Browsing Faculty of Education by Title
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Flouris, A.D.; Poulianiti, K.P.; Chorti, M.S.; Jamurtas, A.Z.; Kouretas, D.; Owolabi, E.O.; Tsatzarakis, M.N.; Tsatsakis, A.M. (Elsevier, www.elsevier.com/locate/foodchemtox, October NaN, 2012)[more][less]
Abstract: The World Health Organisation called for research assessing the safety of electronic cigarette (e-cigarette). We evaluated the acute effect of active and passive e-cigarette and tobacco cigarette smoking on complete blood count (CBC) markers in 15 smokers and 15 never-smokers, respectively. Smokers underwent a control session, an active tobacco cigarette smoking session, and an active e-cigarette smoking session. Never-smokers underwent a control session, a passive tobacco cigarette smoking session, and a passive e-cigarette smoking session. The results demonstrated that CBC indices remained unchanged during the control session and the active and passive e-cigarette smoking sessions (P > 0.05). Active and passive tobacco cigarette smoking increased white blood cell, lymphocyte, and granulocyte counts for at least one hour in smokers and never smokers (P < 0.05).It is concluded that acute active and passive smoking using the e-cigarettes tested in the current study does not influence CBC indices in smokers and never smokers, respectively. In contrast, acute active and passive tobacco cigarette smoking increase the secondary proteins of acute inflammatory load for at least one hour. More research is needed to evaluate chemical safety issues and other areas of consumer product safety of e-cigarettes, because the nicotine content in the liquids used may vary considerably. URI: http://hdl.handle.net/10311/1147 Files in this item: 1
Owolabi_FCT_2012.pdf (1.492Mb) -
Maruatona, T.L. (JCHE, http://www.tandfonline.com/loi/ujch20, 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/10311/1075 Files in this item: 1
Maruatona_JCHE_2010.pdf (4.335Mb) -
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 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. (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) -
Jankie, D. (National Council of Teachers of English, http://www.ncte.org/, December NaN, 1990)[more][less]
Abstract: Suggests using Mtutuzeli Matshoba's "Call Me Not a Man" as the central text in a unit on oppression to help students understand and make them better able to respond to oppression. Provides key questions for structuring the unit to help students consider aspects of oppression that they might otherwise neglect. URI: http://hdl.handle.net/10311/1122 Files in this item: 1
Jankie_TEJ_1990.pdf (766.5Kb) -
Malete, L. (SAGE Publications. http://spi.sagepub.com, NaN, 2007)[more][less]
Abstract: This study examined the relationship between family factors and secondary school students’ aggressive and antisocial behaviours. Participants were 1,478 junior and senior secondary school students from four major urban centres in Botswana, aged 12-20. Results showed significant prevalence of self-reported aggressive tendencies and antisocial behaviours among secondary school students in Botswana. Boys rated themselves higher on aggression, use of alcohol and drugs and carrying and using dangerous weapons compared to girls. High scores on antisocial and aggressive behaviours were significantly related to poor parent-child relations and low parental monitoring. The results are consistent with findings from previous studies. The findings have important implications to violence prevention programs for children and adolescents. Suggestions for future research and the development of intervention programs are made. URI: http://hdl.handle.net/10311/514 Files in this item: 1
Malete_SPI_2007.pdf (1.520Mb) -
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) -
Nenty, H.J. (Kamla-Raj Enterprises, http://www.krepublishers.com, NaN, 2010)[more][less]
Abstract: Student learning is influenced by many factors which educational research is tasked to determine and feed into the teaching-learning process to enhance its effectiveness. Several studies with different populations have determined that that to which a learner attributes his or her performance significantly influences such performance. To determine some of the factors that significantly impact upon students’ causal attribution of their performance on mathematics, this study ana1ysed, using chi-square (c2) statistics, survey research data from 717 Form D (Form 4) students from 30 randomly selected secondary schools in the Kingdom of Lesotho. The results showed that while gender of students had no significant influence on students attribution of their performance in mathematics, the person with whom the students were living, students’ preferred occupation after school, type of proprietor of schools, and preferred classroom seating zone during mathematics lesson, each had significant influence on this variable. Based on these results, appropriate discussions and recommendations were made. URI: http://hdl.handle.net/10311/1094 Files in this item: 1
Nenty_JSS_2010.pdf (648.2Kb) -
Amusa, L.O.; Onyewadume I.U. (Tartu University Press; http://www.tyk.ee, NaN, 2001)[more][less]
Abstract: The present study was undertaken to assess the physique, body composition and somatotypes of Botswana national karate players camped in preparation for the 1999. All Africa Games held in Johannesburg, South Africa. In total, ten male and seven female karate players took part in the descriptive research. The mean somtotype rating for males were: 2.5±1.1-3.9±0.9-3.0±1.2 and for females: 4.4±0.8-4.7±1.2-1.3±1.1 (endomorphy, mesomorphy and ectomorphy and respectively). This exploratory study has revealed that anthropometric factors of height, body mass,%body fat. BMI and somatotypes are important for high profile sort like karate. URI: http://hdl.handle.net/10311/759 Files in this item: 1
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Moswela, E.; Mukhopadhyay, S. (DS, http://www.tandfonline.com/, May NaN, 2011)[more][less]
Abstract: Students with disabilities are under-represented in higher education (HE) institutions in Botswana. The number of students with disabilities is on the rise but parity has not been attained. The struggle of students with disabilities to access and participate in HE remains an issue of great concern for disability activists and researches. This paper sought to document the experiences of university students with disabilities took part in the study. Data were gathered through semi-structured focus group interviews. Later on these data were triangulated with an analysis. Six themes emerged, namely: attitudinal barriers; resource barriers; structural barriers; policy related issues; lack of support mechanisms; and lack of skills and knowledge. Implications of the findings to institutions of higher learning are discussed in order to promote wider participation for students with disabilities in HE in Botswana. URI: http://hdl.handle.net/10311/1072 Files in this item: 1
Moswela_DS_2011.pdf (3.053Mb) -
Chilisa, B. (Research and Development Unit, University of Botswana. http://www.thuto.org, NaN, 2001)[more][less]
Abstract: The article reports findings on the impact of HIV/AIDS on the University of Botswana. Data from multiple sources was used to ascertain prevalence rates, morbidity and mortality among students and staff. Prevalence rates andfuture projections on morbidity could not be ascertained for both students and staff because of the absence of reliable data. The main conclusion drawn is that mortality rates for industrial and junior support staff are almost as high as that of the national adult population (15-49 years). Mortality rates for students and academic staff are however much lower than that projected for equivalent age groups in the national population. The study recommends the setting up of a comprehensive management information system supported by action-oriented research to inform institutional planning and to help comprehend how the epidemic will affect the university URI: http://hdl.handle.net/10311/604 Files in this item: 1
Chilisa_PULA_2001.pdf (1.076Mb) -
Mangope, B.; Kuyini, A.B.; Major, T. (IJSRE, http://www.ijsre.com, June NaN, 2012)[more][less]
Abstract: This study examines the role and functions of the Botswana Assessment Centre in diagnosing the learning needs of primary school students. It also examines the issues and challenges faced by learners with special needs who are not assessed for placement and/or instructional modification in regular primary schools. This study endeavours to articulate the issues around this lack of assessment and its implications for the learners and teachers of such learners. Forty-nine teachers from primary schools in Gaborone and surroundings responded to a thirteen-item questionnaire. Data from this questionnaire was analysed using descriptive statistics, t-tests and ANOVA. The results show that the Botswana Assessment Centre (Central Resource Centre (CRC) is unable to assess all students who require assessment and that there is a long wait time for assessments. The results also revealed that although the majority of schools had School Intervention Teams (SIT) who were responsible for referring students to assessment, the role of teams was unclear in some schools. This study recommends that government address the critical shortage of staff facing the Centre and pay more attention to the composition and functioning of the SITs. Finally, the Ministry of Education should explore other ways of ensuring that assessment for placement and modification of instruction can be efficiently and effectively carried out across Botswana. URI: http://hdl.handle.net/10311/1079 Files in this item: 1
Mangope_IJSRE_2012.pdf (1.630Mb) -
Mahgoub, S.E.; Lesoli, P.P.; Gobotswang, K. (Rural Outreach Program. http://www.bioline.org., NaN, 2007)[more][less]
Abstract: Food product labelling has become a popular policy tool, particularly with respect to the provision of nutrition and health information. Nutrition labelling is a valuable tool in learning how to apply nutrition information in a practical way. Nutrition information on food labels can help consumers to choose healthier food. For companies competing in the global food and beverage marketplace, understanding local consumer attitudes and purchase behaviour regarding healthy foods, nutrition, and labelling is critically important for success. This study attempts to evaluate the level of knowledge and use of nutrition information on food packages among consumers in Maseru, Lesotho. A structured questionnaire, covering aspects of knowledge and use of food labels and nutrition information, was used to collect information from two hundred and sixty consumers. The study also included open-ended questions on what consumers expected to be on the food label, what they understand by nutrition information, what its importance is, and if they think it should be included on the food package labels and why. The findings indicate that the main demographic features of the participants were: 67.3% female, 59.6% married, 55.9% completed primary, middle or high school, and 68.4% were poor. Majority (71.2%) of the participants claimed that they use a shopping list. Less than half of the participants (40.5%) indicated that nutrition information on food labels, rather than price, taste, appearance, habit, convenience, or brand name, was their main motivator to purchase foods. With regard to food label and nutrition information knowledge, a majority of the participants said they knew about them (59.6% for food label knowledge, and 69.2% for nutrition information knowledge). The same trend has been observed with respect to use of nutrition information on food labels when shopping, where 63.8% claimed that they utilise that knowledge when shopping. For the lowest income group, food price was the major determining factor of the types of foods they buy. A positive relationship between age of participants and nutrition information knowledge was observed. It was noted that as the level of education increased, the level of knowledge about food label increased. The level and use of nutrition knowledge when purchasing foods increased with age, education level and family income. Answers to the open-ended questions showed high degree of awareness about nutrition information on food labels, and why it is important to utilise that information. URI: http://hdl.handle.net/10311/580 Files in this item: 1
Gobotswang_AJFAND_2007.pdf (539.9Kb) -
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) -
Mukhopadhyay, S.; Nwaogu, P. (Routledge. http://www.informaworld.com, December NaN, 2009)[more][less]
Abstract: The purpose of this investigation was to gain an understanding of the challenges of teaching non-speaking learners with intellectual disabilities and the scope of augmentative and alternative communication (AAC) used in primary school settings in Gaborone, Botswana. A qualitative interview methodology was used to investigate the experiences of 11 special educators working with non-speaking learners with intellectual disabilities. Participants of the study revealed that teaching non-speaking students with intellectual disabilities is challenging. The study further showed that AAC systems were not widely used in Botswana, and that teachers lacked knowledge and skills. Nevertheless, the participants recognised the importance of AAC in enhancing the functional communication skills of the non-speaking learners with intellectual disabilities. Based on the findings recommendations are made to pave the way forward. URI: http://hdl.handle.net/10311/532 Files in this item: 1
Mukhopadhyay_IJDDE_2009.pdf (825.5Kb) -
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) -
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) -
Moswela, B (Kamla-Raj Enterprises; http://www.krepublishers.com/, NaN, 2006)[more][less]
Abstract: This paper examined and discussed the nature of problems boarding schools in Botswana experience. The focus was on the boys' side of boarding. The paper argued that if the recreational facilities in boarding schools were not provided in sufficient quantities, students would seek other means which are not necessarily approved by school rules to keep themselves from boredom. Equally contributing to students' behaviour problem in boarding institutions is the multicultural composition of boarding students and the general poor calibre of boarding staff that have a duty of care to the students under their stewardship. The poor conditions at boarding schools and lack of close supervision, the paper concludes, encourage students to misbehave. URI: http://hdl.handle.net/10311/148 Files in this item: 2
license.txt (1.998Kb)Moswela_JSS_2006.pdf (676.3Kb)