Browsing Research articles (Dept of Adult Education) by Title
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Now showing items 2-21 of 21
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Maruatona, T. (Taylor & Francis, http://www.tandf.co.uk/journals, November 23, 2010)[more][less]
Abstract: The article argues that, historically, universities have served a select few individuals as part of modernist not transformative agenda. This highly selective process guarantees students good life. The article argues that university education helps to redress colonial inequities through creating opportunities for graduate employability. However, university education has also served conflicting roles of adhering to the global capitalist imperative and attempting to inculcate social inclusion in developing nations. The roles of university-based adult education is analyzed in terms of its curricula, teaching, and research to demonstrate that adult education serves officialdom and has strayed from the initial adult education focus of social transformation. Drawing some illustrations from the Department of Adult Education at the University of Botswana, the article argues that programs serve state interests through engaging in a neoliberal modernist curriculum that excludes the learners. Finally, it is suggested that adult education should rethink the curricula, strengthen civil society, and mobilize community for social transformation. URI: http://hdl.handle.net/10311/1048 Files in this item: 1
Maruatona_JCHE_2010.pdf (1.952Mb) -
Maruatona, T. (SAGE, http://www.sagepublications.com, March NaN, 2006)[more][less]
Abstract: While the western powers credit globalization with facilitating development, Africa continues to face challenges such as poverty, low quality education, HIV/AIDS, and ineffective governance. This article provides an overview of African development since independence arguing that the African states shifted from their service-based policy agenda of the 1960s during the boom and bust period in the 1970s and 1980s, experienced the drastic effects of structural adjustments in the 1990s, and are now attempting to pursue an African renaissance agenda. It demonstrates how adult educators can help create deliberative democracy by working with civil society to engage African communities in public discourse and empower the citizenry. URI: http://hdl.handle.net/10311/658 Files in this item: 1
MARUATONA_JDS_2006.pdf (1.959Mb) -
Maruatona, T. (SAGE Publications http://jds.sagepub.com, NaN, 2006)[more][less]
Abstract: While the western powers credit globalization with facilitating development, Africa continues to face challenges such as poverty, low quality education, HIV/AIDS, and ineffective governance. This article provides an overview of African development since independence arguing that the African states shifted from their service-based policy agenda of the 1960s during the boom and bust period in the 1970s and 1980s, experienced the drastic effects of structural adjustments in the 1990s, and are now attempting to pursue an African renaissance agenda. It demonstrates how adult educators can help create deliberative democracy by working with civil society to engage African communities in public discourse and empower the citizenry. URI: http://hdl.handle.net/10311/696 Files in this item: 1
Maruatona_JDS_2006.pdf (1.596Mb) -
Maruatona, T. (Florida International University, http://education.fiu.edu/newhorizons, NaN, 2008)[more][less]
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. URI: http://hdl.handle.net/10311/1100 Files in this item: 1
Maruatona_NHAEHRD_2008.pdf (1.804Mb) -
Lekoko, R.; Merwe, M. (Springer Netherlands. http://www.springerlink.com, May NaN, 2006)[more][less]
Abstract: Growth in rural communities, along with attendant changes in social, economic and environmental conditions, challenges members of these communities to take even more responsibility for their lives than in the past. While there is a need to promote sustainable economic prosperity, it is important that developmental approaches should not compromise the potential of citizens to meet these challenges independently. The present contribution is based on a phenomenological study that explored approaches to community development in Botswana. One of the key findings was that these were dominated by a bureaucratized welfare scheme, as the government gave free food and farming implements to poor people in an approach referred to as atlhama-o-je (‘open-your-mouth-and-eat’). The present contribution reflects on the consequences of using this type of approach, arguing that instead of bringing real hope to the rural poor, it generated counterproductive attitudes. In conclusion, the authors suggest alternative strategies that take account of the life experiences of the rural poor and render them less dependent on government intervention for their well-being. URI: http://hdl.handle.net/10311/552 Files in this item: 1
Lekoko_RE_2006.pdf (625.9Kb) -
Raditloaneng, W. (Academic Journals, http://www.academicjournals.org, November NaN, 2009)[more][less]
Abstract: This paper provides a critique of globalization with a special focus on the declining role of subsistence agriculture as the backbone of peasant economy in colonial Botswana and the changes that have occurred since independence 30th September 1966. During the colonial and pre independence era, agriculture was the backbone of peasant economy and poverty eradication in Botswana. The post independence era in Botswana resulted in reforms in all the public sectors including education, health, agriculture, tourism, trade, industry, science and communication and others which are typified in the cash economy. Based on a mixed methodology of qualitative and participatory activities in the study of the impact of learned identities of a total of 30 poor people poverty in two selected communities (one rural and one urban) in Botswana, this paper argues that with the advent of globalization, agriculture as the backbone of peasant economy is faced with competition from the other sectors of the modern economy. Despite efforts to engage in diversification of the agricultural sector and harsh climatic changes and human factors, the sector has been adversely affected by climatic changes and human factors too. Based on the deliberation of the poor who participated in the study; to be the backbone of peasant economy and poverty eradication. Registered destitutes who participated in this study had not graduated form poverty to non- poverty at the time of the qualitative study conducted between August 2008 and March 2009, despite the monthly food basket they received from the Government of Botswana. URI: http://hdl.handle.net/10311/1065 Files in this item: 1
Raditloaneng_JDAE_2009.pdf (1.513Mb) -
Ntseane, P. G. (UNESCO. http://www.unesco.org, NaN, 2004)[more][less]
Abstract: This paper argues that sex has to be analyzed and understood from a sociological perspective because sex in itself has a social function. A phenomenological study that was carried out among five ethnic groups of Botswana revealed the importance of taking into account cultural sexual realities when prevention strategies 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, and use a Condom’ (ABC), a strategy borrowed from the Christian cultural morality of sex. Therefore, this paper advocates for empowerment processes that take into consideration local ways of knowing and delivery modes such as participatory approaches. An effective and sustainable alternative to the current national ‘ABC’ strategy is to engage people meaningfully in analyzing their current cultural situation and coming up with working strategies that can make a difference in a country seriously affected by the HIV/AIDS pandemic. URI: http://hdl.handle.net/10311/757 Files in this item: 1
Ntseane_PLE_2004.pdf (1.377Mb) -
Ntseane, P.G. (AEQ, http://aeq.sagepub.com, November NaN, 2011)[more][less]
Abstract: Informed by the Afrocentric learning paradigm, this conceptual piece argues that Mezirow’s version of the theory of transformative learning is useful, but it would be more so if applied to be culturally sensitive. Using Botswana cultural learning values as an example, the article demonstrates how the theory can be made culturally sensitive to an African learning context. African values identified to inform a collective process of transformational learning are that (a) there is no absolute knowledge because of the communal involvement in knowledge construction and knowledge acquisition, (b) spiritual obligation that is influenced by the metaphysical world means that the knowledge context is complex, (c) knowledge is communal because social change depends on collective responsibility, and (d) gender roles/expectations are critical for processing knowledge. In conclusion, the article argues that the continued marginalization of diverse cultural contexts denies new insight into the positive development of a useful critical theory such as transformational learning. URI: http://hdl.handle.net/10311/1117 Files in this item: 1
Ntseane_AEQ_2011.pdf (4.218Mb) -
Youngman, F.; Maruatona, T. (Taylor & Francis, http://www.informaworld.com, July NaN, 1998)[more][less]
Abstract: This article addresses the question of whether extension workers can change their attitudes and practices in order to promote participatory rural development by considering the case of Botswana. It discusses the emergent participatory extension paradigm which uses techniques such as participatory rural appraisal (PRA). It describes the new community-based strategy for rural development in Botswana which includes the expectation that the extension services can be reorientated to facilitate increased community participation. Evidence is presented from research in 1995-96 which evaluated a pilot project involving PRAs undertaken by extension workers in four districts. The project sought to find out systematically whether PRA could enhance the ability of the extension services to undertake participatory rural development. The findings suggest that extension workers can develop through training the attitudinal predisposition necessary for adopting a more participatory approach to extension practice. However, there are institutional and contextual constraints which present obstacles to implementing participatory rural development. It is therefore not certain that the proposal to expand the use of PRA on a national scale will lead to the anticipated reorientation of the extension services. URI: http://hdl.handle.net/10311/1043 Files in this item: 1
Youngman_IJLE_1998.pdf (1.239Mb) -
Mpofu, S.T.; Youngman, F. (Springer, http://www.springeronline.com, November NaN, 2001)[more][less]
Abstract: The article highlights the renewed significance of adult literacy for international and national educational policy as a result of the World Educational Forum in 2000, at which a new vision of literacy was advocated. The difference between the new and old paradigms of adult literacy is considered. The article argues that the traditional approach which has dominated the international discourse on adult literacy has profoundly influenced national decisions. This influence is illustrated through a comparative analysis of national adult literacy programmes in Botswana and Zimbabwe. The programmes exhibit a high degree of similarity despite differences in the national contexts. The analysis shows that the traditional approach has been relatively ineffective in improving adult literacy levels. However, proposals for change influenced by the new paradigm have not been taken into account. Thus the examples of Botswana and Zimbabwe indicate the difficulty in displacing the dominant tradition in adult literacy at the level of national policy-making. URI: http://hdl.handle.net/10311/629 Files in this item: 1
YOUNGMAN_IRE_2001.pdf (2.549Mb) -
Maruatona, T. (Routledge. http://www.informaworld.com, NaN, 2005)[more][less]
Abstract: This empirical paper demonstrates that in spite of being a multiethnic society, literacy education in Botswana has ignored gender and cultural diversity. It demonstrates how planners endorsed a technocratic view of planning, emphasizing their curriculum expertise instead of learners' realities. The article argues that planners systematically ignored gender and minority issues through assuming that learners shared common concerns and that they are passive consumers. The planners reinforced their dominance by using one national language in a multilingual community, arguing that it is a natural choice and nobody objected to its use. Finally, the paper suggests that in order to address gender and minority issues, the programme should use the mother tongue and adopt participatory approaches in curriculum planning. URI: http://hdl.handle.net/10311/513 Files in this item: 1
Maruatona_IJLE_2005.pdf (1.475Mb) -
Oduaran, A. (Taylor & Francis, http://www.tandf.co.uk/journals, May NaN, 2000)[more][less]
Abstract: The global phenomenon called globalization frequently offers justifications for socio-economic and political actions aimed at bringing rapidly into fruition the "Global Village" which Marshall McLuhan had anticipated decades ago. Both the 1972 UNESCO sponsored Commission Report chaired by Edgar Faure and that of 1996 chaired by Jacques Delors produced important documents which, as at other times, reviewed issues and priorities in education worldwide, in spite of the obvious extreme diversity in socio-economic, political and educational situations, conceptions and structures. As always, UNESCO had been concerned about the numerous and vibrant challenges the future holds in store for everyone. In doing so, lifelong education has been identified as one of the indispensable assets available to us in the pursuits which regularly bring into the fore the concern for equality, equity and, indeed, human reasonableness. As the world pursues the ideals and objectives of globalization, the need arises for a timely reassessment of positions especially in the context of consequences and challenges that are inherent. This paper seeks to examine globalization in the context of some of the major challenges it poses for Africa. In particular, it proposes how lifelong education might be structured to assist Africans in comprehending, evaluating and possibly, participating comparatively effectively in the relations implied in globalization rather than standing aloof and becoming hapless objects. URI: http://hdl.handle.net/10311/1042 Files in this item: 1
ODUARAN_IJLE_2000.pdf (1.785Mb) -
Lekoko, R.; Modise, O. (IJLE, http://www.tandfonline.com/loi/tled20, February NaN, 2011)[more][less]
Abstract: This paper argues that lifelong learning can be a torch for education that is relevant, appropriate and appreciated by many Africans if conceptualized within the African Indigenous Learning (AIL) framework. Such learning is entrenched deep in the practices, cultures and ways of knowing of many Africans. The fundamentals or the ideals of lifelong learning in AIL can be presented in three dimensions of time, space, and I/We. Woven together, these concepts present a context in which lifelong learning is defined by aspects such as learning-in-action (immediacy of application); interactive methods; and a time that is only valued in respect of events that constitute it. Generally, an understanding of lifelong learning from the western perspective hinges on the linearity, economics and individualism of learning and these concepts may not be well promoted within the framework of AIL. It is not difficult to imagine the impact of borrowed concepts of learning on Africans if applied uncritically. Africans cannot afford to be oblivious of the differences in contexts between them and the western world. Context, therefore, is central to the application of lifelong learning. The authors of this paper have a full understanding that people in different parts of Africa may view lifelong learning in different ways. Thus, the term ‘African’ is used to underscore the importance of context. The authors also note that the advantages of lifelong learning to Africa are obvious vis‐à‐vis learning as a human right and a social justice. While these ideals are helpful, Africans cannot be subservient to how lifelong learning comes packaged from the western perspectives. To illustrate some differences, some ideals of lifelong learning in the AIL are introduced through the case of an adult education compensatory programme, and a three dimensional model is proposed for applying these ideals. URI: http://hdl.handle.net/10311/1118 Files in this item: 1
Lekoko_IJLE_2011.pdf (3.077Mb) -
Oduaran, A. (Taylor & Francis, http://www.informaworld.com, March NaN, 2003)[more][less]
Abstract: The future of Botswana and Nigeria hangs precariously on the balance of life and death. In recent years, the latter seems to be winning as both countries face the devastation of their middle generation due to the HIV/AIDS pandemic. Neither country can afford to simply watch their populations be depleted at such an alarming rate. This paper seeks to propose how an intergenerational framework might be applied to this situation with the hope that intergenerational policies and approaches might ameliorate this social crisis. URI: http://hdl.handle.net/10311/655 Files in this item: 1
Oduaran_JIR_2003.pdf (1.084Mb) -
Ntseane, P. G.; Youngman, F. (Development Policy Management Forum, http://www.dpmf.org, NaN, 2002)[more][less]
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) -
Maruatona, T. (SCE, http://www.tandfonline.com/loi/csce20, July NaN, 2011)[more][less]
Abstract: 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) -
Maruatona, T. (Routledge http://www.informaworld.com, November NaN, 2006)[more][less]
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) -
Lekoko, R. (Oxford Journals. http://cdj.oxfordjournals.org, NaN, 2005)[more][less]
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) -
Maruatona, T. (Elsevier, http://www.elsevier.com/wps/find/homepage.cws_home, January 24, 2004)[more][less]
Abstract: 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) -
Ntseane, P.G.; Preece, J. (Routledge. http://www.tandf.co.uk/journals/titles/0376835x.asp, September NaN, 2005)[more][less]
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)
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