Show simple item record Maruatona, T. 2012-12-03T06:34:58Z 2012-12-03T06:34:58Z 2008
dc.identifier.citation Maruatona, T. (2008) Analysis of participants’ perceptions of REFLECT approach in their lives and work: the case of Botswana, New Horizons in Adult Education and Human Resource Development, Vol. 22, No. 3/4, pp. 6-25 en_US
dc.identifier.issn 1062-3813
dc.description.abstract This manuscript documents the perceptions of teachers and learners towards the Regenerated Freirean Literacy Empowerment and Community Techniques (REFLECT) approach in the delivery of literacy in Ngamiland District, Botswana. It suggests that REFLECT changed the perceptions, lives, and work experiences of learners and teachers. REFLECT caused teachers to recognize learners’ knowledge and experiences. It enabled teachers to experience professional growth and engage in democratic practices and encouraged learners to make personal and group choices and take action against certain undesirable practices, such as alcoholism and the sale of beer to minors. The study argues that, compared to REFLECT, the current national literacy program is centralized and has minimal impact on participants. However, as implemented in the pilot project, REFLECT also had limitations, such as failing to generate practical solutions, demanding too much time from participants, and using poorly qualified teachers. These challenges could be addressed and REFLECT should be adopted to train regular literacy teachers nation-wide. en_US
dc.language.iso en en_US
dc.publisher Florida International University, en_US
dc.subject Teachers en_US
dc.subject Learners en_US
dc.subject National literacy program en_US
dc.subject Botswana en_US
dc.title Analysis of participants’ perceptions of REFLECT approach in their lives and work: the case of Botswana en_US
dc.type Published Article en_US en_US

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