Browsing Faculty of Education by Title
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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) -
Adeyemi, M.B. (Taylor & Francis, http://www.tandf.co.uk/journals, July NaN, 2010)[more][less]
Abstract: This paper identifies the aims and contents directly linked to the teaching and learning of the concept of democracy at the junior secondary school level in Botswana. It examines the perceived extent to which the objectives of teaching the concept of democracy has been achieved by 72 social studies teachers, in addition to finding out the perceived challenges they face and their suggested solutions while teaching topics related to democracy. It was found that the majority of the social studies teachers believe that the level of the achievement of the teaching of the aims is either average or above average. The problems of defining the concept of democracy and the handling of mixed ability students were identiified as major challenges to the teaching of the concept of democracy in social studies. The study found a moderate but positive correlation between the self-assessment of 36 purposively selected subjects from the 72 social studies teachers and the observed attributes on some traits on democracy while teaching a topic on democracy. A correlated t-test further indicates a significant difference between the ratings of the teachers and those of the investigator. It was concluded that a gap exists between theory (what teachers perceive as practicing) and practice (what they actually do in the classrooms). URI: http://hdl.handle.net/10311/1044 Files in this item: 1
Adeyemi_ES_2002.pdf (1.951Mb) -
Monyatsi, P.P. (Academic Journals, http://www.academicjournals.org, August NaN, 2006)[more][less]
Abstract: The development of staff in any organization in order to attain quality results is a sine qua non. The human resource of any organization, including schools and colleges is central to its effectiveness. What matters is the model that is used to enable the development of staff, in this case the development of teachers in secondary schools. This article argues that the school-based workshops as a component of staff development in the schools is the most effective due to several reasons, among them, the contextuality of the approach, it needs-driven nature, and the collaboration and teamwork that are its hallmark. Apart from the above, the study highlights some advantages that accrue such as being costeffective and time saving and not being disruptive to the teaching and learning processes. The study combines both the qualitative and quantitative approaches to research. URI: http://hdl.handle.net/10311/987 Files in this item: 1
Monyatsi_ERR_2006.pdf (916.2Kb) -
Moswela, B. (IJLE, http://www.tandfonline.com/loi/tled20, January NaN, 2008)[more][less]
Abstract: The nature of teaching exposes teachers to civil liabilities. In the process of teaching teachers need to discipline students who display bad behaviour. In disciplining the students, teachers use a variety of punishments including corporal punishment. Without knowledge of the legal implications of their actions, inadvertently they may find themselves on the wrong side of the law. This paper makes the argument that knowledge of educational law by teachers has now become imperative given the litigiousness of the parents and their children. Over and above the paper’s exhortation for the introduction of educational law to teacher training institutions, it also argues for the provision of in-service courses in educational law to serving teachers as a lifelong or continuous learning endeavour. This is made following the results of a survey that revealed miniscule or no knowledge of educational law among teachers. The data for the investigation were gathered using a questionnaire survey on teachers and school administrators. URI: http://hdl.handle.net/10311/1077 Files in this item: 1
Moswela_IJLE_2008.pdf (2.944Mb) -
Kamwendo, G.H.; Mooko, T. (Walter de Gruyter, http://www.degruyter.de, November NaN, 2006)[more][less]
Abstract: The article discusses language planning in two Southern African countries, Botswana and Malawi. Both countries are multilingual and multicultural. They also share a common British colonial history. At independence, the two countries retained English as the official language. In Botswana, Setswana was made the national language while in Malawi, it was Chichewa. Over the years, these languages have been developed and promoted at the expense of other indigenous languages, a situation that has prompted linguistic minorities to engage in the language-based politics of recognition. The article discusses how Botswana and Malawi are responding to the call for the official recognition of more indigenous languages in domains such as government, education, and mass media. Relevant comparisons and contrasts between Botswana and Malawi are drawn in this regard in the article. One clear common denominator is the dominance of English in official domains in the two countries. URI: http://hdl.handle.net/10311/829 Files in this item: 1
Kamwendo_IJSL_2006.pdf (1.340Mb) -
Kamwendo, G.H. (Routledge. http://www.informaworld.com, August NaN, 2008)[more][less]
Abstract: According to the Medical Council of Malawi, one of the conditions for a licence to be granted to an individual who wants to practise medicine in Malawi is the practitioner's ability to speak and write English fluently. This means that the expatriate medical practitioner is not required by law to demonstrate fluency in Chichewa (the national language) or any other relevant indigenous language(s). On the basis of a sociolinguistic study that was conducted at a major referral hospital in a predominantly Chitumbuka-speaking town, this paper argues that the Medical Council of Malawi erroneously assumes that English is the main language of doctor-patient communication in Malawian hospitals since the country is linguistically categorised as an English speaking African country. Yet only a minority of the population is competent in English. The national language (Chichewa), and other indigenous languages remain the main medium through which much of the health service provider-patient communication takes place. A more realistic and comprehensive language proficiency testing should cover English (the main international language of medicine) and at least one indigenous language (the lingua franca of the area in which a particular hospital is located). URI: http://hdl.handle.net/10311/540 Files in this item: 1
Kamwendo_CILP_2008.pdf (633.9Kb) -
Pheko, B.C.; Kgosi Linchwe II (Routledge. http://www.informaworld.com, July NaN, 2008)[more][less]
Abstract: This article provides traditional and teachers' academic views on school leadership in Botswana. The traditional view is based on the practice used in the kgotla's system. This is a traditional way of engaging all people in a discussion, which has a community or national focus. The system emanates from the pre-colonial leadership approach based mainly on the Setswana proverb that 'kgosi ke kgosi ka batho'. This literally means a leader (king/kgosi) can lead with the support and active participation of those led in the decision-making processes. The academic view is drawn from teachers' understanding of school leadership in their context. The problem is that headteachers are generally seen to be the only school leaders and they too seem not to be actively involving teachers in the school decision-making processes. Their approach is centred in the modern construct of school leadership, which tends to emphasise the importance of a leader. This is in contrast to the Setswana indigenous view, which focuses on group consensus and effort in leading. The study indicates that the two views could be combined to produce a blend of a nationally rich cultural and modern approach to school leadership. The methodology of the study is based on the interpretive paradigm using the interview and the case study as methods. The research suggests that leadership is a concerted effort and effective leadership is possible if the headteacher is de-centred and the focus is on combining the traditional and modern approaches to develop a 'tune' in leadership. Finally it is argued that preparation for school leaders in Botswana should take cognisance of the Setswana culture so that headteachers do not find themselves isolated as a result of their positions but should cooperate with teachers. URI: http://hdl.handle.net/10311/613 Files in this item: 1
Pheko_IJLE_2008.pdf (695.9Kb) -
Ntseane, P. G.; Youngman, F. (Development Policy Management Forum, http://www.dpmf.org, NaN, 2002)[more][less]
Abstract: The paper is based on a study conducted in Botswana from June 2001 – February 2002 as part of an larger regional research project on Leadership, Civil Society and Democracy in Africa. In Botswana, the research was based on two non-governmental organisations, namely, Emang Basadi Association and Molengwane Ikemeleng Producer Cooperative. The study on Leadership, Civil Society and Democracy in Botswana has confirmed that well-led civil society organisations are a valuable instrument for democracy. URI: http://hdl.handle.net/10311/643 Files in this item: 1
Ntseane_DPMF_2002.pdf (297.8Kb) -
Maruatona, T. (SCE, http://www.tandfonline.com/loi/csce20, July NaN, 2011)[more][less]
Abstract: This paper analyses Botswana's commitment to lifelong learning policy and discusses how it can help the state achieve its vision for sustainable development. First, it argues that while Botswana is renowned for its economic success, it still fails to address positively such traditional challenges as poverty, unemployment and income inequality, which are increasing disproportionately, especially among the youth and non-literate adults. These structural problems can be attributable partly to the low quality of education, which does not enable learners to reduce their risks and vulnerabilities. The paper outlines the concepts of lifelong learning and sustainable development and work from there to analyse the national education policy. It is acknowledged that the state made commendable progress in delivering basic, extension and continuing education since adopting lifelong learning in 1994. However, the delivery failed to use education to transform people's lives. The education itself failed to balance quantity with quality effectively to inculcate a culture of democracy. These issues need to be critically addressed because they invariably hamper Botswana's efforts to deliver quality education and attain its vision for sustainable development. Finally, the paper suggests that the education system should incorporate lifelong learning principles, effectively involve learners in decision making and teach for empowerment. URI: http://hdl.handle.net/10311/1088 Files in this item: 1
Maruatona_SCE_2011.pdf (3.651Mb) -
Maruatona, T. (Routledge http://www.informaworld.com, November NaN, 2006)[more][less]
Abstract: Lifelong learning has come to be internationally recognized as a framework in the development of sustainable education. However, in spite of rhetoric and its endorsement in some nations' policy documents, lifelong learning is not operationalized and Africa continues to be plagued by social maladies such as HIV/AIDS, capacity poverty, low quality education, global marginalization and ineffective governance. The article argues that post-colonial Africa transited from concern with service delivery, went through structural adjustment policies to focusing on African renaissance. It indicates that some countries have embraced lifelong learning as policy framework but have not made sufficient efforts to translate that in their teaching and learning. It contents that lifelong learning in Africa can only be effective if African communities are encouraged to make concerted efforts to embrace principles such as deliberative democracy, multiculturalism, decentralization of decision-making and helping to redirect the agenda of civil society as a way to use lifelong learning to enhance public participation in Africa. URI: http://hdl.handle.net/10311/727 Files in this item: 1
Maruatona_IJLE_2006.pdf (976.5Kb) -
Ketlhoilwe, M. J.; Jeremiah, K. (IJSRE, http://www.ijsre.com, June NaN, 2010)[more][less]
Abstract: Environment and sustainability issues are contemporary in educational innovations in institutions of higher education particularly in their core business regarding teaching, research and community engagement. The introduction and implementation of the United Nations Decade of Education for Sustainable Development (UNDESD) (2005-2014) has added impetus to the contemporariness of environment and sustainability issues in education. This paper is based on the empirical data generated within a selection of University of Botswana departments and units to determine the extent to which sustainability issues and concerns are implemented. The paper provides the outcome of the audit exercise that indicated that some of the University of Botswana departments and units are not incorporating sustainability issues in their practices (be it in teaching, research, community engagement or management practices). The paper recommends a systematic approach to mainstream environment and sustainability issues across the faculties. URI: http://hdl.handle.net/10311/975 Files in this item: 1
Ketlhoilwe_IJSRE_2010.pdf (1.417Mb) -
Nitza, A.; Chilisa, B.; Makwinja-Morara, V. (Routledge. http://www.informaworld.com, June NaN, 2010)[more][less]
Abstract: This article describes a small group intervention for HIV/AIDS prevention among adolescent girls in Botswana. The psychoeducational group model is designed to empower girls to overcome the gender inequality that puts women at increased risk of HIV infection in the country. Group goals include heightening group members' awareness of the influence of the restrictive social messages that surround them and assisting them in developing efficacy and skills to combat the barriers they face. Specific goals, strategies, and interventions for the initial, middle, and termination stages of the group are described. Indigenous and culturally relevant interventions are included in each stage. URI: http://hdl.handle.net/10311/549 Files in this item: 1
Chilisa_JSGW_2010.pdf (548.7Kb) -
Malope, P.; Gobotswang, K.; Gabaitire, L.; Ntseane, P. (Botswana College of Agriculture; http://www.bca.bw/Research/bojaasBca/Bojass_JournalsIndex1.htm, January NaN, 2007)[more][less]
Abstract: With an estimated 38% of the sexually active population infected, Botswana has one of the highest prevalence rates of HIV and AIDS. Since HIV and AIDS affect the most productive section of the population, it is expected to have a negative impact on the labour intensive agricultural sector. The study aims at measuring the impacts of HIV and AIDS on agricultural production in Botswana. The cross-sectional comparative study was conducted between July and September 2004 in three selected areas.... URI: http://hdl.handle.net/10311/222 Files in this item: 2
Gobotswang_BJAAS_2007.pdf (335.3Kb)license.txt (1.998Kb) -
Monyatsi, P.P. (Kamla-Raj Enterprises, http://www.krepublishers.com, NaN, 2006)[more][less]
Abstract: Productivity is the buzzword in all organizations worldwide. Organizations, including schools are busy trying to enhance the productivity of their employees by introducing a number of interventions or incentives. One of the interventions that was introduced in education in Botswana was teacher appraisal, and one of its objectives was to motivate teachers to improve their performance. This paper is based on a combined quantitative/qualitative study that was carried out from a sample of 607 secondary school teachers in seventeen schools in the South Region of Botswana evaluating the effectiveness of the current appraisal process as carried out in secondary schools. It looks at how the process of teacher appraisal can motivate teachers to improve their performance of facilitating effective teaching and students’ learning. The study revealed that if carried out properly, the appraisal process can motivate the teachers to do more. URI: http://hdl.handle.net/10311/649 Files in this item: 1
Monyatsi_JSocSci_2006.pdf (767.7Kb) -
Chilisa, B. (Taylor & Francis, http://www.tandf.co.uk/journals, NaN, 2002)[more][less]
Abstract: The article critiques pregnancy policies in the education systems in sub-Saharan Africa. Policies discussed are divided into expulsion, re-entry and continuation policies. Arguing from the standpoint of theories of oppression, it is postulated that expulsion policies symbolise direct violence against girls who become pregnant and are more common in those countries with poor human rights records. Continuation and re-entry policies are prevalent in countries that have ratified the Convention on the Elimination of all Forms of Discrimination Against Women and the Convention on the Rights of Children. It is argued that re-entry policies also violate girl mothers’ right to education through a retreat ideology that requires temporary withdrawal of the pregnant girl from school. Moreover, gender inequalities are built into the policies and supported by traditional and institutional ideologies that make re-entry of the girl mother into the school difficult. The Botswana re-entry policy is reviewed to illustrate difficulties in the readmission of girl mothers to school. URI: http://hdl.handle.net/10311/1040 Files in this item: 1
Chilisa_GE_2002.pdf (1.431Mb) -
Chilisa, B. (Routledge, http://www.informaworld.com, March NaN, 2002)[more][less]
Abstract: The article critiques pregnancy policies in the education systems in sub-Saharan Africa. Policies discussed are divided into expulsion, re-entry and continuation policies. Arguing from the standpoint of theories of oppression, it is postulated that expulsion policies symbolise direct violence against girls who become pregnant and are more common in those countries with poor human rights records. Continuation and re-entry policies are prevalent in countries that have ratified the Convention on the Elimination of all Forms of Discrimination Against Women and the Convention on the Rights of Children. It is argued that re-entry policies also violate girl mothers' right to education through a retreat ideology that requires temporary withdrawal of the pregnant girl from school. Moreover, gender inequalities are built into the policies and supported by traditional and institutional ideologies that make re-entry of the girl mother into the school difficult. The Botswana re-entry policy is reviewed to illustrate difficulties in the readmission of girl mothers to school. URI: http://hdl.handle.net/10311/835 Files in this item: 1
Chilisa_GE_2002.pdf (789.0Kb) -
Chilisa, B. (National Council on Measurement in Education. http://www3.interscience.wiley.com, December NaN, 1999)[more][less]
Abstract: The study briefly looks at the new developments in the national examination system in Botswana. With this new system, the government opted for a criterion-referenced testing (CRT) model for primary and junior secondary schooling national examinations. URI: http://hdl.handle.net/10311/1009 Files in this item: 1
Chilisa_EMIP_1999.pdf (365.9Kb) -
Kamwendo, G. H. (Nordic Association of African Studies. http://www.njas.helsinki.fi, NaN, 2006)[more][less]
Abstract: In 1994, South Africans of all races and political parties took part in the first democratic elections. The election and inauguration of Nelson Mandela as the first black president marked the beginning of a new era - an era of democracy. The new era has, among other things, witnessed reforms in language planning. The current paper is a critique of South Africa's language planning efforts during the first decade of democracy i.e. 1994-2004. URI: http://hdl.handle.net/10311/1097 Files in this item: 1
kamwendo_NJAS_2006.pdf (108.8Kb) -
Disele, P.L.P.; Peters, S.; Masoloko, T.; Shumba, A. (Office of Research and Development, University of Botswana; http://www.ub.bw, NaN, 2001)[more][less]
Abstract: The new millennium has come but we are not healthy: the Human Immuno-deficiency VIruS (HIV) IS taking its toll. It is critical for everyone to find ways of coping with this problem, along side campaigns to eradicate the virus. There is need to explore the power of nutrition in boosting the immune system. URI: http://hdl.handle.net/10311/1148 Files in this item: 1
Disele_PBJAS_2001.pdf (426.5Kb)