Botswana Open University students consistently struggle to perform
Botswana Open University (BOU) is facing increased scrutiny following the release of the 2024 Junior Secondary School (JCE) examination results, which revealed that students enrolled in BOU's Open and Distance Learning (ODL) programmes consistently ranked lower than their counterparts in traditional schools.
This trend has raised questions about the effectiveness of BOU’s teaching model, especially when it comes to supporting students who face unique challenges in the academic system.
BOU, which operates under an open and distance learning model, is known for offering flexibility, which appeals to non-traditional learners, including those who may not thrive in the conventional school setting.
The university’s open nature allows students to study at their own pace, and also provides a second chance for individuals who struggled academically in the past. While this model has proven successful for some, it has been far from effective for many others.
The latest results from BOU centres were disappointing, with many centres ranking at the bottom in most regions across the country.
For example, one particular centre had 204 students enrolled, of whom 186 received an overall grade of X, 7 were awarded grade U, three received Es, and eight received Ds.
Not a single student at this centre achieved grades A, B, or C. Similar results were reported in other centres, where students showed minimal achievement with mostly passes or grades lower than expected.
It appears that the university’s model, while offering flexibility, has not sufficiently supported students to perform at a higher academic level.
The Open Schooling programme at BOU is designed to provide students with a second opportunity to earn their Junior Certificate (JC) and Botswana General Certificate of Secondary Education (BGCSE).
This programme often targets “upgraders”—students who have previously struggled academically and are now attempting to improve their qualifications.
However, the university has found that many of these students face significant challenges in adapting to the self-directed, independent learning environment that is central to the Open and Distance Learning (ODL) model.
According to Bonny Bashe, BOU’s Director of Corporate Relations and Marketing, many students find it difficult to succeed in a system that requires a high degree of self-motivation.
Unlike traditional schools, where students benefit from structured face-to-face interactions with teachers, BOU’s flexible study schedule and remote teaching methods often leave students feeling disconnected and unsupported.
For learners who are not accustomed to independent study, this can be especially frustrating.
A large portion of BOU's students come from disadvantaged backgrounds, which exacerbates their struggles.
These students often face multiple challenges, including low academic abilities, learning disabilities, and various social hurdles.
Many also have limited access to the resources required to succeed in an ODL environment.
For instance, students may not have the gadgets or internet connectivity necessary to access the online learning materials provided by BOU.
Without the proper technological tools, students are left at a disadvantage, making it harder for them to grasp key concepts and perform well in exams.
Another issue facing BOU students is the pressure to complete their studies quickly. Many students are motivated by the desire to catch up with their peers or meet age requirements for further education.
This rush to finish within one or two years often leaves little time for thorough exam preparation, which can lead to poor academic results.
Bashe shared that they have realized that many of their students end up with grade X marks, indicating that they have incomplete assessments. “This can happen when a student does not complete the full set of subjects required for their JC qualification.
“In some cases, students may need to return their previous school certificate to the Botswana Examinations Council (BEC) for it to be merged with their new results, a process that can sometimes improve their grades,” Bashe explained, adding that although they admit that in terms of grades, they rank lower than others, they should not be compared with schools because of the shared circumstances.
Furthermore, teachers and tutors at BOU also face considerable difficulties in delivering quality education. Access to essential learning materials and technology remains a significant obstacle.
With limited resources, both teachers and students are often left without the tools they need to succeed.
Bashe explained that BOU, a government parastatal, relies on government funding to operate.
However, the annual subvention from the government is insufficient to fully sustain the operations of the university’s 20 centres across the country.
To make up for the shortfall, BOU has to rely on supplementary income from its second and third-stream income sources.
Despite the challenges, BOU insists that its open learning model provides significant value to learners who need flexibility.
For many, it offers a much-needed opportunity to re-enter the education system and work toward better qualifications.
They say that there are success stories of former BOU students who have gone on to hold respected positions in various fields in the country.
“We need support, parents should help with gadgets that support online learning, there is also a need to diversify our curriculum to also cater for those who are gifted in other areas which are not necessarily academic,” Bashe concluded.
This trend has raised questions about the effectiveness of BOU’s teaching model, especially when it comes to supporting students who face unique challenges in the academic system.
BOU, which operates under an open and distance learning model, is known for offering flexibility, which appeals to non-traditional learners, including those who may not thrive in the conventional school setting.
The university’s open nature allows students to study at their own pace, and also provides a second chance for individuals who struggled academically in the past. While this model has proven successful for some, it has been far from effective for many others.
The latest results from BOU centres were disappointing, with many centres ranking at the bottom in most regions across the country.
For example, one particular centre had 204 students enrolled, of whom 186 received an overall grade of X, 7 were awarded grade U, three received Es, and eight received Ds.
Not a single student at this centre achieved grades A, B, or C. Similar results were reported in other centres, where students showed minimal achievement with mostly passes or grades lower than expected.
It appears that the university’s model, while offering flexibility, has not sufficiently supported students to perform at a higher academic level.
The Open Schooling programme at BOU is designed to provide students with a second opportunity to earn their Junior Certificate (JC) and Botswana General Certificate of Secondary Education (BGCSE).
This programme often targets “upgraders”—students who have previously struggled academically and are now attempting to improve their qualifications.
However, the university has found that many of these students face significant challenges in adapting to the self-directed, independent learning environment that is central to the Open and Distance Learning (ODL) model.
According to Bonny Bashe, BOU’s Director of Corporate Relations and Marketing, many students find it difficult to succeed in a system that requires a high degree of self-motivation.
Unlike traditional schools, where students benefit from structured face-to-face interactions with teachers, BOU’s flexible study schedule and remote teaching methods often leave students feeling disconnected and unsupported.
For learners who are not accustomed to independent study, this can be especially frustrating.
A large portion of BOU's students come from disadvantaged backgrounds, which exacerbates their struggles.
These students often face multiple challenges, including low academic abilities, learning disabilities, and various social hurdles.
Many also have limited access to the resources required to succeed in an ODL environment.
For instance, students may not have the gadgets or internet connectivity necessary to access the online learning materials provided by BOU.
Without the proper technological tools, students are left at a disadvantage, making it harder for them to grasp key concepts and perform well in exams.
Another issue facing BOU students is the pressure to complete their studies quickly. Many students are motivated by the desire to catch up with their peers or meet age requirements for further education.
This rush to finish within one or two years often leaves little time for thorough exam preparation, which can lead to poor academic results.
Bashe shared that they have realized that many of their students end up with grade X marks, indicating that they have incomplete assessments. “This can happen when a student does not complete the full set of subjects required for their JC qualification.
“In some cases, students may need to return their previous school certificate to the Botswana Examinations Council (BEC) for it to be merged with their new results, a process that can sometimes improve their grades,” Bashe explained, adding that although they admit that in terms of grades, they rank lower than others, they should not be compared with schools because of the shared circumstances.
Furthermore, teachers and tutors at BOU also face considerable difficulties in delivering quality education. Access to essential learning materials and technology remains a significant obstacle.
With limited resources, both teachers and students are often left without the tools they need to succeed.
Bashe explained that BOU, a government parastatal, relies on government funding to operate.
However, the annual subvention from the government is insufficient to fully sustain the operations of the university’s 20 centres across the country.
To make up for the shortfall, BOU has to rely on supplementary income from its second and third-stream income sources.
Despite the challenges, BOU insists that its open learning model provides significant value to learners who need flexibility.
For many, it offers a much-needed opportunity to re-enter the education system and work toward better qualifications.
They say that there are success stories of former BOU students who have gone on to hold respected positions in various fields in the country.
“We need support, parents should help with gadgets that support online learning, there is also a need to diversify our curriculum to also cater for those who are gifted in other areas which are not necessarily academic,” Bashe concluded.
