Browsing Faculty of Education by Title
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Monyatsi, P.P. (Academic Journals, http://www.academicjournals.org, April NaN, 2009)[more][less]
Abstract: This article critically analyses the mechanisms and procedures that facilitate the effectiveness of the current teacher appraisal system in Botswana secondary schools. Teachers in schools, in this case in Botswana secondary schools have to undergo appraisal every year for both accountability and developmental purposes. In this article, the author critically analyzes the extent to which the mechanisms and procedures are in place and adequate to facilitate the effectiveness of the current teacher appraisal in Botswana secondary schools. The article is based on an empirical study that was carried out in a sample of 607 secondary school teachers in two clusters of seventeen schools in the southern region of Botswana. The research design is a multi-methods approach of a survey questionnaire and a semi-structured interview. The results illustrate that there is a need for training, feedback and transparency if the appraisal process is to be effective. URI: http://hdl.handle.net/10311/605 Files in this item: 1
Monyatsi_ERR_2009.pdf (2.131Mb) -
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) -
Moalosi, W.T.S. (IJSRE, http://www.ijsre.com, December NaN, 2012)[more][less]
Abstract: People in different cultures vary in their descriptions of their self-concept. These descriptions tend to be either individualistic or collectivist. Individualistic cultures preface independence and self-fulfillment, while collectivist cultures tend to be more group-oriented and carry more social responsibilities. Immigration and colonization have had an impact on many collective cultures that had lived among independent ones. Conflict often occurred when interdependent cultures tried to maintain their identity in their new independent environment. Teachers and students at schools frequently experience similar challenges. Theories of cognitive development show that parents differ in their perception of intelligence among these two cultural types (independent and interdependent). URI: http://hdl.handle.net/10311/1131 Files in this item: 1
Moalosi_IJSRE_2012.pdf (211.3Kb) -
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) -
Moswela, B. (JEAPS, http://www.academicjournals.org/ijeaps, April 20, 2010)[more][less]
Abstract: This paper sought to unpack the extent of students’ democratic involvement in the teaching and learning processes. Data that were analyzed were obtained from 253 teachers and 194 students from 15 secondary schools in Botswana using a closed questionnaire consisting of 31 question items. Although the sample may not be representative of all the schools in the country (only 15 out of 233 schools were studied), the study concluded that the teaching and learning activities are largely pursued in democratic environments where teachers consult students on important classroom decisions. These efforts are, however, constrained by the disturbing levels of bullying in the classroom reported by the students. The democratic practices encouraged by the teachers, the study concluded, are consistent with what obtains at the national macro level. URI: http://hdl.handle.net/10311/1036 Files in this item: 1
Moswela_JEAPS_2010.pdf (92.21Kb) -
Jotia, A.L. (IJSRE, http://www.ijsre.com, October NaN, 2010)[more][less]
Abstract: This paper registers that there is a strong relationship between the prevailing global discourse on Education for Sustainable Development and Democracy in Education. As such, in order for any nation to be seen to be having a relevant and quality education, its education system should be seen to be addressing the principles of democracy in a more direct and robust way. The role of education in advancing the global dream of sustainable development-which of late is also being marshalled by Environmental Education, cannot be overemphasized. However, the paper contends that unless we begin to democratize education to give learners a voice and a sense of being partners and key stakeholders in the process of educating and or advancing the state’s socio-economic and political aspirations, the objectives of having sustainable development will remain an absolute nightmare. URI: http://hdl.handle.net/10311/977 Files in this item: 1
Jotia_IJSRE_2010.pdf (1.559Mb) -
Kamwendo, G. (Taylor & Francis, http://www.tandf.co.uk/journals, December NaN, 2010)[more][less]
Abstract: Malawi's Vision 2020 document, a national document that serves as a vehicle to project a future for a more developed, secure and democratically mature nation, laments the tendency of Malawians to denigrade local products and glorify all things foreign. Yet, paradoxically, the document does not address the important issue of promoting Malawi's indegenous languages. This silence can be interpreted as reflective of the population's inclination to ascribe greater value to forign culture. In Malawi, as in many other African countries, indigenous languages are not considered worthy as media of education, subjects of advanced study or critical vehicles for national development. They are still victim to a discrimination rooted in Africa's 500 plus years of European enslavement and colonialisation. Against the backdrop of the pursuit of an African Renaissance, this article looks at Malawi's language policies since independence in 1964, and at how, ten years short of an idyllic national vision, Malawi measures up on the important issue of language. URI: http://hdl.handle.net/10311/1041 Files in this item: 1
Kamwendo_IJARS_2010.pdf (1.393Mb) -
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) -
Gobotswang, K. (United Nations University Press. http://www.unu.edu, NaN, 1998)[more][less]
Abstract: Variations in interdistrict nutritional status have puzzled both social policy makers and health workers in Botswana. A total of 643 households and 898 pre-school children were surveyed to determine factors that are associated with the nutritional status of children below the age of five years in the north-western District of Chobe. Except for those in remote and difficult-to-reach places, all households with a pre-school child were selected for the study. The results showed that the nutritioneal status of the preschool children had a strong positive correlation with access to a latrine (r = 0.52) and ownership of cattle (r = 0.27). Age was negatively correlated with the child’s nutritional status (r = -0.02). URI: http://hdl.handle.net/10311/546 Files in this item: 1
Gobotswang_FNB_1998.pdf (329.4Kb) -
Shehu, J.; Mokgwathi, M.M. (Routledge. http://www.informaworld.com, NaN, 2007)[more][less]
Abstract: The thesis of this article is that national sport and recreation policies constitute a pedagogical problematic, as they are texts bound to specific meaning and learning, with potential to impact on roles and subjectivities. As such, it is crucially important for physical education scholars to adopt a critical stance towards them, opening up the assumptions, intentions and social relations they embody to a profound and sensitive engagement. Ultimately, such a stance has broader implications for intelligible formulation and translation of polices into culturally sensitive practice. Using discourse analysis, a methodology grounded in poststructuralism, the National Sport and Recreation Policy for Botswana is examined for its ideological and epistemological rationale. The analysis presented in this article underscores the need for a reflective and reflexive attitude towards recreation policies, which seem to be taken for granted in postcolonial societies. URI: http://hdl.handle.net/10311/524 Files in this item: 1
Shehu_SES_2007.pdf (1.047Mb) -
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) -
Ketlhoilwe, M.P. (IJSRE, http://www.ijsre.com, December NaN, 2010)[more][less]
Abstract: The implementation of education for sustainable development (ESD) demand for a review of the current epistemological and pedagogical practices in the context of the objectives of the United Nations Decade of Education for Sustainable Development (UNDESD). Most of higher education institutions are grappling with the introduction of education for sustainable development into the curriculum. The paper is interrogating possible epistemological and pedagogical practices for higher education institutions in Southern Africa. It draws on reports from Southern Africa Higher Education Institutions. The paper highlights on themes and topics that may be of interest, most useful and suitable for teaching education for sustainable development in contributing to the implementation of UNDESD at higher education institutions. It explores social, economic, political and ecological issues, local contexts and impact. The paper stimulates and invites debates on sustainability issues and their implication for research, community engagement and teaching and learning practices at higher education institutions and curriculum policy change to promote social transformation. URI: http://hdl.handle.net/10311/803 Files in this item: 1
Ketlhoilwe_IJSRE_2010.pdf (1.758Mb) -
Tabulawa, R.T. (Routledge http://www.informaworld.com, February NaN, 2009)[more][less]
Abstract: Literature on globalisation claims that changed global patterns of production and industrial organisation have intensified international economic competition, prompting nations globally to restructure their education systems in an attempt to position themselves favourably in an increasingly competitive economic environment. This is an environment that now requires a new kind of worker, what Castells terms the self-programmable worker. This has put education under pressure to produce the learner-equivalent of the self-programmable worker. This self-programmable learner is characterised by such psychosocial traits as independence of thought, innovativeness, creativity and flexibility. Botswana's Revised National Policy on Education (RNPE) of 1994 represents the country's response to globalisation. It purports to produce the self-programmable learner for an economy undergoing rapid transformation. In this paper I take a critical view of the policy's intent. By analysing two of its central constructs (pre-vocational preparation strategy and the behaviourist model adopted in the review of the curriculum), upon which the production of the self-programmable learner hinges, I conclude that it is unlikely that the preferred learner would be produced. The two constructs are identified as paradoxes in that their effects are most likely to be the opposite of what is intended. URI: http://hdl.handle.net/10311/733 Files in this item: 1
Tabulawa_CE_2009.pdf (2.061Mb) -
Chilisa, B. (International Journal of Qualitative Studies in Education; Taylor & Francis [ http://www.tandf.co.uk/journals/titles/09518398.asp ], November NaN, 2005)[more][less]
Abstract: This paper uses the postcolonial lens to highlight that mainstream research in postcolonial societies still ignores, marginalizes and suppresses other knowledge systems and ways of knowing. The marginalization of local knowledge systems, it is argued, was established in the colonial times that relegated all things indigenous or from the colonized communities as unworthy, uncivilized, barbaric and superstitious. Systematic efforts to inscribe Western ways of cultural, economic, political and social systems were applied during the colonial times and maintained in the post-independence era. The educational system did not escape the colonial construction of the colonized subjects and their relegation to otherness. Years after the struggle for independence the content of what is taught, methods of teaching and research remain Western in non-Western contexts. This does not only alienate the ‘othered’ from their own knowledge systems, it can be a matter of life and death as demonstrated by the HIV/AIDS information and education campaign. Using excerpts from studies on HIV/AIDS, the paper highlights that interventions to prevent the spread of HIV/AIDS, legitimized by conventional/Western research knowledge and frameworks, have alienated the people from the struggle to prevent the spread of the virus. Findings from a number of research studies on HIV/AIDS in Botswana are analyzed within the framework of current prevention strategies, more specifically posters and cartoons used in the campaign against HIV/AIDS, to illustrate the marginalization of other knowledge systems and the intersection of the ‘otherness’ ideology with mainstream First World research methodologies. URI: http://hdl.handle.net/10311/54 Files in this item: 2
chilisacolonization1.pdf (3.399Mb)license.txt (1.998Kb) -
Taiwo, A.A.; Tyolo, J.B. (Elsevier, http://www.elsevier.com/wps/find/homepage.cws_home, January 8, 2002)[more][less]
Abstract: Evidence abounds in the literature of a direct link between pre-primary education and academic performance in the primary school. The salutary effect of the ‘Head start’ programme inaugurated in the United States of America in the early 1960s on the academic performances of its beneficiaries in the lower primary is such a piece of evidence. Premised on this commonality between pre-primary education and academic achievement in the primary school, the study aimed at finding out whether there were significant differences in the performances of Botswana grade one pupils with preschool education experience and their counterparts without such an experience on selected tasks in English language, mathematics and science. Using purposive sampling technique for school selection, a total of 120 grade one pupils were randomly selected for the study from four selected primary schools in Botswana. In addition, 20 grade one teachers from the study schools participated in the study. For data collection purpose, each pupil-subject was individually interviewed for about 20 min on the study tasks; and the opinions of the twenty teachers on the subject of the study was sampled by the use of a questionnaire. The results of the study indicated that pupils with pre-school education experience significantly out-performed their counterparts without such experience in all the three school subject areas surveyed by the study. This trend of the impact of pre-school education on academic achievement at the early primary school level was corroborated by the opinions of the primary school teachers. The paper concluded by observing that preschool education equips children with pre-requisite skills which make learning in grade one easier and faster for children so exposed. URI: http://hdl.handle.net/10311/722 Files in this item: 1
Taiwo_IJED_2002.pdf (1.263Mb) -
Mahgoub, S.E.O.; Ahmed, B.M.; Ahmed, M.M.O.; El Agib, E.N.A.A. (Elsevier; www.elsevier.com/locate/foodchem, NaN, 1999)[more][less]
Abstract: The effect of fermentation, germination and heating on the levels of thiamine, riboflavin and some mineral elements was studied in Sudanese kisra bread and hulu-mur drink prepared from the two sorghum cultivars dabar and fetarita, consecutively. Fermentation of kisra increased riboflavin but decreased thiamine significantly (p<0.01), whereas fermentation of hulu-mur reduced the levels of both vitamins significantly (p<0.01). Germination of fetarita grains for 6 days caused a significant (p<0.01) increase of riboflavin (700%) and a significant (p<0.01) reduction of thiamine (42%). Riboflavin was not affected by baking of kisra and thiamine level was slightly reduced. Hulu-mur baking caused significant (p<0.01) reduction of both thiamine and riboflavin. Fermentation caused no significant effect (p<0.01) on the mineral contents of kisra or hulu-mur. Addition of spices to hulu-mur dough caused significant increases (p<0.01) of strontium (80%), calcium (60%) and iron (35%). Germination of fetarita grains caused significant increases (p<0.01) of zinc (90%), lead (65%) and molybdenum (58%). Baking of kisra and hulu-mur did not cause any significant loss (p<0.01) in the contents of minerals. URI: http://hdl.handle.net/10311/215 Files in this item: 2
license.txt (1.998Kb)Mahgoub_FC_1999.pdf (1.152Mb) -
Baliyan, S. (IJSRE, http://www.ijsre.com, September NaN, 2012)[more][less]
Abstract: This formative evaluation seeks to measure the effectiveness of Botswana ICT curriculum (Code 0417) by evaluating the content taught and the instructional strategies used to deliver the course contents. It also seeks to assess whether both academics and students felt that the course content and instructional strategies were important. This study employed both quantitative and qualitative research designs as surveys, focus groups, one-on-one interviews, classroom observations and student test annual examination grades were used to collect data. Sixty students enrolled in the course and twelve course instructors were selected randomly from a sample of three private senior secondary schools in Botswana. Descriptive statistical analyses were used to analyse the data collected. Students rated all ICT course topics, except computer networks, as less useful than did their instructors. Both students and teachers offered a number of suggestions on how this course might be improved. URI: http://hdl.handle.net/10311/1108 Files in this item: 1
Baliyan_IJSRE_2012.pdf (1.104Mb) -
Radimo, B.W.; Nenty, H.J.; Matsoga, J.T. (African Educational Research Network. http://www.ncsu.edu, June NaN, 2008)[more][less]
Abstract: The poor and deteriorating overall performance in Botswana junior school certificate (JSC) examination is a problem that tends to defeat all efforts at finding a solution to it. Language has been found to be a powerful element of quality of education (Obanya, 2004) and the language of instruction, especially if not the learners’ first language, tends to have unlimited power to bring down performance even on other subjects This study was designed to determine the extent to which this might be true for students in Lobatse cluster schools in southern region of Botswana. Two hypotheses were posited to guide this determination and data on the performance of the 1204 students used in the study was collected from the Examination, Research and Testing Division (ERTD) of Botswana. Correlation and regression analyses were done using SPSS statistical package, and the results support the dominance of English language in determining overall performance in JSC especially for the combined group and for females. A little surprising observation was made in the case of males where science, instead of English language was the significant main predictor. The findings were discussed and recommendations made. URI: http://hdl.handle.net/10311/688 Files in this item: 1
Nenty_JAERN_2008.pdf (3.507Mb) -
Ajiboye, J.O.; Silo, N. (IJESE, http://www.ijese.com, July NaN, 2008)[more][less]
Abstract: An intervention study was set up through the School Civic Clubs to improve Botswana Children’s environmental knowledge, attitudes and practices. The underlying assump-tion in using this informal approach was based on the premise that the school time table is already overcrowded and that the infusion approach currently adopted in the country has not produced the desired results. Hence, the Civic Clubs were introduced into ten Primary schools in Botswana. Using this informal approach, the children were given requisite training in civic and environmental issues, and they engaged in various activities for a period of six weeks. Data was collected before and after the project activities using two hundred members of the civic clubs and two hundred non-members of the club. Data collected were analyzed using descriptive analyses. Findings indicate a significant change in the knowledge and attitudes of the pupils after their exposure to the club activities. Also, there was a significant difference in the knowledge of pupils exposed to the EE club activities and those not so exposed. The interaction of pupils’ gender and class of study were also examined. Teaching children environmental issues through the School Civic Clubs was explored in the study, and the findings seem to demonstrate the effectiveness of this approach as against the more theoretical class-room-based teaching currently going on in schools. The use of the Civic Clubs in promoting environmental education was therefore advocated by the study, both in Botswana and in other countries. URI: http://hdl.handle.net/10311/790 Files in this item: 1
Ajiboye_IJESE_2008.pdf (1.212Mb)