LEARNER PERFORMANCE IN BOTSWANA AND BEYOND: A CRITICAL REFLECTION

Abstract

This article reflects on concerns about poor performance of learners in schools in Botswana and internationally by exploring research on learner performance locally, regionally, and abroad. It reports on factors that contribute to low academic achievement including lack of parental involvement, poor support to the teachers, and poor school leadership and management skills. It also presents intervention strategies used in Botswana including the provision of trained and qualified teachers, implementation of performance reforms such as performance management system (PMS), school-based professional development activities and parental involvement in learning and teaching. The study further avers that there may be other possible interventions such as classroom interaction and learner-centeredness. The study is based on a critical assessment of the diverse perspectives observed in the literature and seeks to problematize poor learner performance and presents it as an issue that needs concerted examination. It is hoped that policy makers, educators, curriculum developers and other relevant stakeholders in the education fraternity would take note of concerning student performance and make relevant, practical recommendations to improve the situation.