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dc.contributor.author Pansiri, N.O.
dc.date.accessioned 2010-06-21T10:33:26Z
dc.date.available 2010-06-21T10:33:26Z
dc.date.issued 2008-07
dc.identifier.citation Pansiri, N.O. (2008) Improving commitment to basic education for the minorities in Botswana: a challenge for policy and practice, International Journal of Educational Development, Vol. 28, No. 4, pp. 446-459 en_US
dc.identifier.issn 0738-0593
dc.identifier.uri http://hdl.handle.net/10311/521
dc.description.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. en_US
dc.language.iso en en_US
dc.publisher Elsevier Ltd. http://www.sciencedirect.com en_US
dc.subject Basic education en_US
dc.subject School-community partnership en_US
dc.subject Parental involvement en_US
dc.subject Botswana en_US
dc.title Improving commitment to basic education for the minorities in Botswana: a challenge for policy and practice en_US
dc.type Published Article en_US


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