Browsing Faculty of Education by Title
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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) -
Monyatsi, P.; Tsayang, G.T.; Mhozya, C.; Bulawa, P. (IJSRE, http://www.ijsre.com, June NaN, 2008)[more][less]
Abstract: The Government of Botswana has made concerted efforts since attaining independence in 1966 to improve the quality of its primary education sector through a number of reforms. One such reform was the introduction of the Primary Schools Management Development Project in 1999 which was a joint venture with the British Department for International Development (DFID) whose main purpose was to develop the management and instructional leadership skills in primary school heads in order to make them more effective in their jobs. This paper reports the findings of a study that was carried out to evaluate whether the PSMDP achieved its intended mandate of improving the management of primary schools in Botswana. The study adopted the survey research design with questionnaires for different categories of teachers being the main instrument used. The study targeted three out of the six primary education regions, namely Central North, Southern and South Central. A total of forty Government primary schools were used with a total sample of 560 teachers in all. URI: http://hdl.handle.net/10311/1066 Files in this item: 1
Monyatsi_IJSRE_2008.pdf (1.350Mb) -
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) -
Malete, L.; Sullivan, P.; Matthies, B. K. (Fitness Information Technology, Inc. http://www.fitinfotech.com, March NaN, 2008)[more][less]
Abstract: This study examined the relationship between physical self-perception and the involvement of Jamaican youths in sport and physical activity. A sample of 1052 high school students aged between 12 and 19 years completed a Background Information Questionnaire and the Physical Self-Perception Profile. Participants were involved in competitive sport and recreational physical activities, or were non-participants in sport. Results revealed that the 5-factor structure of the PSPP as proposed by Fox and Corbin (1989) was not appropriate for the data obtained. A three-factor model based on the original PSPP items was proposed, consisting of the factors of Physical Self-Worth, Physical Appearance, and Physical Competence. Significant differences between different levels of sport participation on the three factors were found amongst these factors. Practical implications and proposal for further investigation of physical self-concept measures in this culture are made. URI: http://hdl.handle.net/10311/1104 Files in this item: 1
MaleteIJSEP_2008.pdf (1.040Mb) -
Mogapi, M.O. (IJSRE, http://www.ijsre.com/, December NaN, 2012)[more][less]
Abstract: Grading is a central component of educational assessment because it is through grading that a student’s performance is judged as having satisfied the requirement for a given unit or grade level. Accurate determination of the cut-off point between adjacent grades is thus critical in ensuring that a letter grade assigned, and ultimately the certificate given, are a true reflection of a candidate’s mastery of the assessed subject matter. Different systems are used to establish cut-off points: each method with its own advantages and disadvantages. In Botswana, the Angoff grading model was adopted following the introduction of criterion referenced testing in 1997. This model was implemented in order to correctly reflect the achievement level of primary school graduates and at the same time, maintain performance standards from year to year. While this model appears to have robust the theoretical foundations, its practical application and success are highly constrained by contextual country-specific factors. This paper outlines the observed practical limitations of the Angoff grading system in Botswana. URI: http://hdl.handle.net/10311/1115 Files in this item: 1
Mogapi_IJSRE_2012.pdf (1.384Mb) -
Mahgoub, S.E.O.; Nnyepi, M.; Bandeke, T. (Rural Outreach Programme http://www.bioline.org.br/nd, NaN, 2006)[more][less]
Abstract: Malnutrition affects physical growth, morbidity, mortality, cognitive development, reproduction, and physical work capacity, and it consequently impacts on human performance, health and survival. It is an underlying factor in many diseases for both children and adults, and is particularly prevalent in developing countries, where it affects one out of every 3 preschoolage children. A well-nourished child is one whose weight and height measurements compare very well with the standard normal distribution of heights and weights of healthy children of the same age and sex. Factors that contribute to malnutrition are many and varied. The objective of the present study is to evaluate the level of malnutrition and the impact of some socio-economic and demographic factors of households on the nutritional status of children under 3 years of age in Botswana. Factors included: the number of children under 3 years of age in the family, occupation of the parents, marital status, family income, parental education, maternal nutritional knowledge, residence location (urban or rural), gender, and breastfeeding practices. The study was a cross-sectional descriptive survey using a structured questionnaire and measurements of weight and height. Four hundred households and mothers of children under three, representing the 23 Health Regions of Botswana, participated in the study. Reference standards used were those of the National Center for Health Statistics (NCHS). EPI Info software (version 5) was used for data entry and analysis. The results show that the level of wasting, stunting, and underweight in children under three years of age was 5.5 %, 38.7 %, and 15.6 % respectively. Malnutrition was significantly (p < 0.01) higher among boys than among girls. Underweight was less prevalent among children whose parents worked in the agricultural sector than among children whose parents were involved in informal business. Children brought up by single parents suffered from underweight to a significantly (p < 0.01) higher level than children living with both parents. The prevalence of underweight decreased significantly (p < 0.01) as family income increased. The higher the level of the mother’s education, the lower the level of child underweight observed. Breastfeeding was found to reduce the occurrence of underweight among children. The study findings imply that efforts for redressing child undernutrition issues in Botswana should focus on factors associated with development outcomes such as maternal income, maternal education, and the creation of employment or economic engagements that do not compromise important child care practices such as breastfeeding. URI: http://hdl.handle.net/10311/1101 Files in this item: 1
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Mahgoub, S.E.O.; Nnyepi, M.; Bandeke, T. (Rural Outreach Program (ROP) www.ropkenya.org; http://www.ajfand.net/Index.html, NaN, 2006)[more][less]
Abstract: Malnutrition affects physical growth, morbidity, mortality, cognitive development, reproduction, and physical work capacity, and it consequently impacts on human performance, health and survival. It is an underlying factor in many diseases for both children and adults, and is particularly prevalent in developing countries, where it affects one out of every 3 preschoolage children. A well-nourished child is one whose weight and height measurements compare very well with the standard normal distribution of heights and weights of healthy children of the same age and sex. Factors that contribute to malnutrition are many and varied. The objective of the present study is to evaluate the level of malnutrition and the impact of some socio-economic and demographic factors of households on the nutritional status of children under 3 years of age in Botswana. Factors included: the number of children under 3 years of age in the family, occupation of the parents, marital status, family income, parental education, maternal nutritional knowledge, residence location (urban or rural), gender, and breastfeeding practices. The study was a cross-sectional descriptive survey using a structured questionnaire and measurements of weight and height. Four hundred households and mothers of children under three, representing the 23 Health Regions of Botswana, participated in the study. Reference standards used were those of the National Center for Health Statistics (NCHS). EPI Info software (version 5) was used for data entry and analysis. The results show that the level of wasting, stunting, and underweight in children under three years of age was 5.5 %, 38.7 %, and 15.6 % respectively. Malnutrition was significantly (p < 0.01) higher among boys than among girls. Underweight was less prevalent among children whose parents worked in the agricultural sector than among children whose parents were involved in informal business. Children brought up by single parents suffered from underweight to a significantly (p < 0.01) higher level than children living with both parents. The prevalence of underweight decreased significantly (p < 0.01) as family income increased. The higher the level of the mother's education, the lower the level of child underweight observed. Breastfeeding was found to reduce the occurrence of underweight among children. The study findings imply that efforts for redressing child undernutrition issues in Botswana should focus on factors associated with development outcomes such as maternal income, maternal education, and the creation of employment or economic engagements URI: http://hdl.handle.net/10311/219 Files in this item: 2
license.txt (1.998Kb)Mahgoub_AJFAND_2006.pdf (330.9Kb) -
Mberengwa, L.R. (Routledge. http://www.informaworld.com, August NaN, 2007)[more][less]
Abstract: This article discusses the challenges faced by most families in Botswana and the familial and social nets these families rely on to overcome the challenges. Both primary and secondary data were used to gather information. In-depth interviews were conducted with represenatives of various tribes to get their perspective on the topic. HIV/AIDS was found to be at the centre of all social, economic, moral, spiritual, and emotional interaction among family members. Its impact is challenging traditional thinking about family structures and family life and necessitating their redefinition. URI: http://hdl.handle.net/10311/543 Files in this item: 1
Mberengwa_MFR_2007.pdf (1.133Mb) -
Onyewadume, I.U. (Human Kinetics http://www.humankinetics.com, July NaN, 2006)[more][less]
Abstract: This study compared the fitness of Black African early adolescents with and without mild mental retardation. Participants included 30 purposively selected early adolescent Black Africans with mild mental retardation aged 11-14 from three schools for children with mild mental retardation in Southern Botswana and 30 randomly selected early adolescents of similar ages without mental retardation. Participants were assessed on a number of standard fitness variables including the Rockport Walk Test. In general, when compared to participants without mental retardation, participants with mild mental retardation exhibited low levels of fitness. Based on study results, the Ministry of Education is called upon to urgently put in place policies and programs that would reverse the low level of fitness among adolescents with mild mental retardation. URI: http://hdl.handle.net/10311/709 Files in this item: 1