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Human Resource Inputs and Educational Outcomes in Botswana’s Schools: Evidence from SACMEQ and TIMMS

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  • Tia Linda Zuze

    (Independent Researcher)

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 socioeconomic backgrounds. Data for the study are drawn from a rich survey of students, teachers and schools in Southern and Eastern Africa. There is modest evidence to suggest that students attending well resourced schools are likely to perform better, irrespective of their background. The results points 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.

Suggested Citation

  • Tia Linda Zuze, 2010. "Human Resource Inputs and Educational Outcomes in Botswana’s Schools: Evidence from SACMEQ and TIMMS," Working Papers 16/2010, Stellenbosch University, Department of Economics.
    • Handle: RePEc:sza:wpaper:wpapers114
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    File URL: https://www.ekon.sun.ac.za/wpapers/2010/wp162010/wp-16-2010.pdf
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    References listed on IDEAS

    as
    1. Hendrik Jürges & Kerstin Schneider, 2004. "International Differences in Student Achievement: An Economic Perspective," German Economic Review, Verein für Socialpolitik, vol. 5(3), pages 357-380, August.
    2. Gomes-Neto, Joao Batista & Hanushek, Eric A, 1994. "Causes and Consequences of Grade Repetition: Evidence from Brazil," Economic Development and Cultural Change, University of Chicago Press, vol. 43(1), pages 117-148, October.
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    Cited by:

    1. Chowa, Gina A.N. & Masa, Rainier D. & Ramos, Yalitza & Ansong, David, 2015. "How do student and school characteristics influence youth academic achievement in Ghana? A hierarchical linear modeling of Ghana YouthSave baseline data," International Journal of Educational Development, Elsevier, vol. 45(C), pages 129-140.
    2. Christopher F. Hein & Rebecca Allen, 2013. "Teacher Quality in Sub-Saharan Africa: Pupil-fixed effects estimates for twelve countries," DoQSS Working Papers 13-08, Quantitative Social Science - UCL Social Research Institute, University College London.

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    More about this item

    Keywords

    Botswana; education production function; demand for schooling; teacher evaluation; teacher knowledge; teacher education;
    All these keywords.

    JEL classification:

    • C10 - Mathematical and Quantitative Methods - - Econometric and Statistical Methods and Methodology: General - - - General
    • H52 - Public Economics - - National Government Expenditures and Related Policies - - - Government Expenditures and Education
    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education

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