Abstract
This study reviews the literature on the role of schooling in the cognitive development of Africans and examines the effect of the quality of education on Batswana children attending English and Setswana medium schools. Africans who have been exposed to schooling show greater cognitive development than Africans who have had no access to schooling. Children attending English medium schools, which provide qualitatively superior education, performed significantly better on conservation and class inclusion cognitive tasks than children attending Setswana medium schools. However, there was no difference in their performance in respect of transitivity.
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