Browsing Faculty of Education by Title
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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) -
Mafela, L. (Research and Development Unit, University of Botswana http://www.thuto.org, NaN, 1999)[more][less]
Abstract: The dairy industry arose in Bechuanaland primarily as an alternative to beef production in response to South Africa's restrictions on the import of cattle from the Protectorate African dairy producers were at a disadvantage compared to settler farmers due to the lack of government support for the infrastructure essential for highly perishable dairy produce The decline of dairy production in the later colonial period can be attributed to the revival of beef exporting, which undercut the Administration's already limited interest. These events can be situated within the broader pattern of colonial underdevelopment. URI: http://hdl.handle.net/10311/699 Files in this item: 1
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Merwe, M.; Mberengwa, L. R.; Lekoko, R. N. (South African Association of Family Ecology and Consumer Sciences (SAAFECS). http://ajol.info/index.php/jfecs/index, NaN, 2010)[more][less]
Abstract: The term empowerment has become a buzz word used by development organisations and government sectors to make development programmes sound technically correct. These programmes are often the cause of the poor becoming disillusioned and passive, since these programmes often do not achieve what they have set out to achieve. One such group that is responsible for the empowerment of community members in poverty and other special circumstances, is the home economics extension officers (HEEOs) in Botswana. This article focuses on the HEEOs’ understanding of the term empowerment as well as the subsequent actions they are taking to bring about empowerment and the hindrances that impede their empowerment practices. Qualitative data gathering methods in the form of open-ended questionnaires and semi-structured interviews were carried out with HEEOs to understand the phenomenon of empowerment. A focus group discussion was in addition conducted with one community sewing group. It became evident that HEEOs linked the term empowerment mostly to training and education. This is contrary to literature, which describes training and education as only the beginning of the empowerment process. Empowerment will however only take place if individuals are encouraged to define their own goals and to act upon them. HEEOs included community members in planning, implementation and evaluation of development programmes, but there is no evidence of authentic involvement. Community groups were also not adequately mentored and supported by HEEOs. In addition, the system within which empowerment practices are carried out appeared to be not conducive to supporting HEEOs in their empowerment practices. URI: http://hdl.handle.net/10311/687 Files in this item: 1
Mberengwa_JFECS_2010.pdf (998.3Kb) -
Nnyepi, M.; Gobotswang, K.S.M.; Codjia, P. (Macmillan, www.palgrave-journals.com/jphp/, May 12, 2011)[more][less]
Abstract: This study documents a marked discrepancy between the nutritional status of children aged 0–5 years in Botswana when measured by national surveys compared to clinic-based surveillance. We compared the average prevalence of underweight (weight-for-age z-scores below 2 standard deviations of the mean of the Center for Disease Control (CDC)/WHO reference standards) in children 0–5 years of age. According to clinic surveillance, prevalence of underweight has fallen from 14.670.03 to 3.570.04 per cent between 1993 and 2010. In national surveys, it had fallen from 14.670.01 to 11.570.01 per cent between 1993 and 2007. We explored several possibilities to explain this discrepancy, and conclude that it is because of sampling bias in the clinic surveillance. This finding underlines the need for properly conducted surveys to ensure accurate information about the nutritional status of children. URI: http://hdl.handle.net/10311/1051 Files in this item: 1
Nnyepi_JPHP_2011.pdf (1.267Mb) -
Mafela, L. (Research and Development Unit, University of Botswana. http://www.thuto.org, NaN, 1997)[more][less]
Abstract: In both precolonial and Westerm forms of schooling, education was a crucial medium of construction and articulation of ideas concerning the role and behaviour of women. Precolonial education reproduced and maintained sharp gender differentiation in the division of labour. Socialisation and women's own internalisation of their role and position in society, upheld dominant male ideology and subordination of women. Under colonialism, missionary and colonial education renegotiated but did not fundamentally change the role and position of women. However, it inadvertently also provided women with ways to move out of the household sphere into the wider labour market, albeit as unequal participants. Missionary education strictly separated the sexes and rested on the continued association of women with Victorian notions of 'domesticity'. The concept of ideology is used in this paper to tease out and highlight the gender dynamics which have influenced and directed education among Batswana. URI: http://hdl.handle.net/10311/525 Files in this item: 1
mafela Competing gender ideologies.pdf (794.6Kb) -
Pheko, B.C. (Kamla-Raj Enterprises, http://www.krepublishers.com, March NaN, 2010)[more][less]
Abstract: The primary objective of this paper is to evaluate the outcomes of the 10 year- basic education policy in Botswana through comparison of one cohort national results of School Leaving Examination (PSLE) of 2003 and its Junior Certificate (JC) of 2006. The main assumptions of this policy are that all children will have gone through a quality education. The PSLE (2003) results indicate that most pupils passed their examinations and proceeded to junior secondary education level. However, the problem is that the JC national results of 2006 show that most completers have poor results which do not allow them to proceed to senior secondary education. This is an indication of poor quality education. The observation is that class sizes at junior secondary education are huge (45 - 51) and there are inadequate teaching resources at junior secondary education. The Ministry of Education should take cognizance of the educational problems at this level and make efforts to reduce class size, provide adequate teaching resources so that teachers could be able to give each student the attention she/he deserves. These have affected students’ performances and it is therefore important for the Ministry of Education to introduce Regional examinations at Form 2 in order to monitor each individual performance and provide remedial if it is necessary. These may improve quality education at this level. URI: http://hdl.handle.net/10311/1093 Files in this item: 1
Pheko_JSS_2010.pdf (623.3Kb) -
Nkhwalume, A. (IJSRE, http://www.ijsre.com, June NaN, 2010)[more][less]
Abstract: This paper represents the voices of six Botswana girls in a case study that investigated social influences on their motivation in mathematics. Interviews were conducted and observations made to explore the girls’ experiences to shed some light on where their motivations were most influenced. The girls’ perceived motivational orientations and subsequent performance in mathematics as reflected in their case scenarios were used as a way of explaining their social implications. Their social experiential narratives were analysed for meaning with a focus on understanding them from an African context in contrast with Western cultural research perspectives. The study emanated from the fact that Botswana women are not vividly present at the post-secondary level in mathematics, science and technology. A compulsory mathematics at senior secondary school level, most young women opt out of mathematics and technology related programmes. The girls’ social experiential narratives were collected and analysed for meaning with a view to understand their implications in learning mathematics in the context of Botswana. The study adopted the Marxist social theory as its theoretical framework and used the concepts of contradiction, ideology, discourse and habitus as operational tools for the girls’ socialised orientation towards mathematic. It emerged that social environment, namely: the family (socioeconomic status, educational beliefs, attitudes, availability of books); the school system (schooling, teachers, textbooks, mathematics curriculum, and assessment) and peer groups (friends, classmates) were the key sources of influence. The interpretations of the girls’ narratives gave rise to the conclusions drawn and the recommendations made concerning social influences on their motivational orientations in learning mathematics. URI: http://hdl.handle.net/10311/1078 Files in this item: 1
Nkhwalume_IJSRE_2010.pdf (3.321Mb) -
Kesamang, M.; Taiwo, A.A. (Taylor & Francis, http://www.tandf.co.uk/journals, NaN, 2002)[more][less]
Abstract: The study was undertaken to find out whether there is a significant relationship between the socio- cultural beliefs held by beginning junior secondary school (JSS) students in Botswana and their attitudes towards school science on one hand and their achievement in school science on the other hand. Seven research questions were formulated. The nature of the study dictated the employment of descriptive research (survey) design. The sample for the study consisted of 395 JSS students randomly selected from eleven junior secondary schools within 120 kilometre radius of Gaborone, the state capital of Botswana. The collection of the data for the study was accomplished by the use of three constructed and validated research instruments. The findings of the study include the fact that Setswana1 (Botswana) mythology has a telling effect, to a large extent, on the thought processes of the average Botswana JSS student. This resulted in significant negative relationships between the students’ socio- cultural background and their attitudes towards school science on one hand and their achievement in school science on the other hand. But in spite of the negative effect of the elements of the students’ culture on the ease with which they learn school science, Botswana JSS students are found to be positively disposed towards school science in general. URI: http://hdl.handle.net/10311/1112 Files in this item: 1
Taiwo_IJSE_2002.pdf (1.468Mb)