Browsing by Author "Pheko, B.C."
Now showing items 1-3 of 3
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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) -
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) -
Pheko, B.C. (SAGE Publications. http://ema.sagepub.com, January NaN, 2008)[more][less]
Abstract: This article analyses the views of selected headteachers on the impact of the 10-year basic education policy on the leadership skills of secondary school headteachers in Botswana. Research literature on school leadership and management in Botswana is sparse. Despite this, demands for effective leadership in schools have continued as the education system changes. In 1996, the Botswana Government started to implement a 10-year basic education programme, which rapidly increased student numbers at both community junior and senior secondary schools and building projects for school expansion became the order of the day. Secondary school headteachers have to manage these changes. A central focus of this article is their perceptions of the practice used to appoint them, leadership skills required for the post, their leadership training, and how training for leadership can be improved to meet the educational changes. Using results of the interview data collected from eight selected secondary school headteachers, this article exposes the limitations of the practice and procedures that are used in appointing headteachers to school leadership position and the established procedures intended to develop a skilled leadership force in secondary education to ensure quality education. The article highlights the need for Botswana to establish a leadership training policy to guide the training of headteachers and ensure that schools become effective. URI: http://hdl.handle.net/10311/536 Files in this item: 1
Pheko_EMAL_2008.pdf (990.7Kb)
Now showing items 1-3 of 3