Many Rivers to Cross – Assessment as a Bridge to Effective Learning for Children with More Severe Learning Problems; the Botswana Experience.

Dart, Gareth ORCID: https://orcid.org/0000-0003-0630-9570 and Malatsi, N.M. (2004) Many Rivers to Cross – Assessment as a Bridge to Effective Learning for Children with More Severe Learning Problems; the Botswana Experience. In: Southern African Association for Learning and Educational Difficulties (SAALED) Conference, September 2004, Pretoria RSA.

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Abstract

This paper will examine the assessment process as it relates to children with more severe learning problems (be they due to sensory, physical, intellectual, medical or social barriers) in Botswana. The Government Paper no 2 of 1994 stipulates that "there must be a comprehensive assessment based on a child's learning needs, not on group norms, and which is followed by individualised instructions".
A good assessment of both a child’s level of functioning, and the context of the particular child, is extremely important if educational provision is to be made as effective as possible. This paper critically examines the assessment process in Botswana, both in terms of policy and day-to-day practice. It seeks to assess how relevant that policy and practise is to Botswana taking into account the nature and dispersal of the school population, the level of expertise and quality of resources available in the country. It will also seek to suggest ways forward for more focused professional development and improved interagency collaboration between teachers, educational professionals and other service providers.

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