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Leadership in civil society organisations in Botswana

Ntseane, P. G.; Youngman, F. (Development Policy Management Forum, http://www.dpmf.org, NaN, 2002)

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Abstract:

The paper is based on a study conducted in Botswana from June 2001 – February 2002 as part of an larger regional research project on Leadership, Civil Society and Democracy in Africa. In Botswana, the research was based on two non-governmental organisations, namely, Emang Basadi Association and Molengwane Ikemeleng Producer Cooperative. The study on Leadership, Civil Society and Democracy in Botswana has confirmed that well-led civil society organisations are a valuable instrument for democracy.

URI:

http://hdl.handle.net/10311/643

Files in this item: 1

Ntseane_DPMF_2002.pdf (297.8Kb)

Lifelong learning and the pursuit of a vision for sustainable development in Botswana

Maruatona, T. (SCE, http://www.tandfonline.com/loi/csce20, July NaN, 2011)

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This paper analyses Botswana's commitment to lifelong learning policy and discusses how it can help the state achieve its vision for sustainable development. First, it argues that while Botswana is renowned for its economic success, it still fails to address positively such traditional challenges as poverty, unemployment and income inequality, which are increasing disproportionately, especially among the youth and non-literate adults. These structural problems can be attributable partly to the low quality of education, which does not enable learners to reduce their risks and vulnerabilities. The paper outlines the concepts of lifelong learning and sustainable development and work from there to analyse the national education policy. It is acknowledged that the state made commendable progress in delivering basic, extension and continuing education since adopting lifelong learning in 1994. However, the delivery failed to use education to transform people's lives. The education itself failed to balance quantity with quality effectively to inculcate a culture of democracy. These issues need to be critically addressed because they invariably hamper Botswana's efforts to deliver quality education and attain its vision for sustainable development. Finally, the paper suggests that the education system should incorporate lifelong learning principles, effectively involve learners in decision making and teach for empowerment.

URI:

http://hdl.handle.net/10311/1088

Files in this item: 1

Maruatona_SCE_2011.pdf (3.651Mb)

Lifelong learning for facilitating democratic participation in Africa

Maruatona, T. (Routledge http://www.informaworld.com, November NaN, 2006)

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Abstract:

Lifelong learning has come to be internationally recognized as a framework in the development of sustainable education. However, in spite of rhetoric and its endorsement in some nations' policy documents, lifelong learning is not operationalized and Africa continues to be plagued by social maladies such as HIV/AIDS, capacity poverty, low quality education, global marginalization and ineffective governance. The article argues that post-colonial Africa transited from concern with service delivery, went through structural adjustment policies to focusing on African renaissance. It indicates that some countries have embraced lifelong learning as policy framework but have not made sufficient efforts to translate that in their teaching and learning. It contents that lifelong learning in Africa can only be effective if African communities are encouraged to make concerted efforts to embrace principles such as deliberative democracy, multiculturalism, decentralization of decision-making and helping to redirect the agenda of civil society as a way to use lifelong learning to enhance public participation in Africa.

URI:

http://hdl.handle.net/10311/727

Files in this item: 1

Maruatona_IJLE_2006.pdf (976.5Kb)

The perceived effects of field-based learning in building responsive partnerships for community development

Lekoko, R. (Oxford Journals. http://cdj.oxfordjournals.org, NaN, 2005)

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Abstract:

This paper argues for the use of field-based learning activities in the training of community-based extension workers (CBEWs). CBEWs are in a challenging position. They are expected to provide services to local communities in an integrated/coordinated manner. Thus, they require partnership skills to work as an effective group. Hermeneutic-phenomenological interviewing revealed that training systems in their current forms remain unable to address the partnership skill-needs of CBEWs. This paper argues for the re-orientation of the current training systems, to make field-based learning an integral element of the training systems.

URI:

http://hdl.handle.net/10311/550

Files in this item: 1

Lekoko_CDJ_2005.pdf (1.180Mb)

State hegemony and the planning and implementation of literacy education in Botswana

Maruatona, T. (Elsevier, http://www.elsevier.com/wps/find/homepage.cws_home, January 24, 2004)

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Planning adult literacy education in developing nations is largely viewed as a technical process reserved for government officials at the Ministry of Education. This empirical study argues that in Botswana, state sponsored adult literacy asserts its hegemony and stifles learner participation and district initiatives. The paper provides an overview of the socio-economic and political situation in Botswana arguing that in spite of being a liberal democracy, the planning and implementation of adult literacy education is driven by central government officials and views learners as having similar experiences and treats them as passive consumers. It fails to employ literacy education to address social disparities based on ethnicity and gender. Finally, the paper suggests that the planning should be decentralized and use a participatory approach.

URI:

http://hdl.handle.net/10311/820

Files in this item: 1

Maruatona_IJED_2004.pdf (2.376Mb)

Why HIV/AIDS prevention strategies fail in Botswana: considering discourses of sexuality

Ntseane, P.G.; Preece, J. (Routledge. http://www.tandf.co.uk/journals/titles/0376835x.asp, September NaN, 2005)

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Abstract:

A phenomenological study that was carried out among five ethnic groups of Botswana revealed the importance of taking into account culturally situated sexual realities when prevention policies for HIV/AIDS are considered and implemented. Furthermore the study threw light on the ineffectiveness of the current national HIV/AIDS prevention strategy of ‘Abstain, Be faithful, or use a Condom’ (ABC), a strategy that has been externally imposed on communities, without sufficiently engaging the behavioural practices and values of the communities themselves. This paper therefore advocates educational strategies for HIV/AIDS prevention that take into consideration localised social relations and value systems. Devising policies that engage with the discourses that are dominant in each ethnic group can make a difference in a country that has been hard-hit by the HIV/ AIDS epidemic

URI:

http://hdl.handle.net/10311/517

Files in this item: 1

Ntseane_DSA_2005.pdf (1.017Mb)

Now showing items 16-21 of 21

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