The changing role of teachers in reversing poverty and inequality: evidence from Botswana

Abstract

This study explores the important relationship between policy variables that represent a school's human resources and product variables in the form of student performance in Botswana's schools. A focus of particular interest is if the teaching environment is related to student success and whether it can promote equity in learning between students from different socio-economic backgrounds. Data for the study are drawn from a rich survey of students, teachers and schools in Southern and Eastern Africa. The results point to a clear association between teacher content preparation and student achievement. Regular assessment is associated with better performance and greater social equity between students within the same school. Policy implications related to teacher preparation programmes in Botswana are discussed.