Browsing Faculty of Education by Title
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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
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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) -
Tabulawa, R. (Routledge. http://www.informaworld.com, June NaN, 2002)[more][less]
Abstract: Curriculum reviews during the past two decades in Botswana have had mixed fortunes for geography in secondary schools. While the subject has modernised over the years it has at the same time shrunk in terms of its spread over the entire secondary schooling period. This paper describes this contradictory development, teasing out some of the most salient forces that have shaped the geography curriculum in secondary schools in Botswana. It argues that the subject's future is precarious and uncertain. Deliberate and concerted effort to promote and 'sell' the subject is required of those with vested interests in it. URI: http://hdl.handle.net/10311/515 Files in this item: 1
Tabulawa_IRGEE_2002.pdf (1.042Mb) -
Tabulawa, R.T. (Routledge. http://www.informaworld.com, January NaN, 2004)[more][less]
Abstract: This study reports on the strategies (overt and subtle) employed by students in one senior secondary school in Botswana to keep their teachers in an information-giving position. Contrary to the prevailing view that the 'teacher dominance' of classroom activities so often reported in classroom studies results from teachers' desire for social control, this study sees the dominance as a negotiated product, resulting instead from teachers and students exercising power on one another. Such a view of classroom practice is only possible where power is conceptualized not as a negative force that dominates, but as a productive force that simultaneously constrains and enables human action. Viewed this way, classroom reality becomes a co-construction, a 'joint project' by teacher and students. Attempts to change this reality, therefore, must include both teacher and students. URI: http://hdl.handle.net/10311/516 Files in this item: 1
Tabulawa_JCS_2004.pdf (1.362Mb) -
Tabulawa, R. (Springer. http://www.springerlink.com, April NaN, 2007)[more][less]
Abstract: The University of Botswana has not escaped the reform fever currently gripping higher education institutions the world-over. In the late 1980s the University initiated an administrative/management restructuring exercise whose resultant structure was implemented between 1998 and 2000. The exercise, in many respects, was a response to globalization. The emergence, in the past two decades, of a global economy, the massification of higher education, and the globalization of neo-liberal economic thinking have compelled universities to recast their social and economic missions. Consequently, universities have had to restructure within the framework of a global ideology characterized by an emphasis on effectiveness, quality and efficiency. This paper explicates the restructuring exercise at the University of Botswana by locating the exercise within its global and local contexts. It argues that while the resultant structure reflected global influences and trends, it was as much a product of local concerns. URI: http://hdl.handle.net/10311/511 Files in this item: 1
Tabulawa_HE_2007.pdf (2.309Mb) -
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) -
Kamwendo, G.H. (Brill Academic Publishers. http://www.brill.nl/m%5Fcatalogue.asp?sub=3, NaN, 2008)[more][less]
Abstract: In a linguistically heterogeneous country, one of the critical challenges is to make information accessible to all people. Various communication media can be used: television, radio, telephone, the Internet and others. Malawi needs to embrace Information Communication Technologies (ICTs) in order to achieve development in all spheres of human life. Malawi’s use of ICTs ranks low. Th e critical challenge, therefore, is to promote an increased use of ICTs with the aim of improving people’s access to information. Given that only a minority of Malawians have access to ICTs, that television has not signifi cantly penetrated into rural areas where 80 % of the population lives, and that there is also a high illiteracy rate, the radio becomes the most accessible form of technology for information dissemination in Malawi. URI: http://hdl.handle.net/10311/530 Files in this item: 1
Kamwendo_PGDT_2008.pdf (590.8Kb) -
Onyewadume, M.A. (Springer Netherlands, http://www.springerlink.com, September NaN, 2008)[more][less]
Abstract: This research investigated the incidence of HIV/AIDS anxiety among students in Botswana. The sample comprised 240 randomly selected students from six schools in three districts in Botswana, with data collected via a questionnaire. Percentages and Chi-square were used to analyze the extent to which the students were anxious about HIV/AIDS and if there was a significant gender difference in this regard. Findings showed that the students were anxious on several fronts about HIV/AIDS; specifically that they and their relations might contract the virus and that they might lose family members. There was gender difference in terms of anxiety about the possibility that relations might become infected. The role of the counsellor in reducing HIV/AIDS anxiety among students in communities living with HIV/AIDS is discussed. URI: http://hdl.handle.net/10311/802 Files in this item: 1
Onyewadume_IJAC_2008.pdf (781.9Kb) -
Nnyepi, M.S. (Academic Journals. http://www.academicjournals.org, February NaN, 2007)[more][less]
Abstract: Access to primary health care can improve the nutritional status and survival of preschool children. The effect of the universal provision of primary health care in Botswana on the prevalence, types, and determinants of malnutrition in preschool children is unclear. 522 children 0 - 5 years old from 12 clinics in the greater Gaborone area were studied to address this gap. Children’s weights and heights were measured. Birth weights, age, sex, household’s socio-economic factors, children’s illness status and services sought at the clinics were obtained through care giver interviews and confirmed by the data in the health cards. 11.3 and 13.7% of children were stunted and wasted, respectively. Stunting and wasting ranged from 9.1 and 3.6% in middle-high income neighborhoods to 18.2 and 20.8% in low income neighborhoods, respectively. Households’ socio-economic factors were significantly associated with households’ location. Consequently, households’ location was a strong determinant of nutritional status. Children in higher income neighborhoods had better growth indicators than children in lower income neighborhoods. This was true regardless of the illness status of children and the services sought from the clinics. Therefore, where large socio-economic disparities exist, access to primary healthcare may not equitably support households in improving the nutritional status of children. URI: http://hdl.handle.net/10311/519 Files in this item: 1
Nnyepi_SRE_2007.pdf (673.0Kb) -
Monyatsi, P.P. (Kamla - Raj Enterprises, http://www.krepublishers.com, November NaN, 2008)[more][less]
Abstract: This paper argues that much as the gender mainstreaming process was a noble venture, the cross-cutting nature of the gender mainstreaming was not fully understood and appreciated by some very powerful and influential sectors and stakeholders in the religious world. In short, their belief that what has been created by God cannot be changed by man frustrates any gender mainstreaming interventions as they are above the constitutions of the states. URI: http://hdl.handle.net/10311/637 Files in this item: 1
Monyatsi_JSS_2008.pdf (1.317Mb) -
Pansiri, N.O. (Elsevier Ltd. http://www.sciencedirect.com, July NaN, 2008)[more][less]
Abstract: This paper is part of a study that assessed the level of commitment of primary schools of remote area dwellers (RADs) to basic education between October 2004 and April 2005. The research question focused on the level of commitment of schools to universal basic education, school–community partnership in school governance and parental involvement in the way the curriculum was delivered. Questionnaire and interviews were used. The results show a significant relationship between teachers’ perceptions and variables such as district, qualifications, age, location, and experience. There is consistency between teachers’ perceptions and children's academic performance. It has been found that learner achievement in RADs schools is low and that parents are not actively involved in their children's education due to the policy environment and school management practices. URI: http://hdl.handle.net/10311/521 Files in this item: 1
Pansiri_IJED_2008.pdf (1.181Mb) -
Phibion, O.S. (IJSRE, http://www.ijsre.com, June NaN, 2012)[more][less]
Abstract: This article examines choral contests in Botswana’s music education. Choral contests have been conducted for many years in Botswana and predate the introduction of formal music teaching in schools. These early contests were often annual choral competitions (tonic sol-fa notation) and were organized through the Botswana Teachers Union or community organizations such as churches. These early choral competitions in fact laid a foundation for formal music teaching in schools. Data for this study was collected through the researcher’s participatory observation as a college choir conductor, a community choir conductor and a competition adjudicator. Rather than empirical research, this article is based on a critical argument about issues the author has experienced. At the time of writing this article, there has been very little to no documentation of Botswana choral music. URI: http://hdl.handle.net/10311/1037 Files in this item: 1
Phibion_IJSRE_2012.pdf (1.046Mb) -
Bose, K. (IJSRE, http://www.ijsre.com, December NaN, 2010)[more][less]
Abstract: The study assessed the views of in-service participants of the University of Botswana (who are pursuing Bachelors degree in Primary Education) regarding the empowerment of Early Childhood Education teachers with Information and Communication Technology skills. Both quantitative and qualitative research designs were adopted. Eighty-two final year students constituted the sample. A semi-structured questionnaire was used. The findings showed that the respondents strongly believed that the Early Childhood Education teachers in Botswana should be empowered with Information and Communication Technology skills. However, they didn’t find the existing curriculum feasible due to lack of in-depth content and pedagogy adopted to deliver the content. The findings showed that the student teachers were not able to realize the usefulness of the popular, generic packages and communication tools. The participants of the study suggested for a comprehensive curriculum with spread-out modules that could offer basic Information Communication Technology skills initially, and provide advanced features in succession, in order to enable them infuse content with technology; perform administrative tasks efficiently; conduct research in Early Childhood Education; and generate local-specific multi-media packages for young Batswana. URI: http://hdl.handle.net/10311/978 Files in this item: 1
Bose_IJSRE_2010.pdf (2.043Mb) -
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) -
Pansiri, N.O. (SAGE Publications. http://ema.sagepub.com, NaN, 2008)[more][less]
Abstract: A descriptive study using questionnaires was conducted in 2004 to assess the effectiveness of instructional leadership displayed by primary school management teams following the implementation of the Primary School Management Project in Botswana. Leadership skills, Coordination of instructional activities, management of curriculum and quality of learners were key variables that guided the study. Respondents were 240 primary school teachers including school heads and 575 learners. Data were analyzed descriptively through the use of the Statistical Package for Social Sciences (SPSS) program using frequencies and percentages. The results reveal school management teams' lack of interpersonal skills necessary for classroom supervision, inability to mobilize parents to participate in school instructional improvement activities, teachers' unauthorized use of corporal punishment and lack of creativeness and innovativeness for management of curriculum change. Regarding quality of learning, the study identifies learners' inability and lack of freedom for self-expression and inadequate acquisition of basic literacy skill at varying degrees between rural and urban schools. URI: http://hdl.handle.net/10311/520 Files in this item: 1
Pansiri_EMAL_2008.pdf (1.891Mb) -
Moswela, B. (EMAL, http://ema.sagepub.com, January NaN, 2010)[more][less]
Abstract: This study was conducted to determine how instructional supervision was carried out in schools. The study begins with a brief outline of the decentralization of the inspection system in Botswana. It proceeds to present a brief global historical background of instructional supervision before findings on instructional supervision are discussed. Evidence from the findings, which were obtained from teachers and head teachers through a structured questionnaire and interview, suggests that the environment in which instructional supervision takes place in schools is rather hostile and intimidating to teachers to make any meaningful impression on the improvement of teaching standards. Instructional supervisors’ effectiveness is constrained by the much expanded secondary education system that has seen a massive increase in schools and teachers in a relatively short time. The study concludes with the recommendation that, for instructional supervision to fully benefit schools, it needs restructuring so that the teachers and the head teachers play a more meaningful and effective role. URI: http://hdl.handle.net/10311/1076 Files in this item: 1
Moswela_EMAL_2010.pdf (1.527Mb) -
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) -
Tabulawa, R. (Routledge. http://www.informaworld.com, February NaN, 2003)[more][less]
Abstract: Recent pronouncements by international aid agencies on their interest in and preference for a learner-centred pedagogy so far appear not to have attracted much scholarly attention. This paper attempts to explain this interest. It argues that although the efficacy of the pedagogy is often couched in cognitive/educational terms, in essence, its efficacy lies in its political and ideological nature. The fact that the aid agencies’ interest in the pedagogy became explicit soon after the fall of the Berlin Wall is in itself significant. The paper argues that aid agencies’ apparent lack of interest in pedagogical issues before 1989 lay partially in the very central hypothesis of the modernisation theory of development which became enshrined in policies of aid agencies soon after the latter were created. The hypothesis, coupled with human capital theory, viewed education in technicist terms. However, the ascendancy of neo-liberalism as a development paradigm in the 1980s and 1990s elevated political democratisation as a prerequisite for economic development. Education, then, assumed a central role in the democratisation project. Given its democratic tendencies, learner-centred pedagogy was a natural choice for the development of democratic social relations in the schools of aid-receiving countries. Aid agencies, therefore, had to be explicit about their preference for the pedagogy. Thus, the pedagogy is an ideological outlook, a worldview intended to develop a preferred kind of society and people. It is in this sense that it should be seen as representing a process of Westernisation disguised as quality and effective teaching. URI: http://hdl.handle.net/10311/518 Files in this item: 1
Tabulawa_CE_2003.pdf (1.336Mb) -
Moswela, B. (North West University; http://www.puk.ac.za/opencms/export/PUK/html/fakulteite/opvoed/educ/Reviewed_artikels.html, November 29, 2007)[more][less]
Abstract: This paper reports the findings of a research study conducted among 64 undergraduate inservice teachers at primary schools in Botswana. It uses the qualitative research method to examine and discuss the different leadership approaches used by principals of primary schools. The study concludes that the majority of the principals adequately involve teachers in the decision-making processes of schools. The analysis of the data shows that by and large, qualification is not a significant issue that affects the management style practiced by primary school principals. Rather, the democratic practices that prevail in schools are mainly the result of the existing school improvement initiatives introduced in schools in the 1990s. URI: http://hdl.handle.net/10311/210 Files in this item: 2
license.txt (1.998Kb)Moswela_eDUC_2007.pdf (208.1Kb)