RETHINKING EDUCATION QUALITY: TOWARDS A PROCESS-BASED APPROACH FOR BOTSWANA’S BASIC EDUCATION SYSTEM

Abstract

Attempts to holistically reorient Botswana’s basic education system towards quality hitherto
remain a pipe dream. This paper posits a shift in thinking premised on the notion of
understanding, managing and improving quality through a process-based approach; a
methodology which for purposes of this study deliberately utilizes synergetic versions of the
International Organization for Standardization (ISO) 9001: 2015 standard, the Management
System for Educational Organizations (ISO 21001: 2018) and the Plan-Do-Check-Act model.
The paper teases out the logic and potential of implementing the process-approach in
Botswana’s basic education system as a response to the globalization of education practices.
A national survey purposively tapping into senior secondary school heads’ perceptions was
conducted. Relatedly, national inspection reports were reviewed together with literature
available. A multivariate approach was applied to deconstruct the entire process matrix of
inputs, outputs, processes and outcomes. Furthermore, two tracer studies at varying basic
education levels were conducted to appreciate the philosophy of systems thinking with
regards educational outputs and outcomes. Results of the study signal the model’s potential to
serve the basic education sector with minor modifications relating to compatibility. Education
quality is in this hybridized process approach contingent to inputs, processes and outcomes.
Outputs are factored in provisionally depending on contextual realities, quality control
measures and maturity level of the education system over a continuum. The paper
recommends that the process paradigmatic approach must be developed, documented,
implemented and maintained for continual quality improvement in basic education.