CHAPTER 1

1.0 INTRODUCTION

Education and sponsorship is a tropical issue which has been studied by many authors and
governments in many developed and developing countries. Botswana has made tremendous
efforts in terms of increasing access to higher education through the government loan-
scheme (TEC, 2007). (GLS) as well as encouraging local institutions to provide tertiary
education programmes. Access to higher education is increasing but is still relatively low,
(Baily, et al., 2011), hence the study was carried out to assess the impact of government
sponsorship on student enrolment in Botswana in relation to the policies formulated in efforts
to increase access and participation into universities of Botswana.

1.2 BACKGROUND

Educational policy is an important aspect to social and economic development in all countries.
Over the years Botswana has invested a substantial extent trying to unlock the enormous
potential from its population, through developing policies to diversify the economy into a
knowledge based society (MoESD, 2008).

It is thus worth-noting that while there may well be a decline in the number of students who
qualify for university entrance the reality is that the demand for university education has not
by any measure reduced. This enrolment decline are therefore structural and policy driven
whether intended or not (MoESD, 2008). According to the Human Resource Development
Council (HRDC, 2016) in the year 2015/2016 the public enrolment share stood at 62% and
private at 38%. This shows that private institutions in Botswana are still lacking behind in
terms of enrolment of students for higher education. One of the contributing factor includes
the government sponsorship process where the HRDC quotes priority programmes, allows for
institutions of higher education to enrol students according to the programme accreditation
status, specify necessary skills areas and also relevant programs (Botswana Youth Magazine,
2016). Hence this limits a variety of choice for students to choose from to qualify for
government sponsorship.

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This has been a topical issue which has been interest for me as a scholar to investigate this
crisis in high education funding, enrolment trends and policies and attempt to provide some
solution. This issue was studied by some authors (Menashy, 2011) on policies relating to
education of other aid donors, along with policy makers, administrators and entrepreneurs in
the educational field. Also Bishau and Samkange (2015) investigated the causes of low
enrolment at the Zimbabwe Open University- Chitungwiza Region for the period of 2008-
2013, which were due to policy changes of payment fees and negative media reports about
ZOU (Bishau & Samkange, 2015).

This study hence focuses on the impact of government sponsorship on student enrolment in
Botswana, in particular the government policies on sponsorship and other contributing
factors which causes a fluctuation on enrolment of students in Ba Isago University.

BA ISAGO University was established in 2002 as a university college and retained its university
status in 2017. There are several faculties which includes faculty of commerce, law and para-
legal studies, the built environment, arts and science, education and a newly established
school of graduate studies and research. Its main purpose is to offer students a credible
market driven and internationally recognised programmes, geared to meet the needs of
Botswana’s economy in the 21th century.

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1.3 PROBLEM STATEMENT

It is worth noting that while there may well be a decline in the number of students who qualify
for university entrance the reality is that the demand for university education has not by any
measure reduced. According to Bailey, T, at, el (2011) stated that access to higher education
is increasing but is still relatively low.

However recently in most private institutions in Botswana witnessed a sharp decline in

student enrolment, however it is not quite clear as to what caused this change. Thus this
research aims at evaluating the effects of government sponsorship in Botswana.

1.4 RESEARCH OBJECTIVES

The main objective is to assess the impact of government sponsorship on student enrolment
in Botswana. The study also aims to:

i. To establish factors that influence student enrolment in Botswana.

ii. To understand and explain a fluctuation in the number of students in institutes of
higher education.
iii. To evaluate government sponsorship policy or scheme.
iv. To recommend strategies the government can adopt in order to increase access
and participation to varsities in Botswana.

1.5 RESEARCH QUESTIONS

i. What are some of the factors that influence student enrolment in Botswana?
ii. Why is there a fluctuation in the number of students in Universities of Botswana?
iii. What the policy states regarding government sponsorship?
iv. What are some of the strategies the government can adopt to increase enrolment
levels in Botswana universities?

1.6 SIGNIFICANCE OF STUDY

To Researcher

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The study seeks to enhance the student’s knowledge and to give the student platform to make
better choices in the futures before getting into any form of long term agreement.

To the University

The generation of information will also be a guide to future researchers who wants to pursue
similar research topic. They can use this findings to develop advance studies and a concrete
literature review.

To the Organisation

Finally it will also assist Ba Isago to come up with ways to mitigate fluctuating enrolment
levels, other contributing factors and to seek strategies to increase access and participation
in to the university. The study will also help policy makers to make comparisons with
international standards and ensure elegant policies are formulated.

1.7 ASSUMPTIONS

The researcher assumes that engaging responded will add value in mitigating the problem
statement and to enable students in general to have a better understanding of the
sponsorship policy before enrolling in any institute of higher learning.

1.8 LIMITATIONS

The key shortcoming of this research study is that it is based on a sample basis. This means
that Ba Isago university as an area of study may not reflect the impact of sponsorship on
student enrolment in relation to other institute of higher education in Botswana. Hence the
researcher will use comparable information to mitigate this limitation.

Furthermore other flaws may include time budgeting which is essential in conducting this
dissertation within the stipulated period. The research has restricted time to give to this
research since it only allows for only 6 month for completion. Other time constraint include
attending of other modules as a full time student therefore the researcher will work extra
time to meet the allocated time of the research, carryout the research during free space and
late at night.

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Access to information constitute some of the limitations to this research. The research may
come across unwilling participants to give out information which is sensitive or confidential,
so the researcher will assure the participants that the information gathered will be used solely
for academic purposes. The researcher will also adhere to the ethical issues and formal
appointments with the staff of BA ISAGO University in order to gain relevant information.

The other is money factor for effectiveness and accessibility of relevant information from
various organisations that relates to the topic in question. Transport costs to access
information in other departments, telephone costs for scheduling meetings with
respondents, printing collected data and internet costs to access online information relevant
to the study. The researcher will therefore use personal savings, ask for money from family
members and apply for allowance from the Department of Tertiary Education Financing
(DTEF) to try and cover for the cost incurred during his research.

Lastly the research study requires hard work and commitment to meet expectations in order
to achieve research objectives and questions. Human processing factor is another issue which
can limit the scope of this research, where available information may be misinterpreted which
leads to erroneous conclusions and findings.

1.9 DELIMITATION

BA ISAGO University is a private tertiary education institution which is funded by the

government of Botswana and other stakeholders. However the sample was based on
Gaborone campus which is located in Block 7 Ditimamodimo, Gaborone plot 54831 Corner of
Western Bypass (Motsete Rd and Mogoditshane Road).

1.10 DEFINATION OF TERMS

Sponsorship means on the student’s boarding, refectory, personal allowances, medical

expenses and travel costs and any other incidental expenses.

Accreditation is a confirmation of the ability of an institution to design and implement quality

education and /or training services at tertiary level.

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1.11 ETHICAL CONSIDERATION

These are norms and standards that guide moral choices of this research. The research was
conducted in conjunction ethical behaviour to enhance the credibility of this study. The
researcher will seek permission and get sigh consent form from BA ISAGO University and
respondents to carry out a survey. To assure and respect confidentiality, privacy and
anonymity of participants. Lastly to avoid fudging of intellectual property and support data
with valid documentation.

1.12 CHAPTER OVERVIEW

The chapter explained the impact of government sponsorship on student enrolment in

Botswana. The main focus is on the policies that the government formulated in order to
increase better access and participation into universities of Botswana

The next chapter will focus on literature review.

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CHAPTER II

Literature Review

2.0 introduction

Literature review was conducted to provide a context for the exploration of the impact of
government sponsorship on student enrolment. There are a number publications on research
of government sponsorship and student retention most of which try to explain why there is a
decline in the number of student enrolment into varsities in recent years. The study will
discuss key variables of the research objectives including; factors that influence student
enrollment in Botswana, explain why the is a fluctuation in the number of students in the
university, state the policy regarding government sponsorship in Botswana and lastly to
outline some of the strategies the government can adopt in order to increase access and
participation to varsities in Botswana.

2.0.1 Overview of Tertiary Education in Botswana

Educational policy is an important aspect to social and economic growth in all countries. At
independence, Botswana experienced critical skills shortage with 40 Batswana who were
university graduates and about 100 people with a senior secondary certificate in a total
population of slightly more than half a million, (Pilly, 2010). According to Harvey and Lewis
(1990) stated that given the low level of human capital inherited from the colonial
government, the newly independent Botswana government had to invest heavily in
education, but the skills shortage persisted for a long time mainly due to time lags inherent
in education and rapid economic growth which in turn, increased the demand for educated
people. Therefore it was this scarcity of human capital that informed the government’s
training policy since independence and has shaped the nature of education and training in
Botswana, (Harvey & Lewis, 1990).

On the other hand Pillay (2010) stated that access to higher education is increasing but is still
relatively low. He also highlighted that Botswana has made tremendous efforts in terms of
increasing access to high education through establishing the Grant-loan sponsorship to a

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wider magnitude and allowing more private institutions in Botswana to provide tertiary
education programs. Statistics Botswana (2016) shows that Botswana’s tertiary education
system was able to increase the enrolment from 20,011 in 2003 to 56,447 in 2015/2016
period. This percentage increase of 182% signifies the country’s progress towards being a
knowledge based society and the ability to produce competitive human resource by 2026.
Below is a summary of institute of higher education in Botswana accredited by BQA (HRDC,
2016).

2.0.2 TABLE 2.0.2 A. List of tertiary institutions in Botswana (BQA accredited)

TYPE OF INSTITUTION
Private institutions
1. Ba Isago University
2. Limkokwing University of Creative Technology
3. Gaborone University College of Law and Professional Studies( GUC)
4. Gaborone Institute of Professional Studies (GIPS)
5. Imperial School of Business and Science
6. Botswana Institute of Bankers
7. Botho University
8. Boitekanelo college
9. New Era College
10. Mega Size College
11. kgolagano College of Theological Education
12. DDT School of Medicine
13. Gaborone Academy of Education
14. ABM University College
15. Bosa Bosele Training Institute
16. Management College of Southern Africa (MANCOSA)
17. AFDA College
18. Assembly Bible
19. Flying Mission School
20. Auther Portland

Public institutions
1. Botswana Accountancy College (BAC)
2. Botswana Open University (BOU)
3. Botswana College of Engineering and Technology (BCET)
4. Botswana University of Agriculture and Natural Science (BUAN)
5. Francistown College Technical and Vocational Education (FCTVE)
6. Gaborone Technical College (GTC)
7. Institute of Development and Management (IDM)

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 8. Jwaneng Technical College
9. Maun Technical College
10. Oodi College of Applied Arts and Technology
11. Palapye Technical College
12. Selibe-Phikwe Technical College
13. Bamalete Lutheran School of Nursing
14. Deborah Relief Memorial School of Nursing
15. Institute of Health Science Francistown (IHS)
16 Institute of Health Science Molepolole
17. Institute of Health Science Gaborone
18. Institute of Health Science Serowe
19. Institute of Health Science Lobatse
20. Kanye Seventh Day
21. Serowe College of Education
22. Francistown College of Education
23. Molepolole College of Education
24. Tonota College of Education
25. Tlokweng College of Education
26. Botswana Wildlife Training Institute
27. Defence Command
28. University of Botswana (UB)
29. Botswana Institute University of Science and Technology (BIUST)
2.0.3 SUMMARY
The above information (table 2.0.2) shows that there are 20 private institutions and 29 public
institutions, an aggregate of 49 higher education institutions accredited by BQA recorded in
2015/16 and 2017 respectively (HRDC, 2015).
2.0.4 The Government sponsorship Process

The government sponsorship process is that at the beginning of the year firstly, the Human
Resource Development Council (HRDC) writes to The Department of Tertiary Education
Financing (HRDC) advising on the priority programmes and provide the indicative skill
information booklet, which spells out requisite skills areas and relevant programs (Botswana
youth magazine, 2016).

There after the release of the BGCSE results, HRDC lists the priority programmes for that year,
drafting quota allocation across programmes and institutions, consultative meetings with
stakeholders including tertiary institutions and those responsible for identifying and assessing
the OVCs, RAC and SEN.

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The Ministry of Education Skills and Development (MoESD) then meets with its regulatory
parastatals that is, Botswana Qualification Authority (BQA) and HRDC to discuss the budget
allocation and its implications on quotas and programs as well as consultations with
institutions (Botswana youth magazine, 2016).

Then after quota allocation are finalized, institutions however adverse programs with a
conviction that the government is not the sole sponsor and thus they were at liberty to admit
and enrol self-sponsored students (Botswana youth magazine, 2016).

Not all public and private tertiary institutions advice their potential applicants of the programs
qualifying for government sponsorship in their adverts thus leading to applicants assuming
that all programs at this institutions are government sponsored. Therefore the student’s
choice of career will be affected to enrol for unaccredited courses and they end-up not
pursing their application because of lack of finances (Botswana youth magazine, 2016).

2.2 Factors that influence student enrolment in Botswana

The government of Botswana stated some of the most critical factors which includes, poor
secondary school results. Failure to produce a significant pool of tertiary eligible students.
Inadequate facilities of some institutions, poor conditions of some facilities and lack of
requisite resources and facilities in teacher training institutions (Ministry of Finance and
Development Planning, 2013). Many other studies have been done in order to explore the
various factors that have significant influence on student enrolment decisions in Botswana.
Tirumalai. A. And Kumuri. B. (2017) found that in the year 2009 there were around 276 tertiary
institutions in Botswana (Authority, 2009) and increasing, competing for the same market of
students in a country with a population around 2 million people (HRDC, 2016). Such a state of
affairs calls for management in these higher education institutions to have some strong
knowledge of factors that influence how students choose universities to study at (Tirumalai
& Kumari , 2017).

A review of studies of students choice of university that were common but not all across
nations includes, interest in field or personal aspirations, academic ability or aptitude,
personality, influential people or role models, availability of financial aid, family nosiness,

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economic stability, gender, race, outside factors, mass media, political environment, cost of
education etc. Agrey and Lampadan, (2014) stated that students do not make this life-
changing decision in isolation (Agrey & Lampadan, 2014).

It is also worth-noting that the choice process has changed significantly during the past half-
century as a result of changes in student demographics as well as the development of
institutional admissions and marketing practices (Kinzie, et al., 2004).

2.2.1 Availability of financial aid

Availability of financial aid has a persuasive power on student college attendance (Litten,
1982); (Mankis & Wise, 1983). They analysed that financial aid will likely to induce more
enrolments in universities and colleges than other factors. World Bank (2010) advocates for
decentralising financial aids so as to benefit all universities in African countries. Accordingly,
higher education reform introduced cost sharing in the form of tuition fees and user charges
which will enhance student enrolment into universities (Bank, 2010).

2.2.2 Availability of required programmes

A study by Yusof et al (2008) found that availability of the required programmes and financial
assistance such as scholarships were some of the influential factors in the way students decide
to choose a particular university (Yusof, et al., 2008).

2.2.3 Reputation of higher institutions

Ciriaci and Muscio (2011) agree with this last factor as they argue that “good” universities
may act as a magnet for good brains (Ciriaci & Muscio, 2011). Kusumwati et al. (2010) further
suggests that the reputation of the institution was the most significant factor in a student’s
decision for further study (Kusumawati, et al., 2010).

2.2.4 Educational aspirations

In another study student educational aspirations found positively related with college
attendance choice (Carpenter & Freishman, 1987); (Ariffin, et al., 2008). Students often strive

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to choose majors that “match with their interest”, rated over job characteristics, major
attributes and psychological and social benefits (Beggs, et al., 2008).

2.2.5 Influential people or role models

Family, friends, relatives as well as teachers are considered to be an influential part of student
choice of career path (Fizer, 2013). He also stated that family member with an agricultural
background most often have an impact in where student go to universities or college. Aguado,
et al (2015) also showed parents as financiers of their children’s education, they have a major
influence on where their children go for higher education (Aguado, et al., 2015).

2.2.6 Personality

Mashing & Oduntan (2011) states that enthusiasm, motivation to help others and the ability
to define one’s own personal goals are also of the factors that enhances the process of career
choice (Mashing & Oduntan , 2011).

2.2.7 Economic stability

Students want to make sure they are secure for the rest of their lives, and may look into
careers that have benefits to help them in the long (Wildman & Torres, 2002).

2.2.8 Other factors

According to the Statistics Botswana (2015) a total of 60,583 students were enrolled during
2014/2015 and 57.5% of students were females, dominating across all programs except in
science and science related programmes during the period of 2009/10 to 2014/15. Other
factors also includes the mass media or marketing mix, marketing efforts and channels which
are also found to be significant contributors of student enrolment (HRDC, 2015). Cost
associated with college also termed as an important factor to be discussed by various
researchers (Webb, 1993); (Joseph & Joseph, 1998) as cost has a strong influence in college
choice decisions.

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2.3 Causes of fluctuation in the number of students enrolled in the Universities of Botswana

According to Statistics Botswana (2016), over the past 13 years, Botswana’s tertiary education
system was able to increase the enrolment from 20,011 in 2003/04 to 56,447 in 2015/16. This
can be illustrated in a chat below and also to assess the causes of such fluctuation in the
number of students enrolled in the universities of Botswana (HRDC, 2016).

2.3.1 Chart 2.31: Tertiary Enrolment trends (2003/04-2015/16)

This graph depicts the student enrolment trends in the local private and public
tertiary education providers from 2003/04 academic year to 2015/16

70000

60000

50000

40000

30000

20000

10000

0
2003/ 2004/ 2005/ 2006/ 2007/ 2008/ 2009/ 2010/ 2011/ 2012/ 2013/ 2014/ 2015/
04 05 06 07 08 09 10 11 12 13 14 15 16
no. of students enrolled 20011 19655 21738 22257 31129 47889 42859 37859 46613 57447 60439 60583 56447

As illustrated above during a period between 2006/07 and 2008/09 experience a sharp
increase in enrolment, then followed by a two year decline between 2008/09 and 2010/11

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and a clear recovery between 2010/11 and 2013/14 respectively. HRDC (2016 & 2015) states
that a depressed trend expenditure between 2003/04 and 2006/07 was due to a lack of
overall policy of the tertiary education sector. Also an emergence of a global financial crisis
towards a twilight of 2008 triggered a downfall in the overall performance of Botswana’s
economy, in the process effectively impairing the government’s ability to service major
developmental issues such as the funding of tertiary education. One of the factors that lead
to this fluctuations was an increase in the number of institutions registered to provide tertiary
education programs. In 2007 a total of 29 institutions were registered and a number increased
to 38 in 2014/2015. During 2015/16 institutions census recorded 49, comprising of 29 public
and 20 private institutions as illustrated above in table 2.0.2 above (HRDC, 2015); (HRDC,
2016).

Bishau and Samkange (2015) concluded that one of the contributing factors to low enrolment
levels at Zimbabwe open university- Chitungwiza region, is a policy change on payments of
fees which an non user-friendly (Bishau & Samkange, 2015).

Kariwo (2010) stated that the crisis in African universities is that over the years there has been
a gradual decline in the funding from government in real terms, due to the declining
economies. Economic recession in 2008 resulted a decrease of student enrolment from
47,889 to 42,366 and 37,849 in 2008/09 and 2009/10 respectively (Kariwo, 2010). This global
financial crisis also persisted in 2014/15 and 2015/16 respectively with a decrease of almost
4000 students registered in universities of Botswana, in accordance with the tertiary
education statistics (2016) results. Therefore this effectively impaired the government’s
ability to serve major developmental issues such as the funding of tertiary education.

In addition the strategic prioritization by government, with a deep focus on encouraging

greater private participation has led the major impact in gradual high levels of student
enrolment recorded at private institutions to date.

Blair (1997) observes that most first generation universities in Africa have been characterized
by considerable internal inefficiencies such as low staff to student ratios, high student drop-
out and repeat rates and low graduation rates (Blair, 1997). Furthermore in a world bank

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report (2000) it states that during a period of rapid enrolments African universities turn to
waste resources on irrelevant activities which results in a decline in quality of education
provided to students hence students turn to move from one university to the other or even
prefer universities outside the country for better and quality education (Bank, 2000).

In a report by HRDC (2015) it stated that majority of students at private tertiary education
institutions enrolled for bachelor’s degree programmes (13 135) followed by diploma (9 971),
then professional courses (1 429), certificate (1 067), post graduate diploma (117) and lastly
master’s degree (111). From all the private institutions neither PhD nor MPhil programmes
were offered for the academic year 2014/15. Therefore this contributes to one of the factors
that leads to a flux in enrolments into universities of Botswana (HRDC, 2015)

(Newberry, 2012) Outlines some of the factors that’s that contributes to a flux in enrolment
levels, this includes firstly leadership; Bennis and Nanus, leadership gurus, believes that
“leadership is the pivotal force behind successful organisations”. The vision, drive and
personality of the leadership will affect the enrolment. Secondly quality school experience,
where parents are investing significant resources to provide the very best education for their
child and because of this, they expect the best. A high quality experience must be integrated
throughout your school in order to grow enrolment levels.

Also the vision and school improvement, this are strategic areas that can have an impact on
enrolment growth. In addition faculty and staff should be the primary connection that a family
makes with a school. These education will be the ones to teach and mentor students. When
they deliver a high quality educational experience and personally connect with the students
in a positive way, this experience will impact enrolment (Newberry, 2012).

Parents’ satisfaction affect enrolment levels in such a way that satisfied parents will lead to
strong retention. A strong retention rate obviously leads to increased enrolment. Secondly,
satisfied parents will tell their friends about the school. This is positive word-of-mouth
working in one’s favour. Therefore will lead to growth of school enrolment when parent are
satisfaction and a positive word-of-mouth. The experiences of parents, students, graduates,
faculty, staff and donor will fuel word-of-mouth, whether positive or negative, in a

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community. In turn, this will create the reputation and word out on the street, about the
school. This general buzz and reputation in the community will affect enrolment (Newberry,
2012).

The local community demographics, the location of the universities and tuition fees price will
have a significant impact on enrolment. Because of concerns with the economy and increased
tuition rates in private schools, it is critical to examine the pricing strategy in light of future
sustainability. One of the issues facing private universities today is the increased competition
from both governmental and other private institutions of higher learning. Private institutions
face a very competitive market (Newberry, 2012).

Lastly the marketing and enrolment plans or strategies, it makes sense that every school
desiring enrolment growth should have a marketing and enrolment plan. However many
schools do not have a plan. With an international marketing and enrolment plan, universities
will be able to implement specific strategies that will impact the growth of institutions of
higher learning (Newberry, 2012).

Ministry of finance and development planning (2013) mid-term review of NDP 10 states that
the problems in the tertiary education programme sector include poor secondary school
results which failed to produce a significant pool of tertiary eligible students. Inadequate
facilities for some institutions (BCA, BAC, and IDM) and poor conditions of some facilities are
also some of the primary factors that leads to flux enrolment levels (Ministry of Finance and
Development Planning, 2013).

2.4 The government sponsorship policy or scheme

According to the ministry of education and skills development (2008) driving towards a
knowledge based economy states that, tertiary education institutions around the world are
now being given a key responsibility for meeting the needs of an increasingly market-driven,
knowledge based economy and this is where the pressures of growth and change are being
experienced. A combination of increased demand to accommodate large numbers of
students, the necessity to offer a curriculum that equips those students with a broad general
education, specialist knowledge, critical skills, and within an environment of rising costs and

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shrinking resources, is proving to be a challenge of enormous proportion. The key response
to this challenge requires the tertiary education system to develop a holistic approach to
developing the nation’s human resource capacity which balances the needs of the economy,
with the demands and expectations of society and the individual (Ministry of eduation and
skills development, 2008).

According to a world bank report (2009-13) with the support from the ministry of education
and skills development (MoESD) embarked on analytical study entitled “skills for economic
growth and diversification in Botswana” in which it outlined some of the policies in the
government grant-loan sponsorship. It stated that in Botswana all students enrolled in
government-run higher education institutions are sponsored by the government through the
grant-loan sponsorship program (Bank, 2009-2013).

Grant-loan sponsorship was created in 1995 and was originally designed to attract students
to fields in high demand. The scheme had five categories of classification, the first being for
education in skills in highest demand. This category offered students the incentive of a 100
percent grant both for tuition and living expenses. Category 2 fields were supported by a 100
percent grant for tuition and 50–50 grant loan as a maintenance allowance. At category 5,
both tuition fees and living expense support were offered on a 100 percent loan basis (BEST,
2009).

The World Bank report (2009) concluded that the grand-loan sponsorship had loop-hoops in
terms of an effectively managed beneficiary database and lack of follow-up on individual
cases that is, the result of limited staff numbers and poor recovery capacity, as well as the
limited information provided to beneficiaries on their roles and responsibilities, all led to the
limited recovery (Bank, 2009).

Based on their field of study, tertiary students can be enrolled within or outside of Botswana.
In 2007, approximately 7.5 percent of all such students were enrolled in South Africa, another
7.5 percent in universities across the world, with the rest enrolled in Botswana. In terms of
the distribution of enrolment in various priority areas, the lowest percentage enrols in
category 1 programs, despite the fact that the government offers the best financial incentives

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for these programs. Rather, the highest concentration of students has consistently been in
category 3 fields (Bank, 2009).

A detailed review of the grant-loan sponsorship system conducted for the department of
student placement and welfare of MoESD in 2009 (Botswana Evaluation Service Team 2009)
points out several key weaknesses with the program. The report suggests that the reason why
enrolment in category 1 skills is low is that these courses require a strong basic education in
mathematics and science. By the time students reach the tertiary level, it is hard to remedy
weak or poor-quality learning in these subjects, thus enrolment in science and engineering
remains low. Additionally, there is a lack of career education in basic and secondary school
that would highlight the potentials of these courses at the tertiary level (Bank, 2009).

Second, specialization in engineering and the sciences require students to be enrolled outside
of Botswana because specific fields of tertiary study are not offered in the country. Such
external placements are much more expensive than placements in Botswana, hence
budgetary constraints sometimes hinder enrolment. And even though the government has
declared certain fields of study to be a priority, programs in lower-priority categories offer
good job opportunities and a good return on the labour market. For example, a law degree is
a category 3 program in the GLS framework, but the government offers hardly any incentive
for this course of study (Bank, 2009).

In order for tertiary education to produce high-level research and innovation, emphasis must
be placed on teaching research skills at existing tertiary institutions. However, grant-loan
sponsorship finances students only at the undergraduate level. At present, employers finance
the studies of students pursuing masters and doctoral degrees, based on employer
requirements.

Moreover, it is not economically viable for the relatively small private sector to cover the cost
of postgraduate training. As a result, employers are more likely to hire expatriates with the
skills acquired in tertiary education (Bank, 2009).

2.4 Strategies to be implemented to increase enrolment levels into varsities in Botswana

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According to the organisation for economic co-operation and development (OECD) (2005)
observed that e-learning element begins to replace some of the classroom time. Online
discussions, assessment and project or collaborative work tend to replace some of the face-
to-face teaching and learning. However campus attendance remains an important part of the
deliver method. With this method the government can ensure that students are enrolled in
large numbers to give opportunity to all students eligible for tertiary education at the same
time increasing access and participation into universities of Botswana (OECD, 2005).

In addition the (University of Pretoria, 2000) stated that an introduction of open distance
learning (ODL) strategy helps to deal with increased and diverse demands in tertiary
education institutions. There are online dual universities in southern African countries which
has adopted this strategy including university of Botswana (UB), university of Namibia
(UNAM), and university of Zambia (UNZA) also in other countries the university of Nairobi in
Kenya, Makerere university in Uganda and some universities in developed countries like the
university of southern Queensland (USQ) in Australia, the university of London and the
university of Leicester in the united kingdom (UK), all have decided to add open distant
learning to their usual face-to-face teaching and learning mode of delivery.

With this strategy or system of delivery it had expanded opportunities, especially for working
adults and youth who for various reasons, were not able to access higher education through
the face-to-face mode.

The University of Pretoria (2000) also defined open distant learning as a dual mode institution
that utilise both the tradition on-campus and ODL strategies to deliver education and training.
A dual mode institution offers both regular programmes on campus and also makes available
a proportion of its courses in a distant format. Therefor for an effective implementation, a
specialised department or organ within the universities should be established to oversee the
development and delivery of the ODL mode in a dual mode university set up (University of
Pretoria, 2000).

In a world bank report accelerating catch-up (Bank, 2009) the authors argue that a diversified
system of enrolment provides increased access to students with different educational

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backgrounds and abilities by providing a wider range of choices and pedagogical orientations
and that is, it facilitates social mobility by offering multiple entry points to tertiary education
and various options for successful students to advance to higher levels of study (Bank, 2009).
For example the Botswana target 20 000 initiative which was developed to equip unemployed
youth with industrial skills at tertiary level.

Furthermore BFTU (2007) also stated that for enrolment levels to rise an introduction of a
sponsorship and a loan recovery function should be introduced. It will administer recovery of
loan funds and ensure that there is an increase in the size of funds in terms of allowances,
tuition funds and other costs. Also it will ensure an increase number of students to access and
participate in universities of Botswana. For example the department of tertiary education
funding (BFTU, 2007).

According to hangover research (2010) the integration of advising with first year transition
programs has the strongest effect on retention rates at private institutions, as the three
practices with the highest mean contributions to retention are related to academic advising.
For example the yearly tertiary education fair, where all tertiary education providers gather
at fairgrounds Gaborone to market their programmes and also advice students on the best
career path (Handover Research, 2010).

(Handover Research, 2010) In additions it also states some other strategies that institutions
of higher learning can adopt to increase enrolment rates in their institutions. It includes, the
first year studies program to ease the transition into college and allow first year students to
develop a sense of belonging and community. The initiative is strongly academic in nature,
providing students with resources to acclimate to the academic environment at any
institution of study. Programs include small group dinners with professors, course registration
workshops, and a variety of services provided through the academic resources centre. The
majority of first year students are also required to enrol in a first year seminar, designed to
help students understand university expectations, transition to college-level academic work,
and meet their peers. It also stated that the first year studies program further sponsor’s social
events to encourage community building, including pre-orientation and orientation

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programs, as well as frequent gatherings on campus. The various services and programs
provided through the first year studies initiative encourages student retention from the first
year to the second year by creating communities and helping students understand the
expectations and processes of academic life at any institution of study.

In other repots hangover research (2015) concluded that emerging trends related to higher
education marketing suggest that there are numerous methods of recruiting and engaging
with students, including institutional websites, mobile marketing, and social media, among
others. As such, it is a crucial time to create an integrated branding and marketing approach
that ties together these various approaches.

Today’s marketing automation tools work to integrate a variety of effective higher education
communications, email, content marketing, social media marketing, landing pages, and
comprehensive analytics, in order to perform a wide range of functions. Through marketing
automation, institutions are able to capture and leverage a wide range of student data in
order to develop more personalized communications throughout the entire student lifecycle
(Hangover research, 2015).

2.5 IMPIRICAL REVIEW

The objective carried out by Steiner and Wrohlich (2008) was to find out the impact of student
aid on enrolment into tertiary education. From a policy point of view, the conclusion that he
made on the approximation of a relatively small enrolment elasticity with respect to the
amount of government sponsorship implies that financial incentives alone will not achieve
the policy goal of extensively increasing the share of students in University education within
age cohorts at feasible fiscal costs.

However, the enrolment elasticity estimated in most other studies is conditional on having
obtained a high school diploma which currently is a pre-requisite for entering university
education in Germany. Implementing policies aimed at increasing the share of potential
student within age group could thus be more effective in achieving the mentioned policy goal
than increasing the amount of financial aid, (Steiner & Wrohlich, 2008).

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Sarakikya (2014) was to find out some of the corporate strategies used to expand the student
intake by the University of Dar Es Salaam. Some of the strategies he found include, the
enrolment of privately sponsored students into regular and evening programmes, a change
in the residential model that had restricted the student intake base on the university
accommodation facilities available, the use of marketable technologies and the efficient and
effective utilization of the institution’s resources. In particular the conclusion was that these
strategies had both social and economic benefit.

From a social point of view, these strategies had created additional opportunities for
accessing university education and thus, they met the increased social demand for higher
education. In addition from an economic perspective, the increased student numbers enabled
the university to reap economies of scale as the increased numbers reduced unit costs while
the admission of privately sponsored students in regular and evening programmes gave
generated additional source of income for the university, (Sarakikya , 2014).

Sarakikya (2014) observations in relation to policy framework stated that with respect to the
issues of access to and equity in higher education in Tanzania. Firstly, the state-controlled
model which was used in the provision of education determined the rate of admission
because it restricted the student intake based on the government’s financial ability and also
manpower requirements. Secondly, the admission to higher education institutions, including
(UDSM) is competitive as it is based primarily on academic criteria (Sarakikya , 2014).

The other findings of this study also revealed the causes of low enrolment including, limited
resources such as the teaching and learning facilities, working conditions and infrastructure
development of the academic were unfavourable of the university were to inadequate to
accommodate increasing access and equity (Sarakikya , 2014).

Bishau and Samkange (2015) objective of the research was to assess the causes of low student
enrolment at the Zimbabwe Open University. They found out that Policy changes and co-
ordination between administration and academic staff also had a bearing on the student
growth. (Bishau & Samkange, 2015).

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2.6 Summary

In reference to the information provided in the literature above it is clear that policies that
the government has put in place on the tertiary education sector largely affect student
enrolment into universities of Botswana. This policies however needs to be reformed to foster
practicality and better implementation structures. The next chapter will be on research
methodology.

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CHAPTER III

RESEARCH METHODOLOGY

3.0 Introduction

In the previous chapter a literature review was carried out to identify gaps on the research
topic and opinions from other researchers. These chapter describes the methodological
procedure that are necessary for collecting data concerning the research questions described
in chapter one. It will enable the researcher to look at amorphous data in a meaningful,
statistical and systematic way. This chapter begins by describing the research design used.
The sample size and sampling procedures to guide of the selection of research site and
participates discussed in details. The chapter also explains the data collection methods and
techniques used and ensuring the trustworthiness of the findings. Lastly it focuses on the way
data is analysed, pilot study being conducted and the ethical consideration to the study.

3.1 RESEARCH DESIGN

A research design according to Kumar (2011) is a procedural plan that is adopted by the
researcher to answer questions validly, objectively, accurately and economically. Design sits
between the research questions and data, showing how the research will be connected to the
data, tools and procedures to use in answering them.

A research design comprises of three approaches which are qualitative, quantitative and
mixed research design approaches.

Ranjit, 2005 describes a qualitative research as an exploratory research which is used to gain
an understanding of underlying reasons, opinions and motivations. Examples of qualitative
data collection methods are, focus groups, individual interviews and observations (Ranjit,
2005).

A mixed method research is a combination of qualitative and quantitative research

approaches.

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In order to conduct this dissertation a quantitative research design is implemented (Kumar,
2011) . The research emphases the impact of government sponsorship on student enrolment
in Botswana, a case study of Ba Isago University, Gaborone campus. It involves the use of
structured interviews or questionnaires handed to both stuff and students in the University
and also analysis of policy and procedural documents concerning the government loan-
scheme.

A quantitative study designs are specific, well structured, have been tested for their validity
and reliability and can be explicitly defined and recognized. In a qualitative research design
relationship between variables will be explained in statistical format to generalise the findings
(Kumar, 2011).

The use of statistical approach was used because government sponsorship and enrolment
levels in tertiary education has been adequately explored and documented by government
officials and other researchers.

3.2 Sample and Sampling techniques

A description of the sample and sampling techniques was used to identify the research site
and participates. The selection and application of relevant procedures are deemed important
as they determine the quality and depth of the information collected.

3.2.1 The sample

A sample is a subset, of the population. It comprises some members selected from it. In other
words, some, but not all, elements of the population would form the sample (Sekaran, 2003).

The selection of the sample involves two platforms, namely, the selection of the research site
and the participants.

3.2.1.1 RESEARCH SITE

Ba Isago University was selected as a research site. The research was carried out in Gaborone
campus. The university was selected particularly due to its accessibility to limit costs of

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Introduction to Research
conducting the research, the university has also undergone significant institutional reforms in
terms of enrolments or access and equity since its establishment in 2001.

3.2.1.2 PARTICIPANTS

The participants were selected among the stuff and students at Ba Isago University. A sample
of 14 respondents will be used to conduct interviews or questionnaires. Out of this 4 students
selected; 2 females and 2 male and only 10 stuff members will be selected from the
administration department.

3.2.2 Sampling Techniques

Sekaran 2003 defines sampling as a process of selecting a sufficient number of elements from
the population, so that a study of the sample and an understanding of its properties or
characteristics would make it possible for the researcher to generalise such properties or
characteristics to the population element (Sekaran, 2003).

According to Saunders et al., (2007) Probability sampling includes: Simple random,

systematic, stratified random, Cluster and Multi-stage random sampling. Non-probability
sampling includes: Quota, Purposive (some strategies involves: Extreme cases,
Heterogeneous, Homogeneous, critical cases and typical cases), Snowball, Self-selection and
Convenience sampling method (Saunders, et al., 2007).

Sampling techniques provide a range of methods that enables the researcher to reduce the
amount of data needed to collect by considering only data from a sub-group rather than all
possible elements. It can be concluded that conducting a census study to the entire universe
will be impossible on the account of limitations of time and budget.

In this study, the employees and students will be selected using a probability sampling
method known as simple random sampling. This is a method of selecting participants so that
each member of the population has equal chance of being selected therefore not bias and
there is an ease of use and accuracy of representation of the entire population (Creswell,
2015).

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Introduction to Research
3.3 Data Collection

Data collection is the process by which the researcher collects information needed to answer
to relevant questions and evaluate outcomes (Ranjit, 2005).

The selection of data collection methods is directly related to the nature of the research
problem under investigation and how the methods selected would suit the research
questions of the study. This study obtained quantitative data from both primary and
secondary data.

According to Kothari (2004) primary data are those which are collected afresh and for the first
time and thus happen to be original in character. Questionnaires and interviews were
conducted to find out unanswered questions. The researcher obtained the information on
the following; factors that influence student’s choice of enrolment into Ba Isago University,
information on individual interpretations on policies or procedures governing the student
loan scheme. For example they were asked whether DTEF’s criterion and guidelines on the
selecting eligible students for sponsorship are valid, sound and satisfactory.

Secondary data on the other hand, are those which have already been collected by someone
else and which have already been passed through the statistical process (Kothari, 2004).
Analysis of institutional and national documents was done to enrich and strengthen the
trustworthiness of the data. The researcher obtained information concerning strategies the
university and the government of Botswana can adopt in order to increase access and
participation to varsities in Botswana. Review of policies and procedural documents
concerning government loan-scheme in particular how it relates to fluctuations in enrolment
levels in the university.

3.4 Data Collection Instruments

3.4.1 Questionnaire

A questionnaire is a series of questions designed to elicit information which is filled in by all

participants in the sample (Ranjit, 2005).This provides quantitative data which when analysed
statistically allows the attitudes of different employee groups to be compared for differences

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Introduction to Research
by demographics such as age, gender, level of study and length of service as well as faculty
etc.

Part A and B consists of closed-ended questions where the responded is limited to selecting
one answer or several options listed for example Dichotomous (yes or no) and Multiple choice
(alternative answers listed) and it is useful as it have definite set of clear cut answers and
results in realistic answers. In Part C it consists of Closed-ended questions where the
respondent rank answers accordingly e.g. strongly agree; Agree; Disagree; strongly disagree.
Therefore a questionnaire was selected because it is most amenable to statistical analysis
which is quick and relatively inexpensive to analyse.

3.4.2Interview

According to Ranjit 2005 interview means any person-to-person interaction, either face to
face or otherwise, between two or more individuals with a specific purpose in mind.
Questions are asked by the interviewer to obtain information and understanding. Using face-
to-face interviews questions will help in understanding perceptions of individuals on
government sponsorship policies and procedures as well are giving recommendations on
those policies. Though qualitative research data collection methods are time consuming and
data is usually collected from a smaller sample, the benefits of the approach is that, the
information is richer and has a deeper insight into the phenomenon under study and also its
degree of flexibility in accordance to the information provided by responders.

3.5 Data Analysis

Data analysis refers to a variety of specific procedures and methods (Richmond, 2006). Data
collected from questionnaires, interviews and documentary review were subjected to
content analysis. They were interested to find a link between financial aid in higher education
in Botswana and the fluctuation in enrolment, procedures of the government loan-scheme,
strategies to be implemented to raise enrolment levels and those factors that affect choice of
students to enrol into varsities.

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Introduction to Research
The results from content analysis were presented in numbers and percentages after being
coded, counted, weighted and presented into a percentage for drawing conclusions. SPSS and
excel software’s were used for data analysis and interpretation. Bar graphs, charts etc, were
used to present data.

3.6 Validity and Reliability of data collected instruments

Validity and reliability of data collection instruments is essential to minimize bias in the study
findings. This section is critical as it was testing the extent at which the researcher’s data can
be accurate and relied upon by other users. It basically represents the degree at which the
instruments chosen by the researcher was able to measure the intended measurement.

3.6.1 Reliability of data collected instruments

Reliability refers to the extent to which data collected techniques or analysis procedures will
yield consistent findings (Easterby-Smith, et al., 2002). The author further stated that in order
to ensure reliability of the data collected instruments, the researcher carries out pre-test by
randomly selecting elements to participate, answer questionnaires and observe whether if
the questions were understood without interfering or assisting the respondents, and if the
answers given were relevant to the study.

Threat to reliability includes: Subject or participant error, subject or participant bias and
observer error.

Weaknesses from the data collected were observed and corrected. Data collector bias can be
minimized by ensuring that the researcher is the only one to administer the research
instruments and standardize conditions such as exhibiting similar personal attributes to all
respondents.

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Introduction to Research
3.6.2 Validity of the data collection instruments

Validity of data collection instruments means the relevance of the data collection instruments
in relation to the anticipated outcome of the study (Easterby-Smith, et al., 2002). To ensure
validity, for example the researcher will draft the interview questions or questionnaires and
send them to their supervisors to establish whether they would, indeed, be able to capture
the information required. The supervisor would then study the questions, offer some critical
suggestions, comments and return them to the researcher. The researcher would use the
suggestions and comments to update the original questions and eventually, after the third
set of recommendation the interview questions or questionnaires would be finalized.

The researcher carried out a pilot study to test both data and content validity.

Pilot study is conducted before engaging in the actual data collection. The aim of the pilot
study is to assess the adequacy of the research instruments and to ascertain whether it would
capture as comprehensively as possible the fill range of the information needed for the study
(Sapsford & Jupp, 2006).

3.7 Ethical consideration

Evidence that ethical issues have been considered and evaluation is key in the judgment of a
research proposal (Blumberg, et al., 2005). Blumberg, et al. 2005 stated that ethical
considerations is where the researcher takes into account and adhere to all the ethical issues
that guide the conduct of a research study and protect the right of the participants who
volunteered in the conduct of the study. The respondents were guaranteed under oath of
confidentiality of information they revealed in case they felt the questions were sensitive in
nature.

The researcher had to bring to light that the study was solely for academic purposes and for
knowledge enhancement of the public as a whole. A letter from the university administration
was given to enable the researcher to carry out the study.

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Introduction to Research
3.8 Summary

This chapter explained and discussed the methodological procedures used to collect the data
for the purposes of the study. This chapter entailed major aspects of the study which is how
the study was to be undertaken. The participants, sample and sampling techniques among
other are discussed. The next chapter will present the findings of the study.

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