Browsing Educational Foundations by Title
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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) -
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) -
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) -
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) -
Moalosi, W.T.S. (IJSRE, http://www.ijsre.com, December NaN, 2012)[more][less]
Abstract: People in different cultures vary in their descriptions of their self-concept. These descriptions tend to be either individualistic or collectivist. Individualistic cultures preface independence and self-fulfillment, while collectivist cultures tend to be more group-oriented and carry more social responsibilities. Immigration and colonization have had an impact on many collective cultures that had lived among independent ones. Conflict often occurred when interdependent cultures tried to maintain their identity in their new independent environment. Teachers and students at schools frequently experience similar challenges. Theories of cognitive development show that parents differ in their perception of intelligence among these two cultural types (independent and interdependent). URI: http://hdl.handle.net/10311/1131 Files in this item: 1
Moalosi_IJSRE_2012.pdf (211.3Kb) -
Moswela, B. (JEAPS, http://www.academicjournals.org/ijeaps, April 20, 2010)[more][less]
Abstract: This paper sought to unpack the extent of students’ democratic involvement in the teaching and learning processes. Data that were analyzed were obtained from 253 teachers and 194 students from 15 secondary schools in Botswana using a closed questionnaire consisting of 31 question items. Although the sample may not be representative of all the schools in the country (only 15 out of 233 schools were studied), the study concluded that the teaching and learning activities are largely pursued in democratic environments where teachers consult students on important classroom decisions. These efforts are, however, constrained by the disturbing levels of bullying in the classroom reported by the students. The democratic practices encouraged by the teachers, the study concluded, are consistent with what obtains at the national macro level. URI: http://hdl.handle.net/10311/1036 Files in this item: 1
Moswela_JEAPS_2010.pdf (92.21Kb) -
Chilisa, B. (International Journal of Qualitative Studies in Education; Taylor & Francis [ http://www.tandf.co.uk/journals/titles/09518398.asp ], November NaN, 2005)[more][less]
Abstract: This paper uses the postcolonial lens to highlight that mainstream research in postcolonial societies still ignores, marginalizes and suppresses other knowledge systems and ways of knowing. The marginalization of local knowledge systems, it is argued, was established in the colonial times that relegated all things indigenous or from the colonized communities as unworthy, uncivilized, barbaric and superstitious. Systematic efforts to inscribe Western ways of cultural, economic, political and social systems were applied during the colonial times and maintained in the post-independence era. The educational system did not escape the colonial construction of the colonized subjects and their relegation to otherness. Years after the struggle for independence the content of what is taught, methods of teaching and research remain Western in non-Western contexts. This does not only alienate the ‘othered’ from their own knowledge systems, it can be a matter of life and death as demonstrated by the HIV/AIDS information and education campaign. Using excerpts from studies on HIV/AIDS, the paper highlights that interventions to prevent the spread of HIV/AIDS, legitimized by conventional/Western research knowledge and frameworks, have alienated the people from the struggle to prevent the spread of the virus. Findings from a number of research studies on HIV/AIDS in Botswana are analyzed within the framework of current prevention strategies, more specifically posters and cartoons used in the campaign against HIV/AIDS, to illustrate the marginalization of other knowledge systems and the intersection of the ‘otherness’ ideology with mainstream First World research methodologies. URI: http://hdl.handle.net/10311/54 Files in this item: 2
chilisacolonization1.pdf (3.399Mb)license.txt (1.998Kb) -
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) -
Onyewadume, M.A. (Springer Netherlands, http://www.springerlink.com, September NaN, 2008)[more][less]
Abstract: This research investigated the incidence of HIV/AIDS anxiety among students in Botswana. The sample comprised 240 randomly selected students from six schools in three districts in Botswana, with data collected via a questionnaire. Percentages and Chi-square were used to analyze the extent to which the students were anxious about HIV/AIDS and if there was a significant gender difference in this regard. Findings showed that the students were anxious on several fronts about HIV/AIDS; specifically that they and their relations might contract the virus and that they might lose family members. There was gender difference in terms of anxiety about the possibility that relations might become infected. The role of the counsellor in reducing HIV/AIDS anxiety among students in communities living with HIV/AIDS is discussed. URI: http://hdl.handle.net/10311/802 Files in this item: 1
Onyewadume_IJAC_2008.pdf (781.9Kb) -
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) -
Moswela, B. (EMAL, http://ema.sagepub.com, January NaN, 2010)[more][less]
Abstract: This study was conducted to determine how instructional supervision was carried out in schools. The study begins with a brief outline of the decentralization of the inspection system in Botswana. It proceeds to present a brief global historical background of instructional supervision before findings on instructional supervision are discussed. Evidence from the findings, which were obtained from teachers and head teachers through a structured questionnaire and interview, suggests that the environment in which instructional supervision takes place in schools is rather hostile and intimidating to teachers to make any meaningful impression on the improvement of teaching standards. Instructional supervisors’ effectiveness is constrained by the much expanded secondary education system that has seen a massive increase in schools and teachers in a relatively short time. The study concludes with the recommendation that, for instructional supervision to fully benefit schools, it needs restructuring so that the teachers and the head teachers play a more meaningful and effective role. URI: http://hdl.handle.net/10311/1076 Files in this item: 1
Moswela_EMAL_2010.pdf (1.527Mb) -
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) -
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) -
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) -
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) -
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)