This research project was made possible by the Botswana Ministry of Education and Skills Development.] |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | ED649933 |
| Database: | ERIC |
Be the first to leave a comment!
