This document presents findings of Education Management Information System (EMIS) peer review in Botswana. ADEA’s Working Group on Education Management and Policy Support facilitated the review using the EMIS Norms and Standards Assessment Framework for the SADC region. 

The process involved consulting key education data stakeholders, reviewing existing EMIS related documents; and visiting selected educational institutions and partners, focusing on four key areas, namely, policy and legal frameworks, resource availability and utilization, statistical processes, and education information reporting. 

The ranking ranges between poor and quality statistics, with key recommendations towards quality statistics.

Overall, the EMIS in Botswana minimally complies with the region’s norms and standards with a score of 2.7, which is between 2.6 and 3.3, indicating “Acceptable Education Statistics.”  

Key areas of good performance include statistical processes, quality management, statistical confidentiality, and registration of learners. Reporting is also comprehensive and adheres to the principles of coherence, comparability, and integration. 

However, EMIS faces resource challenges and unclear mandate to collect education data.

The report also calls for improved data relevance, accuracy and reliability, and for timely and punctual dissemination of education statistics. The recommendations are aimed at addressing these areas, in addition to fostering inter-ministerial and institutional collaboration.