Browsing Faculty of Education by Title
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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) -
Phibion, O. (IJSRE, http://www.ijsre.com, March NaN, 2012)[more][less]
Abstract: This paper is aimed at discussing the information contained in Borankana (Phathisi), traditional music practiced by the Bakwena in the Kweneng District of Botswana. The paper was conceived through the collaborations between ethnomusicology classes and their subjects/respondentsin an effort to better understand Borankana traditional music performance, and its daily uses today. This paper addresses not only the traditional music, but also the traditional learning and transmission of the music. Data was gathered by author and students through kgotla (tribal administration) visits, oral interviews with the informants, as well as internet search and other secondary printed information repositories such as books and journals. Oral interviews were recorded using an audiotape for future referencing and photographs were taken of the practical music performances. It was evident in the interviews that for the Bakwena of Botswana, Borankana music was traditionally used for entertainment by both young and old people. However, it was also evident that dancing activities were largely dominated by men and boys while women sang, clapped hands and ululated. Historically, Borankana was performed during tribal activities only. Now it mainly used by men in day-to-day activities for entertainment with women accompanying through singing, hand clapping and ululating. Changes in costumes and the materials used to make instruments over time is also discussed. URI: http://hdl.handle.net/10311/1064 Files in this item: 1
Phibion_IJSRE_2012.pdf (619.0Kb) -
Mahgoub, S.E.O.; Bandeke, T.; Nnyepi, M. (Oxford University Press; http://tropej.oxfordjournals.org/, August NaN, 2002)[more][less]
Abstract: A cross-sectional descriptive study was conducted in four randomly selected districts of Botswana. Two study sites were chosen in each district. Four hundred households with children under 3 years old were enrolled into the study. A structured questionnaire was administered to mothers of eligible children in 50 households in each of the eight sites. About half the families had monthly incomes below 400 Pula (1 US$ = 4.6 Pula). The majority of families had only one child under 3 years of age. A total of 76.4 per cent of the mothers were single and a high proportion of them had primary or secondary education. Over half, 59.3 per cent, of the mothers had a high level of information about breastfeeding mainly obtained before conception; 94.4 per cent of the mothers believed that breastfeeding was better than bottlefeeding. Ninety-five per cent of the mothers had breastfed their children, and they started breastfeeding immediately or a few hours after delivery. More than 85 per cent of the mothers were planning to continue breastfeeding for 18 months or more. The majority obtained advice about breastfeeding from health workers. The main reason for stopping breastfeeding was that the mother was at work or school. Although 58.2 per cent of mothers had little or no support for breastfeeding from the community it had a positive effect on their decision to breastfeed. The majority of mothers indicated their confidence about breastfeeding when they were pregnant. Over three-quarters (79.6 per cent) of the mothers delivered in government hospitals, and nearly all were roomed with their babies after delivery. URI: http://hdl.handle.net/10311/214 Files in this item: 2
license.txt (1.998Kb)Mahgoub_JTP_2002.pdf (199.9Kb) -
Kamwendo, G.H. (Routledge. http://www.informaworld.com, September NaN, 2008)[more][less]
Abstract: In 1996, the Ministry of Education in Malawi directed that in future Standards 1 to 4 would be taught through mother tongues. It took eight years before the pilot phase of the language policy could begin. The paper critically analyses this situation using Bamgbose's framework which says that, in Africa, language policies tend to follow one or more of the following patterns: avoidance, vagueness, arbitrariness, fluctuation, and declaration without implementation. The paper explains why the implementation of Malawi's mother tongue instruction policy has been a slow journey on a bumpy road. URI: http://hdl.handle.net/10311/522 Files in this item: 1
Kamwendo_JMMD_2008.pdf (680.5Kb) -
Pansiri, L.; Pansiri, N.O. (University of Botswana; http://www.ub.bw, NaN, 2011)[more][less]
Abstract: Poor parental involvement in schools and educational activities at basic education level is a concern the world over. Governments have promulgated deliberate educational policies to institute parental involvement through structures commonly known as Parents and Teachers Associations (PTA). Despite this structural approach, many countries including Botswana, experience poor parental involvement in a school located in a low-income township area in Gaborone – Botswana. The study confirms that there is lack of effective parental involvement in that school. One of the major challenges is that school activities and meetings are often held when the majority of the parents are at work. It therefore, recommended that PTA activities be held at a time that suits specific activities and tasks; and that teachers must be encouraged to visit their children’s homes to dialogue with parents on educational issues in order to inspire parents to participate in the education of their children. URI: http://hdl.handle.net/10311/1139 Files in this item: 1
Pansiri_PBJAS_2011.pdf (3.788Mb) -
Adeyemi, M. B. (Caddo Gap Press, http://www.caddogap.com, NaN, 2009)[more][less]
Abstract: The world is a diverse ecosystem where humans and the environment must interact and live in harmony. In order to keep any society going, either at the national or global level, the importance of having visions for the improvement of that society cannot be overemphasized. It is in the light of this dream of making Botswana an enviable nation that the "Vision 2016" was published in 1997. A pillar of the "Vision" focuses on the development of a moral and tolerant nation. This article presents a brief literature review that focuses on the "moral and tolerant" aspects as aspirations of a nation. These two concepts are values which have implications for classroom pedagogy. This article reports an investigation of 64 teachers at the junior secondary school level and the challenges faced by them when teaching topics related to these values with their attendant remedies. The identified challenges included the difficulty of the use of critical and ethical reasoning methods in classes, a lack of community support, inadequate teachers' qualifications and experience, needed teaching resources, and the heterogeneity of the students, among others. The teachers provide some remedies to these challenges, while the investigator advocates for further research on the appropriate methods for teaching values in schools. URI: http://hdl.handle.net/10311/1098 Files in this item: 1
Adeyemi_ME_2009.pdf (655.4Kb) -
Mafela, L. (Routledge. http://www.informaworld.com, August NaN, 2009)[more][less]
Abstract: This study explores the historical relationship between the languages of Basarwa of Botswana and Setswana, in order to understand the dynamics underpinning their appropriation of the Setswana language, as they adjust to their changing livelihoods. The study contributes towards the promotion of a better understanding and awareness of the issues of language shift and language use amongst Basarwa. Basarwa occupy the lowest rungs of the social ladder in Botswana. Due to the close association between the status of the people and the status of their language, the Basarwa languages accordingly rank low in use and status nationally (Andersson & Janson, 2004, p. 118; Batibo, 2005, p. 71). Like the other minority languages, the Basarwa languages also have a low status and a low prestige in education and in written discourse. Moreover, the study observes that in their quest to mediate their socio-economic marginalisation, Basarwa have had to appropriate Setswana, the dominant national language for survival. However, their appropriation of the Setswana Language has had deleterious effects on their languages and overall sociocultural identity. In this context, the nationally dominant Setswana language not only dominates public discourse, but also official spoken discourse as well, while English dominates official written discourse (Andersson&Janson, 1993, pp. 83 84). The sources used to guide this analysis include secondary material, official and unofficial documents, as well as the author’s own observations, as a Motswana and an educationist. URI: http://hdl.handle.net/10311/529 Files in this item: 1
Mafela_IJM_2009.pdf (1.665Mb) -
Code-switching in Botswana history classrooms in the decade of education for sustainable developmentMafela, L. (Routledge http://www.informaworld.com, July NaN, 2009)[more][less]
Abstract: Education is an important vehicle for the achievement of overall sustainable development. Moreover, international organisations have encouraged governments around the world to work towards achieving education for all. The notion of inclusive education has been useful in ensuring that country-level educational policies and practices incorporate and serve the interests of learners coming from diverse socio-cultural and linguistic backgrounds. Language facilitation has been earmarked by UNESCO (2005) as a necessary component of education for sustainable development. Despite global affirmation of the importance of language, the absence of language facilitation policies hampers the achievement of education for sustainable development at classroom level. This article explores language use in Botswana's History classrooms in the context of education for sustainable development. It is based on an exploratory study that was undertaken to investigate the use of code-switching in Botswana's History classrooms. The article begins with a discussion of the concept, origins and evolution of sustainable development, and how it links with education for sustainable development. The article goes on to link education for sustainable development with issues of equity and inclusiveness, and explores the role of language in the facilitation of an enabling and interactive teaching and learning environment. URI: http://hdl.handle.net/10311/725 Files in this item: 1
Mafela_LM_2009.pdf (1.531Mb)