Transitioning to university in Botswana

Abstract

Academic and social deficits, a nine-month secondary school-to-university learning loss, a readiness gap for university-level coursework, and limited cultural capital characterize the transition to university for Botswana’s secondary school completers seeking a STEM qualification. This study investigated internationally implemented developmental education interventions that STEM-offering public universities in Botswana may proactively implement to ease the transition and improve matriculant’s chances of success from their first year at university. Findings indicate that a Developmental Winter Bridge Program presents the best option for secondary school completers’ acclimatization, assimilation, and university success. Policy recognition of the Bridge Program as a pre-entry requirement for STEM undergraduate programs is recommended as the first step towards increasing confidence in the preparation of future-ready engineers and scientists.