University Botswana Journals
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Self-regulation, Motivation and Essay Writing Proficiency of English as a Second Language (ESL) University Students in Botswana
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The relationship between self-regulation, motivation, and essay writing proficiency was explored in this study essentially to extend information about these constructs, and to provide insights from tertiary level using Botswana as an example. A hybrid research approach or design was adopted by this study because it is neither a true quantitative nor a pure qualitative study. This is so because, among other reasons, the convenience sampling technique was used having been found by the author to be suitable or “applicable to both qualitative and quantitative studies” (Suen, et al. (2014). Specifically, motivation and self-regulation profiles in the current study were respectively measured using the Academic Writing Motivation Questionnaire (AWMQ) adapted from Payne (2012), and the Wilby (2020) questionnaire. The students self-rated their essay writing proficiency. The above questionnaires were completed by a total of 174 students who participated in this study who had enrolled in different Social Sciences courses. Majority or these students were at first year level. The findings of this study, which were guided by the Self-regulation as well as the Intrinsic and Extrinsic Motivation theories, buttressed previous findings that there is a relationship between writing motivation, self-regulation, and proficiency. However, the self-regulation and motivation levels in the current study were moderate but positive, and thus suggesting that the students needed more assistance to improve their essay writing
ASSESSMENT OF PRE-SERVICE TEACHERS CLASSROOM TEACHING READINESS IN ILORIN KWARA STATE, NIGERIA
Full text linkIn the realm of education, the efficacy of classroom teaching is inexorably linked to the preparedness and readiness of pre-service teachers. Hence, this study assess the classroom teaching readiness of pre-service teachers in Ilorin, Kwara State, Nigeria. Using a descriptive survey method, the study involved 309 final-year education students from three universities in Ilorin. A self-constructed questionnaire titled: “Questionnaire on Classroom Teaching Readiness of Pre-Service Teachers (QCTRPT)” was used to collect data. The instrument was validated by Teachers' Education programme experts, and the Cronbach Alpha reliability estimate yielded an index of 0.84. The data was analyzed using frequency count, percentage, mean, and standard deviation to answer the research questions while the research hypotheses were tested with t-test and Analysis of Variance. It was revealed that pre-service teachers had a high level of pedagogical content knowledge (51.1%), a high level of classroom management skills (75.1%), and a high knowledge level of instructional strategies (75.4%). Also, it was revealed that the classroom teaching readiness of pre-service teachers does not depend on gender and institutional type (p>0.05). Recommendations include the emphasis on sustaining the high level of classroom teaching readiness through active learning strategies in teachers education programme, structured mentorship programs, and reflective practices to further enhance teaching readiness
PEDAGOGICAL READINESS AND PRE-SERVICE SOCIAL STUDIES AND CIVIC EDUCATION TEACHERS TEACHING PRACTICE EXPERIENCE IN OGUN STATE
Full text linkThis study examined the pedagogical readiness of teachers in training on their teaching practice experience. The study set out to assess the pedagogical readiness of pre-service teachers in terms of knowledge acquisition, lesson notes writing skills, method of teaching skills and handling of instructional materials before their teaching practice. The study employed descriptive survey research design. Seventy six (76) pre-service teachers were selected to form the sample for the study using stratified sampling technique. Data Collected through structured questionnaire were analysed using descriptive statistics. Findings showed that pre-service teachers possessed average skills of writing lesson notes; pre-service teachers were not taught with different teaching strategies by their lecturers; they have not been exposed to proper handling of teaching aids and they possessed average knowledge of what they are to teach before their teaching practice experience. It was concluded that lecturers do not expose the students to enough micro-teaching before their teaching practice. Based on the findings, it was recommended that pre-service teachers should be exposed to skills of writing lesson notes; lecturers should use different teaching strategies to teach the students and all teachers in training must undergo micro-teaching before their teaching practice experience
The Recognition And Enforcement Of Foreign Arbitration Agreements And Awards Under The New York Convention In Botswana: A Reappraisal
Full text linkAlternative Dispute Resolution (ADR) methods play a significant role in the settlement of commercial and investment disputes. Arbitration, in particular, has been the most effective and efficient method for resolving disputes in international commercial and investment transactions. The ease and simplicity in the enforcement of arbitral awards across borders is notable in this respect. The New York Convention has significantly been lubricating the wheels of the system for cross-border mobility of arbitral awards in international business transactions. The New York Convention sets out uniform standards for the recognition and enforcement of international commercial and investment arbitral awards. Botswana is a party to the New York Convention as of 1977. In acceding to the Convention, Botswana has entered three reservations, namely, reciprocity, commercial and non-retroactivity. The non-retroactivity reservation may no longer have an adverse effect. The reciprocity and commercial reservation, however, have given rise to multiple enforcement regimes. Apart from the reservations, some of the provisions of the New York Convention have also been omitted and others inadequately captured in the implementing Act. In this respect, the impact of the afore-cited reservations in the application of the New York Convention in Botswana has been examined. In addition to the reciprocity requirement, section 3(3) of the implementing Act requires that an arbitral award from a convention state can be recognized and enforced in Botswana only if that state recognizes and enforces arbitral awards made in Botswana. It is submitted that this additional requirement may complicate the enforcement of arbitral awards in Botswana. The far-reaching ramifications thereof are dealt with in terms of the existing arbitral jurisprudence and practice. The new developments and its trajectories apropos Article VII of the New York Convention, which is not made applicable in Botswana, have been brought to the spotlight. Article VII has, in what seems a watershed departure, made possible the recognition and enforcement of foreign arbitral awards which are set aside (vacated) in their country of origin
JUSTICE KIRBY'S LEGACY OF JUDICIOUS AND EFFECTIVE CIVIL PRACTICE
Full text link In the instantaneous aftermath of the announcement of Justice Kirby’s retirement from the bench, the predominant conversations fixated around who was to be his replacement. These discussions were held with the incontrovertible appreciation of the invaluable contributions made by Justice Kirby to Botswana’s jurisprudence, particularly during his illustrious stay at the Court of Appeal. Attempting to abridge Justice Kirby’s legacy into a distinct portfolio is a considerably unmanageable task. One immediately gets to appreciate his legal dexterousness and the ease with which his expertise straddles virtually all fields of the law. Consequently, we found ourselves pleasantly spoilt for choice in our selection of the area in which we must pay tribute to a colossal legal giant. We ultimately settled on assessing Justice Kirby’s contributions in civil practice. This paper, therefore, examines Justice Kirby’s contributions to civil practice in Botswana, principally through his adoption of a contextual and purposive interpretation of the Rules of the High Court. Through the classical case of Gofhamodimo v Koboyankwe; Tiro v the Attorney General, and other select cases, the paper highlights the instrumental efforts of Justice Kirby in curbing some of the potentially calamitous consequences of a formulaic approach to the Rules of the High Court, 2008, which ushered in a robust system of judicial case management. His contribution in this regard is conspicuous and presents a triumph in ensuring just, efficient and speedy disposal of cases, which is what the judicial case management system intended. The percipience with which he approached and interpreted the Rules shaped the law in civil practice and unquestionably places him amongst the most memorable judicial figures in Botswana’s legal history.  
AN ASSESSMENT OF THE MEDICAL AID INDUSTRY IN BOTSWANA AND THE NEED FOR MEMBER PROTECTION
Full text linkMedical aid sits in the intersection between health care and finance. It provides an essential financial tool that enables better management of medical expenses. There is a tension between the need to fulfil public health objectives while ensuring the prudential regulation of financial institutions. Therefore, for medical aid services and products to provide sufficient financial protection, it is imperative that their markets are sound and safe for members, with a robust institutional framework of Medical Aid Funds (MAF) regulation and supervision. This paper wishes to add to the growing call for more effective regulation of medical aid funds. To this end, an assessment and analysis of the extent to which members are protected will be undertaken. There is an analysis of the prevailing regulatory environment for medical aid funds. The paper argues that medical aid is a product sui generis which requires specific regulation. It provides recommendations on how this regulation will be achieved
THE DENUNCIATION OF SHAKA ZULU AND THE SCAPEGOATING OF ARTS AND SOCIAL SCIENCES FOR UNEMPLOYMENT CRISIS BY BOTSWANA GOVERNMENT AND CORPORATE ELITES
Full text linkIn August and September 2020, the Minister of Basic Education and the Chief ExecutiveOfficer (CEO) of the Botswana Stock Exchange critiqued the teaching of Shaka Zulu andhistory in schools, reflecting a government narrative that linked the humanities and socialsciences graduates to youth unemployment. Their comments sparked public backlash for beingshort-sighted. This paper argues that the Minister and the CEO ignored the fact that militarystrategies and leadership from historical generals can inform modern business, even during theCOVID-19 pandemic. Furthermore, discussions in business studies and entrepreneurship,including those from Botswana, reference Shaka Zulu, who also appears in mathematicalsciences and operational research. Blaming the history subject and the humanities/socialsciences for the unemployment crisis oversimplifies the issue. The marginalisation of historyin Nigeria and South Africa caused various societal problems that prompting these countries toreintroduce history as a mandatory subject in 2022 and 2023. The World Economic Forumpraises institutions like Stanford University and MIT for integrating humanities to enhance theFourth Industrial Revolution, a perspective that has yet to resonate with Botswana whichprioritise STEM over the humanities and social sciences. The paper argues that the crisis ofyouth unemployment in Botswana is rather rooted in corruption and bureaucratic inefficiency
EFFECT OF HEALTH-EDUCATION INTERVENTION ON KNOWLEDGE AND ADHERENCE TO COVID-19 PROTOCOLS AMONG KWARA STATE SECONDARY SCHOOL STUDENTS
Full text linkThis research examined whether or not secondary school pupils in Kwara State understood and followed COVID-19 recommendations after receiving a health education intervention. A quasi-experimental approach was taken for this study. Participants' entering behaviours or prior knowledge were assessed, and participants' knowledge gains following the intervention were measured using a non-randomized pre- and posttest control group design. All high school senior students in Ilorin, Kwara State, were included in the study, but only 116 students from the Ilorin East and South LGAs were surveyed for the study. Students in senior secondary school from two distinct local governments were randomly selected using a multistage selection procedure. The results showed, for example, that students who were exposed to the COVID-19 protocol (treatment intervention) scored higher on the post-test regarding their knowledge of COVID-19 compared to those who were exposed to the personal hygiene protocol (placebo), who scored higher on the post-test regarding their knowledge of COVID-19 but scored lower on their adherence to the COVID-19 protocol. The study revealed that the health education intervention significantly improved students' knowledge of and compliance with COVID-19 protocols in Kwara State's secondary schools. Consequently, it has been proposed that professional associations spanning several fields collaborate to provide health education interventions aimed at fostering compliance with COVID-19 standards, with a particular focus on the male demographic
Relevance and Promotion of Digital Learning among Adult Learners in Nigeria
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Digital learning is the new and modern way of learning that comprises the use of different devices or application such as computer, radio, television, cellular phone and network hardware and software to bring renovation into learning. It also involves the use of different learning modes and satellite system which encourages video conferencing and distance learning. Digital learning has brought about new dimension of interaction and idea into learning environment globally without stress. Digital learning needs to be promoted and embraced in adult education in order to make the discipline and adult learning more relevant in the present situation and for adult learners to be able to compete in digitalization era. It is on this basis that the study focus on the concept of promoting digital learning and its relevance to adult education and adult learners. The paper concludes with recommendations to promote digital learning in adult education and to give room for dynamism in the profession. Also, in order to make adult learners to be more relevant in the societies and to be more productive with the new trend of ICT, digital learning must be promoted and embraced in adult education.