排序方式： 共有36条查询结果，搜索用时 31 毫秒
1.
Politicians and other leaders in Botswana have recently expressed concerns that the country's ‘youth’ is not taking its citizenship responsibilities seriously. This is in a context of rapid change and development in the last thirty years since Botswana's independence in 1966. The study described here explored the learned perceptions of citizenship responsibility amongst a selection of Botswana's young adults and youth leaders. These perceptions were analysed in relation to theories of social capital citizenship and learning. The findings suggest that the influences of globalisation are producing a shift from traditional communitarian citizenship values to ones of ‘enlightened self interest’. However, civil society is under‐developed and needs nurturing through an educational strategy that encourages participatory approaches to development. Some of the arguments articulated here are elaborated on in a book (Preece & Mosewunyane, 2004). 相似文献
2.
Kgosietsile Velempini Bruce Martin Thomas Smucker Adah Ward Randolph John E. Henning 《Environmental Education Research》2018,24(7):1000-1016
This study explored the extent to which teachers integrate environmental education and local environmental knowledge into the curriculum of a secondary school in the Okavango Delta of Botswana. In doing so, the study explored the potential value of place-based education in redressing concerns brought to light in postcolonial critiques of education in southern Africa. The study found that teachers sought to integrate environmental education into the curriculum through lessons that included references to local place names and local flora and fauna, lessons addressing issues related to environmental resource management in the region, and the acknowledgment and celebration of traditional lifestyle activities in the schools. The study also found that efforts to integrate environmental education into the curriculum were limited by a lack of educational resources needed to support these endeavors as well as a lack of adequate teacher training promoting this educational goal. The results also illustrate the potential value of place-based education in redressing the legacy of southern Africa’s colonial past in schools in Botswana and southern Africa. 相似文献
3.
Lily Mafela 《Journal of educational administration and history》2014,46(4):424-442
A reanalysis of colonial education is necessary in order to highlight its multifaceted and hybrid nature in specific colonial contexts. Although in general, colonial education served the socio-political needs of the colonial machinery, the colonial government's hegemonic authority over the school curriculum did not operate as a totalising project. It was fettered by issues of political and social expediency that required both assimilation and accommodation in dealing with the sensitivities that were part and parcel of colonial rule. Influenced by theories of colonialism, this study used primary and secondary sources, in order to provide a nuanced understanding of the colonial history curriculum in Botswana. The paper argues that colonial rule was not merely a result of a foreign administration, but operated subject to local (counter-veiling) conditions, which reflected the complexities of the colonial context, and inadvertently influenced colonial education policy and practice, as well. Moreover, in the quest to create room for the incorporation of indigenous histories, the colonial authorities unwittingly came to reinforce the cultural hegemony of the principal Tswana groups. This provided the basis for the framing of history curricula in ways that inadvertently rendered the histories of the ethnic minorities invisible. 相似文献
4.
《Africa Education Review》2013,10(4):72-94
ABSTRACTTeacher education in Botswana is offered at various higher education institutions (HEIs). Undergraduate pre-service teachers for the secondary school level are trained at the University of Botswana (UB) and the Botswana College of Agriculture, and both HEIs offer different and autonomous teacher-training programmes. The Faculty of Education at UB has its own quality assurance mechanisms for the Teaching Practice (TP) and Practicum. The purpose of the study reported on was to identify the quality assurance mechanisms and processes in place and then to establish their effectiveness. The research type adopted was the case study. Data for the study was collected through document analysis, an open-ended questionnaire and interviews with student teachers, TP coordinators and supervisors and those who have participated in moderation panels. Generally, the findings indicated that there are effective quality assurance mechanisms, structures, processes and procedures in place for the TP at UB. 相似文献
5.
2006年以来,博茨瓦纳政府出台了高等教育自由化政策,促进了私立高等教育的快速发展。博茨瓦纳私立高等学校在专业设置上的特点主表现为:专业门类有限,以管理类为主,但开始走向多样化,专业资格证书种类繁多。其课程设置上的特点主表现为:强调专业课程而忽视通识课程,选修课不足,课程国际化程度比较高。这些特点体现出博茨瓦纳私立高等学校专业与课程设置上的工具主义倾向、商业化倾向和对外依附倾向。 相似文献
6.
This paper is part of a study that assessed the level of commitment of primary schools of remote area dwellers (RADs) to basic education between October 2004 and April 2005. The research question focused on the level of commitment of schools to universal basic education, school–community partnership in school governance and parental involvement in the way the curriculum was delivered. Questionnaire and interviews were used. The results show a significant relationship between teachers’ perceptions and variables such as district, qualifications, age, location, and experience. There is consistency between teachers’ perceptions and children's academic performance. It has been found that learner achievement in RADs schools is low and that parents are not actively involved in their children's education due to the policy environment and school management practices. 相似文献
7.
Conventional wisdom sees education as a primary vehicle through which all people can graduate out of poverty. Education as an instrument of societal change is capable of facilitating a wide range of human rights. However, in many developing countries the education gap seems to be growing within schools in urban, rural and remote areas. The key question is how we translate quality education inputs and processes into desirable outputs and outcomes, thus making teaching and learning inclusive to all the learners. All learners need to have equal access and opportunities in the school system, irrespective of social and cultural background, ethnic identity, gender, religion, social identity and disability. It is against this background that this article explores factors that contribute to low educational participation of children in remote and rural areas of Botswana. 相似文献
8.
《Africa Education Review》2013,10(4):647-663
ABSTRACTDeveloping countries place a high premium on education because it is believed to correlate with economic development. Similarly, Botswana adopted an education-for-development policy when it became independent in 1966. Providentially, it discovered and mined minerals, particularly diamonds, and funded education. Unfortunately, Botswana is a diamonds-led economy and suffered revenue losses due to the global economic crisis. Cutback budgeting became imperative and one of the questions that arose was; who should pay for tertiary education? While the government continues to fund it, calls for alternative financing models have arisen. While the call is legitimate in a resource-limited environment, this article argues that there is a need to interrogate the present financing model to improve it before embarking on new initiatives. Finally, while this case study is Botswana-specific, lessons can be drawn for resource- strained African countries. That is, it is vital to interrogate existing models before thinking of new ones. 相似文献
9.
Sara Humphreys 《Discourse: Studies in the Cultural Politics of Education》2013,34(5):765-783
Drawing on post-structural and post-colonial conceptions of gender, this paper explores multiple student masculinities and femininities in the classrooms of four junior secondary schools in Botswana. These gendered identities, it is argued, are negotiated within broader institutional constraints that have been socio-historically produced. Such constraints include the colonial legacy of heavily authoritarian (and inherently gendered) teacher-student relations, which in turn are sustained (and resisted) through the practice of English as the medium of instruction, and a punitive disciplinary regime, which has corporal punishment at its core. Three similar gender performances are identified for both girls and boys: ‘good classroom students’, ‘classroom rebels’, and ‘docile bodies’, though these are discursively produced and interpreted differently, against the norms of masculinity and femininity, and within a pervasive and stereotypical binary gender ideology. 相似文献
10.
Robert B. Prophet Nandkishor B. Badede 《International Journal of Science and Mathematics Education》2009,7(2):235-251
Teaching and testing in science in junior secondary schools in Botswana, takes place in English which is a second language
for the majority of Batswana (Citizens of Botswana are called Batswana [sing. Motswana] and the national language is Setswana.)
students and a third language for many. The understanding of textual material in science has been shown to be problematic
for first language speakers, which means that difficulties in comprehension are likely to be even greater for second language
readers. This study set out to test the hypothesis that improving the readability of junior certificate science examination
questions would improve student achievement. Results show that changing certain readability factors, such as sentence length,
simplified vocabulary and the removal of obscure information, brought about an improvement in achievement. The conclusion
considers the implications of the study for the writers of examinations and other texts in science. 相似文献