University Botswana Journals
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QUALITY EARLY CHILDHOOD EDUCATION IN ECE PROGRAMS IN BOTSWANA: A MYTH OR REALITY?
Get PDFThis paper discusses the need for having measures in place to ensure that quality Early Childhood Education (ECE) is provided in Botswana. The need for quality in ECE is made against the backdrop of studies that have indicated the consequences of not providing high quality ECE. The literature suggests that children exposed to quality ECE do significantly better on educational and social responsibility. Based on the current reality of results in basic education in Botswana, there is strong need to explore the likely benefits of early childhood education in Botswana, with a view to contributing towards improving the quality of education. This is particularly interesting in Botswana where Government has embarked on a massive investment in education.Key words: accreditation, early childhood education, quality education, standard
AFROCENTRICITY AND INCLUSION OF AFRICAN HISTORY IN THE HIGHER LEARNING CURRICULA: STUDENT PERCEPTIONS AND VOICES
Get PDFExclusion of African history in the curricula of institutions of higher learning, particularly in the context of Africa, has been a common concern. Central to this concern are questions relating to how African history can add value to the academic formation as well as critical thinking of students. Drawing from qualitative data collected using Focus Group Discussions (FGDs), Semi-Structured interviews and documentary research, this paper discusses important considerations in the inclusion of the African history in the higher learning curricula. This was done by exploring and examining perceptions as well as, views of students at the University of Botswana relating to African history and higher learning curricula, in the hope of discovering various factors that have contributed to the exclusion of African history in the tertiary education curricula. Educational background of lecturers, lack of adequate African history documentation and globalization were cited as contributing factors towards the current exclusion of African history. Through the lens of Afrocentricity, we argue that African history, narratives and experiences are determinant factors of the future. This is to say that, meaningful contributions to the development and study of Africa should include Africa’s own history, narratives, perspectives and interests. Without their preservation, acknowledgement and incorporation into educational institutions for future generations, graduate unemployment perpetuated by inability to contextualize skills, emigration and continued dependence on the west plus a magnified loss of African pride and culture will continue to exist. A rigorous Afrocentric curricula transformation therefore remains an important matter deserving of attention and interrogation among institutions of higher learning in the continent especially Botswana
USE ASSESSMENT INFORMATION FOR IMPROVING THE QUALITY OF EDUCATION
Get PDFIt has been known for a long time that educational assessment is no longer carried out only to assess the progress and achievement of the learner and nobody else. Assessment outcomes provide a basis for making decisions at various levels about the progress of education. Decisions are made concerning the learner, teacher, school management and education planners and supervisors. This paper explores three areas where assessment results are used as part of a basis for decision making. These areas are: use of assessment outcome for improving the quality of instruction and learning; use of assessment outcome for accountability decisions; and use of assessment outcome for fostering an inclusive education system. The focus was to stimulate thinking and provide a framework for research and presentations. The assessments discussed here include classroom assessment, school level assessment, national examinations, and survey studies at national, regional, and international levels. These assessments generate a lot of data which may not be adequately utilised. Teachers may not be adequately trained in assessment and therefore cannot fully use the information provided for improving instruction. Holding someone responsible for assessment outcomes requires collateral data to inform decisions. Providing an inclusive education, particularly with mainstreaming, may be challenging to educators at all levels. The effectiveness of assessment utilisation is still limited by such factor
THE POTENTIAL AND CHALLENGES OF USING GEOGEBRA TO TEACH GEOMETRICAL CONSTRUCTIONS IN BOTSWANA JUNIOR SECONDARY SCHOOLS: THE CASE OF GABORONE WEST GOVERNMENT SCHOOLS
Get PDFThis study discusses the potential and challenges of integrating technology in mathematics instruction usingGeoGebra. There is a dearth of studies on the use of GeoGebra in classroom settings in the African contextand the study was an effort to add to the literature. A case study method to gauge teachers’ experiences onusing the software to teach geometrical constructions was employed. The findings indicated that GeoGebrahas the potential to support teachers if utilised effectively, but had its challenges. For example, teachers’ lackof knowledge on ways to integrate ICT in the curriculum, how to exploit its features in mathematical activitiesand not enough or limited access to computer hardware were some of the obstacles and challenges perceivedby teachers related to their inexperience with the software. The premise was that a teaching/learningenvironment based on using technology brings with it the possibility to work on mathematical concepts in abroader way compared to purely teacher-centred classroom sessions. Overall the study provide reasons tobelieve that GeoGebra has a potential in enhancing teachers’ mathematics instructional practices as evidencedby the participants’ general acceptance of its use in their lessons
EXPLORING TEACHER ADDED VALUE INTO LEARNERS READING ACHIEVEMENTS SCORE
Get PDFTeacher quality characteristics are used to measure the importance of the teacher to learners’ academicperformance. Studies on this topic have focused on teachers’ educational background, years of teachingexperience and salaries. While it is clear that certain teachers are more effective than others at improvingstudent achievement, there is considerably less consensus on whether specific, observable teachercharacteristics such as qualification or experience produce higher achievement. This study sought toexplore the value addition of the teachers on learner’s performance scores for reading after controllingfor several characteristics of learners, teachers and schools. In the study, the value added by the teacheris termed teacher effect and is measured as a random component representing the differences betweenthe learners’ actual score and the predicted score. This difference is assumed to be attributable toteacher after controlling for background variables. The study used the data obtained from Progress inInternational Reading Literacy Study (PIRLS) of 2011 year cycle. There were 4197 learners matchedto 141 teachers. Data sets also contained the background information of teachers, learners and schools.The study used the contemporaneous specification of the value added model (VAM). The results ofVAM suggested that the effect of the teacher on students’ scores was attributable to between school andwithin school effect. Further analysis suggested that teacher qualities that influence the students’achievement included level of education, ability to use computer, experience beyond 16 years and thebetter teaching strategies
Stakeholder perceptions on the environmental impacts of wildlife-based tourism at the Chobe National Park River Front, Botswana
Get PDFStakeholders’ perceptions of the impacts of wildlife-based tourism activities on the environment of a protected area were examined at the Chobe National Park (CNP) in Northern Botswana. Data were collected by means of a self-completion survey (questionnaire) among wildlife-based tourists and key informants in Kasane. Additional data were collected via participant observation on wildlife/safari tourism at the study site. Results show that there were positive perceptions of wildlife-based tourism, quality of wildlife and birdlife, species variety and scenic beauty along the Chobe National Park river front. The frequent use of the river front route by mobile tour safaris and fixed lodge operators has led to negative environmental impacts: vehicle congestion, deepening of treks/paths, boat congestion on the Chobe River and dust, all of which have led to reduced nature experience and satisfaction by tourists. This paper argues that it is evident that the ecological sustainability of the park is compromised and suggests that there is a looming problem at the park that deserves to be investigated further
EDUCATION POLICIES AND BASIC EDUCATION PROGRAMMES’ INFLUENCE ON TEACHERS’ INSTRUCTION: A DIAGNOSE OF THE LIFE OF DBAE APPROACH IN BOTSWANA PRIMARY SCHOOLS
Get PDFDiscipline Based Art Education (DBAE) is a method of teaching and learning arts that exposes leaners to four vital art disciplines: criticism, aesthetics, art history and art production. Developing knowledge and skills in these four areas, helps students to accomplish in-depth comprehension of visual arts. Thus, in order to understand art, learners must familiarised with the language of art in order to learn how art elements and principles of design are used to create an artwork; ask key philosophical questions about art; develop an understanding of how media, techniques and philosophies of art have evolved over time and be introduced to diverse media when learning art production. It is in this context that the study examined the extent to which Botswana policies and programmes including the Creative and Performing Arts (CAPA) syllabus addressed DBAE framework; to influence teachers to integrate DBAE in the teaching and learning of visual arts. The study further identified activities which could help incorporate DBAE with upper primary CAPA attainment targets. Content analysis was done on the existing upper primary CAPA syllabus and other policy documents that inform the curriculum to identify overlaps. Results revealed comprehensive aims from the policies which could have helped CAPA syllabus designers specifically art module to adopt the DBAE approached as it is viewed by most art educators globally as a rich method of teaching and learning the arts. The concept of DBAE is not coming out from both the CAPA attainment targets and the art module which is part of the CAPA syllabus. Nevertheless, the attainment targets define diverse knowledge and understanding, skills and attitudes which could be achieved through the use of DBAE framework. Art production and art criticism compared to aesthetics and art history seem to have been addressed in visual arts module objectives. As a result, the study recommends an inclusion of DBAE framework in the CAPA attainment targets and visual art module to guide teachers on their planning and teaching. A follow-study will be necessary to evaluate teachers’ implantation of visual arts module in relation to DABE framewor
RESEARCH ON THE CORRELATION BETWEEN CHINESE LEARNING STRATEGIES AND PROFICIENCY
Get PDFA quantitative study that aims at the aim to examine the correlation and mechanism between the learning strategies and proficiency of Chinese language learners. Adopting the data-driven study and open-ended interviews as grounded methodology, sampling participants’ scores on the HSK test and HSKK test, and their perspectives on learning strategies. Iterative data collection and constructive analysis uncovered strategies such as practicing mock tests, acquiring grammar and vocabulary as a prerequisite to writing skills, rewiring prefabricated patterns, familiarizing with rubrics and scoring criteria, extending the reading scope from daily dialogue to newspapers, academic essays, or fiction.
According to the statistics collected from 50 students of Confucius Institute at the University of Botswana, it indicates three main findings: 1. The learning strategy correlates with Chinese proficiency. 2. The metacognitive strategy and social strategy ranked at the top two positions amongst the other used strategies. 3. The mechanism of Chinese learning strategy manifests a noticeable deviation of individual differences in age, gender, and motivatio
Measuring Employee Engagement: Utrecht Work Engagement Scale (UWES) or Intellectual, Social and Affective Scale (ISA)?
Get PDFThis study compares and examines two competing Employee Engagement measures identified in the academic literature by specifically examining their proposed factor structure and predictive validity. Using responses from 157 employees, results revealed significant differences between the two measures. Principal Component Analysis (PCA) identified the purported three dimensional structure for the ISA but the same was not supported for the UWES-9. Regression analysis indicated the UWES-9 performed slightly better in predicting Affective Commitment (AC) and Intention to Turnover (IT) indicating that of the two, the UWES – 9 is a better predictor of favourable work outcomes. The findings support the theoretical argument that, employee engagement measured by the ISA is a three dimensional construct. Nonetheless the UWES-9 predictive power was superior to that of the ISA. Overall, the study concludes that both measures are valuable in employee engagement research and would serve different purposes. The decision on which one to employ should therefore be based on the fit to the study