Browsing Primary Education by Issue Date
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Phibion, O. (IJSRE, http://www.ijsre.com, March NaN, 2012)[more][less]
Abstract: This paper is aimed at discussing the information contained in Borankana (Phathisi), traditional music practiced by the Bakwena in the Kweneng District of Botswana. The paper was conceived through the collaborations between ethnomusicology classes and their subjects/respondentsin an effort to better understand Borankana traditional music performance, and its daily uses today. This paper addresses not only the traditional music, but also the traditional learning and transmission of the music. Data was gathered by author and students through kgotla (tribal administration) visits, oral interviews with the informants, as well as internet search and other secondary printed information repositories such as books and journals. Oral interviews were recorded using an audiotape for future referencing and photographs were taken of the practical music performances. It was evident in the interviews that for the Bakwena of Botswana, Borankana music was traditionally used for entertainment by both young and old people. However, it was also evident that dancing activities were largely dominated by men and boys while women sang, clapped hands and ululated. Historically, Borankana was performed during tribal activities only. Now it mainly used by men in day-to-day activities for entertainment with women accompanying through singing, hand clapping and ululating. Changes in costumes and the materials used to make instruments over time is also discussed. URI: http://hdl.handle.net/10311/1064 Files in this item: 1
Phibion_IJSRE_2012.pdf (619.0Kb) -
Mosothwane, M.; Ndwapi, G. (IJSRE, http://www.ijsre.com, March NaN, 2012)[more][less]
Abstract: Botswana’s 1994 Revised National Policy on Education of 1994 (RNPE, 1994) recommended that colleges of education in Botswana train teachers in Environmental Education (EE) methodologies using the infusion approach. To assess the extent to which this recommendation has been implemented, sixty teachers in their final year of study were surveyed. The results of this study show that, to date, colleges of education have not yet introduced environmental education into their teacher education programmes. Consequently, the subjects of the study did not perceive themselves as competent and effective environmental education teachers; however, they did see environmental education as a very important subject that could raise the environmental literacy of children in schools. The results of the study were analyzed using frequencies and percentages and for interview protocol questions thematic analysis was used. Implications for teaching environmental education are discussed in the light of the findings. URI: http://hdl.handle.net/10311/1038 Files in this item: 1
Mosothwane_IJRSE_2012.pdf (1.756Mb) -
Mosothwane, M. (IJSRE, http://www.ijsre.com, June NaN, 2012)[more][less]
Abstract: This study examines the role played by secondary school mathematics teachers in the development of mathematics curriculum. It was conducted using a sample of sixty senior secondary school mathematics teachers. The findings of the study suggest that the majority of senior secondary school teachers’ play only a minor role in the development of the mathematics curriculum, but are active in the implementation and production stages. Subjects of the study reported that full participation in the development of the curriculum would help them to better implement the material because they would feel they ‘own’ it. Teachers use a variety of teaching methods and materials to promote effective learning. A stronger mathematics curriculum for senior secondary schools would emerge if teachers were encouraged to participate in the development process. A lack of teacher participation in the development of senior secondary school mathematics curriculum has implications for mathematics teaching, particularly now as Botswana build’s its first university of science and technology. One such implication is the possibility of weaker students finding their way into the university and thus lowering the overall quality of mathematics performance. The paper concludes with suggestions and recommendations in the hope that these will help curriculum development officers to involve more senior secondary school teachers in the development of mathematics curriculum so as to strengthen mathematics education in Botswana. URI: http://hdl.handle.net/10311/1081 Files in this item: 1
Motsothwane_IJSRE_2012.pdf (1.608Mb) -
Mannathoko, M.C.; Mangope, B. (IJSRE, http://www.ijsre.com, March NaN, 2013)[more][less]
Abstract: Research in Botswana has shown the importance of parental involvement in primary school education. Consequently, researchers have argued for strengthening the school-community relationship in order to improve the quality of primary school programmes and enable children to succeed in the academic environment. Nonetheless, little has been done to identify barriers to parental involvement in children’s academic work and possible solutions geared towards quality education. This study therefore seeks to investigate the causes of limited parental involvement in their children’s schooling and to identify strategies to help minimise these barriers and improve academic performances in primary schools. This study is a qualitative case study wherein twenty-four participants (twelve teachers and twelve parents) are interviewed. The sample was drawn from the Central North region of Botswana and covered remote, remotest, sub-urban, and urban locations. Random sampling was used to select teacher-participants while parents were identified with help of village headmen. Botswana education policies and school regulation or guideline handbooks were also examined to determine the extent to which these documents promote community involvement. The findings of this study reveal significant divergences in the responses of parents and teachers. Most of the parents, especially those in remote areas, for example indicated that they were not aware that they were supposed to offer teaching assistance services in schools. Teachers in the same areas indicated that parents were not cooperative in contributing to their children’s learning. Likewise, while teachers listed examples of workshop initiatives designed to sensitise parents to the importance of being involved in their children’s learning, parents said they were only called to collect children’s progress reports, for Parent Teacher Association (PTA) meetings, or to be threatened about failure to pay school development and sports fees. URI: http://hdl.handle.net/10311/1138 Files in this item: 1
Mannathoko_IJSRE_2013.pdf (267.9Kb) -
Mokotedi, R.T. (IJSRE, http://www.ijsre.com, March NaN, 2013)[more][less]
Abstract: In recent years, there have been a number of innovations and reforms aimed at making education relevant to the needs of the society. Despite the premium placed on education, there continue to be challenging and persistent issues negatively affecting teacher education. One of these challenges is the generalist approach of primary schools whereby teachers teach all subjects in the curriculum. This is often a departure from their pre-service training where they were trained as specialists. The purpose of this study is to establish new teachers’ perspectives on the role of subject specialization in Botswana Colleges of Education and the implications of this training for the professional development of those who did not specialize in languages. This study adopted a survey research design in which questionnaires were the main data collection instrument. This study targeted two primary schools in the Southern Region with a sample of twenty (20) beginning teachers (with Diploma Certificates in primary schools). Of this sample of twenty, ten (10) completed the questionnaires. The results of this study reveal that beginning teachers advocate for specialization in primary schools because it allows them an area they can teach with confidence. These teachers raised the issue of in-service development and support as a source of information on matters pertaining to language teaching because for those who did not specialize in languages, teaching this complex subject is a challenge and can be highly demotivating. URI: http://hdl.handle.net/10311/1136 Files in this item: 1
Mokotedi_IJSRE_2013.pdf (269.0Kb)
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