Browsing Primary Education by Author "Tsayang, G."
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Tsayang, G. (IJSRE, http://www.ijsre.com, March NaN, 2011)[more][less]
Abstract: A survey study was conducted to establish perceptions of students who completed in 2008 and 2009 respectively in the Bachelor of Education (B.Ed.) in Education Management regarding the study provision and conditions, therefore the perceived value and quality of the study programme. Theories of learning which point to the influence of the ‘inner world’, the ‘work environment’ and the ‘other people’ on learning and therefore perceptions of programmes were used as the theoretical framework. B.Ed. Educational Management students filled in a questionnaire which had both open and close ended items. Perceptions were deduced from views on, among others, facilities to support the programme, usefulness of the programme for work, quality of the programme and support availed students. The findings showed an overwhelming positive perception of the programme. By implication, the programme would be expected to positively enhance learning thus, produce managers who would have a positive impact in the schools. Among the recommendations made were that the Ministry of Education and Skills Development of Botswana considers sponsoring more inservice management students to the local programme to reduce on costs, with cognisance being taken to avoid inbreeding where every manager would be coming from the local institution. Another recommendation is to conduct a study to establish the impact of these graduates on education where they are deployed as school managers. URI: http://hdl.handle.net/10311/979 Files in this item: 1
Tsayang_IJSRE_2011..pdf (1.700Mb) -
Tsayang, G.; Monyatsi, P.; Bulawa, P.; Mhozya, C. (Kamla - Raj Enterprises, http://www.krepublishers.com, NaN, 2010)[more][less]
Abstract: Primary School Management Development Project intended to improve management of primary schools in Botswana started in 1999 and ended in 2002. The Impact Evaluation Study (IES) conducted in 2000 found that management practices introduced by the project had improved management by most SMTs. School Management Teams and Primary School Management Advisors put in place by the Project were functioning well. Cluster and school-based in service training had a positive impact on management of primary schools. The present study wanted to find out whether the findings from the IES were sustained. A survey of 24 schools in four of the six national education regions was conducted. The main findings of the study were that the program activities and structures were sustained. The sustenance was attributed to the initial involvement of the key stakeholders in the conception of the project through the base line study where school managers identified key management areas of need. The sustenance is also attributed to political commitment by the government manifested through regularizing the project into a Ministry of Education programme properly budgeting for. One of the implications of the findings is that commitment by stakeholders should be grounded on a sound understanding and true involvement by the key players from conception to implementation of any program. It is also noted that decentralization should not be abdication of accountability by the mother body, the central government, instead, should be a strategy through which the central government works to empower the policy and programme implementers. URI: http://hdl.handle.net/10311/651 Files in this item: 1
Tsayang_JSS_2010.pdf (1.685Mb)
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