Browsing Faculty of Education by Subject "Botswana"
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Baliyan, S. (IJSRE, http://www.ijsre.com, September NaN, 2012)[more][less]
Abstract: This formative evaluation seeks to measure the effectiveness of Botswana ICT curriculum (Code 0417) by evaluating the content taught and the instructional strategies used to deliver the course contents. It also seeks to assess whether both academics and students felt that the course content and instructional strategies were important. This study employed both quantitative and qualitative research designs as surveys, focus groups, one-on-one interviews, classroom observations and student test annual examination grades were used to collect data. Sixty students enrolled in the course and twelve course instructors were selected randomly from a sample of three private senior secondary schools in Botswana. Descriptive statistical analyses were used to analyse the data collected. Students rated all ICT course topics, except computer networks, as less useful than did their instructors. Both students and teachers offered a number of suggestions on how this course might be improved. URI: http://hdl.handle.net/10311/1108 Files in this item: 1
Baliyan_IJSRE_2012.pdf (1.104Mb) -
Radimo, B.W.; Nenty, H.J.; Matsoga, J.T. (African Educational Research Network. http://www.ncsu.edu, June NaN, 2008)[more][less]
Abstract: The poor and deteriorating overall performance in Botswana junior school certificate (JSC) examination is a problem that tends to defeat all efforts at finding a solution to it. Language has been found to be a powerful element of quality of education (Obanya, 2004) and the language of instruction, especially if not the learners’ first language, tends to have unlimited power to bring down performance even on other subjects This study was designed to determine the extent to which this might be true for students in Lobatse cluster schools in southern region of Botswana. Two hypotheses were posited to guide this determination and data on the performance of the 1204 students used in the study was collected from the Examination, Research and Testing Division (ERTD) of Botswana. Correlation and regression analyses were done using SPSS statistical package, and the results support the dominance of English language in determining overall performance in JSC especially for the combined group and for females. A little surprising observation was made in the case of males where science, instead of English language was the significant main predictor. The findings were discussed and recommendations made. URI: http://hdl.handle.net/10311/688 Files in this item: 1
Nenty_JAERN_2008.pdf (3.507Mb) -
Mogapi, M.O. (IJSRE, http://www.ijsre.com/, December NaN, 2012)[more][less]
Abstract: Grading is a central component of educational assessment because it is through grading that a student’s performance is judged as having satisfied the requirement for a given unit or grade level. Accurate determination of the cut-off point between adjacent grades is thus critical in ensuring that a letter grade assigned, and ultimately the certificate given, are a true reflection of a candidate’s mastery of the assessed subject matter. Different systems are used to establish cut-off points: each method with its own advantages and disadvantages. In Botswana, the Angoff grading model was adopted following the introduction of criterion referenced testing in 1997. This model was implemented in order to correctly reflect the achievement level of primary school graduates and at the same time, maintain performance standards from year to year. While this model appears to have robust the theoretical foundations, its practical application and success are highly constrained by contextual country-specific factors. This paper outlines the observed practical limitations of the Angoff grading system in Botswana. URI: http://hdl.handle.net/10311/1115 Files in this item: 1
Mogapi_IJSRE_2012.pdf (1.384Mb) -
Mahgoub, S.E.O.; Nnyepi, M.; Bandeke, T. (Rural Outreach Programme http://www.bioline.org.br/nd, NaN, 2006)[more][less]
Abstract: Malnutrition affects physical growth, morbidity, mortality, cognitive development, reproduction, and physical work capacity, and it consequently impacts on human performance, health and survival. It is an underlying factor in many diseases for both children and adults, and is particularly prevalent in developing countries, where it affects one out of every 3 preschoolage children. A well-nourished child is one whose weight and height measurements compare very well with the standard normal distribution of heights and weights of healthy children of the same age and sex. Factors that contribute to malnutrition are many and varied. The objective of the present study is to evaluate the level of malnutrition and the impact of some socio-economic and demographic factors of households on the nutritional status of children under 3 years of age in Botswana. Factors included: the number of children under 3 years of age in the family, occupation of the parents, marital status, family income, parental education, maternal nutritional knowledge, residence location (urban or rural), gender, and breastfeeding practices. The study was a cross-sectional descriptive survey using a structured questionnaire and measurements of weight and height. Four hundred households and mothers of children under three, representing the 23 Health Regions of Botswana, participated in the study. Reference standards used were those of the National Center for Health Statistics (NCHS). EPI Info software (version 5) was used for data entry and analysis. The results show that the level of wasting, stunting, and underweight in children under three years of age was 5.5 %, 38.7 %, and 15.6 % respectively. Malnutrition was significantly (p < 0.01) higher among boys than among girls. Underweight was less prevalent among children whose parents worked in the agricultural sector than among children whose parents were involved in informal business. Children brought up by single parents suffered from underweight to a significantly (p < 0.01) higher level than children living with both parents. The prevalence of underweight decreased significantly (p < 0.01) as family income increased. The higher the level of the mother’s education, the lower the level of child underweight observed. Breastfeeding was found to reduce the occurrence of underweight among children. The study findings imply that efforts for redressing child undernutrition issues in Botswana should focus on factors associated with development outcomes such as maternal income, maternal education, and the creation of employment or economic engagements that do not compromise important child care practices such as breastfeeding. URI: http://hdl.handle.net/10311/1101 Files in this item: 1
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Mahgoub, S.E.O.; Nnyepi, M.; Bandeke, T. (Rural Outreach Program (ROP) www.ropkenya.org; http://www.ajfand.net/Index.html, NaN, 2006)[more][less]
Abstract: Malnutrition affects physical growth, morbidity, mortality, cognitive development, reproduction, and physical work capacity, and it consequently impacts on human performance, health and survival. It is an underlying factor in many diseases for both children and adults, and is particularly prevalent in developing countries, where it affects one out of every 3 preschoolage children. A well-nourished child is one whose weight and height measurements compare very well with the standard normal distribution of heights and weights of healthy children of the same age and sex. Factors that contribute to malnutrition are many and varied. The objective of the present study is to evaluate the level of malnutrition and the impact of some socio-economic and demographic factors of households on the nutritional status of children under 3 years of age in Botswana. Factors included: the number of children under 3 years of age in the family, occupation of the parents, marital status, family income, parental education, maternal nutritional knowledge, residence location (urban or rural), gender, and breastfeeding practices. The study was a cross-sectional descriptive survey using a structured questionnaire and measurements of weight and height. Four hundred households and mothers of children under three, representing the 23 Health Regions of Botswana, participated in the study. Reference standards used were those of the National Center for Health Statistics (NCHS). EPI Info software (version 5) was used for data entry and analysis. The results show that the level of wasting, stunting, and underweight in children under three years of age was 5.5 %, 38.7 %, and 15.6 % respectively. Malnutrition was significantly (p < 0.01) higher among boys than among girls. Underweight was less prevalent among children whose parents worked in the agricultural sector than among children whose parents were involved in informal business. Children brought up by single parents suffered from underweight to a significantly (p < 0.01) higher level than children living with both parents. The prevalence of underweight decreased significantly (p < 0.01) as family income increased. The higher the level of the mother's education, the lower the level of child underweight observed. Breastfeeding was found to reduce the occurrence of underweight among children. The study findings imply that efforts for redressing child undernutrition issues in Botswana should focus on factors associated with development outcomes such as maternal income, maternal education, and the creation of employment or economic engagements URI: http://hdl.handle.net/10311/219 Files in this item: 2
license.txt (1.998Kb)Mahgoub_AJFAND_2006.pdf (330.9Kb) -
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) -
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) -
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) -
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) -
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) -
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) -
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) -
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) -
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) -
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. (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)