University Botswana Journals
Not a member yet
1168 research outputs found
Sort by
CREATING EQUITABLE LANGUAGE SPACES: LANGUAGE AS A GATEKEEPING TOOL IN ZIMBABWEAN HIGH SCHOOLS
Full text linkThe Zimbabwean education system adopts English as the primary medium of instruction despite the country’s linguistic diversity, which includes 16 officially recognized languages. This policy imposes standardized expectations across the academic landscape: classroom instruction, textbooks, and national examinations are exclusively conducted in English. Consequently, students lacking English proficiency face systemic disadvantages, perpetuating inequalities in educational access and achievement. Beyond academic performance, the dominance of English exacerbates sociocultural disparities among learners, influencing their sense of identity, belonging, and power relations within schools. Children whose linguistic and cultural backgrounds deviate from the dominant “English” narrative often experience marginalization, as the prevailing language norms dictate who is recognized as a legitimate learner in the classroom.
This paper investigates the impact of Zimbabwe’s language policy on diverse cultural groups, with a focus on the inequities embedded in linguistic spaces and the resulting dynamics within classrooms. Framed by theories of cultural capital and linguistic human rights, the study interrogates how English functions as a gatekeeping mechanism, systematically excluding indigenous languages and reinforcing hierarchies of linguistic privilege. It further explores whether the education system can realistically transition toward equitable language practices that validate multilingual identities and empower all learners. By critically analysing policy implementation and classroom realities, the paper contributes to broader debates on language rights and inclusive education in Zimbabwe.
Keywords: linguistic spaces, multilingualism, language rights, cultural capital, educational equity
BOTSWANA’S BOND MARKET YIELDS ARE THEY DETERMINISTIC OR DO THEY FOLLOW A STOCHASTIC PROCESS?
Full text linkThis paper examines Botswana’s bond market seeking to establish if the bond yields are predictable. The logarithmic bond index returns for the Government Bond Index (GorvI), Corporate Bond Index (CorpI) and Botswana Bond Index (BBI) are used as proxies for the bond yields. The yields are derived from a nine year index series covering a period of 2010 through 2018. The results of the Unit root tests (ADF and KPSS), and Heteroscedasticity (GARCH) model, homogeneously reject the random walk process governing the bond index series. These results suggest that Botswana’s bond returns are characterised by an anti-persistent trend reversing and deterministic chaotic process. This therefore means investors can easily predict bonds market returns hence rendering the market informational inefficient. Policy makers and capital market regulators and the Central Bank therefore need to strengthen their efforts to improve the efficiency of the bond market and hence rendering the Botswana’s Bond market to be attractive to investors. The Botswana Bond Market Association is also encouraged to continue lobbying for the bond market development so as to contribute to the improved efficiency
THE UPTAKE OF E-GOVERNMENT IN THE ZIMBABWEAN PUBLIC SECTOR: A CASE OF THE MULTI AID SUPPORT ORGANISATION
Full text linkThe advent of e-government within the public sector represents a transformative effort to enhance service delivery and foster citizen empowerment by increasing access to information. This paradigm shift underscores the potential for governmental institutions to become more transparent, responsive, and technologically aligned. This study investigated the primary determinants influencing the adoption of e-government initiatives, with particular emphasis on the challenges encountered during their inception and execution. A case study of the Multi Aid Support Organisation, the research revealed that although a basic level of computer literacy exists among both personnel and stakeholders, critical impediments remain. These include the rapid pace of technological evolution, insufficient implementation of strategic frameworks, and limited information communication technology proficiency. The findings highlight the necessity of reinforcing Public–Private Partnerships, improving competencies, expanding awareness of e-government platforms, and ensuring accessible infrastructure to optimise the uptake and operationalisation of digital governance
EXPLORING STUDENTS’ AND LECTURERS’ EXPERIENCES AND PERCEPTIONS OF DIGITAL COMMUNICATION IN HIGHER EDUCATION: THE CASE OF MIDLAND STATE UNIVERSITY
Full text linkTechnology is advancing at an unprecedented pace, bringing innovations that profoundly impact our lives. In the education sector, digital tools have transformed how students and educators interact with learning materials and each other. This study investigates the perceptions and experiences of students and lecturers at Midlands State University regarding digital communication in education. Using a qualitative approach, data were collected through interviews and questionnaires from participants across various faculties. The findings reveal limited use of digital tools among conventional students who have sufficient time for face-to-face lectures. Participants expressed a strong preference for in-person education over digital learning. Factors such as cost, difficulties in navigating the platforms, and a strong attachment to traditional teaching methods contribute to this restricted engagement. As a result, digitalisation often serves merely as a supplementary mechanism for face-to-face lectures rather than as a fully integrated component of the educational experience
BLENDING CULTURAL FOLKTALE WITH DIGITAL STORYTELLING IN THE TEACHING AND LEARNING PROCESS OF PRIMARY SCHOOL CHILDREN IN GABORONE, BOTSWANA
Full text linkThis qualitative study explores teachers' perspectives on blending cultural folktales with digital technology in Botswana's early childhood education. In Botswana, like elsewhere, local traditions are passed down through folktales, yet there is a significant gap in integrating these narratives into technology education. This oversight risks the extinction of Botswana’s folktales due to modernization. The study emphasizes the need to incorporate digital storytelling within educational frameworks, following a paradigm shift towards Indigenous Knowledge (IK). Grounded in constructivism, the study aimed to uncover teachers' perceptions and challenges in merging cultural folktales with digital technology. Through in-depth interviews with preschool teachers, the study identified a generally positive outlook on digital storytelling, but highlights challenges such as a lack of skills, knowledge, and resources. Recommendations include training teachers and providing resources to enhance the integration of cultural folktales with digital technology for meaningful learning experiences of young children
DIFFERENT PATHS TO THE SAME GOAL: LEADERSHIP APPROACHES IN HIGHPERFORMING SENIOR SECONDARY SCHOOLS IN BOTSWANA
Full text linkLeadership is a critical determinant of organisational performance, particularly within theeducation sector where it enhances teaching quality, school culture, and student achievement. Thisstudy examined how leaders in high-performing senior secondary schools in Botswana employdifferent leadership approaches to achieve similar goals of excellence. Underpinned by theconstructivist paradigm, the study adopted a phenomenological qualitative design to explore thelived experiences of 16 school leaders, including school heads, deputy school heads, and heads ofdepartments, purposively selected from eight consistently high-performing public and privateschools. Data were collected through semi-structured interviews and analysed thematically.Findings revealed that while both public and private school leaders emphasised teamwork anddemocratic leadership, contextual factors influenced their approaches. Public school leadershighlighted parental involvement as a major contributor to their schools’ success, whereas privateschool leaders attributed theirs to the availability of human and material resources. Across bothsectors, leaders fostered collaboration, encouraged participation in decision-making, and promoteda learning-oriented culture where mistakes were addressed through mentoring and coaching. Keyleadership traits identified were respect, honesty, trustworthiness, and vision, developed throughexperience, education, and professional development. However, the study also uncoveredsignificant gaps in leadership training, indicating that many leaders assumed their roles withoutadequate preparation. This study concludes that while the paths to success vary, effectiveleadership in Botswana’s high-performing schools converges on shared principles of teamwork,inclusivity, and consistent professional growth. A proposed teamwork-based leadership model ispresented as a framework to guide emerging leaders and inspire performance improvement in lesssuccessful schools
INSTRUCTIONAL COMMUNICATIONS IN AN ENGLISH CLASSROOM AT PHATSIMO JUNIOR SECONDARY SCHOOL, TUTUME, BOTSWANA
Full text linkTeacher–student instructional interaction (TSII) is essential for evaluating teaching andlearning effectiveness. This qualitative study utilized the Flanders Interaction AnalysisCategories (FIAC) to analyse TSII in a junior secondary English classroom where English is asecond language. Data were collected over four class sessions through classroom observations,video recordings, and note-taking. Analysis indicates a pronounced dominance of teacher-ledinteraction, primarily through lecturing and questioning, with teacher discourse occupying79.4%, 96.2%, 94.1%, and 73.2% of interactions across sessions one to four meetings,respectively. These findings reveal a persistent teacher-controlled communicative pattern, withminimal peer-to-peer exchanges among students, thereby constraining their opportunities forlinguistic advancement and content mastery. The implications call for instructional strategiesthat foster more balanced and interactive classroom discours
AN EXPLORATION OF TEACHER COMPETENCE IN BOTSWANA AND BEYOND: A PRELIMINARY ASSESSMENT OF EXTANT LITERATURE
Full text linkThis article explores literature on competence-based education (CBE) internationally, regionally and locally as it attempts to agitate for a comprehensive study and implementation of CBE in the Botswana education system. It underscores the necessity of equipping teachers with essential competencies required for effective teaching and learning in schools. The article delves into the concept of 'competence' in relation to educators, highlighting their pivotal role in fostering a workforce proficient in 21st-century skills and competencies. Such preparation is vital for addressing emerging challenges that may impede the successful adoption of CBE systems. Additionally, the article is an in-depth examination of the literature on perceived proficiency of teacher competencies among graduates. In the Botswana context, the study examines graduates holding a Diploma in Primary Education (DPE) from two teacher education institutions in Botswana, covering the period from 1995 to 2019 to assess the level of perceived mastery of teacher competencies as prerequisites for competent teachers
