University Botswana Journals
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INSIGHTS INTO LEADERSHIP CHALLENGES IN EARLY CHILDHOOD EDUCATION
Full text linkThis study examines strategies for addressing leadership challenges in Botswana’s public primary schools with integrated Early Childhood Education (ECE) components. It also identifies the knowledge, skills, and competencies needed to prepare school administrators for this role. Using a qualitative case study approach, data was collected through interviews, focus groups, and document analysis. Findings reveal that effective preparation of ECE leaders requires structured training, pedagogical expertise, child psychology, and resource management skills. The paper proposes systemic reforms to build leadership capacity and promote holistic child development
UNVEILING THE PEDAGOGICAL CHALLENGES OF TEACHING MANDARIN IN ZIMBABWEAN SCHOOLS
Full text linkThe burgeoning economic ties between China and other nations have sparked a surge in demand for Mandarin language instruction, leading to its inclusion in foreign language curricula across Africa, including Zimbabwe. However, the pedagogical landscape of teaching Mandarin in Zimbabwean classrooms remains unexplored. This qualitative study bridges this knowledge gap by exploring the challenges faced by Zimbabwean secondary teachers of Mandarin. Twelve secondary school teachers from Harare were purposively selected for in-depth, semi-structured interviews, offering a rich tapestry of experiences in teaching Mandarin. Guided by the Communicative Approach to Language Teaching theory, thematic data was extracted and analyzed, revealing several major challenges including the dominance of English as the language of instruction, cultural disparities between Shona and Chinese, limited instruction time, linguistic incompetencies, learner attributes, restrictive teaching materials, and inadequate access to digital tools. To address these challenges, this study recommends recruiting native-speaker teachers, integrating intercultural competence into the curriculum, and providing digital technologies to support language learning. Furthermore, future research should investigate learner experiences to provide a comprehensive understanding of the complexities involved in teaching Mandarin in Zimbabwean classrooms, ultimately informing strategies to enhance language instruction and learner outcomes
A CRITICAL MULTIMODAL REPRESENTATION OF GENDER IN ENGLISH LANGUAGE TEXTBOOKS IN BOTSWANA PUBLIC SECONDARY SCHOOLS
Full text linkThis study explores how gender is depicted in English language textbooks used in Botswana’s public secondary schools, focusing on gender roles, identities, and stereotypes through language and imagery. Recognizing gender as a social construct linked to power and ideology, the research highlights concerns that textbooks may reinforce traditional gender norms. Using Critical Discourse Analysis, Kress and van Leeuwen’s visual grammar, and content analysis, it uncovers patterns of gender bias, such as the underrepresentation of women in leadership roles and the reinforcement of stereotypes. The findings reveal that these textbooks often contradict the Botswana Government’s goals of promoting equity and inclusion. Given that textbooks influence students' perceptions of themselves and others, the study recommends that educators and curriculum developers create content supporting positive identity formation and actively challenging harmful stereotypes. By emphasizing the role of educational materials in shaping social norms, the research underscores the importance of developing more equitable and inclusive textbook content. Overall, the study advocates for a progressive educational approach that empowers all students, regardless of gender, fostering an environment of social justice and gender equality. This contribution aims to inform policy and practice towards more balanced and representative educational resources in Botswana
EVALUATION OF GRAMMARLY IN DETECTING GRAMMATICAL ERRORS: THE CASE OF ENGLISH ESSAYS FROM THE BRITISH NATIONAL CORPUS (BNCWEB CQP – EDITION)
Full text linkThe study evaluated Grammarly in detecting grammatical errors in English Essays from the BritishNational Corpus (BNCweb CQP – Edition). The Corder (1973) framework of Error Analysiswhich consists of four sub-categories of errors which are omission, addition, selection, andmisordering was used to analyze the errors that were detected by Grammarly. The study used aquantitative method approach. With systematic random sampling, a sample of nine English Essaysfrom British National Corpus (BNCweb CQP – Edition) was extracted. Corrective Feedback (CF)and Automated Written Corrective Feedback (AWCF) as concepts of language learning provideda context for the study. The results showed that selection errors were the most dominant 39%followed by addition errors with 32%, and the least being omission errors with 29%. Spellingerrors were at 60.5%, followed by article errors with 15.8%, punctuation errors with 7.9%, subject– verb agreement with 5.3%, while preposition errors, word form errors, pronoun errors, andnumber errors were each at 2.6%. There are implications that Grammarly is effective in detectingerrors which could be classified into omission, addition, selection, and misordering, andgrammatical categories, such as spelling, article, preposition, punctuation, word form, subject –verb agreement, pronoun, and number. As shown by the findings of the study, with the use ofGrammarly, writers would produce error free written texts. Therefore, the study recommendsGrammarly as a tool that should be used to ensure error free writing in different phases of lifewhere writing texts is involved, such as academia. Even so, further research needs to be carriedout on the effectiveness of Grammarly in detecting grammatical errors in the best interest ofencouraging the improvement of its features
THE ROLE OF FOREIGN LANGUAGE EDUCATION IN SUPPORTING THE UNIVERSITY OF BOTSWANA’S HIGH-PERFORMANCE ORGANISATION OBJECTIVES
Full text linkThis research investigates the strategic significance of foreign language education (FLE) inpromoting the University of Botswana’s (UB) transformation into a high-performanceorganisation (HPO). FLE is not only aligned with UB’s institutional goals: enhancing graduateemployability, expanding international engagement, and advancing research excellence, butalso plays a pivotal role in advancing Botswana’s economic diversification and diplomaticaspirations, as outlined in Vision 2036. This research identified best practices for incorporatingFLE into professional degree programmes through qualitative document analysis andcomparative case studies of international institutions such as the National University ofSingapore, Georgetown University, and Sorbonne Abu Dhabi. Research outcomes have shownthat FLE contributes to intercultural competence and competitiveness on the labour market butalso encounters challenges like institutional resistance and limited resources that need to beaddressed. This research suggests a tailored approach for UB, advocating for policy changes,interdepartmental language courses, and collaborative alliances to maximise the institutionalinfluence of FLE. This research bridges the gap between theory and practice, providingpractical insights for semi-peripheral higher education institutions to capitalise onmultilingualism as a means of enhancing academic excellence and increasing globalcompetitiveness
ARTIFICIAL INTELLIGENCE IN ACADEMIC WRITING: OPPORTUNITIES AND TENSIONS FROM A FACULTY VIEWPOINT
Full text linkThe use of Artificial Intelligence (AI) in higher education has accelerated rapidly, transforminghow students learn, conduct research, and complete academic tasks. Its application comes withboth significant opportunities and challenges. This commentary therefore aims to contribute toa better understanding of the potential benefits of AI on education from the faculty’sperspective, as well as the challenges associated with this transformation. A roadmap for thesuccessful implementation of AI in educational settings is suggested
USE OF INDIGENOUS APPROACH AND A RANDOMISED CONTROL TRIAL TO EVALUATE THE UPTAKE OF SAFE MALE CIRCUMCISION AT SECONDARY SCHOOLS IN BOTSWANA
Full text linkAn evidence-based study makes it easier for the policymakers in the educational systems to choose among the many different interventions that are the most effective to institute, thus saving on time and cost. This study applied the theory of planned behavior (TPB) framework to inform an indigenous mixed approach, using a randomized control trial (RCT) design to test the efficacy of a school-based risk-reduction intervention for 14- to 19-year-old adolescent boys in Botswana. The intervention aimed at promoting the uptake of safe male circumcision (SMC) among the school-going adolescents in Botswana‟s senior secondary schools. The assessment results and testimonies recorded revealed that, compared with the control arm, the key intervention arm was significantly (p < 0.05) efficacious in increasing the uptake of SMC, at 3-months follow-up (3mfu)
A Note on the Circumstances, Challenges and Opportunities in the Origins of the University of Botswana
Full text linkThis Note was inspired by a talk I gave to the Botswana Society on 3 September 2024 at the University of Botswana campus in Gaborone. It is based on my memory of circumstances and events when I was employed by the progenitors of the University of Botswana –the University of Botswana, Lesotho, and Swaziland (UBLS) and the University College of Botswana (UCB), a constituent of the University of Botswana and Swaziland (UBS). The key events during that time (1973-1978) were the creation of Part I campuses in each of Botswana and Swaziland teaching the first two years of the UBLS degree in 1972, Lesotho’s withdrawal from the UBLS in 1975 and resulting establishment of full four-year programmes in both Botswana and Swaziland under the umbrella of the UBS. Ultimately in 1982 the University of Botswana (UB) was created as the flagship public institution of higher education in Botswana, an event after my time. Subsequent to that talk I came across several memos I wrote at the time related to the issue of the future of the University. This Note therefore is based on my recollection of these events and the documents I retrieved