Browsing Research articles (Dept of Mathematics) by Subject "Botswana"
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Jain, P.K.; Lungu, E.M.; Mogotsi, B. (Elsevier Science Ltd. http://www.sciencedirect.com/science/journal/09601481, January NaN, 2002)[more][less]
Abstract: Lack of trained manpower for repair and maintenance of solar energy devices in Botswana has resulted in failure of devices, loss of revenue, and dwindling of consumer faith in solar technologies. The government of Botswana commissioned a study to assess the needs for trained manpower in New and Renewable Sources of Energy (NRSE) technologies, to identify the required training programs and their levels, and the facilities that need to be upgraded and/or created for the implementation of such training programs at the existing technical and educational institutions within the country. The paper presents the findings of the study, and the recommendations made. The study proposed seven training programs at progressively increasing skills and expertise levels that include two certificate courses in each of the solar water heating and photovoltaic technologies for maintenance personnel, a national craft certificate program in solar energy technologies, a higher diploma in energy technologies for supervisory personnel, and a short course for upper management personnel in decision-making positions in order to raise their skills in the procurement of equipment and services, and to provide overall effective leadership. A short course to upgrade the skills of the present maintenance personnel to alleviate the immediate problems is also proposed. Required upgrading of existing technical training facilities, the creation of new facilities and estimated budgetary requirements constitute some of the recommendations. The recommendations have gone through various channels of discussions, and have been accepted in principle. The report is currently under consideration for implementation by relevant government departments. URI: http://hdl.handle.net/10311/137 Files in this item: 2
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Koosimile, A.T. (Elsevier, www.elsevier.com/locate/ijedudev, NaN, 2005)[more][less]
Abstract: This paper focuses on teachers’ experiences with implementing a modified International General Certificate of Secondary Education (IGCSE) physics syllabus in Botswana. The syllabus, characterised by a new organisational and pedagogic paradigm, is a significant shift from the traditional ‘‘teacher-proof’’ syllabus to one that is flexible, nonprescriptive and student-centred. Through data from discussions and interviews with teachers, it emerged that policy statements on the nature of the syllabus were contradictory and confusing to guide both the adoption and implementation of the syllabus. It also emerged that teachers accorded the core curriculum component of the syllabus a lower priority and status than the extended curriculum component. The findings also reveal that considerable overlaps in the core and extended curriculum components of the syllabus blurred the distinction between the two as well as weakening prospect of fidelity of adoption and implementation. The resulting ‘innovation gap’ invariably means that the ideals of the syllabus and the associated paradigm shifts are possibly not realised in teaching in Botswana. The findings generally underscore the importance of clear guidance and policy statements on any new syllabus, and indeed, a new curriculum. Possible directions in future research would be to investigate innovation gaps that might be manifest in teaching. URI: http://hdl.handle.net/10311/499 Files in this item: 1
Koosimile2005ICGSEphysics.pdf (1.142Mb)
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