Household Surveys - Botswana

Source: Central Statistics Office

• Overview
• Literacy Survey
• Labour Force Survey

Overview

Household surveys became a programmed feature of the Central Statistics Office (CSO) work programme in 1983. Since the inception of the Programme the following household surveys have been conducted periodically:

• Primary Health Care Survey-I in 1983;
• Labour Force Survey -I in 1984;
• Botswana Family Health Survey I in 1984
• Household Income and Expenditure Survey -I in 1985/86;
• Demographic Survey -I in 1987
• Botswana Family Health Survey -II in 1988
• Literacy Survey in 1993;
• Household Income and Expenditure Surveys -II in 1993/94;
• Labour Force Survey -II in 1995/96;
• Botswana Family Health Survey -III in 1996;
• Demography Surveys -II in 1998;
• Informal Sector Survey in 1999.

Besides the Literacy Survey, also the Labour Force Survey compiles data on education.

Literacy Survey

Among others, the education plays a significant role in the socio-economic and cultural development of any population in the country. It is the education that brings the awareness among the people regarding the numerous social and economic evils. Population is a precious asset of the country; it is, therefore, imperative to study the educational/literacy level of human resource as an essential component in socio-economic development.

The post independence censuses of Botswana did come up with adult literacy rate estimations based on the figures of people who never attended school and those who dropped out of school before completing the level of Standard 5. There were no tests to establish the actual rate of adult literacy at the national level. Gaborone et al (1987) in their Botswana National Literacy Programme evaluation study recommended carrying out a national literacy survey.

Hence to establish the literacy rate in Botswana, this first ever-national literacy survey was conducted during July to November 1993. The survey was designed to measure the country’s literacy not only by the number of years spent at school (formal school) but also through the testing of objective literacy skills. In this survey, ‘Objective Literacy’ was defined as “ The ability to read and write in either Setswana, English or both; and the ability to carry out simple mathematical computations”. ‘Ability’ was ascertained through result of two tests viz. i. Literacy test, and ii. Numeric test.

The specific objectives were:

• To measure gender and age literacy differentials;
• To assess factors influencing school attendance;
• To assess the impact of literacy programmes and factors relating to accessibility of educational facilities;
• To identify the most pressing needs in terms of educational policies and provision in order that priorities can be set for the future direction of adult literacy programmes in Botswana;
• To assess socio-economic and cultural factors that may be associated with literacy problems in the adult population.

The survey results indicated a national literacy rate of 68.9 percent with 66.9 and 70.3 percent for males and females respectively.

The age specific literacy rates indicated the highest literacy at age groups between 15 and 29 years (exclusive). Literacy rates declined with increase in age. Females had higher literacy rates at younger age groups between 15 and 44 years, while males dominated at age groups 45 years and over. Districts showed high literacy rates in towns.

The proportion of the population 12 years and over who never attended school declined between 1991 and 1993. Major reasons for ‘never attended school’ were sighted as looking after cattle, affecting more males than females. Parents unwillingness, which affected females mostly; and helping at home, were also problems for females’ school attendance.

The proportion of population who left school before completing Standard 5 also declined during the period. Major reasons indicated for leaving school were lack of money, affecting more females and looking after cattle, which affected more males than females.

Data indicated that about 81% of the eligible population have never attended adult literacy classes. Factors affecting adult literacy class attendance were given as lack of time, affecting males mostly; not interested and no facilities; all affecting females than males. This indicated that the National Literacy Programme was the largest sustained adult education programme in the country. The programme was more popular among females than males.

Data showed that ‘getting communication skills’ and ‘for knowledge sake’ were the main importance of learning how to read and write. Employed learners indicated that literacy skills were needed at their work place, with English being used more often than Setswana.

Eligible respondents whose economic activity information was available comprised mainly of people who never attended school. Major economic activities were housework, done by more females than men were. Employed respondents indicated major occupations as elementary (sales & services), agricultural and related labourers, mining, construction, manufacturing and transport, with males being the majority.

Labour Force Survey

The Labour Force Survey 1995/96 has a section on Persons Currently Unemployed by Education Level.

Those individuals who have completed Primary only dominate the currently unemployed. The number totalled 72 637 out of the total of l82 703. Expressed in percentage terms, this is 39.8 percent. Those unemployed persons who had completed Junior Secondary accounted for 26.3 percent, whilst those who had completed Senior Secondary constituted 8.5 percent of the total. Persons who never attended school and currently unemployed constituted 24.6 percent of the total.

The majority (100 755) of these currently unemployed are women, with 41.8 percent of them having completed Primary School only. Female Junior secondary completers totalled 29 462 or 29.2 percent, whilst females who have not attended school contributed 19.0 percent of all currently unemployed females.

Overall, most of those who have never attended schools are found in rural areas. Their number stood at 32 884 compared to 12 l31 in urban areas. Similarly, the number of those who have completed Primary only was higher (39 252) in rural areas than in urban areas (33 385), whilst for the Junior Secondary completers the difference was not that much pronounced. For the Senior Secondary completers, urban centres emerge with higher proportion of 70.0 percent.

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